Tank Leak Personal Statement Example | Topics and Well Written Essays - 500 words

Tank Leak - Personal Statement Example The issues of soil contamination will need to be addressed and the abandoned tank removed for reasons of safety and structural stability. The local agency responsible for the environment may have to be consulted to determine the magnitude and extent of risk of environmental contamination the leakage poses. That agency may also require to be consulted before an appropriate remediation programme is adopted and the soil contamination cleaned up. Following are a few remediation techniques published in the Oil Remediation Index that we could choose from: 1. Dig and dump - As the name suggests this method involves removing all the contaminated soil and disposing it off to the nearest landfill site. While excavation and dumping is becoming increasingly expensive, this is the most effective of the methods for removal of contamination and possibly most appropriate for your site as we are already in the process of excavation. 2. Soil Vapour Extraction - This is an in-situ process that involves inducing an air flow through the soil to remove the volatile components of the contaminant. Since oil is not as volatile as say petrol, this technique might not be very appropriate here. 4. Bio-remediation - This method involves using micro-organisms such as fungi, bacteria etc to degrade organic contaminants.

Thinking Fast and Slow Essay Example for Free

Thinking Fast and Slow Essay 1. One of the book’s more stunning examples of the priming effect takes place in an office kitchen. Employees would typically make themselves coffee or tea and in return would drop a small fee into an â€Å"honesty† box. Researchers designed an experiment that involved alternating weeks where either a picture of a flowerpot or a picture of a set of eyes was in the room. Donations were checked after ten weeks and researchers found that significantly more money was contributed on weeks in which the eyes were in the room. Given this, and other examples of priming, do you find it feasible for organizations to devise methods that attempt to prime their employees to perform or react in a desirable manner? 2. One of the errors of System 1 is known as the framing effect. This refers to the ability of the way in which a problem is presented to influence an individual’s solution to it. Kahneman’s example in the book involves doctors at Harvard Medical School. In seeking their opinion a question is framed using either survival rate or mortality rate, with relative figures being the same. Despite this, 84% of the participants selected surgery that referred to a patient’s survival rate. Knowing the effects of framing a question either too broadly, too narrowly, or incorrectly all together, what are measures that organizations can take to ensure that their employees understand how to properly frame problems in such a way that the companies’ primary objectives are being targeted? 3. The book advocates that in our search for a causal link between occurrences in our lives we often dismiss the legitimacy of luck’s involvement in our success. To demonstrate this point, Kahneman points out that the gap in corporate profitability and stock returns between high performance firms and less successful firms dissipates to nearly nothing over time. In fact, over a 20 year period the returns of companies that originally had the worst ratings went on to earn much higher returns than their counterparts, which he refers to regression to the mean. Given that we may not necessarily be as talented as we perceive ourselves to be, what are steps that organizations can take to ensure that top brass is better able to understand what may actually be creating the company’s success?

The Oppression of Colonized India Illustrated in Arundhati Roy’s Novel

The post colonial experience has made the goal of harmonious family relationships that much more difficult, due to the families fragmenting throughout the old country and immigration to the land of the colonizer. Children and adult children alike lose perspective on their homeland and the struggles within their homeland. They become awe-struck by the development of the colonizers land, and as a result become confused with where their loyalties should lie. In Arundhati Roy’s novel â€Å"The God of Small Things†, the Kochamma family is a family of tragic situations and tragic people. Not all of their problems stem from colonization; in fact it is their own cultural traditions that lead to much of the tragedy; however it can be argued that the underlying theme within the novel is one of a people oppressed by the colonization of India by England, and how a society already consumed with prejudices based on class (or caste, as the Indian would refer to it) and colour begins t o turn on itself, and devalues its own people, culture and heritage. The Kochamma family lives, works and plays together. They do not however communicate with each other, nor do they comfort each other or attempt to understand one another. This is the greatest downfall of the family. Colonization plays a role in how some members begin to perceive each other and India as a whole; as well it lays the foundation for the sense of worthlessness each member of the family feels at different times. Although the English have left India when this story takes place, their presence can still be felt. â€Å"Englishness† and whiteness is held in high regard, and is something to emulate and work towards. The Indians, who had always had a class system and a disregard for darker skin,... ...n all of these stories, the children look to their families to help them form their identity and find their place in the world; and in most cases are disappointed with the lack of unity and dis-functionality they encounter. This relationship is much like India has with itself and England. Rather than thinking independently and trying to move away from British culture and being a people oppressed by colonization, the Indian people become a victim once again insomuch that they continue to think like the colonized even after they have won independence. The fragmentation of families in the post-colonial experience will only cease when the fragmentation of their country and culture has been ratified, and the shameful mindset of the colonized victim is shed from their minds and they are able to find respect and the future in their own customs, culture and people.

Multicultural Counseling Critique Essay -- Counseling

Multicultural Counseling Critique: Counseling Utilization by Ethnic Minority College Students Although the practice of counseling has evolved considerably since its inception, the concept of multicultural competence remains novel. Engrossed in the lives of every clinician are underlined biases and prejudices that act as filters in which every interaction with a clients is affected. Current research on the topic of multicultural counseling has shown that although multicultural awareness is on the rise there is still a remarkable gap in research regarding the use of counseling service and outcomes for racial and ethnic minorities (Kerney,Draper, & Baron, 2005). Insights such as these have encouraged researchers to investigate multicultural counseling, on many different levels of delivery. One such level is that of the university counseling center setting. Kerney, Draper, & Baron (2005) suggest that in order to address the need for research on the effectiveness of therapy for minorities, one must examine the current effectiveness of therapy on university campuses and the coincid ing utilization of counseling services by racial and ethnic minorities. In order to do this the researchers examined the differences among African American, Asian American, Latino, and Caucasian students in therapy attendance after intake, and the severity of distress at both intake and last session (Kerney,Draper, & Baron, 2005). The current paper will critique the research conducted by Kerney, Draper, & Baron, in order to gain further awareness into multicultural competent methods of working with ethnic and racial minorities. The current research addressed the issue of ethnic and racial minorities’ utilization of counseling services in a university setting... ...nd racial minorities, an increased amount of attention should be focused on normalizing counseling for ethnic and racial minority students. In doing so the stigma of counseling may be decreased and increased usage of services might occur. Upon review of the current literature concerning multicultural counseling, it has become evident that a competent counselor is an individual both aware of his culture, and dually aware of his client’s cultural point of view. In order to be a counselor who is competent in his craft, an understanding of other cultures must first be accomplished, and integrated as part of a counseling modality that is both flexible and able to accommodate client concerns in whatever manner they manifest. This incorporation is crucial in becoming a more culturally aware and sensitive counselor, and is a component worth integrating into practice.

Effect Of Client Choice Therapist Health And Social Care Essay

It is estimated that 11 % of consumers of outpatient mental wellness services and 19 % of inpatient mental wellness consumers meet standards for Borderline Personality Disorder ( BPD ) , and of persons run intoing clinical standards for a personality upset, 33 % of outpatient and 66 % of inpatient persons appear to run into standards for the Borderline status ( Linehan, 1993a ) . The Borderline status is characterized by â€Å" a permeant form of instability of interpersonal relationships, self-image, and affects, and marked impulsivity beginning by early maturity and nowadays in a assortment of contexts † ( American Psychological Association, 1994. P. 280 ) . To to the full run into standards for BPD, an single must expose this form in at least five of nine countries. One of the standards for diagnosing of the Borderline status is perennial self-destructive behaviour, gestures or menaces or self-mutilating behaviours and there is a reasonably big subgroup of persons with BPD who engage in these parasuicidal behaviours. Marsha Linehan developed Dialectical Behavior Therapy ( DBT ) in an attempt to assist these persons learn to modulate their emotions and cut down suicidal and parasuicidal behaviours. Dialectic Behavior Therapy is an evidence-based pattern that has been used efficaciously to handle persons with BPD and is deriving popularity in the psychiatric community. DBT intervention is comprised of both single therapy and hebdomadal accomplishments groups ( Scheel, 2000 ; Linehan, 1993a ) . DBT is focused on the thought that many of the troubles faced by persons with BPD root from an person ‘s inability to efficaciously modulate their emotions. Linehan ‘s biosocial theory provinces that persons with the Borderline status had early experiences with societal environments that were annuling which hampered their ability to efficaciously pull off and cover with feelings of intense emotions ( Linehan, 1993a ; Scheel, 2001 ; Crowell, Beauchaine, & A ; Linehan, 2009 ) . DBT pulls from many different schools of thought including client-centered, psychodynamic, and gestalt and besides mixes in constructs from Eastern and Zen doctrines. At its nucleus is the dialectic of cre dence and alteration and happening a balance between the two is the ultimate end to reconstructing map. In traditional DBT intervention the relationship between the healer and the client is a larger focal point than what would be traditionally found in other cognitive behavioural therapies ( Scheel, 2001 ) . DBT intervention consists of hebdomadal groups accomplishments developing in faculties such as heedfulness, interpersonal effectivity, emotion ordinance and hurt tolerance, hebdomadal person therapy with a DBT trained healer, and telephone conversations between the client and healer as needed ( McKay, Wood, & A ; Brantley, 2007 ; Sheel, 2001 ) . Individual DBT therapy Sessionss address three prioritized intervention marks: self-destructive behaviours, therapy interfering behaviours and increasing accomplishment development ( Shell, 2001 ) . In add-on to the supports available to clients, there is a hebdomadal audience meeting for healers supplying DBT intervention. The intent of this group is to supply healers supplying DBT intervention a topographic point to portion experiences, solicit feedback from their equal group and serve as a manner to assist the healer maintain the non-judgmental attack that is required of DBT intervention ( Scheel, 2001 ) . While research has shown DBT to be effectual in cut downing the parasuicidal behaviours of clients with BPD, the thought that a client will hold to go forth their pre-established relationship with a current intervention squad in order to come in into intervention with a DBT trained healer may ensue in people non come ining into this intervention. St. Luke ‘s House, Inc. a public mental wellness bureau in Montgomery County Maryland, operates a residential group place for adult females with BPD. This place utilizes DBT therapy in both the residential and the outpatient mental wellness scene. A ground frequently cited by consumers for non come ining into this plan is the involuntariness to go forth their current intervention squad. This research proposal will analyze the effects on intervention efficaciousness of DBT intervention when clients are allowed to keep a curative relationship with a non-DBT trained intervention squad while take parting in hebdomadal DBT accomplishments g roup. Literature Review A reappraisal of the bing literature of client pick in intervention and Dialectical Behavior Therapy revealed some important findings every bit good as some spreads in bing research. Client Choice In finishing a hunt utilizing several databases including PSYCHINFO, EBSCO, Psychology and Behavior and ERIC there were really few published surveies that examined the function client pick played in intervention effectivity and results. Of the consequences returned, the most recent published survey was in 1988 analyzing the principle and deductions of client pick of healers. Interestingly the research demonstrates clearly that leting clients to take their preferable method of therapy and preferable healer neither addition or diminish intervention efficaciousness, showing that at its worst, client pick would ensue in every bit effectual intervention results ( Ersner-Hershfield, Abramowitz, & A ; Baren, 1979 ; Manthei, 1983: Manthei, 1988 ; Manthei, Vitalo, & A ; Ivey, 1982 ) . Additionally, Ersner-Hershfield et Al. demonstrated that a higher per centum ( 71 % ) of persons who were allowed to take their healer really showed up for their first assignment compared to persons who were ass igned ( 45 % ) . Studies into the function of fiting clients with their preferable therapy mode in therapy have besides pointed to a defect in the system in that frequently the matching is done by the clinic and non the client ( Manthi et al. ) . Manthei et Al. investigated the effects of client pick of healer on therapy results by comparing results between a group of clients who chose their healer and two other groups of clients who were assigned healers by a clinical manager. The survey did non give consequences that demonstrated better results for persons who chose their healer, but the informations did non demo statistically important poorer results for this group, bespeaking that leting a client to take their healer would non in itself pose a hazard to intervention effectivity. While there is small informations to demo that intervention results are increased with client pick of healer or therapy, the information does show that clients who play at least a little function in taki ng their healer or therapy, have more positive feelings about their healers, stay in therapy thirster and were by and large more satisfied with therapy ( Manthei, 1988 ) . There have been suggestions to supply clients with information about available options and allow them take which they would wish to take part in ( Manthei, 1988 ) . The function of consumer pick in intervention is consistent with grounds based best patterns and current Social Work values focused on liberty and farther research in this country is indispensable. DBT Therapy Since its origin Dialectical Behavior Therapy intervention has been deriving widespread attending as an grounds based best pattern in the intervention of self-destruction efforts and self-injurious behaviours among persons diagnosed with Borderline Personality Disorder. DBT was developed in response to the trouble handling chronic sociality and self-injurious behaviours in adult females with BPD in traditional intervention scenes. It was designed to be an outpatient intervention comprised of four major constituents: 1 ) single psychotherapeutics hebdomadally 2 ) group skills developing hebdomadally 3 ) telephone audience with the healer as needed and 4 ) hebdomadal audience squad meetings for the healers and accomplishments group leaders ( Linehan, et al. , 2006 ; Soler, et al. , 2009 ; Chen, Matthews, Allen, Kuo, J. R. ; Linehan, M. M. , 2007 ) . Of the four surveies reviewed, three demonstrated important decrease in self-injurious behaviours and self-destruction efforts ( Bohus, et al. , 2004 ; & A ; Linehan, et al. , 2006 ) among other cardinal standards of BPD. Carter, Willcox, Lewin, Conrad, and Bendit ( 2010 ) note several grounds they were likely unable to retroflex old findings including deficiency of equal preparation in DBT methods, low attachment to DBT techniques and methodological differences in measuring. Additionally, Carter et Al. identified a shorter continuance ( 6 months vs. 12 months ) of intervention as a possible factor though Bohus et Al. demonstrated effectivity in three months of inpatient intervention. Overwhelmingly the research points to the effectivity of the DBT theoretical account in cut downing suicide efforts and self-injurious behaviours among persons diagnosed with BPD. There have been limited randomised surveies to analyze the effectivity of inmate DBT compared to the traditional outpatient DBT theoretical account and farther research is needed in this country, including follow-up with patients who received inpatient DBT and non-DBT outpatient intervention following discharge. Adaptations With the documented success of DBT intervention with persons diagnosed with BPD, human service suppliers of course sought to spread out the application to other diagnostic groups and populations and experienced varied consequence. DBT intervention has been expanded and modified for the intervention of binge-eating upsets and binge-eating syndrome nervosa ( Chen, et al. , 2008 ; Safer, Robinson, & A ; Jo, 2010 ) , victims of domestic maltreatment ( Iverson, Shenk, & A ; Fruzzetti, 2009 ) , aggression in correctional scenes ( Shelton, Sampl, Kesten, Zhang, Trestman, 2009 ) , adolescent populations ( Wasser, Tyler, McIlhaney, Taplin, Henderson, 2008 ) , post traumatic emphasis upset ( Wagner, Rizvi, & A ; Harned, 2007 ) , and opprobrious behaviour ( Waltz, 2003 ) to call a few. Adaptations of DBT to these populations have non examined the function of client pick of healer in intervention and all modified intervention while keeping the doctrine of DBT single therapy. The surveies replica ted old findings in that mark behaviours were significantly reduced utilizing the DBT theoretical account which included accomplishments group weekly in add-on to single therapy. Across the board the literature pointed to significantly lower drop-out rates among the groups having some signifier of DBT intervention. While traditional DBT intervention stopping points for 12 months, Chen et Al. ( 2008 ) limited the intervention continuance to 6 months but were able to show effectivity during that clip period. Other versions to the traditional theoretical account of DBT intervention include the usage of group merely over the class of 12 hebdomads ( Iverson et al. , 2009 ) with no single therapy, and the comparing of DBT accomplishments preparation and standard group therapy ( Soler, et al. , 2009 ) which is important to this research proposal because it demonstrates the effectivity of implementing DBT in a group scene. Shelton et Al. ( 2009 ) found that 16-weeks of DBT intervention significantly reduced aggression in correctional scenes instantly following intervention and at 6 and 12 month follow-ups. Although traditional DBT intervention has been focused on grownups chiefly due to the standards of BPD necessitating an person to be of big age, some versions have been made to implement this intervention with striplings with some success ( Wasser, et al. , 2008 ) . Wasser et Al. compared the usage of DBT intervention to standard curative surroundings in a residential scene. While the consequences were non every bit important as in other surveies, DBT was found to be more effectual at handling depressive symptoms in the young person. These surveies all point to successful versions of the traditional DBT theoretical account. Critique and Future Research The literature reviewed demonstrated that DBT, even in an altered signifier is an effectual intervention attack for cut downing parasuicidal behaviours in persons with BPD, every bit good as turn toing mark behaviours in other populations. There is farther research needed in the country of client pick in therapy effectivity and results. While some versions have been made to the mark population of DBT intervention, small attending has been paid to the function of client pick of healer in DBT intervention. This research proposal hypothesizes that utilizing a non-DBT trained healer will be every bit as effectual in cut downing suicide efforts and self-injurious behaviours as utilizing a DBT trained healer when combined with hebdomadal DBT accomplishments group. Further surveies into the effectivity of client pick in healer are needed and merely more controlled experiments will increase the organic structure of cognition in an attempt to do DBT intervention more widely accepted and available to persons enduring with dysregulated emotions and sing parasuicidal behaviours. Methods Research Design This research proposal will utilize a authoritative experiment design and will use the Suicide Attempt and Self-Injury Interview ( SASII ) to the control and experimental groups as a pre- and post-test step of self-destruction efforts and self-injurious behaviours. The hypothesis of this research proposal will be tested by comparing the post-tests between the experimental and control groups at the terminal of the survey. The survey will be conducted at both the Bethesda and Silver Spring outpatient mental wellness clinics of St. Luke ‘s House, Inc. in Montgomery County, Maryland. In this survey the control group will have traditional DBT intervention including single therapy by a DBT trained healer, and the experimental group will go on therapy with the intervention squad they have a preexistent relationship with. Both groups will have hebdomadal DBT accomplishments group and no group will hold single therapy Sessionss terminated as portion of this survey. Assignment to the control and experimental group will be done utilizing random assignment and barricading to guarantee that the groups are every bit indistinguishable as possible. Participant blocks will be determined by tonss on the SASII and separated by high and low tonss so that there is an every bit equal as possible representation of scope in parasuicidal behaviours in both groups. Participants in each block will be indiscriminately assigned to the control and experimental groups. Following the assignment into control and experimental groups, the survey participants will so be indiscriminately assigned to one of four accomplishments groups sing that the control and experimental groups are every bit consistent as possible. Because this research proposal uses a authoritative experimental design, menaces to internal cogency will be minimized and should non show a job with generalising the findings ( Montte, Sullivan, & A ; DeJong, 2008 ) . The survey will dwell of field experiments, as the intervention will be conducted in traditional curative scenes and group skill developing groups will take topographic point at the clinics so hazards to external cogency that might originate from the experimental scene will be addressed. There is some hazard of reactive effects of proving due to the pre-test at the beginning of the survey and in an attempt to turn to the hazard of an unrepresentative sample, barricading and tracking abrasion Numberss for both groups will be completed. Ultimately external cogency could be solidified through reproduction of the survey over clip and with different populations ( Monette et al. , 2008 ) . Sampling The proposed research survey will utilize 50 survey participants each of whom will be consumers of mental wellness services in Montgomery County, Maryland. One half of the participants ( n=25 ) will be assigned to the control group and one half will be assigned to the experimental group. Persons who meet study standards described below will be recruited from community mental wellness centres in Montgomery County Maryland and referred to the survey by a accredited mental wellness professional. As portion of the enlisting scheme, persons will be informed of the constituents of DBT intervention and accomplishments groups and will be informed of the nature of the research survey. Persons will be given information sing referral to the survey to supply their single healer if they are interested in take parting in the survey. Persons will be assured of namelessness, be provided with transcripts of the HIPPA processs and informed that engagement is voluntary. Persons will be informed that wh ile assignment to the control and experimental groups will be done by random assignment, all participants will have DBT accomplishments developing groups hebdomadally. Study participants will have no compensation for take parting in the survey other than the services provided and will be informed that they can drop out of the survey at any clip for any ground. Persons between the ages of 18-35 who meet DSMIV-TR standards for Borderline Personality Disorder and have a history of at least 2 suicide efforts within the last 5 old ages and a history of at least 3 or more inpatient psychiatric hospitalizations per twelvemonth will be considered for the survey. Exclusion standards for this survey include mandated intervention, co-existing idea upset, substance maltreatment upset, mental deceleration or any ictus upset necessitating medicine or ongoing monitoring. The exclusion standards are of import in this survey to guarantee the voluntary engagement of persons in the survey and to protect against the immaterial variables that might be related to medicine for ictus upset such as Depakote, which has besides been used as a temper stabilizer and has the possible to skew the consequences of the experiment. The research squad will utilize instance histories, written referrals from accredited clinicians, medical records and history, and a condemnable background cheque to verify eligibility for the survey. The Wechsler Abbreviated Scale of Intelligence will be used to govern out mental deceleration. Study Procedure The intent of this survey is to prove the effectivity of DBT accomplishments group as a auxiliary intervention mode to non-DBT single therapy. Traditional DBT intervention requires persons to suspend bing relationships with healers and head-shrinkers who are non trained in DBT intervention. This research survey proposes to analyze the consequence on intervention effectivity of leting consumers to keep relationships with a intervention squad that is non trained in DBT. Prior to the survey, two clinicians from St. Luke ‘s House will be selected and become certified to present DBT therapy. Prerequisites for enfranchisement as a DBT healer include a professional grade, province licence or tantamount and preparation in DBT as outlined in Appendix A. Additionally the enfranchisement procedure consists of a written and unwritten test to measure the appliers apprehension of the DBT doctrine and constituents and to verify the person ‘s ability to efficaciously supply the intervent ion ( DBT Certification and Accreditation, 2009 ) . In add-on to the two DBT certified healers, four staff members will be trained in facilitation the DBT accomplishments groups. Due to the strength of the accomplishments groups, the size of each group will be limited to a upper limit of 13 participants in each group and participants will be indiscriminately assigned to a accomplishments group from the control and experimental groups. These four facilitators will supply the hebdomadal accomplishments developing groups for all survey participants. Groups will be held at a set clip each hebdomad for 12 months and engagement will be compulsory. Participants who fail to go to at least 75 % of the accomplishments groups will be excluded from the research information as the effectivity of accomplishments group will non be able to be measured due to miss of engagement. Prior to entry into the survey, participants will be administered the SASII by their single healer. Instruction manuals for administrating and hiting the SASII will be provided to each healer prior to the execution of the survey. As participants either leave the accomplishments groups due to attrition or finish the rhythm of modes, the SASII will be administered once more and consequences will be compared to the tonss at admittance. The figure of accomplishments groups attended will be reported on the post-tests as good particularly in instances of abrasion so that the research workers can measure whether abrasion rates for either of the groups could hold an consequence on the consequences ( Monette, et al. , 2008 ) . Study Variables and Measurements The independent variable in this research proposal is the type of therapy the single receives. This variable will be measured nominally as either DBT trained healer ( command group ) or non-DBT trained healer ( experimental group ) . Each group will have one hr of single therapy and 2 hours of group accomplishments developing hebdomadally. Each of the accomplishments groups will follow the theoretical account outlined by Linehan ( 1993b ) and use the same accomplishments manual, prep and schoolroom assignments. The dependant variable in this survey is the effectivity of non-DBT trained healers combined with hebdomadal accomplishments group on cut downing parasuicidal behaviours and will be measured utilizing the Suicide Attempt Self-Injury Interview ( SASII ) . The SASII ( once the Parasuicidal History Interview ) looks at a assortment of factors related to both suicide effort and self-injurious behaviour. This step was rated as first-class in inter-rater dependability, and test-retest dependability, good in footings of concept cogency, and received a evaluation of adequate in the classs of content cogency and cogency generalisation ( Hunsley & A ; Mash, 2008 ) . The SASII is a 42-item step administered by a non-medical professional and is often used in surveies of persons with boundary line personality upset who display frequent self-destruction efforts or self-injurious behaviours ( Hunsley & A ; Mash, 2008 ; Linehan, Comtois, Brown, Heard, & A ; Wagner, 2006 ) . The major variables in th is step include frequence of self-injurious behaviours, particulars and deadliness of the method used, badness of any physical effects ensuing from the self-injurious behaviours and medical intervention received ( Linehan, Comtois, et al. , 2006 ) . In footings of dependability, the four graduated tables have been shown to be internally efficient with alpha coefficients runing from.64 to.86 and this step has an overall inter-rater dependability of.80 ( Brown, n.d. ; Hunsley & A ; Mash, 2008 ; Linehan, Comtois, et al. , 2006 ) . Cogency of this step was tested in a assortment of ways, most notably in the evaluations of method, deadliness and subsequent physical status. The SASII was designed to be administered by non-medical professionals and dependability between these interviewers and medical professionals was paramount. The measuring achieved.85 dependability coefficiency for deadliness of the method used and.93 for physical status following the event ( Linehan, Comtois, et al. ) . Additionally, the cogency of frequence counts ranged from 72 % to 86 % % when compared to clinical records ( Brown, n.d. ) . The standard version of the SASII will necessitate a drawn-out interview and there is a short version available every bit go od and is included in Appendix A. Datas Analysis Pre and Post trial tonss for each participant will be calculated and reviewed by the research squad. Statistical analysis will be completed utilizing SPSS for Windows and the hypothesis will be tested by utilizing a t-test to compare the average SASII tonss of the experimental and control groups. Because merely two variables are being compared, bivariate statistics will be used to depict the relationship between the dependant variable and the independent variable. IRB Approval In order to obtain blessing from the UMB Institutional Review Board the research squad will finish the IRB initial application which includes a 200 word abstract sketching the intent of the research undertaking, designation, features and figure of the topics in the survey, the research procedures including transcripts of the SASII, an overview of possible hazards and benefits to the research subjects, guidelines for keeping confidentiality and obtaining informed consent and a reappraisal of the usage of protected wellness information ( Institutional Review Board, n.d. ) . A modified version of the research proposal worksheet completed for this assignment could run into these demands. Review This proposal has a figure of strengths and as a consequence has the possible to convey forth important consequences. The survey has an ample and manageable sample size and the usage of barricading, random assignment provides the best chance to hold homogenous control and experimental groups. There is a high potency to deduce a causal relationship between the independent and dependent variables because the survey was designed as a authoritative experiment. Because of the experimental design, menaces to internal cogency are besides virtually eliminated with the exclusion of abrasion which will be discussed as a possible restriction to this survey ( Monette, et al. , 2008 ) . While there are a figure of strengths with this survey, there are besides several restrictions that need to be considered. This will be a reasonably drawn-out and dearly-won survey to transport out. The costs of developing two healers in DBT and four group skills leaders will be important. Additionally, traditional DBT intervention typically requires attending of accomplishments groups hebdomadally for the first 12-months, and while abrasion rates in DBT therapy tend to be lower ( Linehan, Comtois, et al. , 2006 ; Carter, et al. , 2010 ; Soler, et al. , 2009 ) , there is still a important hazard that abrasion will be a job long-run which will necessitate to be tracked, monitored and reported on continuously. There are other immaterial variables that have non been addressed in this research proposal. The background, preparation and experience of the single healers for the experimental group is unknown and since the hypothesis rests on an single being able to keep intervention with the supplier of pick, there is no manner to turn to this or to mensurate it beyond study of the healer. The possibility of reactiveness to pre and post testing does be and a Solomon experimental group was considered for this proposal, nevertheless it was of import to estimate the alteration in frequence and strength of parasuicidal behaviours so a baseline step was needed on all groups which precluded the usage of the Solomon 4-group design. The step chosen to measure outcomes has low prognostic cogency ( Hunsley & A ; Mash, 2008 ) so the ability to foretell future episodes of self-destruction efforts and self-injury is low. Future surveies in this country should utilize steps with some prognostic cogency as good which could dramatically better the significance and utility of the findings. Significance and Deductions The importance of this survey for progressing the field of Social Work and impacting the lives of persons who experience self-injurious behaviours is apparent. The proposed survey has the possible to add to the cognition base of the impact of client pick of therapy on intervention effectivity and if it is able to be replicated and applied to different populations a major barrier to the execution of DBT intervention could be reduced. This survey has the possible to open DBT intervention up to many persons who would otherwise non see it because they would hold to go forth their current supplier. This survey besides has the possible to offer single healers a auxiliary intervention in accomplishment development to help their clients with deriving the accomplishments needed to get down to larn to modulate their emotions without fall backing to self-injurious behaviours. On a more macro degree, community plans could get down to offer DBT accomplishments groups as a addendum to traditional outpatient patterns and because the intervention is done in a group format, the disbursals would be lower in footings of staff clip and resource allotment compared to hourly single Sessionss each hebdomad. As demonstrated in the research, supplying clients picks in intervention will finally take to greater satisfaction on the portion of the client, lower no-show rates and higher overall keeping of clients than mandating that a client leave their current supplier in order to have the group skills preparation offered through outpatient DBT accomplishments groups. From a policy point of view, mental wellness policy could be affected in footings of stressing client pick more in intervention options. Current policy tendencies are focused on autonomous attention and recovery based rules and by showing that consumer pick in healer has an at least equal consequence on intervention results could back up policy alteration to reflect a greater accent on pick.

Hyphen Puzzles

Hyphen Puzzles Hyphen Puzzles Hyphen Puzzles By Maeve Maddox A reader sent me six phrases and asked how I would hyphenate them: 1. Anti money laundering laws 2. Non English speaking students 3. Ex editor in chief 4. Pre Anglo Saxon period 5. Pro self sustaining agenda 6. Post so called apocalypse 1. Anti money laundering laws A glance at legal and financial sites show a preference for â€Å"anti-money laundering laws†: The  Supreme Court of Canada  on Friday  struck down  part of the nations anti-money laundering and terrorist financing law pertaining to lawyers, on the grounds that the legislation infringed on lawyers duty to their clients.- Jurist (online legal news and research service). History of Anti-Money Laundering Laws- US Department of the Treasury, Financial Crimes Enforcement Network. Anti-Money Laundering Template- FINRA (Financial Industry Regulatory Authority) This punctuation strikes me as odd because the laws are not against money (anti-money), but against money-laundering. I would go with â€Å"anti-money-laundering laws† or â€Å"anti money-laundering laws.† Although chiefly a prefix, anti can stand alone as an adjective. 2. Non English speaking students This is straightforward enough. The students do not speak English; therefore, they are â€Å"non-English-speaking students. A rule applies here: when a prefix precedes a capitalized word, a hyphen is required. 3. Ex editor in chief My choice is to go with AP style and write â€Å"ex-editor-in-chief.† If Merriam-Webster is your guide, you’d write â€Å"ex-editor in chief.† 4. Pre Anglo Saxon period If I had occasion to write such a phrase, I’d hyphenate it â€Å"pre-Anglo-Saxon period.† Anglo-Saxon is hyphenated to begin with, and the prefix precedes a capitalized word. 5. Pro self sustaining agenda This is an ugly phrase that I would avoid if possible. I might write â€Å"pro-self-sustaining agenda† or â€Å"pro self-sustaining agenda.† Like anti, pro can be used as an adjective as well as a prefix. 6. Post so called apocalypse I don’t understand what this phrase is supposed to mean. The prefix post conveys the idea of after or following. The qualifier so-called is applied to a term to indicate that the thing so qualified is not entitled to be called by that term. For example, â€Å"Your so-called dissertation is only three pages long.† A dissertation, written or delivered orally, is by definition lengthy. The word apocalypse has more than one meaning. If its meaning in this phrase is â€Å"a disaster resulting in irreversible damage to human society or the environment on a global scale,† it’s difficult to see how the use of so-called is applicable. If such an apocalypse has occurred, then it should be clear that it was the real thing. The word apocalypse can also mean revelation or disclosure, but I can’t think of an example in which the phrase â€Å"post so-called apocalypse† would make sense. The phrase could take two hyphens: â€Å"post-so-called apocalypse.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to KnowWriting the CenturyJanuary 1 Doesn't Need an "st"

buy custom Oticon and Information Technology essay

buy custom Oticon and Information Technology essay Information technology is a significant facet in any organization, be it a multinational or a small business. It is also essential in society in general. Integrating information technology in any office set up means employment of computer software, hardware and processor-oriented information systems. Most of the modern organizations have incorporated information technology in their systems, for smooth running of the firms. Effective inclusion of information technology in the office, could lead to remarkable outcomes, though it could also have its demerits. The major limitation of information technology is seen to be the redundancy of managers and workers. There are however several organizations that have been effectively renovated with the incorporation of information technology, one such example being Oticon. Oticon and Information Technology For the main part, Oticon demonstrates a good paradigm of successful incorporation of computer-based technology in redesigning an organization positively. Oticon is an international producer of hearing aids with its headquarters based in Denmark. This company was on the verge of being rendered extinct, due to competition from an American company that was producing hearing aids that were preferable to the larger market. This was when the firm got a new chief executive officer, Lars Kolind, in 1988 who revamped Oticon. Bjorn-Andersen and Turner (1995) suggest that information technology was not the sole reason for the far-reaching changes that took place at Oticon, but it made the metamorphosis possible and pragmatic. Information technology was applied by Oticon to make the work environment more efficient and mobility of workers was increased. Information was also afforded to workers at more convenient places and time as compared to the inconveniences experienced with the office syste m. Role of Information Technology in Organizations Information technology in an organization takes on a facilitative position rather than the primary role. It enables a company to undertake restructuring of its management and day to day workings as Oticon did. This kind of technology is used in creation of new business ideas, inventing novel methods of working and solving organizational hitches. Computer software for example, is used to design an easier and more effective way of coordinating the affairs of the company. For instance there can be accounting software to help in book keeping and inventory management. The Point of Sale (POS) system, for example ensures that whenever an item is sold from the stock in a business then the reduction in stock is reflected in the system. Applying information technology in organizations is manifested through the use of e-mails to communicate in an office. More recently there has been an increase of businesses and even big organizations using social media sites, such as Facebook, to advertise and market their products. Organizations also design websites where potential investors and clients can access information on the firm. Power point presentations are also used in company meetings to make a task more effectual and easy to understand. Most organizations have also resolved to use digital versions of files instead of filing cabinets filling a whole room with documents and files. In this way a huge amount of historical data can be stored and easily retrieved. Organizations also use computers to store the database of their employees. This is also useful for potential employees who send their job applications through the internet. Organizations also use information technology to reach out to their customers and receive feedback on products as well as to improve on customer care. Research can also be done on the internet to ensure that an organization keeps up with modern products and market trends. The Case of Johnsonville Sausage LLC Johnsonville Sausage LLC is an American company based in Wisconsin which mainly deals with manufacturing of meat products. This is one of the big companies that has effectively used technological strategies to sway global markets and consumer tastes. In 2003, the company mapped out an information technology plan to set up an all inclusive SAP policy. This meant that the firm would advance its visibility and be able to exploit more sources of raw materials, end products and what the customers require most. Johnsonville Sausage LLC utilized the Cisco Aironet 350 Series and set up a wireless local area network to follow up on the movement of its manufactured goods (Cisco Systems Inc. 2001). The company has also used other Cisco products such as firewalls to protect confidential company information and money, as well as routers and hubs. Johnsonville Sausage has also made use of wireless machinery to connect computers which are on the floor to the network. This is in turn used to check on the inventory as it stands at that particular time. All these illustrations demonstrate that Johnsonville Sausage LLC has indeed transformed due to information technology advancements. I would like to work in such an environment as this would mean that work gets done faster as information is available and is conveniently retrieved. In such an environment there is advanced technology and safeguards and the business is expanding meaning there is job security and better salaries too. Conclusion This paper has illustrated that information technology if effectively utilized and integrated by an organization can lead to a remarkable transformation. It is important to note that the role of information systems and technology is merely enabling or facilitative. To obtain optimum organizational transformation, a firm still has to do much more, for instance building up the main competencies and careers of the organization. Buy custom Oticon and Information Technology essay

Behavior Management versus Classroom Management

Behavior Management versus Classroom Management We sometimes make the mistake of interchanging the terms behavior management and classroom management. The two terms are related, one might even say intertwined, but they are different. Classroom management means creating systems that support the kind of positive behavior across a classroom. Behavior management is made strategies and systems that will manage and eliminate difficult behaviors that prevent students from succeeding in an academic environment. A Continuum of Management Strategies and RTI Response To Intervention is built on universal assessment and universal instruction followed by more targeted interventions, Tier 2 which applies research-based strategies, and finally Tier 3, which applies intensive interventions. Response to Intervention also applies to behavior, though since our students have already been identified, they do not participate in RTI. Still, the strategies for our students will be the same. in RTI are universal interventions. This is where classroom management is applied. Positive Behavior Support is about planning for your students to succeed. When we fail to plan . . . we plan to fail. Positive behavior support puts reinforcement in place ahead of time, with explicit identification of preferred behavior and reinforcement. By having these things in place, you avoid the poisonous reactive responses, the Cant you do anything right? or What do you think you are doing? Reactive measures present the danger if not the certainty that you will sour relationships with your students without really solving the problem (or lead to a decrease in the unwanted behavior.) Classroom Management Strategies, to succeed, must include: Consistency: Rules must be reinforced consistently, and reinforcement (rewards) must be delivered consistently and quickly. No changing the rules: If a child earns a five-minute break on the computer, dont take it away because you didnt like how they behaved in line on the way to lunch.Contingency: Students need to understand how consequences and rewards are related to behavior. Clearly define how the consequence or the reward are contingent on the classroom behavior or performance that is expected.No Drama. Delivering a consequence should never involve negative speech or snarky response. Classroom Management Classroom Management Strategies needed to successfully manage your classroom need to include I. Structure: Structure includes rules, visual schedules, classroom job charts, and the way your organize the desks ( Seating Plans) and how you store or provide access to materials. Rules.Seating Plans that support the instruction that you will be using. Rows will not facilitate small group instruction, but islands or clusters may not facilitate the kind of attention you may want for large group instruction.Visual Schedules , everything from sticker charts to encourage work completion to visual daily schedules to support transitions. II. Accountability: You want to make your students accountable for their behavior as a structural underpinning of your management plan. There are a number of straightforward methods to create systems for accountability. A Behavior Chart for a Classroom.Sticker Charts to manage breaks and workflow.A Token System. This will also appear under reinforcement, but it creates a visual way for students to account for completed work. III. Reinforcement: Reinforcement will range from praise to break time. How you reinforce your students work will depend on your students. Some will respond well to secondary reinforcers, like praise, privileges and having their name on a certificate or an honors board. Other students may need more concrete reinforcement, such as access to preferred activities, even food ( for children for whom secondary reinforcement doesnt work. Behavior Management Behavior management refers to managing problem behaviors from specific children. It is helpful to do some Triage to decide what behaviors are creating the most challenges to success in your classroom. Is the problem a specific child, or is it a problem with your classroom management plan? I have found that in many cases addressing a cluster of problem behaviors with a specific strategy may resolve some difficulties while at the same time teaching the replacement behavior. I had ongoing problems with appropriate behavior at group, which I use not only for calendar, but also to support language, instruction, and compliance. I created a time out for reinforcement chart, which has provided the right amount of feedback and consequence to motivate my students to evaluate and improve group behavior At the same time the behaviors of specific students demanded attention and intervention as well. While addressing group issues, it is equally important to address and intervene with individual students. There are a number of different strategies to use to teach the replacement behavior. Behavior management requires two kinds of interventions: proactive and reactive. Proactive approaches involve teaching the replacement, or desired behavior. Proactive approaches involve creating lots of opportunities to use the replacement behavior and reinforce them. Reactive approaches involve creating consequences or punishment for the undesired behavior. Even though the best way to create the behavior you desire is reinforce the replacement behavior, extinguishing a behavior is often not possible in a classroom setting. You need to provide some negative consequences in order to avoid seeing peers adopt a problem behavior because they only see the positive results of the behavior, whether it is tantrumming or work refusal. In order to create successful interventions and to create a Behavior Improvement Plan, there are a number of strategies that will provide success: Positive Strategies Social Narratives: Creating a social narrative that models the replacement behavior with the target student can be a powerful way to remind them of what the replacement behavior should look like. Students love having these social narrative books, and they have proven (Theres lots of data) to be effective in changing behavior.Behavior Contracts A behavior contract will lay out the expected behaviors and both the reward and consequences for specific behaviors. I have found behavior contracts to be an essential part of success, since it involves parents.Home Notes. This might be considered parts of both proactive and reactive responses. Still, providing parents ongoing feedback and providing hourly feedback to students makes this a powerful tool to focus on the desired behavior. Reactive Strategies Consequences. A good system of logical consequences help teach the behavior you want and put everyone on notice that some behaviors are not acceptable.Removal. Part of a reactive plan should include moving children with aggressive or dangerous behavior to another setting with an adult to be sure that education programming continues. Isolation is used in some places, but is increasingly being proscribed by law. It is also ineffective.Time out from Reinforcement. There are several ways to administer a time out from reinforcement plan that does not remove the child from the classroom and exposes them to instruction.Response Cost. Response cost can be used with a token chart, but not necessarily for all children. It works best with students who clearly understand the contingent relationship between the token chart and receiving reinforcement.

Selecting a Plant Site for a Pharmaceutical Industry Coursework

Selecting a Plant Site for a Pharmaceutical Industry - Coursework Example The final choice of finalizing a site is purely based on an extensive survey of advantages and disadvantages of the site location and ultimately availability of the real estate. The various factors that should be considered while selecting a plant site are discussed in this section. They are as follows. Raw materials availability is the basic need of a pharmaceutical industry. In this case, as most of the raw materials are imported, a location should be near to the port that helps in transportation of such materials and lowers the cost of transportation. Raw Materials of a pharmaceutical industry are very delicate and stored under a high-quality control. A very delicate environment as per Standard Operating procedures should be selected that provides a temperature and humidity controlled environment for storage and transportation of these materials. The location of the site is selected as per the demand of the industry. A location near to seaport helps in the importation of raw materials and exportation of the production material. Also, a close connection of the site to the national motorway helps in nationwide distribution of the products. A site close to a village or area of lower income people should be preferred. In such area, manpower is easily available. An industry every now and then is in need of hardworking and pain taking people who put all their efforts in the industry. An area that is free from environmental hazards should be selected. A pharmaceutical industry needs an environment that is free from pollution and waste of other industries. Moreover, a highly maintained disposal area as per standard operating procedures of making medicines should be there so it may not cause harm to the surrounding environment There should be an extra area within the premises of the industry that can be utilized later if needed. An industry with high potential, the future expectations should be kept in mind. In the future, if there is a need to build a storeroom, manufacturing area or even rooms for the new staff, there should be enough space that on which building can be extended.  Ã‚  

The Negative Effects of Social Networking Sites on Teens Thesis

The Negative Effects of Social Networking Sites on Teens - Thesis Example There are a number of potential negative implications of this phenomenon for adolescents and parents. For me, based on my observations, two of these negative effects are major. First concerns safety. There are many instances, as we always see in the news, where sexual offenders have been successful locating teenagers through the private information posted in their social networking profiles. Information that these youngsters think would only be of importance for or for the use of their family and friends can be accessed by strangers with harmful outcomes. Second concerns employment opportunities in the future. Employers locate unfavorable information about the past of the individual as s/he seeks employment. Injurious information could be posted that bad people could change to harm the person’s reputation. Primarily, several studies have revealed adolescent health concerns caused by online victimization and threatening sexual solicitation (Romm-Livermore & Setzekorn, 2009). Th ese dangerous sexual solicitations takes places when teenagers are invited to take part in sexual interaction or sexual relationships or to give private sexual information. This is confirmed to me by one of my friends who told me that a young girl persuaded him to take off his clothes in front of the webcam. Online victimization is identified by humiliating or antagonistic remarks or statements posted about a teenager on the Internet. As narrated by one of the teenagers I interviewed for this paper, â€Å"A classmate made a very bad joke by posting things about me on Facebook and spreading rumors about me having sexual interaction with different guys in chat rooms. These guys are total strangers to me, I do not know them. She started doing this when I got... As the essay declares social networking sites have in fact inherent positive and negative implications. Obviously, these are websites open to the prying public. People from all walks of life can access and use them. There are a number of potential negative implications of this phenomenon for adolescents and parents. For me, based on my observations, two of these negative effects are major. First concerns safety. There are many instances, as we always see in the news, where sexual offenders have been successful locating teenagers through the private information posted in their social networking profiles. This paper stresses that information that these youngsters think would only be of importance for or for the use of their family and friends can be accessed by strangers with harmful outcomes. Second concerns employment opportunities in the future. Employers locate unfavorable information about the past of the individual as s/he seeks employment. Injurious information could be posted that bad people could change to harm the person’s reputation. Online victimization is connected to coexisting psychosocial difficulties and emotional problems. Definitely, the avoidance of these negative experiences is greatly vital. Whether current recommendations to control or in other ways discourage teenagers from taking part in online social networking are an essential attempt in doing has still to be empirically and systematically studied.

Why is sports so important for the people of a number of countries in Research Paper

Why is sports so important for the people of a number of countries in the world - Research Paper Example Majority of the people in Spain celebrated their world cup win in South Africa in 2010. There was renewed show of patriotism. The jersey worn by the national team players was symbolic of the people, united and committed to one nation and cheered it on to victory. At that time, the victory served to brighten up a country that was hit by the recession, its unemployment rate was increasing and the confidence in the administrative bodies was dwindling. However, the sport united the people and gave them renewed hope to deal with the problems they face. This is what football often does in Spain. The sense of patriotism is evident in every person even the politicians. More than ever, they become committed to institute policies that will improve the welfare of the citizens. Spain struggles with the Catalan section due to the increasing will of the Catalans to be self-governing. The Catalan people view FC Barcelona as the representation of their customs and culture. It is no wonder that they fill the stadiums with banners carrying political messages regarding the same. Football is important to them as it helps them air their demands. It is a platform for them to advocate for a political voice. Their actions serve to spur heated exchanges and influence political ambitions of the two sections. To the people of Catalonia, football is their massive voice and they hope to continue using the platform. Some go to the extent of crediting the Barcelona players for the victories in major European competitions. They believe they have a big say in major things as demonstrated in football. However, until their ambitions materialize, they combine together to celebrate triumphs. This signifies that the Spanish and Catalan identities are not essentially incompatible (T he symbolism in Spanish football illustrates that Catalan and Spanish identities are not necessarily incompatible). Third, Football in Spain helps companies increase their financial returns. The Spanish football

Social research methods Essay Example | Topics and Well Written Essays - 1500 words

Social research methods - Essay Example These people were of different classes as well as encompassing other races. STUDENT EMPLOYMENT QUESTIONNAIRE Answer the questions below appropriately. Note that comments are optional, you can write them if you wish. 1. What is your gender a. Male b. Female 2. Are students able to balance education and work? a. Yes b. No a. Can work stress and academic stress overwhelm the students? b. Yes c. No 3. Is student employment healthy for the students? a. Yes b. No 4. Can students be competitive in their various jobs without experience? a. Yes b. No 5. Which school students are allowed to enter the employment field? a. Primary school students b. High school students c. College/university students 6. Does student employment help students pay their fees? a. Yes b. No 7. Are there limitations in student employment? a. Yes b. No 8. Does student employment contribute to their working experience? a. Yes b. No 9. Does student employment give students extra money for enjoyment that can make them for get about their schoolwork? a. Yes b. No 10. Can work stress and academic stress overwhelm the students? a. Yes b. No 11. Do students find time to study when employed? a. Yes b. No 12. Is there a job limit for the students? a. Yes b. No Reasons for Using Simple Questionnaire Model This report used the above design of questionnaire called simple questionnaire because it is clear and specific. ... se the questions are framed in a way that an individual cannot ignore them in the sense that they are very simple and a person is only required to share his or her view through choosing between yes and no. The comment box is optional and it is only placed for those who love to explain themselves. The main reason I did not to use the other complex questionnaire is that several people could not respond to them since they need a lot of time for an individual to explain his or her views. Besides, this type of questionnaire was the best to use because the subject of research is controversial in the sense that some people it while other does not. Therefore, it is a good opportunity for the public to share their views through responding to the questions. Part B Micro-Level Data Analysis and Interpretation It is evident in the tables and graphs below that there are social-economic differences in health and lifestyle. Health is examined in terms of General Health Questionnaire (GHQ-12) while lifestyle behavior is examined in terms of social support in the society. GHQ-12 data was acquired from the 2004 Health Survey for England cohort (n=3705). The configuration equation modeling was employed to evaluate the robust of the one-dimensional design, the present ‘best fit’ three-dimensional design and a one-dimensional design with retort bias. The best and suitable model that was employed was evaluated for standards error of measurement, reliability and free from discrimination. Questions and Answers 1. Are men more or less likely to have a high (over 4) GHQ-12 score? What does this indicate in relation to psycho-social wellbeing? There is no doubt that men are less likely to have high GHQ-12 score as compared to women. According to the 2005, Health survey conducted in England,

Write an essay in which you discuss the impact of feminism in the 20th

Write an in which you discuss the impact of feminism in the 20th century. What 3 accomplishments by feminists do you think have contributed most to changes in womens roles from 1870 to the present - Essay Example That is why after they were enlightened on their rights they choose to fight for equality and remove the biases, which dominated against women. This essay expounds on the on the impact of feminism in the 20th century and lastly the accomplishments that have contributed to changes in women roles from 1870 to the present. In the 20th century, women have impacted greatly on the area of political leadership. This is because women have been given the opportunity to vote and stand as candidates during general elections. For instance, in the United States of America the right to vote was granted to women according to the 19th amendment of the constitution. At the congress, women were able to improve all aspects of their lives by bringing out their grievances. As a result of the political impact, women are able to join the labor market impacting positively to the growth of the economy. In addition, in the job market, women are not excluded from certain industries. Due to this, different organizations fought for the rights of women to ensure that they joined the job market. This was done by ensuring that, they received the required education. Feminist focused on fighting for their rights and advocating for equality (Sheffield, 2006). In 19th century especially during the First World War, the National Women Party marched outside the White house with banners, which accused the government for unequal democratic rights especially in the area of rights to vote. Women were not allowed to publicly declare want they wanted their role was to meet the needs of the husband and the children. If any woman was found displaying masculine behaviors publicly, she was defined as rude and unable to yield to the customs of the land (Sheffield, 2006). Because of this, if a woman was found addressing people publicly she was ignored because they claimed that, she had a biological weakness hence she could not rule or address people in public. As a result of this biasness feminist

Social research methods Essay Example | Topics and Well Written Essays - 1500 words

Social research methods - Essay Example These people were of different classes as well as encompassing other races. STUDENT EMPLOYMENT QUESTIONNAIRE Answer the questions below appropriately. Note that comments are optional, you can write them if you wish. 1. What is your gender a. Male b. Female 2. Are students able to balance education and work? a. Yes b. No a. Can work stress and academic stress overwhelm the students? b. Yes c. No 3. Is student employment healthy for the students? a. Yes b. No 4. Can students be competitive in their various jobs without experience? a. Yes b. No 5. Which school students are allowed to enter the employment field? a. Primary school students b. High school students c. College/university students 6. Does student employment help students pay their fees? a. Yes b. No 7. Are there limitations in student employment? a. Yes b. No 8. Does student employment contribute to their working experience? a. Yes b. No 9. Does student employment give students extra money for enjoyment that can make them for get about their schoolwork? a. Yes b. No 10. Can work stress and academic stress overwhelm the students? a. Yes b. No 11. Do students find time to study when employed? a. Yes b. No 12. Is there a job limit for the students? a. Yes b. No Reasons for Using Simple Questionnaire Model This report used the above design of questionnaire called simple questionnaire because it is clear and specific. ... se the questions are framed in a way that an individual cannot ignore them in the sense that they are very simple and a person is only required to share his or her view through choosing between yes and no. The comment box is optional and it is only placed for those who love to explain themselves. The main reason I did not to use the other complex questionnaire is that several people could not respond to them since they need a lot of time for an individual to explain his or her views. Besides, this type of questionnaire was the best to use because the subject of research is controversial in the sense that some people it while other does not. Therefore, it is a good opportunity for the public to share their views through responding to the questions. Part B Micro-Level Data Analysis and Interpretation It is evident in the tables and graphs below that there are social-economic differences in health and lifestyle. Health is examined in terms of General Health Questionnaire (GHQ-12) while lifestyle behavior is examined in terms of social support in the society. GHQ-12 data was acquired from the 2004 Health Survey for England cohort (n=3705). The configuration equation modeling was employed to evaluate the robust of the one-dimensional design, the present ‘best fit’ three-dimensional design and a one-dimensional design with retort bias. The best and suitable model that was employed was evaluated for standards error of measurement, reliability and free from discrimination. Questions and Answers 1. Are men more or less likely to have a high (over 4) GHQ-12 score? What does this indicate in relation to psycho-social wellbeing? There is no doubt that men are less likely to have high GHQ-12 score as compared to women. According to the 2005, Health survey conducted in England,

Tourism development Essay Example | Topics and Well Written Essays - 1000 words

Tourism development - Essay Example In fact, there are many unique and new developments in tourism. This paper will examine three types of tourism developments that have changed in recent years. The first item we will examine is the rise of ‘green’ or eco-tourism. Next, we will examine World Heritage Site tourism, which is a branch of more traditional style historic destination travel. Finally, we will look at ‘pro-poor’ tourism, or travel set up to benefit local impoverished economies. In addition to examining these three types of tourism, we will see the advantages of each and the overall benefits of each as compared to more traditional tourism. The first area of change in regards development approaches to tourism is with green or eco-tourism. Uddhammar (2006, p. 659) defines eco-tourism as tourism that: (1) contributes actively to the conservation of natural and cultural heritage; (2) includes the local communities in it’s planning, development, operation, and well-being; (3) interprets the natural heritage of the destination to visitors; and (4) lends itself best to independent travelers or small size organized groups. (Uddhammar,2006, p.659). Eco-tourism would encompass more than random nature tourism. Mergg (2007, p. 3) gives key elements that would distinguish eco-tourism, such as minimizing the impact of various infrastructures. This includes limiting hotels and other buildings by using local materials that are safe, recyclable, and sensitive in design to the ecosystem. Also, Mergg emphasizes how education is a substantial part of the eco experience. Before the trip, the tourists should have read educational materials on the area and be trained on how to minimize their impact to the environment. A code of conduct should be in place along with well trained guides to make sure the vacation goes as intended. Finally, before the trip occurs, partial revenue streams involved such as plane fare would help benefit the area. Mergg goes on to

Kudler Fine Foods Frequent Shopper Program Essay Example for Free

Kudler Fine Foods Frequent Shopper Program Essay Kudler Fine Foods is a local and upscale specialty food store with a total of four stores in La Jolla, Del Mar, and Encinitas California with their main base store in San Diego, California. Each store maintains and sells high quality bakery, pastries, fresh produce, meat, seafood, specialty condiments, packaged foods, cheeses, and dairy products. Kathy Kudler owner and founder of Kudler Fine Foods is looking to expand her company and market her products to new prospective clients, along with improving her services to her current clientele. Since the opening day of Kudler Fine Foods in June 1998 the business has become sustainable and profitable. Ten years later Kathy wants to implement a frequent shoppers program not only to reward her current loyal customer base but also to draw in new clientele. Installing a business system for this initiative would allow Kudler the ability to track purchasing patterns of individual customers. This would give the company a better understanding of what products are sellers and what products do not move or sell as fast. Alternatively this would give customers the opportunity to receive points from their past purchases geared toward rewards products. According to the Kudler’s sales and marketing departments research this type of system will increase revenue and cost reduction for Kudler. Kudler identifies that knowing exactly what the customers purchasing habits, supply needs, and preferences are would enable Kudler to purchase only what will be sold. Therefore, it will stop Kudler from stocking on items that do not sell and are not attractive to the customer. Kudler has different types of options on how they could advertise the new shoppers program. Because these types of programs are commonplace within any market, Kudler needs to devel op a complete database system, with including current and former customers. This database is used specifically for advertising of the new program and data collection of sales. Kudler would need to update or create a new website to add this new program and help customers understand the benefits of registering for the program. Legally Kudler needs to stay within the boundaries set up for E-commerce. The rules for online business and e-mail advertisement are very far-reaching some of which include an opt-out link that allows any consumer to stop receiving e-mail advertisements. This must be easily viewable and verifiable to the recipient for online spam advertisement. Electronic contracts are legal and binding along with electronic signatures, these forms of agreements must have legal disclaimers visible for the customer to read. These are just a few of many other legal ramifications that Kudler would need to investigate and consider before moving forward. Ethical considerations are also vital to both the customers and Kudler Fine Foods when implementing the shoppers program. Any customers who register with Kudler’s shoppers program understand that all personal information given to Kudler will not be given or sold to another company without the express approval of the customer. Kudler has to take into consideration that registration online has to be implemented with the highest security software on the market. Protection of sensitive data is vital to the success of any online purchases or programs. Pornographic material and anything refereeing to pornography is prohibited by law. Breaches of contractual agreements are also considered unethical. Therefore, Kudler must have strict policy and procedures in place to alleviate any of the above issues. This would keep Kudler ethically stable and help with any other issues that will come into light. The main understanding that Kudler Fine Foods would have to embrace is that the company is fully responsible for what is placed on their website and also what they are offering to their customers as an incentive. Kudler Fine Foods has to identify within the scope of this project the development of the frequent shoppers program specific security measures. The main initiative is to secure private data and deter any unauthorized access. The main and formidable issue here is that the Frequent Shoppers Program will enable Kudler Fine Foods to still make a profit. The return on the investment with this new program has to exceed its monetary cost factor to stay viable. The stores have to identify other cost saving measures for this program to stay solvent for years to come. Keeping up to day records in a management system will also help save time and money while understanding where money is spent and where it is saved. Investing in the Shoppers program will take considerable money to start with. The long-term gain if managed properly can make Kudler Foods more lucrative in the future. Managing the marketing and advertising expenses must be a number one priority along with investing in upgrades of the website and possible market research. Concluding this program will rely on reports regarding expenditures, which should be collected over a period several prior years. This will give Kudler a baseline for future gains or losses. This will also let Kudler Fine Foods see if the program is profitable from each succeeding year. Gains and losses, extreme scrutiny and constant tweaking of the program its website and security infrastructure will have to be made in order for this program to be a success. Reference Apollo Group, I. (2007, 2010, 2011). Kudler Fine Foods. Retrieved November 26, 2012, from Sales and Marketing: https://ecampus.phoenix.edu/secure/aapd/cist/vop/Business/Kudler2/intranet/marketing-overview.asp

Aggression In Violent Offenders Psychology Essay

Aggression In Violent Offenders Psychology Essay Anger is considered to be an innate emotion within human beings that is associated with positive and negative qualities. Subjectively, anger can range from mild to severe or from mere irritation to rage (Wright, Day, Howells, 2009). Anger can positively act to mobilize psychological resources, facilitate perseverance, protect self-esteem, energize corrective behaviors, and communicate negative sentiments. However, anger also holds the negative potential to cause individuals to act out violently and harm themselves or others (Wright, Day, Howells, 2009). The concept of anger is considered to be multidimensional in that it involves behavioral, cognitive, physiological, and phenomenological variables (Wright, Day, Howells, 2009). Anger results from interactions between four dimensions such as behavioral reactions, external events, physiological arousal, and cognitive processes (Wright, Day, Howells, 2009). The association between anger and distorted perceptions can result in the inability to make appropriate assessments of behaviors, attitudes, and interactions within social contexts (Wright, Day, Howells, 2009). Anger that has significant intensity, duration, and frequency is referred to as clinical anger. This form of anger is described as being a precursor to health and social difficulties (Gardner Moore, 2008). These difficulties can occur interpersonally, occupationally, and legally as well as could impact an individuals physical and mental health (Gardner Moore, 2008). While clinical anger does not have a criterion for diagnosis, it does serve as a contributing factor to various mental disorders (American Psychiatric Association, 2000). Furthermore, anger was described as being central to many forms of violence, which makes anger relevant to treating violent offenders (Wright, Day, Howells, 2009). Concept of Aggression Aggression is defined as behaviors that are intended to harm another person or persons (Casas, 2005). Much research addressing aggression has focused on physical acts of aggression but has since begun to expand upon the definition of aggression (Casas, 2005). Purdy and Seklecki (2006) asserted aggression is typically associated with harmful and violent acts, such as assaults and homicides. According to Beaver (2009) career criminals are more likely to use serious violence and physical aggression compared to other offenders. In addition, various aggressive and violent crimes such as robbery, assault, rape, and murder are almost exclusively confined to habitual offenders (Beaver, 2009). Tew, Dixon, Harkins, and Bennett (2012) described aggression in relation to offenders in terms of verbal and physical aggression. Verbal aggression consisted of raising ones voice, shouting, swearing, being abusive, being argumentative, conveying threats, ranting, having an outburst, initiating a confro ntation, and bullying (Tew et al., 2012). Acts such as hitting, smashing up belongings, throwing belongings, slamming doors, hitting tables, or acts that resulted in restraint are considered to be physical acts of aggression (Tew et al., 2012). Similarly, Casas (2005) described various forms of aggression. Aggression can be classified as physical aggression, indirect aggression, social aggression, or relational aggression (Casas, 2005). Casas (2005) description of physical aggression was consistent with how Tew et al. (2012) described physical aggression. Indirect aggression involves covert and harmful behavior in which a victim is not directly confronted by the perpetrator. Social aggression involves harming another individuals self-esteem, social acceptance, or social status (Casas, 2005). Lastly, relational aggression is defined as harming another in terms of damaging a relationship, feelings of acceptance, or group inclusion (Casas, 2005). In general, social and biological factors contribute to aggression (Casas, 2005). Concept of Stress The concept of stress was discussed in relation to psychological symptoms as having two primary processes including emotion regulation and coping (Watson Sinha, 2008). Fifty-percent of the variance in psychological symptoms can be accounted for via stress and coping (Watson Sinha, 2008). In psychology, the stress process encompasses cognition and emotion in which stress can be assessed in relation to an individual or a group (Valdez, 2006). Therefore, forensic psychologists are interested in how individual or group stress impacts offender populations (Valdez, 2006). Valdez (2006) discussed how stress is à ¢Ã¢â€š ¬Ã‚ ¦a variable response or reaction that involves emotional, physiological, and behavioral coping responses to the appraised stressor (p. 446). Various coping mechanisms can be employed depending on the nature of a situation. Coping mechanisms can be emotion-focused, problem-focused, or avoidance coping (Valdez, 2006). Stress is considered to be reciprocal in that a stres sor and an individual can have an impact on each other. In this regard, coping responses are dependent upon how the stressor is perceived (Valdez, 2006). In considering the offender population, a stressor could potentially elicit a violent or aggressive response if the individual feels threatened or challenged (Valdez, 2006). Relationship among Anger, Stress, and Aggression According to Howells (2004), there is a link between anger and aggressive behavior. However, this link does not mean all anger will result in violence. In this regard, anger and aggression could potentially result in physical violence and can be useful indicators within correctional environments where the potential for violence exists (Tew et al., 2012). In relation to treatment, understanding the relationship between anger and aggression can assist practitioners reduce the risk of violence through effective protocols, treatments, and intervention strategies (Tew et al., 2012). The relationship between anger, stress, and aggression was illuminated within Komarovskaya, Loper, and Warrens (2007) discussion of impulsivity and personality disorders. The multiple diagnostic criteria of psychiatric disorders included the impulsivity construct. This construct is the inability to resist impulses and results in an individual acting in a harmful manner towards other (Komarovskaya, Loper, Warr en, 2007). Impulsivity relates back to anger and aggression in terms of their definitions incorporating the concept of harming others (Casas, 2005; Komarovskaya, Loper, Warren, 2007; Wright, Day, Howells, 2009). Impulsive aggression has various contributing factors including anger. In addition, it is considered to be a reactive or emotionally charged response precipitated by a loss of behavioral control (Komarovskaya, Loper, Warren, 2007). This relates back to stress in terms of potential stressors eliciting violent or aggressive responses (Valdez, 2006). Impulsivity, anger, hostility, and antisocial personality have been identified by various studies as predictors for institutional aggression, violence, and maladjustment (Komarovskaya, Loper, Warren, 2007). Impulsivity demonstrates how anger, aggression, and stress can be concurrently present and how the relationship between the three concepts can facilitate a violent response or reaction (Casas, 2005; Komarovskaya, Loper, Warren, 2007; W right, Day, Howells, 2009). The relationship between the three concepts can also be discussed in terms of treating violent offenders. Practitioners working in various forensic settings need to consider how violent behaviors exhibited by offenders are associated with anger, stress, and aggression (Walden University, n.d.). For instance, if an individual was convicted of an assaultive, abusive, or violent crime the clinician would employ anger and stress management treatment protocols (Walden Univeristy, n.d.). Another example would be the application of mindfulness-based interventions to help alleviate cognitive, affective, and behavioral manifestations of anger within a violent offender (Wright, Day, Howells, 2009). According to Wright, Day, and Howells (2009) study, mindfulness training can be used to reduce pain, anxiety, stress, depressive relapse, and psychosis. The use of cognitive-behavioral anger management therapy is another option available to clinicians for reducing violent behaviors resulting from a nger, aggression, and stress. In a meta-analysis of fifty outcome studies, cognitive-behavioral anger management therapy was found to reduce anger in 75% of the study participants (Beck Fernandez, 1998; Wright, Day, Howells, 2009). Knowledge of the concepts of anger, stress, and aggression in relation to violent offenders is essential for practitioners working with forensic populations (Walden University, n.d.). Application of such knowledge will assist a practitioner with selecting an appropriate treatment strategy for the offender. This relates back the differences in how anger, aggression, and stress can manifest in an individual (Beaver, 2009; Casas, 2005; Gardner Moore, 2008; Purdy Seklecki, 2006; Tew et al., 2012; Valdez, 2006; Watson Sinha, 2008; Wright, Day, Howells, 2009). The overlap and concurrency of anger, aggression, and stress, as well as how each concept manifests within an individual should be accounted for by a clinician when selecting a treatment option for an offender (Beaver, 2009; Casas, 2005; Gardner Moore, 2008; Purdy Seklecki, 2006; Tew et al., 2012; Valdez, 2006; Watson Sinha, 2008; Wright, Day, Howells, 2009). Practitioners can apply their collective knowledge about anger, agg ression, and stress in order to maintain the general safety of all involved within a forensic treatment setting. Furthermore, that knowledge can be employed to assist the practitioner with delivering effective treatment to violent offenders (Walden University, n.d.).

Define and discuss the traditional role of a narrator Within a Blood Es

Define and discuss the traditional role of a narrator Within a Blood Brothers. Compare the role of the narrator in the Play Blood Brothers and consider how you Would present the narrator to an audience if you were the director. Blood Brothers Essay Define and discuss the traditional role of a narrator. Within a Blood Brothers. Compare the role of the narrator in the Play Blood Brothers and consider how you. Would present the narrator to an audience if you were the director. The dictionary definition of narrate – VT (a story) to tell, relate; to give an account of; (film, TV) to provide a spoken commentary for narration n – narrator n... The tradition of narration came from the Greek chorus. Their were thirteen people in the chorus; all singing and dancing. The chorus which served as the narrator, asked probing questions, and also gave great advice to the heroes. If there was any violence it was merely narrated. The purpose of the narrator is to fill in the audience and let them know what is going on. Narration is one of the most important components of a story. The characters, plot, setting, and theme are also significant; however the narrator sets the mood and also the pace of the story. In Blood Brothers the narrator plays a variety of roles for example sometimes he is at a higher status than them and also is sometimes very negative. The original Greek narrator was in a chorus which consisted of thirteen people, in the play blood brothers the narrator also sang with the characters. They usually stayed as part of the chorus or on the side of the stage. They knew everything about the characters sometimes they could see into the future like in blood brothers the narrator was preparing the audience for what was going to come next in act 4 Scene 1. They usually spoke the beginning and end of the play he narrated the beginning of the play to set the scene and at the end he was the last one to speak before they both died. In act 1 scene 1 the narrator is a storyteller. He also sounds, very negative in what he is saying as he says ‘ Brother parted from brother’ ‘Wrenched apart’ ‘A stone in the place of a heart’ which is negative she gave him away because she didn’t think she would be able to cope and also because of money as well as her other seven children. I feel that the narrator is being very hars... ...lk around so he would be in with the cast to show the equality in status at times. He would have a deep voice as many people see god as having a deep voice and as he is controlling the families and is a higher status and people see god to be in the sky. My narrator would appear at the beginning and at the end of the play he would also appear to sing with the characters he would also be standing on the balcony at the side when he would be controlling the families I would also want him to interact with the characters so I would also having him walking around in between the characters when they are frozen and he is explaining to the audience what is happening. For the body language if I was showing the bad sign off him I would make him stand in one place at a higher status staring down at the characters but if he’s in a good mood I want him walking around interacting with the characters. I would also give him a strong accent and he would also talk loud as that’s how many people see god. Conclusion The understanding of the narrator has helped me to analyse this dramatic technique by setting the scene and also explaining to the audience what is going on.

I’m Not an Imitation of Someone Else, I’m Latina :: Personal Narrative Writing

I’m Not an Imitation of Someone Else, I’m Latina As I sat at the kitchen table on those chilly winter evenings in Kenner, Louisiana, I could feel my mother staring at me from where she was. I was busy doing my homework, and she was preparing that night's supper. She would always start off by asking me what I was doing and the only thing I would ever answer was, "Oh, nothing. Just homework." Then I would turn away and sort of look in the other direction as if to tell her to leave me alone, because I had a lot to do. At the time I was only eight years old, in my second complete year of schooling in the United States. I had already fully grasped the English language, and it had been a year and a half since I had been removed from the bilingual program. In actuality, I had become Americanized quiet easily. Although this was a process that involvedgive and take, because although I did adapt to my new environment very well, I never let go of what I had already learned in my previous environment. I can recall that at the same time that I was learning to read and write in English, I was also learning to do so in my native tongue, Spanish. In school, as I sat in the small wooden house, which was the bilingual classroom, I could clearly remember wondering why it was that "Spot" was so important. For more than a month we had been learning about this brown dog and about seeing him run. This experience was very strange for me, not only because it was in a totally new language but because I never did really see spot run. I only saw him painted on an oversized illustrated notebook. After a long and confusing day at school, I would come home to do my assignments; alone. It wasn't that my mother did not want to help me, but she couldn't. She knew little about the assignment , and knew even less about the language. At first I didn't mind. The assignments were easy for me to figure out, and if it was really hard I would just tell the teacher the next day that I couldn't figure it out. Sh e would ask me why I didn't ask my mother for help, and I would have to respond to her, "because she didn't know either.

Primary Education in India: Evolution, Structure and Development Essay

Education is one of the major factors which control a nation’s economic and scientific growth. In the report, an attempt has been made to analyze the primary education system of India and how it has evolved over the course of history and affected various sections of the society. To create the report, various data sources, secondary research, surveys and government legislations were used and referred. The report charts the evolution of the Indian education system in an attempt to understand the reasons behind the present condition of the system. A description of the features of the public education system and low cost private schooling system in India, both in terms of quantity and quality, has been provided with the help of various data sources and secondary research. It was found that the literacy rates, especially in the younger age groups, for both boys and girls are on an upward trend. However, the increase in literacy rates and education provided has not been uniform in various sections of society as well as various states. Similarly, literacy rates for girls, rural residents, and members of scheduled castes and scheduled tribes also lag behind those for boys, urban residents and the upper castes. Public expenditure on education in India has been rising over time and the government initiatives have resulted in a 9% increase in the literacy rate from 2001 to 2011. An analysis of the schooling system shows the growth in the literacy rates of the country since Independence and how it parallels with the increase in initiatives by the Indian government. It reflects non-uniform growth and disparity in the education imparted with respect to various sections, castes, gender and states in the country. The report also aims to increase the understanding of different perspectives and alternatives to the present system of primary schooling and education in the country. 2. INTRODUCTION Primary education is the foundation on which the development of every country is built on. In every country in the world, education is acknowledged as a tool for development and prosperity. Education is viewed as an intrinsically valuable commodity and a means to economic and social wellbeing of an individual as well as an entire nation. ? Most developed nations in the world also possess a sound primary and secondary education system. In the past few decades, the government of India has focused on provision of more schools ‘quantity’ and not on the ‘quality’. Various studies shown in the report will demonstrate that the percentage of ‘functionally literates’ is very low and the inadequacy of basic facilities and lack of infrastructure in schools. Government’s continuous efforts in the form of programs like ‘Sarva Shiksha Abhiyan’, DPEP, Mid-Day meals can be credited to achieve the above objectives. Literacy Rate of India has had an increase of 62% since independence, but individual literacy rates of various states show significant variations. In 2011, 95% population of 7+ of Kerala, Tamil Nadu and Maharashtra were literate, while Bihar had a literacy rate of 63. 25% with a female literacy rate of 33. 6%. The results of the surveys conducted show that some states are ‘educationally more advanced’ than others. India’s primary education has evolved from the traditional schools to the modern classroom. This has given the opportunity to the masses to get educated. New modern education also exposes the world and provides adequate infrastructure for an integrated learning environment. India’s literacy rates have increased from 12. 0% to 74. 04% in 2011 and although the male-female literacy rate gap is still 24. 1%, it has decreased over the last decade by 10%. The number of primary schools has increased three-fold from 209,671 to 664,041 and now 90% population has a school within 1 kilometer. While critics argue that the primary education system of India is not as advanced as the system in most developed countries, it is bound to become one of the fastest growing and most effective systems in the world in the near future due to the strong policies made by the government and the rapid growth of the alternative schooling system. 3. HISTORY AND EVOLUTION OF PRIMARY SCHOOLING IN INDIA ? In the pre-British era, education in India commenced under the supervision of a guru in traditional schools called gurukuls. Historically and traditionally, India had predecessors to the modern system of higher education at Nalanda, Takshashila and Ujjain Universities where Science, Art, Economics, Politics, Law, and Medicine were the few early subjects that were taught. The British came to India in the second half of the millennium and by the late 19th and early 20th century, they were successful and instrumental in creating a proper schooling system with primary and secondary education which has been followed by the Indian state ever since. After India gained independence in 1947, education became the responsibility of the states. The Central Government’s only obligation was to co-ordinate in technical and higher education and specified standards. This continued till 1976, when the education became a joint responsibility of the state and the Centre.? In 1976, education was made a joint responsibility of the states and the Centre through a constitutional amendment Center is represented by Ministry of Human Resource Development’s Department of Education and together with the states, it is jointly responsible for the formulation of education policy and planning. The 86th Amendment of the Indian constitution makes education a fundamental right for all children aged 6-14 years. When India gained independence, the literacy rate was as low as 12% but has been growing ever since. Even though the literacy rate rose to 74% in the 2011 census which also translated into economic growth, there’s still a long way to go. In recent past, India has made great progress in terms of increasing primary education enrolment, attendance rate, retention and expanding literacy to approximately two thirds of the population. Figures released by the Indian government in 2011 show that there were 5,816,673 elementary school teachers in India. As of March 2012 there were 2,127,000 secondary school teachers in India. Education has also been made free for children for 6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009. There have been several efforts to enhance quality made by the government. The District Education Revitalization Programme (DERP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system. 85% of the DERP was funded by the central government and the remaining 15 percent was funded by the states. 4. STRUCTURE OF THE GOVERNMENT SCHOOLS The main types of schools are those controlled by State government boards The Central Board of Secondary Education (CBSE) and The Council for the Indian School Certificate Examinations (CISCE) International schools. These schools try to copy the schools in the West in pattern and syllabus and are considerably more expensive than regular schools. Overall, according to the latest Government Survey undertaken by NUEPA (DISE, 2010-11), there are over 1 million schools. Expenditure on Education in India Expenditure on education is on a rise. The Indian budget has provided Rs. 34,400 crores to the educational sector in India. It is an increase of 20% over previous year. In 2004 expenditure on education stood at 3. 52% of the GDP and in the eleventh plan it is estimated to be around 4% while it should be at least 6% of GDP. The District Information System for Education (DISE) reported in 2012 that 95% of India’s rural populations are within one kilometer of primary schools. The 2011 Annual Status of Education Report (ASER), which tracks trends in rural education, indicated that enrollment rates among primary-school-aged children were about 93%, with little difference by gender. However, behind the veil of such promising statistics, the learning outcomes of India’s children show little progress. The country ranked 63 out of 64 in the latest Program for International Student Assessment (PISA) study, with some of its best schools ranked about average among those surveyed. The 2011 ASER stated that only 48. 2% of students in the fifth grade can read at the second grade level. The number of students completing their primary education with inadequate numeracy and literacy skills is startling. To see this manifest in an economic sense, one may attribute India’s productivity growth — lagging behind that of East Asian economies — to a lack of progress in the foundational elements of countrywide, high-quality education. India’s private-schooled, English-speaking urban elite may attract global attention, but they are in the minority. The vast majority of Indian children attend government-run primary schools in rural areas. In 2008-2009, rural India accounted for more than 88% of India’s primary-school students, of whom over 87% were enrolled in government-run schools. This is where we see some of the nation’s challenges. â€Å"The destiny of India is now being shaped in her classrooms. † (Education Commission, 1964-66. ) This statement rings true half a century later.? While the development planners rightly recognized that expansion of educational facilities has to be accompanied with improvements in quality and relevance of education at all levels, the outcome is different at different places in the country. 5. THE INDIAN SOCIETY AND ITS ROLE IN THE EDUCATION SYSTEM 5. 1 Socio-economic disparities Despite the strong constitutional backing for the provision of primary education in India and its expansion over time, the system is characterized not only by low achievements but also by large unevenness of achievements. Differences remain between rural and urban areas, and the probability of getting any education at all sharply depends on gender, caste and income. Women, scheduled castes and tribes and the poor are faced with barriers when it comes to getting basic education. Of the 200 million children in the age group 6-14, it is estimated that 59 million are out of school. Of these 35 million are girls and 24 million are boys (Ministry of Human Development, GOI). Apart from socio-economic determinants, the educational infrastructure and the management and the governance of the educational system in India are far from efficient or sufficient. The government is the largest provider of education in India with only about10% of primary schools owned by the private sector. The  quality of education provided by the public education system is low which translates into low educational abilities even for those who are able to complete primary education cycle. Moreover, there is a lot of ‘waste’ in the educational system with dropout rates as high as 40% for the country as a whole and in some Indian states, they are as high as 75%. Though the number of primary schools in the country increased, more than 1 lakh habitations still do not have access to a primary school within a distance of one kilometer. Teacher-pupil ratios are inadequate: less than 2 teachers are available in rural areas to teach a class size of around 100 students. Teacher motivation and teaching incentives are also very weak. 5. 2 Rural-Urban and Gender Disparities Perhaps, the largest disparity in educational attainment in India is by rural-urban location. While there has been some catching up in literacy rates for both males and females between rural and urban areas, the differences continue to be unacceptably large, especially for females. The child sex ratio also has a major impact on the disparity of the education imparted. Haryana, where the child sex ratio is decreasing, also sees the maximum amount of disparity when it comes to gender inequality of education. Only 46% of females in rural areas were literate as opposed to nearly 73% in urban areas in 2001, a gap of around 27 percentage points. For males, the gap was lower at around 15% percentage points with 71. 18% of males in rural areas and 86. 42% in urban areas being literate in 2001. However, school attendance has been rising for both girls and boys at the elementary school level in both rural and urban areas. The following table shows school attendance for boys and girls in the 614 years age category in 1992-93 and 1998-99 for rural and urban areas. Fewer girls attend school in rural areas compared to their urban counterparts, and also compared to boys in rural areas. The proportion of girls attending schools, however, has increased from 59% to 70% between the years under comparison. School Attendance (%), age 6-14 years 1992-93 Female Rural Urban Total 52 79 59 Male 72 85 75. 5 1998-99 Female 70 86 74 Male 81 89 83. While participation of girls in education has seen an increase over time at all levels of education, it continues to lag behind that of boys. Even in 2001-2002, girls’ enrolment remains below 50% of total enrolment at the primary school level. This is true of girls’ enrolment at all levels of education, though they have been increasing at levels beyond the primary as well. The table above provides enrolment data, which only takes into account entry into the school system and not attendance or retention, which as we have noted above was 73% for females compared to 79% for males. Moreover, if we view statistics for India as a whole, the numbers hide considerable variations. According to the Indian Census of 2001, of the 593 districts in India, 309 districts had (total) female literacy rates lower than the national average and 324 districts had a gender gap in (total) literacy rates that was greater than the national average. The gender gap in education is mostly due to entrenched gender norms, especially in the states of the north, where girls are married off at very young ages and exogamy in marriage means that any benefits of investment in education of girls will be captured by the household after marriage. This reduces parental incentives in the education of girls. The gender gap in education perhaps reaches its apogee in the North-western state of Rajasthan which can be seen as illustrative of what plagues gender equity in education in India as a whole. According to the 1991 Census, Rajasthan had 7 million children of primary school going age of which only 52. 8% attended school. Moreover, among girls the attendance rate was only 37. 4%. The drop out rate from the primary school system was as high as 55%. A large fraction of out of school children were girls. Among scheduled castes and scheduled tribes, the literacy rates for women were as low as 9% and 7% respectively. Thus, gender and caste attitudes have resulted in severe gender inequity in education in Rajasthan. These social attitudes are reproduced officially rendering them invisible, further compounding the low status of women in Rajasthan. 5. 3 Scheduled Castes and Tribes Membership in castes continues to exert a powerful influence on the attainment of socio-economic well being for people in India. This is reflected in almost all the social and economic development indicators for scheduled castes and tribes in India vis-a-vis the rest of the population. Scheduled tribes do worse than scheduled castes and girls belonging to scheduled castes and tribes do much worse than boys belonging to scheduled castes and tribes. At the primary school level, most boys are now enrolled in schools and the percentage of girls enrolled has also improved over time, though it continues to lag in certain states. One of the tables in the appendix provides enrolment ratios for boys and girls belonging to scheduled castes for 1997-98. Enrolment ratios for boys are above 100% for all states. However, drop-out rates for boys and girls belonging to scheduled castes and scheduled tribes are higher than average. In the case of scheduled tribes, nearly 64% of boys and 70% of girls drop out before completing primary school (MHRD, 1994). 6. THE ROLE OF THE GOVERNMENT IN THE SYSTEM Education is one of the most important parameters that can lead a country to a more sustained growth trajectory. The effect of education increases more in a country like India with over 1billion people. It should be noted that till 1976 in India, education was a ‘state subject’ . Post 1976 even the central government got involved in the process but the state could still enact laws modifying those passed by the central government. This implies that the primary responsibility for education lies with the state government. It may be noted that while expenditure on primary education may be nominal or even zero, especially in rural areas, the opportunity cost of education can be high which is why many households in the rural areas are reluctant to send their children to school. They see them as earning members of their families right from their childhood. In 2001-2002, India spent about 4% of its GDP on education, which is less than the proposed 6%. The following table shows government expenditure on education (all levels) as a ratio of expenditure on all sectors as well as percentage of GDP. From above, it is clear that elementary education was ignored by the government and more emphasis were given to secondary and tertiary education but at the start of the 21st century elementary education was finally given its due importance by allocation of more money. Elementary education is financed almost completely by the government – central, state and local – and government funds account for 99% of all recurring expenditure in elementary education. The District Primary Education Program(DPEP) and Sarva Shiksha Abhiyan(SSA) are two large scale programs undertaken by the government of India to provide primary and upper primary education to all the citizens of India. 6. 1 District Primary Education Program (DPEP) The Government of India launched the District Primary Education Programme (DPEP) in 1994 with the aim to attain the goal of universal elementary education. The objectives of the program are: †¢ To provide access to all children to primary education through formal primary schools or its equivalent through alternatives †¢ To reduce overall dropouts at the primary level less than 10 percent †¢ To increase achievement levels by 25 percentage points over and above the measured baseline levels †¢ To reduce disparities of all types to less than 5 percent. The criteria to identify districts under the programme are: †¢ Educationally ward districts with female literacy below the national average †¢ Districts where TLC(Total Literacy Campaigns) have been successful leading to enhanced demand for primary education (Department of Education: 1993). When the program was launched in 1994, it covered forty-two districts in seven states, namely Assam, Haryana, Karnataka, Kerala, Madhya Pradesh, Maharashtra and Tamil Nadu. Later, it was extended to Uttar Pradesh, Bihar, West Bengal, Orissa, Andhra Pradesh, Gujarat and Himachal Pradesh. Currently, the program covers 176 districts in 15 states of India. These states together have 60% of the child population in India. Another 60-65 districts are slated be brought into the DPEP fold. DPEP is a centrally sponsored scheme with the central government providing 85% of funds and the state government providing the remaining 15%. The share of the central government comes from external assistance from bilateral and multilateral agencies such as the World Bank, IDA, DFID, EC, UNICEF and the government of Netherlands. In the first phase of DPEP, 1,60,000 teachers were trained, 4,500 new schools, 5,000 class rooms were constructed and 14,400 toilet and water facilities provided. According to a study conducted by the National Institute of Educational Planning and Administration (NIEPA, 1998a), between 19931994 and 1996-1997, enrollment rates in DPEP districts increased by more than in non-DPEP districts. In many of the DPEP districts, primary school enrollment of girls increased at a higher rate than that for boys. Of the additional 6, 30,000 children enrolled in 39 of the 42 phase I DPEP districts between 1995-6 and 1996-7, 51. 5% were girls. Another NIEPA study (NIEPA, 1998b), found that among the DPEP phase I states, the highest enrollment increase of 35. 6 % was in Assam followed by Haryana (15.9%) and Maharashtra (14. 6%) in 1996-97. The national average was 9. 4 per cent. In 1997-98, the highest increase in enrollment was in Madhya Pradesh (10. 5%). 6. 2 Sarva Shiksha Abhiyan (SSA) The central government launched the Sarva Shiksha Abhiyan (Universal Elementary Education) in 2001. The goal of SSA was to provide meaningful and quality education to all children between the ages 6-14 by 2010. It is an umbrella plan for elementary education in India and includes the DPEP. SSA is a response to the demand for quality basic education all over the country and an opportunity for promoting social justice through basic education. It is a partnership between central, state and the local government. Objectives of SSA †¢ All children should be in school, Education guarantee centre, alternative school or back to school camp by 2005. †¢ All children in the state complete five years of primary schooling by 2007. †¢ All children complete eight years of schooling by 2010. †¢ Focus should be made on Elementary emphasis on education for life in the state. Education of satisfactory quality with †¢ Bridge all gender and social category gaps at the primary stage by 2007 and at the elementary level by 2010 in the state. †¢ Universal retention of children by 2010. The financial obligation by the government towards SSA has been estimated to be an additional Rupees 6,000 million over the next ten years to be shared by the central and state governments. Unlike the DPEP, the SSA is a program that is entirely domestically funded and does not rely on external resources. The funds for the SSA are allocated from the Union Budget. Secondly, the SSA is an initiative of the Central government, even though education in India is largely the responsibility of state governments. 6.3 Mid Day Meal Scheme (MDMS) It is the largest noon meal programme in the world. It covered about 10. 46 crore children of primary and upper primary classes in 11. 92 lakh govt. aided, local body, and NCLP Schools as well as Education Guarantee Scheme (EGS). Rs 48000 crores allocated for the program me during the 11th five year plan; Rs 38,000 crores spent so far. The benefits of MDMS are: †¢ Preventing classroom hunger †¢ Promoting school participation †¢ Facilitating healthy growth of children †¢ Intrinsic educational value †¢ Fostering social equality †¢ Enhancing gender equity †¢ Psychological Benefits The nutritional norm for upper primary stage was fixed at 700 Calories and 20 grams of protein. Midday meal scheme is an important step forward in improving both the education and health outcomes of children in India and greater effort and funds should be channeled in improving its quality and implementation. 7. QUALITY AND QUANTITY India has complex social structure where economic, social and gender disparities are present. Providing education to the masses keeping in mind disparities in the Indian society has been the goal of the government since independence. In India there is an emphasis on provision of more schools (‘quantity’) and providing easy access to these institutes. ‘Quantity’ of an education system can be defined as the measure of physical access to schools. Under ‘Sarva Shiksha Abhiyan’ the government aims to ensure that every person in India has a school within one kilometer of his/her residence and is given free primary education. This is to ensure that in rural and tribal areas where resources people have are limited, have easy access to school. Between 1950-51 and 2011-2012, the number of primary schools increased from 209,671 to 664,041, which is more than a three-fold increase. Eighty-four percent of Indian population now has a primary school within one kilometer and local government or local bodies run ninety percent of these schools. ‘Quality’ of an education system is a measure of school supplies, level of teaching and basic amenities provided by the school. Low quality education system indicates that students who have completed primary school are not functionally literate and numerate. In Maharashtra, Community based surveys of 28 cities and 8 rural districts in 2003 found that 30% students were able to read basic texts and perform basic arithmetic according to a report by A.  K. Bannerjee in 2001. The Probe team in 1999 reported similar results in Northern states. A study of two districts of Madhya Pradesh by Leclercq in 2002 found that only 27% students were able to read texts fluently. Thus, while increase in literacy rates are significant, the numbers may be misleading and do not show the ‘functional literacy rates’. The infrastructure in schools is an important measure of the ability of the education institution to impart ‘quality’ education to students. Most schools do not have classrooms large enough to accommodate all students. The  Probe Report in 1999 found that there are as many 40-50 students in a class with its seating capacity of only 25 on an average. The low figures of 25 in schools in Bihar and Andhra Pradesh do not indicate adequate resources, but low attendance in the schools. School structures also lack basic facilities like running water and toilets. A study showed that in Uttar Pradesh, 54% schools did not have running water and 86% schools did not have toilets (World Bank, 1997). Grover and Singh (2002) in their study of two districts of Tamil Nadu found that out of twentyfive schools only two had toilets. The non-availability of these basic facilities reduces student attendance, as the students have to return to their home to use these basic facilities. The lack of separate toilets for boys and girls also influences parent’s incentives to send their daughters to school. The quality of education provided is most affected by the teachers in the institute. Teacher availability in rural areas is very low. A report by a NGO (CSO 2001) shows that 80% teachers in rural areas apply for transfer to urban areas. This has led to severe imbalance in distribution of resources between the two areas. This reflects on the student-teacher ratio. India has a student to teacher ratio of 43, which is almost, double the ratio observed in developed countries. Moreover, most rural schools (almost 45%) are single or two-teacher schools, there is multi-grade teaching, which reduces the quality of education even further and is not shown by pupil-teacher ratios. There is little check on teacher accountability and teacher attendance reported is also low. In many schools, a lot of teaching time is devoted to do paperwork than actual teaching. In rural areas, Opening and closing times of the school deviate from the administrative fixed timings according to the whims of the teachers. The Grover and Singh report (2002) found that schools were often unexpectedly closed during rain, excessive heat, or agriculture peak period and for cultural reasons like marriages. This finally leads to irregular attendance and poor quality of education. Teacher qualification is an important parameter in the education system. In Tamil Nadu, The Grover and Singh report found that 85% teachers had adequate qualifications and 2 years of training for High school education, but this is not the case in other states like UP, Bihar and Rajasthan. Teacher training programs are also not designed for the reality of environment and the constraints under which teaching actually takes place. There is no focus on single-teacher schools where a teacher has to teach multiple grades and handle administration. The program also does not sensitize teachers for economic and social disparities, which are characteristic to the Indian scenario. Stronghold of teacher-unions has further reduced teacher accountability. In 2002, 457 allegations were registered against teachers and principals for ‘corruption’. This includes miss-use of school funds, recruitment of friends and relatives as teachers and ‘selling’ important positions in the school by bribes and social connections. Teacher apathy comes out very strongly in small surveys carried out by various research teams all over India. PROBE (1999) team reports that there was no teaching happening in half of the sample schools the team visited and the problem further compounded by poor infrastructure, overcrowded classrooms and lack of teaching materials. A research conducted by Grover and Singh in 2002 reported that in 70% of schools in Madurai and Villupuram in Tamil Nadu, no instruction was taking place. In Madhya Pradesh, management has been decentralized to village level bodies like Gram Panchayat to improve administration according to the regional needs. Alternate schools also report social differentiation and inequality in schools . Social differentiation on the basis of caste was always present in India, and the above reform has alleviated the problem. This is observed especially in the areas where students belong to a ‘lower’ social caste and teachers belong to the dominant caste. This increases the problem of low enrollment, dropout rates and parental apathy towards public schools. World Bank’s study of 1997, estimated 45% girl and 42% boy dropout rate before class five. The All-India rate is 40% highlighting that dropout is still a major problem in Public education system. The dropout rate of girls is always higher than boys (Except Karnataka) and in five states UP, Bihar, Rajasthan West Bengal and Madhya Pradesh; dropout rates are more than 50%. Corporal punishment is reported to be practiced in both rural and urban schools. Psychologists say no matter how serious the offence, beating should not be allowed. It leaves a very serious trauma on the student’s mind. In 2011, 40 cases were registered in Delhi of corporal punishment. The worst aspect is that almost 90% of the cases go unreported as parents too think it must be their child’s mistake and that’s why he/she must have been administered a beating. It was seen as an acceptable form of punishment by the society until 2000, when the Supreme Court banned it in all schools. There have been many cases in which students have lost their lives because of corporal punishment. In 2010, a nine-year old girl, Piya Chaudhary died of due to cancer arising out of injuries inflicted on her head by a schoolteacher. In 2012, Aslam Ansari died after thrashing by his teachers in Madhya Pradesh. Every year, numerous children die due to corporal punishment in schools. This reflects the quality of education and teacher apathy. 8. LOW COST PRIVATE SCHOOLS VS GOVERNMENT SCHOOLS One of the major movements that have come up in India and other developing countries is the system of low-cost private schools which are accessible by the masses. The affordable or low-cost private school system which basically consists of private schools where monthly student fees varies from Rs 100-Rs 750 ( 2 US$ to 15US$) is gaining momentum worldwide and helps poor families in having a say in their children’s education and future. . In a UNDP survey across 10 major cities of the developing world, however, as many as 75 per cent of students were attending private schools, paying fees of less than US$10 a month. ? These schools serve as alternatives to the age-old system of public schooling in the developing countries in the world. The various differences between public schooling and low-cost private schooling will be studied with the case of Indian schooling system as the focal point. India lives in its villages and the primary education system in most villages is below par. The country aims for a 6% allocation of the GDP dedicated to the education sector of the country but hasn’t been able to put it into practice as of now. It is often very difficult to quantify growth and learning of a student and distinguish between the overall performances of students of public and private schools. The parameters and benchmarks are very subjective. The quality or effectiveness of the low-fee private schools is very difficult to gauge especially in India when it’s still in the nascent stages. There is no comparable measure of learning achievement in private and public schools Test scores and literacy rates along with passing percentage are one of the few criterions to work with. The relative cost of private and public schools, where the focus is on the monthly cost of teaching each student. The major chunk of the expenditure goes on salaries.