Ventricular System of the Brain

The ventricular system is a series of connecting hollow spaces called ventricles in the brain that are filled with cerebrospinal fluid. The ventricular system consists of two lateral ventricles, the third ventricle, and the fourth ventricle. The cerebral ventricles are connected by small pores called foramina, as well as by larger channels. The interventricular foramina or foramina of Monro connect the lateral ventricles to the third ventricle. The third ventricle is connected to the fourth ventricle by a canal called the Aqueduct of Sylvius or cerebral aqueduct. The fourth ventricle extends to become the central canal, which is also filled with cerebrospinal fluid and encases the spinal cord. Cerebral ventricles provide a pathway for the circulation of cerebrospinal fluid throughout the central nervous system. This essential fluid protects the brain and spinal cord from trauma and provides nutrients for central nervous system structures. Lateral Ventricles The lateral ventricles consist of a left and right ventricle, with one ventricle positioned in each hemisphere of the cerebrum. They are the largest of the ventricles and have extensions that resemble horns. The lateral ventricles extend through all four cerebral cortex lobes, with the central area of each ventricle being located in the parietal lobes. Each lateral ventricle is connected to the third ventricle by channels called interventricular foramina. Third Ventricle The third ventricle is located in the middle of the diencephalon, between the left and right thalamus. Part of the choroid plexus known as the tela chorioidea sits above the third ventricle. The choroid plexus produces cerebrospinal fluid. Interventricular foramina channels between the lateral and third ventricles allow cerebrospinal fluid to flow from the lateral ventricles to the third ventricle. The third ventricle is connected to the fourth ventricle by the cerebral aqueduct, which extends through the midbrain. Fourth Ventricle The fourth ventricle is located in the brainstem, posterior to the pons and medulla oblongata. The fourth ventricle is continuous with the cerebral aqueduct and the central canal of the spinal cord. This ventricle also connects with the subarachnoid space. The subarachnoid space is the space between the arachnoid matter and the pia mater of the meninges. The meninges  is a layered membrane that covers and protects the brain and spinal cord. The meninges consists of an outer layer (dura mater), a middle layer (arachnoid mater) and an inner layer (pia mater). Connections of the fourth ventricle with the central canal and subarachnoid space allow cerebrospinal fluid to circulate through the central nervous system. Cerebrospinal Fluid Cerebrospinal fluid is a clear aqueous substance that is produce by the choroid plexus. The choroid plexus is a network of capillaries and specialized epithelial tissue called ependyma. It is found in the pia mater membrane of the meninges. Ciliated ependyma lines the cerebral ventricles and central canal. Cerebrospinal fluid is produced as ependymal cells filter fluid from the blood. In addition to producing cerebrospinal fluid, the choroid plexus (along with the arachnoid membrane) acts as a barrier between the blood and the cerebrospinal fluid. This blood–cerebrospinal fluid barrier serves to protect the brain from harmful substances in the blood. The choroid plexus continually produces cerebrospinal fluid, which is ultimately reabsorbed into the venous system by membrane projections from the arachnoid mater that extend from the subarachnoid space into the dura mater. Cerebrospinal fluid is produced and reabsorbed at nearly the same rate to prevent pressure within the ventricular system from getting too high. Cerebrospinal fluid fills the cavities of the cerebral ventricles, the central canal of the spinal cord, and the subarachnoid space. The flow of cerebrospinal fluid goes from the lateral ventricles to the third ventricle via the interventricular foramina. From the third ventricle, the fluid flows to the fourth ventricle by way of the cerebral aqueduct. The fluid then flows from the fourth ventricle to the central canal and the subarachnoid space. The movement of cerebrospinal fluid is a result of hydrostatic pressure, cilia movement in ependymal cells, and artery pulsations. Ventricular System Diseases Hydrocephalus and ventriculitis are two conditions that prevent the ventricular system from functioning normally. Hydrocephalus results from the excess accumulation of cerebrospinal fluid in the brain. The excess fluid causes the ventricles to widen. This fluid accumulation puts pressure on the brain. Cerebrospinal fluid can accumulate in the ventricles if the ventricles become blocked or if connecting passages, such as the cerebral aqueduct, become narrow. Ventriculitis is inflammation of the brain ventricles that typically results from an infection. The infection can be caused by a number of different bacteria and viruses. Ventriculitis is most commonly seen in individuals who have had invasive brain surgery. Sources: Purves, Dale. â€Å"The Ventricular System.† Neuroscience. 2nd edition., U.S. National Library of Medicine, 1 Jan. 1970, www.ncbi.nlm.nih.gov/books/NBK11083/.The Editors of Encyclopà ¦dia Britannica. â€Å"Cerebrospinal fluid.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, inc., 17 Nov. 2017, www.britannica.com/science/cerebrospinal-fluid.

Factors That Influence Risk Management - 1875 Words

In this contemporary world, there are many interesting happen all around the globe with the help of technology advanced. Hospitality, tourism and events are some of the largest industries due to the fact that there have been an increasing demand for these sectors in recent decades. That’s why the concern for risk management practices is also on the rise as there have been number of report on unfortunate incidents related to safety measures in the three sectors. The development of risks study and its implication have been adopted as people now aware of their own safety and others as well. Therefore, this essay want to address different factors that influence risk management decision and how to minimise the chance of that could†¦show more content†¦The level of risks is associated with different managing method, particularly in crisis and disaster management situation due to its size and impact on society. Natural disaster is unavoidable therefore there have been many a ttempts to reduce the impact while crisis indicates either man-made disaster or highly uncommon events that can be predicted (LRG 2012). According to NSW Government (n.d) risk management process is divided as the following steps †¢ Establish the context †¢ Identify the risk †¢ Analyse the risk †¢ Evaluate the risk †¢ Treat the risk The concern areas for risk assessment include administration, marketing, crowd management, health, safety, security, and transport (Bennett 2012). Nevertheless, its influences can arise from internal and external environment while the precise outcomes are hard to estimate and control, organisation then need to construct a strategic risk management plan for specific departments or projects to eliminate and minimise the possibility. 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All Thing Fall Apart Essay Example For Students

All Thing Fall Apart Essay In Things Fall Apart by Chinua Achebe, women of the Ibo tribe are terribly mistreated, and viewed as weak and receive little or no respect outside of their role as a mother. Tradition dictates their role in life. These women are courageous and obedient. These women are nurturers above all and they are anything but weak. In the novel Things Fall Apart, Okonkwo has several wives. He orders them around like dogs. They are never to question what they are instructed to do; they are expected to be obedient. We clearly see this early in the story, when Okonkwo brings Ikemefuna into his home. Okonkwo tells his senior wife that Ikemefuna belongs to the tribe and that she is expected to look after him. She in turn asks him if he will be staying with them for a long period of time. This sends Okonkwo into a fury. He snaps at her in a very degrading manner, Do what you are told woman. When did you become one of the ndichie meaning elders of Umuofia? pg. 12 Clearly she receives no respect. Later in the story we see this woman try to comfort Ikemefuna. She mothers him as if he is one of her own children. She tries to put him at ease and can almost instinctively feel how much he misses his own mother. In keeping with the Ibo view of female nature, the tribe allows wife beating. Okonkwo beats his youngest wife one-day because she was visiting with a friend and did not get home in time to prepare a meal for him. Another one of his wives tries to cover for her when she is questioned as to whether or not the youngest wife has fed the children before she left. Certainly she does this in effort to protect the youngest wife, knowing full well what she faced. Okonkwo does not let them down, he beats his youngest wife severely until he is satisfied. Even in spite of pleas from his other wives reminding him that it is forbidden to beat your wife during the Week of Peace. Okonkwo will face consequences, not for beating another human being, but only because of his timing. He beats his second wife when she refers to him as one of those guns that never shot. When a severe case of wife beating comes before the egwugwu, he finds in favor of the wife, but at the end of the trial a man wonders why such a trifle should come before the egwugwupg. 83. The husband considers his wife as a property. He either wants his wife back or his bride price. The omniscient narrator acknowledges a near-invisibility of women in Things Fall Apart. Describing a communal ceremony, he confesses, It was clear from the way the crowd stood that the ceremony was for men. There were many women, but they looked on from the fringe like outsiderspg. 77. They are not invited to stay when men are engaged in any discussion; they are not included in council of war; they do not form part of the masquerades representing the judiciary and ancestral spirits. Okonkwo views women to be weak and foolish. He has a different expectation for men and women. This can be seen clearly by the way that he raises his children. He tries his best to train Nwoye to be strong and brave while he feels sorry that Ezinma is a girl. Okonkwo knows that Ezinma has the right spirit, but he does not try to make her to be brave or strong. He favors her the most out of all of his children, yet if Ezinma had been a boy would have been happierpg. 69. This kind of contradiction comes up in the novel repeatedly. Those practical, daily life examples of how Okonkwo views women play an important role in showing Okonkwos real drive for his behaviors. .uae162d8639a8c8a1a16f37d9e55e1d5b , .uae162d8639a8c8a1a16f37d9e55e1d5b .postImageUrl , .uae162d8639a8c8a1a16f37d9e55e1d5b .centered-text-area { min-height: 80px; position: relative; } .uae162d8639a8c8a1a16f37d9e55e1d5b , .uae162d8639a8c8a1a16f37d9e55e1d5b:hover , .uae162d8639a8c8a1a16f37d9e55e1d5b:visited , .uae162d8639a8c8a1a16f37d9e55e1d5b:active { border:0!important; } .uae162d8639a8c8a1a16f37d9e55e1d5b .clearfix:after { content: ""; display: table; clear: both; } .uae162d8639a8c8a1a16f37d9e55e1d5b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uae162d8639a8c8a1a16f37d9e55e1d5b:active , .uae162d8639a8c8a1a16f37d9e55e1d5b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uae162d8639a8c8a1a16f37d9e55e1d5b .centered-text-area { width: 100%; position: relative ; } .uae162d8639a8c8a1a16f37d9e55e1d5b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uae162d8639a8c8a1a16f37d9e55e1d5b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uae162d8639a8c8a1a16f37d9e55e1d5b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uae162d8639a8c8a1a16f37d9e55e1d5b:hover .ctaButton { background-color: #34495E!important; } .uae162d8639a8c8a1a16f37d9e55e1d5b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uae162d8639a8c8a1a16f37d9e55e1d5b .uae162d8639a8c8a1a16f37d9e55e1d5b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uae162d8639a8c8a1a16f37d9e55e1d5b:after { content: ""; display: block; clear: both; } READ: The poem Charlotte O'Neil's song EssayFrom those examples, we can see that Okonkwo hates any womens characteristics because they remind him of his father. He is afraid of becoming like his father. He hates the fact that his father is so unsuccessful; therefore, he does not want to be like his father. The underlying theme for those examples is not to show that Okonkwo does not respect women at all. In fact they are used to show that Okonkwo does respect women for their ability if he does not fear to become like his father. Unoka is considered agbala, an untitled man or a woman. Yam, of smaller size and lesser value than other yams, is regarded as female. Osugo has taken to title; and so, in a gathering of his peers, Okonkwo unkindly tells him, This meeting is for menpg. 22. Guilt-ridden after murdering Ikemefuna, his surrogate son, Okonkwo sternly reprimands himself not to become like a shivering old womanpg. 56 this he considers the worst insult. Such extreme accent on manliness, sex-role stereotyping, gender discriminations, and violence create an imbalance, resulting in denigration of the female principle. Achebe shows that the Ibo nonetheless assigns important roles to women. For instance, Chielo, the priestess of the Oracle of the Hills and Caves, who in the ordinary life is a widow with two kids and Ekwefis friend. Clothed in the mystic mantle of the divinity she serves, Chielo transforms from the ordinary; she can reprimand Okonkwo and even scream curses at him: Beware of exchanging words with Agbala. Does a man speak when a God speaks? Beware! pg. 89 Yet if Okonkwo is powerless before a goddesss priestess, he can, at least, control his own women. Women, also, painted the houses of the egwugwu. Furthermore, the first wife of a man in the Ibo society is paid some respect. This deference is illustrated by the palm wine ceremony at Nwakibies obi. Anasi, Nwakibies first wife, had not yet arrived and the others other wives could not drink before herpg. 16. The importance of womans role appears when Okonkwo is exiled to his motherland. His uncle, Uchendu, noticing Okonkwos distress, eloquently explains how Okonkwo should view his exile: A man belongs to his fatherland when things are good and life is sweet. But when there is sorrow and bitterness he finds refuge in his motherland. Your mother is there to protect you. And that is why we say that Mother is Supremepg. 116. The only glory and satisfaction these women enjoyed was being a mother. They receive respect and love from their children. They are strong for their children. Women are viewed to be very gentle and caring. They are expected to take care of their children with the best of their ability. Women are trusted totally by their children. This honorable presentation of women is used by Achebe to identify womens role in the Ibo society. This presentation is necessary to show that women indeed play an important role in society.

Cars invention free essay sample

The invention of the automobile was a historical achievement that completely transformed human civilization. This is why cars have had a greater effect on society than airplanes have. Not only have cars enabled people to relocate with ease, but they are also used on a much more regular basis. First of all, cars have had a greater effect on society than airplanes because cars have allowed so many more people to relocate to other geographical regions. In other words, most people do not spend their entire lives in one place anymore because they have the ability to transport their belongings with ease. For example, before the advent of cars in the US, people found it incredibly burdensome to move from their hometown because they had to carry their belongings or load them up on wagons. In contrast, most people these days move several times during their lifetimes and often end up in a completely different city than where they were born. We will write a custom essay sample on Cars invention or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Most of these people relocated with automobiles, not with airplanes. Therefore, cars have had a greater effect on society because they have facilitated the relocation of so many members of society. In addition, another reason why cars have had a greater effect is because they are used much more regularly than airplanes. To be specific, in most developed parts of the world, automobiles are used virtually every day not only to transport people, but also to transport goods from place to place. For instance, most people in America drive a car or ride the bus every day to get to where they need to go. Cars and trucks are also used to haul cargo from city to city. Conversely, the vast majority of people probably get on a flight only during special occasions like vacations or holidays. In addition, besides mail and packages, few goods are transported by airplane. Thus, cars have had a greater impact on society simply because they are used so much more frequently.

The Asain Finacial Crisis Essays - Foreign Exchange Market

The Asain Finacial Crisis The Asain Finacial Crisis The beginning of the Asian financial crisis can be traced back to 2 July 1997. That was the day the Thai Government announced a managed float of the Baht and called on the International Monetary Fund (IMF) for 'technical assistance'. That day the Baht fell around 20 per cent against the $US. This became the trigger for the Asian currency crisis. Within the week the Philippines and Malaysian Governments were heavily intervening to defend their currencies. While Indonesia intervened and also allowed the currency to move in a widened trading range a sort of a float but with a floor below which the monetary authority acts to defend the currency against further falls. By the end of the month there was a 'currency meltdown' during which the Malaysian Prime Minister Mahathir attacked 'rogue speculators' and named the notorious speculator and hedge fund manager, George Soros, as being personally responsible for the fall in value of the ringgit. Soon other East Asian economies became involved, Taiwan, Hong Kong, Singapore and others to varying degrees. Stock and property markets were also feeling the pressure though the declines in stock prices tended to show a less volatile but nevertheless downward trend over most of 1997. By 27 October the crisis had had a world wide impact, on that day provoking a massive response on Wall Street with the Dow Jones industrial average falling by 554.26 or 7.18 per cent, its biggest point fall in history, causing stock exchange officials to suspend trading. Countries such as Thailand, Indonesia, Malaysia and the Philippines have embraced an unusual policy combination of liberalisation of controls on flows of financial capital on the one hand, and quasi-fixed/ heavily managed exchange rate systems on the other. These exchange rate systems have been operated largely through linkages with the United States (US) dollar as their anchor. (1) Such external policy mixes are only sustainable in the longer term if there is close harmonisation of economic/ financial policies and conditions with those of the anchor country (in this case, the United States). Otherwise, establishing capital flows will inevitably undermine the exchange rate. Rather than harmonisation, there seems to have actually been increased economic and financial divergence with the US, especially in terms of current account deficits, inflation and interest rates. These increasing disparities have prompted global (and local) financial interests to speculate against the administered exchange rate linkages, i.e. speculative pressure mounted that the monetary authorities in these countries would not be able to hold their exchange rate links. In most cases, such financial speculation has been of sufficient magnitude to actually provoke the collapse of the administered exchange rate links, in the manner of 'self fulfilling' prophecies. Defence of the exchange rate through the use of foreign exchange reserves and higher interest rates proved to be insufficient. (2) The result has been large devaluation's of the exchange rates of these countries, especially against the US dollar. Large interest rate increases to support the exchange rates at their new lower levels (to prevent wholesale over reaction and collapse in foreign exchange markets and to help contain the strong inflationary forces set in motion); and extra restrictions in fiscal policy. Designed to rise national saving, contain domestic spending and reassure foreign investors and international institutions such as the International Monetary Fund (IMF). Figure 1 shows the magnitude of this devaluation's. The IMF had arranged conditional financial support packages for Thailand and Indonesia. (3) Financial support is provided in exchange for (on condition of) economic policy reforms which, it is argued, will encourage economic recovery and help prevent a recurrence of the turmoil these countries are now experiencing. In the case of Australia, help to Thailand has taken the form of a 'currency swap' where Australia's US dollar assets of up to $1 billion were exchanged for Thai Baht, with an agreement that the reverse exchange would occur at a future point in time. These financial crises have also provoked substantial falls in the stock markets of these countries and in other parts of Asia. (They also contributed to stock market falls around the world). Foreign investor funds would have been initially withdrawn as exchange rate speculation mounted, and this would have partly taken the form of a sell off of foreign-owned stock. As well, much higher interest rates (both before and after the currency devaluation's) encourage flows of funds out of shares and into loan/ debt-type assets. In turn, higher interest rates and lower exchange rates have substantially increased the rate of collapse/ bankruptcy of businesses operating in highly leveraged sectors (especially where loan contracts were written in foreign

Criminology Research Paper essays

Criminology Research Paper essays According to The Paul H. Nitze School of Advanced International Studies, human sex trafficking, not far behind the illegal drug-trade, has become the second fastest increasing criminal industry in todays world. This type of slavery has been traced back to the ancient Mesopotamian and Mediterranean civilizations and has continued to grow. What is human sex trafficking? Commonly referred to as "modern-day slavery, its the recruitment, harboring, transportation, provision, or obtaining of a person for the purpose of a commercial sex act. This horrific yet ever-increasing issue is one that desperately needs to end quickly, since each day thousands of innocent children around the world are losing their freedom to this barbaric lifestyle. First, Ill start with some statistics. In an article written by Initiative against Sexual Trafficking, it is estimated that somewhere between 700,000 and four million women, children and men are trafficked each year, and no region is unaffected. An estimated two million children, the majority of them girls, are sexually exploited in the multi-billion dollar commercial sex industry. Around half of trafficking victims in the world are under the age of eighteen. Sixty-eight percent of female sex trafficking victims meet the clinical criteria for post-traumatic stress disorder, and more than two-thirds of sex trafficked children suffer additional abuse at the hands of their traffickers. Trafficked children are significantly more likely to develop mental health problems, abuse substances, engage in prostitution as adults, and either commit or be victimized by violent crimes later in life. Women who have been trafficked for the purpose of sexual exploitation experience a significantly higher rate of HIV and other STDs, tuberculosis, and permanent damage to their reproductive systems.(UNICEF). One would think with such disturbin...

The role of the UN during the could war Essay Example | Topics and Well Written Essays - 500 words

The role of the UN during the could war - Essay Example mandate it was bestowed, Krasno (4) argues that the United States Charter allocated more power to five major states, which were further given veto powers and permanent representation in what was known as the upper chamber where exclusive jurisdiction were taken into consideration. Additionally, there were six nonpermanent members who later increased to ten. As such, the charter principle of sovereign equality expected all members to abstain in their international relations from threat or forceful use against territorial integrity or any state political independence. Thus, the United Nations issued the Security Council with the responsibility of ensuring that peace and security was maintained internationally (Krasno 5). Importantly, the United Nations first role during the Cold war happened in Korea when the Korean peninsula was divided through the occupation of the Soviet occupied territory in the Northern part while the Southern part was taken over by the United States. According to Sachleben (36) the state of unrest was thought to be between Communist and non communist states, and as such the United Nations was compelled to provide international legitimacy to the United States reaction on Korean peninsula although president Truman was determined to counter the threat until 1953 when the peace was finally restored. Similarly, the United Nations was engaged in the role of ensuring that Soviet Union was not involved in the unrest in Congo after the killing of the Secretary- General Dag Hammarskjold through a plane crash. During this unrest, there was conflict between the western powers and the then President Kasavubu who was supported by the United Nations through their peace keeping mandate (Downs 14). It is worth noting that the unrest in Korea and Congo were perfect examples of how the anticipated roles of the United Nations were influenced by the East- West divisions. As such, critics have argued that it is highly likely that the United

Salvador Dali and Surrealism Research Paper Example | Topics and Well Written Essays - 1000 words

Salvador Dali and Surrealism - Research Paper Example The paper "Salvador Dali and Surrealism" highlights the meaning of Salvador Dali's art and his influence in surrealism. Salvador Dali is one of the greatest abstract artists of all periods. The Persistence of Memory is considered as the masterpiece of Salvador Dali. Salvador Dali is a well known Surrealist artist. Surrealism is a typical artistic movement that made researchers, thinkers and artists explore the expression of the unconscious. Surrealism attempted to establish a new social order, giving a new definition for mankind. Surrealism is an artistic style and a cultural movement. It makes use of the visual imagery hidden in the subconscious mind to prepare art works that is not associated with logical comprehensibility. Surrealism is related to the psychoanalytical works of Sigmund Freud and Jung. Giorgio de Chirico, Renà © Magritte and Man Ray are few of the famous artists who were part of the Surrealist movement. Salvador Dali is the advocate of Surrealism. His works like Th e Persistence of Time and Dream Caused by the Flight of a Bee Around a Pomegranate a Second Before Awakening are typical examples of his works. The Persistence of Time is a celebrated painting of Salvador Dali. This seminal work of surrealistic art was created by Dali in 1931. The Persistence of Time is deemed as one of the most recognizable icon of the Surrealist movement. This painting is an excellent exhibition of the artist’s deep thoughts on hardness and softness, which was the topic of his works during those periods.

INTERNATIONAL BUSINESS LAW Research Paper Example | Topics and Well Written Essays - 1750 words

INTERNATIONAL BUSINESS LAW - Research Paper Example Alongside this matter is the important consideration of the costs entailed in doing business in the Russian Federation. Possible Legal Risks Involved There are several legal issues, some of which take the form of risks, involved when entering a foreign market. Legal issues involved laws that affect the conduct of a particular business in a particular place. Laws that will be involved in conducting a business in Russia will be, necessarily, Russian commercial laws, international trade laws and international sales transactions and regulations. The risk, however, in conducting a business in a foreign state can be categorised into the following: effectiveness of the judiciary; rule of law; risk of contract repudiation; corruption, and; risk of expropriation.1 It is best to conduct business in a country that has a stable political condition and is known as business friendly. Although there is always risk, political risks of countries vary in degrees. Political risk is defined as â€Å"ri sk of loss when investing in a given country caused by changes in a country’s political structure or policies such as tax laws, tariffs, expropriation of assets or restriction in repatriation of assets.†2 Relevant to this discussion is the case of RosInvestCo UK Ltd v Russian Federation3 where a UK company has brought arbitration proceedings against the Russian Federation for invalid expropriation, which is contrary to the UK-Russian BIT. This case is thoroughly discussed on the UK-Russian BIT paragraph. In weighing the political stability of a country, its history might provide a good indicator of such a risk as countries with a history of stability and consistency are more likely to be less risky than those with opposing history.4 Unfortunately, Russia does not have a history of stability and consistency considering the number of political disarray it had in the past. The Best Form of Corporate Entity to Take There are, at least, four ways by which the Ultra-Educators Software Limited may engage in the business of selling chocolates in Russia. One is by selling directly by establishing its own branch or subsidiary; two, through retailers; three, through an intermediary or distributor, and; four, through a representative or agent company.5 Each of these methods has its own advantages and disadvantages. In making decisions about this matter, the following must be considered: the financial strength of Ultra-Educators; its connections; extent of its business commitments, and; the present state of its personnel, equipment, and status.6 If the Company intends to sell directly, it must set up an entity in Russia that will directly take charge of the business of selling the chocolates that the Company will be exporting to that country. It can either set up a branch or a subsidiary. A branch is a part or division of a company whilst a subsidiary is a separate entity independent from the company. Thus, the liability of a branch is that also of the main co mpany, but not that of the subsidiary because it is deemed separate from the company.7 Moreover, if the branch has taxes owing to it by virtue of the business it is conducting in the foreign state, the main company is liable for such taxes. This is not so in the case of the subsidiary.8

Growth In The Sector Of Social Networking Media Essay

Growth In The Sector Of Social Networking Media Essay Social networking can be described as the art of keeping in touch with friends and relatives through social Media. Social networking came to be with the introduction of Facebook amongst other social sites. For years now, there has been tremendous growth in the sector of social networking. Like we all know, any changes in the course of our lives will affect us in different ways. The effects of social networking are important to me personally as it will help me understand it in a broad perspective. I will be able to fully research on the possible future effects that come with the development of social networking. I will also be able to expound more on what the other research have explored on the effects of social networking. As much as I will contribute to the study of the effects of social networking, I will also gain from it by learning on what others had to say. The study will also help others in knowing what they are getting into when they register onto social network sites. What are the positives they stand to gain and what are the negatives to be on the look out for? How well can they be able to control their use of social networking in order to benefit fully from them? Should they embrace the wave of social networking fully or take precaution measures? These are some of the questions that the study will help answer to the readers of this report. The study will mostly target individuals who use social networking sites on daily basis. The individuals will be grouped in accordance to age and current occupation. It will also take into consideration individuals who are still in school. The study will be conducted within a period of one month so as to fully establish the effects of social networking. The time duration is ideal because it is neither too short nor too long. It is suitable for effective results that are up-to-date. Through the study, I hope to establish if there are more positive than negative effects of social networking. How we can all benefit from social networking simply because it is what everyone including companies are doing. I hope to find if we can entirely do away with social networking and how it will affect us should we take that path. The main sections of this paper are the literature review, the findings of the study, the conclusion and the recommendations for the study. 2.0 LITERATURE REVIEW In this chapter, the effects of social networking are analyzed in depth. It will focus mainly on three variables that are mostly affected by social networking i.e. professionalism, social life and education. This paper only focuses on the three as these are the key area of the study. Social networking services can be described as online services that are only established to bring people closer together in terms of creating relations and sharing a common interest (Woessner, 2011). Social networking began to grow with the advance revelation of computers and easy access to the internet (Jue, Marr Kassotakis, 2009). Usenet and LISTSERV are some of the first online services to offer a better platform for social networking sites to expand (Jue, Marr Kassotakis, 2009). As the demand for social sites increased, more social sites were launched into the market as more and more online service providers developed. It was only until the years 19954 that the first social networking site was registered in the World Wide Web (WWW). These sites included Geocities, Theglobe.com and tripod. These sites mainly focused on establishing chat rooms and bring people closer together regardless of their geographical background (Papacharissi, 2010). Different communities see this as an opportunity that they should tap into. A good example of such communities with people who shared the same interests or background was Classmates.com. However, this social site took the approach of linking people together through the use of email address. As time progressed, the use of profiles was to be introduced in the late 1990s. User profiles just like the name suggest allow users to compile the list of friends they wish to have on their social page (Papacharissi, 2010). This new development in social networking encourages the launch of social sites such as SixDegrees.com, Hub Culture, and Makeoutclub.com amongst others. This was to mark the beginning of a new revolution in the social networking market. By the year 2000, other social network sites were being introduced almost on annual basis. This saw the increase in the number of people registering as well as an increase in competition of the site owners. By the year 2005, MySpace was the number one ranked social site in the US. All this was to change with the launch of Facebook in the year 2004. It is currently the largest social networking site in the world. The study on the effects of social networking started immediately after the launch and establishment of Facebook. This is because no social site has been able to revolutionize the world the way Facebook has. It simply took the world by storm as it had everyone registering on it (Papacharissi, 2010). The study was first conducted as certain effects become noticeable thus the need to explore on them. We can therefore say that social networking can have either a positive or negative effect on its users. On the level of professionalism, previous studies noted that the effects of social networking during work hours brought about more negative effects than the positives. The level of productivity simply went a notch lower as more employees spent their time on social sites (Woessner, 2011). With the free and easy access to the internet while at the work place, employees did and site find it cheap to access their social pages while at work. With more employees performing poorly, employers were forced to take drastic measures to ensure that things got back to normal. Most firms had to block and declare the use of social networking sites during working hours as illegal. A study conducted by HCL Technologies in the year 2011 show that an entire 50% of British employers ban the use of social sites at work (Jue, Marr Kassotakis, 2009). As much as social networking sites have proved through past studies that they do slow down employees, productivity, study also show that they can be beneficial. Recent studies prove that marketing through social sites can be very effective to a firm. With a wide audience to gain access to the information that you have to sell in a click of a button; social networking is definitely the way to go in terms of marketing (Woessner, 2011). Adverts are designed to help create awareness and market for your products and services. Previous scholars have shown beyond reasonable doubt that social networking sites can be the best marketing ground for any product and or service. With a wide and cheap way of creating awareness, all you need is to have as many people see what you are marketing. The social media is often flocked with individuals at any given time; your advert will never go unnoticed (Jue, Marr Kassotakis, 2009). Once social life has also been a keen past study as far as the effects of social networking are concerned. Your social life matters a lot simply because this is how you relate to the people around you. Do you have friends or are you always alone. Studies have shown that social networking sites can either help create or damage your social life. You want to make and keep in touch with your friends, then social sites is the answer. On average basis, you will remember to keep in touch with everyone on your phone book. However, you can be updated on what is happening in their lives through social networking (Papacharissi, 2010) Recent studies show that people do lie more often on the information they exchange on social networking sites. You want people to think that your life is amazing and therefore you lie about almost everything (Parrack, 2012). One of the major effects of social networking in regards to ones social life is the inability to keep up with the lies. Eventually the truth does come out at some point in time thus crushing the person. With a low self esteem and the truth finally out, people find it hard to go back to their normal lives (Papacharissi, 2010). Studies do show that most people who suffer this kind of fate tend to be depressed and withdrawn from social activities. They therefore might need psychological help in order to be able to interact freely with people. The effect of social networking on education has probably the most studied topic on the effects of social networking as a whole. Previous studies in relation to education and social networking were once seen as a hindrance in the development of ones education (Dunn, 2011). This is because most of the social sites users and especially on Facebook and Twitter are still of school going age on different levels. Social networking was proven to affect the grades of students as they tend to perform poorly by spending most of their time socializing on the sites. The studentsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ education almost came to a compromise with the introduction of current and easy to access social sites especially through their mobile phones (Dunn, 2011)The only way to ensure that education came first to social networking was to establish ways of prohibiting social sites while at school (Parrack, 2012). As much as social networking was considered to be a hindrance in the development of education, past studies have also shown that it can be helpful in developing technical skills amongst other. As students interact with each other on the social sites, there is a lot more they share than the events of their day to day activities. Recent studies have shown that students are now using social networking sites to explore the talents they have (Dunn, 2011). There is more than what meets the eye in relation to students and social sites. This has grown to be the platform of interaction to discuss other significant matters than the social ones (Parrack, 2012). Just like in the professional environment, students are now putting into good use the positive effects that come with social networking. The study on the effects of social networking recently took a new twist. Researchers now claim that social networking sites offer some of the best grounds to carry out research work. Most of the research work is now targeting social networking sites as it is easier to find the kind of population target that you desire (Parrack, 2012). With this recent development, we can add to the existing effects of social networking as a whole. As for the future concerns of the effects of social networking, the trend shows that there will be more emerging positive effects than negatives. This is the belief of many simply because at first there were more negatives than positives but this is slowly changing. We are yet to discover other unhidden positive effects that the social sites have to offer (Parrack, 2012). The more we expand our features and social networking uses, the more we stand to benefit from them. The advantage of carrying out this research study is to help understand the past studies and explore more on the future possible effects. The advantage of carrying out this research will not only benefit me as an individual but the entire community as a whole. This study will go a long way in help solving current problems in relation to the effects of social networking. This study will also help future researcher to develop their past studies section as they explore its contents for reference. 3.0 METHODOLOGY This chapter describes the methodology used to collect data in establishing the possible effects of social networking. The method that the research chooses to use is interview. Interviews simply because it enables the research to get first hand answers as well as offer personal interaction with the interviewee (Creswell, 2008). The use of interviews as a research method has been there since time memorial and it has proven to offer so much. The interviewer will be able to capture the non spoken responses of the interviewee such as gestures and facial expressions. In addition to that, interviews are ideal when it comes to clear explanations from either party of the interview (Creswell, 2008). The data will be collected in different venues so as to target a wider perspective of the population. Schools, offices and public places such as parks will be the targeted locations for this research. This is to enable to get as many different individuals for the research. When your targeted population is wide, you stand to benefit from unbiased results (Kumar, 2010). The more people the research will cover from different grounds, the more diverse the data collected will be. The research will focus on interview a population target between the ages of 15-40. This is because this is the ideal age that frequently uses social networking for various reasons. The age limit is that low as social networking attracts not only the adults but teenagers as well. Research has shown that a growing percentage of social networking users are mainly below the ages of eighteen. As for the age maximum age, the research will better portray the mature uses at that particular age. The data collect in the span of one month i.e. the duration period of the research, will first be edited before it is interpreted. Data editing allows for the clarity and the completion of information collected. Once editing is done, the information will be presented in the form of tables and graphs for the quantitative information. As for the qualitative, it will be presented in a descriptive manner. This is because not all information gathered can be presented in a quantitative manner. The research expects to find more positive effects of social networking than negatives. 4.0 FINDINGS This chapter describes the presentation of the finding obtained through the interview process. The use of graphs will present the quantitative while descriptive form will present the qualitative information. 4.1 Quantitative analysis 4.1.1 Respond rate Out of the 200 target population to be interviewed, only 160 had a successful interview. This makes the respond rate 80% Category Sample size Actual respond percentage 15-25 100 90 45 25-40 100 70 35 totals 200 160 80 Source Author (2012) 4.1.2Effects on professionalism Category response percentage Positive 110 68.75 Negative 50 31.25 Total 160 100 Source Author (2012) 4.1.3 Effects on social life Category response percentage Positive 150 94 Negative 10 6 Totals 160 100 Source Author (2012) 4.1.4 Effect on education Category response percentage Positive 90 56 Negative 70 44 Totals 160 100 Source Author (2012) 4.2 Qualitative analysis From the research analysis majority of the individuals who are employed or self employed find social networking to be an added advantage to their careers. The respondents agree that social networking helps them to market their goods and services in a cheap and effective way. They point out that majority of firms now have profile pages in most of the social networking sites as an easier way for them to interact with clients. Majority of the respondents find social networking to help them with their social life. It is a simply way of keeping in touch with your friends on regular basis without necessarily having to meet with them. Respondents also find it easier to make new friends on social sites through old friends. Reuniting lost friends also top the list of some of the positive effects of social networking. Only a small percentage finds social networking to ruin or be a hindrance to their social life Only a few out of the possible half way mark of the respondents find social networking to be beneficial in regards to education. They do agree that social sites are currently trending and they can be used in a positive manner. This group of respondents acknowledges the fact that social sites can be ideal grounds for research work. The rest of the respondents simply find social networking to be a fail in regards to education. They see no positive reactions between education and social sites. 5.0 CONCLUSION The main objective of this research was to highlight the effects of social networking. Majority of the respondents agree that there are now more positive effects than negative effects. Majority of the respondents agree on positive effects for the three areas tested i.e. professionalism, social life and education. From the results, it is clear that the norm of having more negative effects than positive effects of social networking is slowly changing. As much as the study was a success, if I was to do it again, the one thing I would change is the number of variables under study. Social networking does not only affect our lives in the three variables highlighted for this study. There are so many other ways in which social networking affects us. For future researchers, it is highly encouraged to explore areas such as the effects of social networking in regards to building skills, creating employment opportunities, reducing crime rates amongst others. The study on the effects of social networking was a success as I found what I expected. At the beginning of the study, I expected to find an increase in positive effects and a decrease in the negatives. From the results, it is clear that majority of people now benefit from social networking in a positive manner. The complaints as to how negative social sites can be are slowly dying as people now start acknowledging the better side of social networking. Reference Creswell, J. (2008). Research design: A qualitative, quantitative, and mixed method approaches. New York: Sage Publications Ltd. Dunn, J. (2011, June 11). The 10 best and worst ways social media impacts education. Retrieved from http://edudemic.com/2011/07/social-media-education/ Jue, A., Marr, J., Kassotakis, M. (2009). Social media at work: How networking tools propel organizational performance. California: Jossey-Bass. Kumar, R. (2010). Research methodology: A step-by-step guide for beginners. New York: Sage Publications Ltd. Papacharissi, Z. (2010). A networked self: Identity, community, and culture on social network sites. New York: Routledge. Parrack, D. (2012, April 19). The positive impact of social networking sites on society [opinion]. Retrieved from http://www.makeuseof.com/tag/positive-impact-social-networking-sites-society-opinion/ Woessner, S. (2011). Increase online sales through viral social networking: How to build your web site traffic and online sales using Facebook, Twitter, and Linkedin in just 15 steps. Florida: Atlantic Publishing Group Inc.

Decision-Making Models Essay -- Decision-Making Model Analysis

Decision-Making Models General assumptions create the foundation of a person's reasoning. Imperfections with a supposition can create the opportunity for a skewed perspective in a person's reasoning process (Paul & Elder, 2002). The process of choosing one course of action over another is commonly known as decision making. Consciously or unconsciously, people make decisions on a daily basis founded on one or more of the various decision-making models (Sullivan, n.d.). This paper examines how I apply various decision-making models in the workplace to generate accurate workload estimations in my career. The Qualitative Choice Theory also known as analogous reasoning uses past experience to help an individual make decisions. A resolution is derived by looking at what has occurred historically and basing the decision on the expected outcome (Arsham, 1994). The Program Evaluation and Review Technique (PERT) methodology is a decision-making model that uses a mathematical formula established on realistic, pessimistic, and optimistic estimates to provide an accurate estimate of the most likely amount of time to complete a project (â€Å"Critical path analysis & pert charts,† n.d.). Building on the analogous methodology, the parametric decision-making model looks at one small piece of a project, estimates the amount of time required to complete the particular section of the project, and multiplies the smaller piece times the number of total pieces (International Society of Parametric Analysts, 1999). The Monte Carlo simulation is a technique that makes use of computer models to aid in making decisions in intricate circumstances (Grambow, n.d.). My duties at work often require that I provide estimations for the level of effort required for projects I am working on and I employ all three of the aforementioned decision-making methodologies. More often than not, I rely on the analogous model drawing on my experience as a subject matter expert to create time estimates for small projects. Drawing on more than 5 years of programming experience, I am able create realistic estimates of the level of effort required to complete a small project. I use this methodology when asked to estimate simple text changes to the user interface for Web pages I maintain. For example, a client has just requested a change to the welcome page of his Web site and has committed to provide text... ...Retrieved June 20, 2005, from The University of Baltimore Web site: http://home.ubalt.edu/ ntsbarsh/opre640/partXIII.htm Bassham, G., Irwin, W., Nardone, H., & Wallace, J.M. (2002). Critical thinking [Electronic Version]. New York, NY: McGraw-Hill. Critical path analysis & pert charts. (n.d.). Retrieved June 21, 2005, from http://www.work911.com/cgi-bin/links/jump.cgi?ID=4532 International Society of Parametric Analysts. (1999). Parametric estimating initiative (pei) parametric estimating handbook: Company developed models (chap. 4). Retrieved June 20, 2005, from http://www.ispa-cost.org/PEIWeb/ch4.htm Grambo, M. (n.d.). Monte carlo analysis. Retrieved June 22, 2005, from The University of Scranton Web site: http://academic.uofs.edu/ faculty/gramborw/tumonte.htm Paul, R. & Elder, L. (2002). Critical thinking: Tools for taking charge of your professional and personal life [Electronic Version]. Upper Saddle River, NJ: Prentice-Hall. Sullivan, M. (n.d.). Problem solving, decision making and critical thinking. Retrieved June 20, 2005, from Villanova University Web site: http://www52.homepage.villanova.edu/maureen.sullivan/ coursematerial/L&M_Notes/ProblemSolving.htm

PR theory Essay

The article Power Over, Power With, and Power to Relations: Critical Reflections on Public Relations, the Dominant Coalition, and Activism by Bruce K. Berger (2005) talks about the â€Å"Dominant Coalition† in the Public Relations (PR) world. It focuses on a theory that the dominant coalition is a major influence in making organisational decisions, but not much is known about the things that go on inside the dominant coalition’s tight and limited â€Å"inner circle† (Berger 2005: 6). With a total of 21 interviews from PR men and women, Berger (2005) got an insider’s point of view of the dominant coalition in the PR world, showing the intertwined relationships and problems encountered in it. Some of the problems prevent PR practitioners from doing the â€Å"right† thing despite knowing the right thing to do (Berger 2005: 6). The author argues that in order for PR to have a significant use for the population at large, those involved in the business have to accept that activism could be the best means to achieve this (Berger 2005). The main point of this article is the dominant coalition and its role in public relations. A public relations practitioner’s decision making is thought to be geared towards the right thing once he or she has become a member of the dominant. However, the author argues that the complex happenings inside the dominant coalition make it difficult for practitioners to really do the right thing even if they want to (Berger 2005: 6). Berger (2005) provides six propositions based on interviews with 21 public relations executives. To recapitulate his first section, the author provides a summary at the end. This is an important feature of every article. In the summary, Berger reiterates the role of the dominant coalition in PR theory and the reason why PR managers should be part of the dominant coalition. As managers, they should have an influence over what goes on in their organisation, and when or if they do get inside, it has always been thought that they always do the right thing for everyone concerned with the organisation. The rest of the paper is therefore an attempt to confirm whether this assumption is true or not, and more importantly, the article aims to draw a picture of the complex world of the dominant coalition (Berger 2005). In trying to open up the dominant coalition, Berger (2005) has come up with 6 Propositions based on interviews . Proposition 1 breaks the myth about the existence of one coalition per organisation. Berger’s (2005) interviews reveal that there is almost certainly more than one dominant coalition per company. Proposition 2 reveals that venues constantly change from formal to informal. Proposition 3 shows that the absence of the leader poses a lot of trouble. Proposition 4 answers whether decisions by the dominant coalition are always final—they are not. Proposition 5 suggests that the coalition may value the opinion of public relations but almost always demand some kind of press release. Lastly, Berger’s (2005) sixth proposition states that PR professionals are also subject to the pressures of organisational compliance. All of these propositions are of course relative to Berger’s interpretation of the interviews he has gathered. The author has merely expressed his answers and opinions regarding the dominant coalition in Public Relations. However, being an expert in the field of PR, he has every right to publish his work because the people he has interviewed are or were from the world of Public Relations. The article serves its intended purpose—to open the dominant coalition in PR theory to the readers. The author has provided six propositions that give a glimpse of what really goes on inside the closed doors of the dominant coalition. Sources are numerous and credible, which may be interpreted as overkill by some critics but nevertheless effective. List of Reference Berger, B. K. (2005) ‘Power Over, Power With, and Power to Relations: Critical Reflections on Public Relations, the Dominant Coalition, and Activism. ’ Journal of Public Relations Research [online] 17, (1) 5–28. Informaworld. [4 May 2009]

Using the Spanish Verb Pedir

Using the Spanish Verb Pedir The verb pedir is used to refer to the making of requests and is typically translated as to ask for or to request. It should not be confused with preguntar, which usually means to ask a question. Translating Pedir Keep in mind that if using pedir to mean to ask for, you shouldnt translate the for separately, as its meaning is already included in the verb. If youre a beginner at learning Spanish, it may help you to think of pedir as meaning to request, because the sentence structure you use with that English translation may more closely mimic the Spanish sentence structure. For example: Mis hijas me pidieron que les escribiera un libro. Both  My daughters asked me to write a book for them, and  My daughters requested that I write them a book are good translations. The two English sentences have the same meaning, but the second one is worded more similarly to the Spanish. Here are some examples of pedir in action: El gobierno pidià ³ la ayuda para los damnificados por el huracn. (The government asked for help for the hurricane victims.) ¿Es malo si mi enamorada me pide dinero para resolver sus problemas? (Is it bad if my sweetheart is asking me for money in order to solve her problems?)No pidas eso. (Dont ask for that.)No pido el dinero para mà ­. (Im not asking for the money for myself.)Pidieron un coche y salieron de prisa. (They asked for a car and left in a hurry.) ¿Quà © pides para tu cumpleaà ±os? (What are you asking for for your birthday?) Note that pedir que is followed by a verb in the subjunctive mood: Te pido que me escuches. (Im asking you to listen to me.)Pediremos que se reconozca el resultado de la eleccià ³n. (We will ask that the outcome of the election be recognized.)Nunca he pedido que me manden estos libros. (I have never asked them to send me these books.) Although to request or to ask for nearly always works as a translation, in some contexts it is sometimes better translated with a different verb. For example, pedir  can sometimes have a stronger meaning than ask: Un tercio de los votantes pidieron un cambio radical. (A third of the voters called for a radical change.)Mi jefe con rabia pudo haber borrado los archivos. (My boss angrily demanded to have the files be erased.) Pedir can also be used to refer to the ordering of merchandise or services: Me pongo muy triste cuando quiero pedir pizza y no tengo dinero. (I get very sad when I want to order pizza and I dont have any money.)Lo pidieron tarde por internet y no llegà ³ a tiempo. (They ordered it late online and it didnt arrive on time.) Phrases Using Pedir Here are some common phrases using pedir: pedir un deseo: to make a wish.  ¿Quà © pasa con las monedas que tiramos en las fuentes cuando pedimos un deseo? (What happens with the coins we throw in fountains when we make a wish?pedir la mano de:  to ask for someones hand in marriage. Le pedà ­ la mano de mi esposa en la estacià ³n del tren. (I asked for my wifes hand in marriage at the train station.)pedir justicia:  to seek justice, to demand justice. Los manifestantes piden justicia para el hombre que murià ³. (The demonstrators are demanding justice for the man who died.)pedir la Luna:  to ask for the moon, to ask for something impossible. Nuestros clientes no piden la Luna. Simplemente quieren disfrutar de un servicio rpido. (Our customers arent asking for the moon. They simply want to enjoy quick service.)pedir perdà ³n:  To ask for forgiveness, to apologize. Me pide perdà ³n por haberme hecho tanto daà ±o. (She apologized for having caused me so much harm.)pedir permiso:  to ask for permission. Nunca l e hemos pedido permiso a nadie. (We have never asked for permission from anybody.) Conjugation of Pedir Keep in mind that pedir is conjugated irregularly, following the pattern of vestir. When the -e- of the stem is stressed, it becomes an -i-. For example, here is the conjugation of the present-tense indicative mood: yo pido (I request), tà º pides (you request), usted/à ©l/ella pide (you/he/she request), nosotros/as pedimos (we request), vosotros/as pedà ­s (you request), ustedes/ellos/ellas piden (you/they request).

Role and Importance of Children in the Middle Ages

Role and Importance of Children in the Middle Ages Of all the misconceptions about the Middle Ages, some of the most difficult to overcome involve life for medieval children and their place in society. It is a popular notion that there was no recognition of childhood in medieval society and children were treated like miniature adults as soon as they could walk and talk. However, scholarship on the topic by medievalists provides a different account of children in the Middle Ages. Of course, it is not correct to assume that medieval attitudes were identical or even similar to modern ones. But, it can be argued that childhood was recognized as a phase of life, and one that had value, at that time. Concept of Childhood One of the most frequently mentioned arguments for the non-existence of childhood in the Middle Ages is that representative of children in medieval artwork depicts them in adult clothing. If they wore grown-up clothes, the theory goes, they must have been expected to behave like grown-ups. However, while there certainly isnt a great deal of medieval artwork that depicted children other than the Christ Child, the examples that survive do not universally display them in adult garb. Additionally, medieval laws existed to protect the rights of orphans. For example, in medieval London, laws were careful to place an orphaned child with someone who could not benefit from his or her death. Also, medieval medicine approached the treatment of children separately from adults. In general, children were recognized as vulnerable, and in need of special protection. Concept of Adolescence   The idea that adolescence was not recognized as a category of development separate from both childhood and adulthood is a more subtle distinction. The primary evidence concerning this outlook is the lack of any term for the modern-day word adolescence. If they didnt have a word for it, they didnt comprehend it as a stage in life. This argument also leaves something to be desired, especially as medieval people did not use the terms feudalism or courtly love though those practices definitely existed at the time. Inheritance laws set the age of majority at 21, expecting a certain level of maturity before entrusting a young individual with financial responsibility.   Importance of Children There is a general perception that, in the Middle Ages, children were not valued by their families or by society as a whole. Perhaps no time in history has sentimentalized infants,  toddlers, and waifs as has modern culture, but it doesnt necessarily follow that children were undervalued in earlier times. In part, a lack of representation in medieval popular culture is responsible for this perception. Contemporary chronicles and biographies that include childhood details are few and far between. Literature of the times rarely touched on the heros tender years, and medieval artwork offering visual clues about children other than the Christ Child is almost nonexistent. This lack of representation in and of itself has led some observers to conclude that children were of limited interest, and therefore of limited importance, to medieval society at large. On the other hand, it is important to remember that medieval society was primarily an agrarian one. And the family unit made the agrarian economy work. From an economic standpoint, nothing was more valuable to a peasant family than sons to help with the plowing and daughters to help with the household. To have children were, essentially, one of the primary reason to marry.   Among the nobility, children would perpetuate the family name and increase the familys holdings through advancement in service to their liege lords and through advantageous marriages. Some of these unions were planned while the bride and groom-to-be were still in the cradle. In the face of these  facts,  it is difficult to argue that people of the Middle Ages were any less aware that children were their future then people are aware today that children are the future of the modern world.   Question of Affection Few aspects of life in the  Middle Ages  can be more difficult to determine than the nature and depth of the emotional attachments made among family members. It is perhaps natural for us to assume that in a society that placed a high value on its younger members, most parents loved their children. Biology alone would suggest a bond between a child and the mother who nursed him or her. And yet, it has been theorized that affection was largely lacking in the medieval household. Some of the reasons that have been put forward to support this notion include rampant infanticide, high infant mortality, the use of child labor and extreme discipline.   Further Reading If you are interested in the topic of childhood in medieval times,  Growing Up in Medieval London: The Experience of Childhood in History  by Barbara A. Hanawalt,  Medieval Children  by Nicholas Orme, Marriage and the Family in the Middle Ages by Joseph Gies and Frances Gies and The Ties that Bound by Barbara Hanawalt may be good reads for you.

Financial Crisis in South Korea in 1997 Research Paper

Financial Crisis in South Korea in 1997 - Research Paper Example The ration between GDP and foreign reserves was less than 30%. It was the lowest ration throughout the developing countries at global scale, even less than several advanced countries as well. Annual budget had also a balanced composition. Therefore, due to this macro analysis, numbers of economic institutions including IMF had no idea of occurrence of an economic crisis that had affected Southeast Asian countries during the summers of 1997 (5). The crisis was so massive that lots of financial experts had predicted a likely sovereign default of South Korea. South Korea, after great struggle, could hardly manage to survive by getting support from IMF, friendly countries, and several other institutions. The extent of economic downturn of South Korea can be evaluated and measured more accurately by utilizing the five macroeconomic parameters i.e. GDP rate, Inflation rate, Unemployment rate, and Interest rate. Korean GDP rate observed a steady phase during 1990 to 1996 as it remained betw een 5.9 to 9.4% with an average growth of about 7.9% per year. Due to financial crisis and reduced exports, the GDP growth experienced a downward trend in 1997. It dropped to a negative 6.8% in 1998. Mishkin and Hahm (2000) described four basic factors which as a combined effect lead to the financial instability. These factor include financial deterioration in in terms of balance sheets, increasing interest rates, worsening of nonfinancial balance sheets, and upturn in uncertainty. All these factors were rightly observed as a source of financial crisis in South Korea. Due to prompt survival of national economy and by the help of IMF, a recovery was observed in 1999 and 2000 (Hardy & Pazarbasioglu, 1998). The main objectives of this paper are to analyze the historical perspective of different economic policies in different political regimes and what did they contribute as well as to discuss the factors that contributed towards this credit-crunch. The role of IMF is discussed briefly that how it affected and supported the country financially. At the end of the paper, a conclusion is drawn, based upon different policies and findings, and few recommendations are suggested for the Korean government in terms of future perspectives. Economic Policies and Performances After independence in 1945, South Korea observed a great financial progress as well as declining phases. These economic ups and downs have been based on numbers of different economic policies which have been devised by different governments in different scenario. These policies could be the reconstructing of institutions (1945-1961), export promotion and growth policies (1961-1972), recovery and stabilization (1973-1981), adjustment and expansion era (1982-1996) or the two economic crisis of 1997 and 2008. The economic policies which were enforced during the regime of Park Chung-Hee are characterized as the government-led model, also referred to as the statist approach (Alice, 1992). This type of policy, the role of government is most important because it is the authority to formulate all the structures and designs of economic policies and then ensures its implementation (Caporaso & Levine, 1992). Park’

The rights and responsibilities that the Constitution gives American Research Paper

The rights and responsibilities that the Constitution gives American citizens - Research Paper Example It meant that a citizen, as a matter of right, cannot be arrested, detained nor its property be seized without justifiable cause and procedures. Each American has the right to the â€Å"due process of law that protects all these rights. The principle of due process clause is found in the Fifth and Fourteenth Amendments and states that no person shall be deprived of â€Å"life, liberty, or property, without due process of law† (Rights and Responsibilities of American Citizens). The principle of due process ensures that the laws must be fair and reasonable, must be in accordance with the Constitution, and must apply to everyone equally. b. Right to equality The right to equality is one of the crowning glories of American society where everybody has the same rights and privileges from where the lowest menial worker in the country has the same right and privilege of that of the highest officer or richest man in the land. The right to equality is guaranteed in the Fourteenth Amend ment. It meant that every citizen is entitled to the same equal protection of laws in the United States regardless of race, creed or political orientation. This right protects every American from discrimination and arbitrary treatment that ranges from work opportunities to availing of social services. c. Right to liberty This guaranteed right of each American made United States the proverbial â€Å"land of the free†. ... r the constitution Vote in federal elections Serve on a jury Bring family members to the United States Obtain citizenship for children born abroad Travel with a U.S. passport Run for federal office Become eligible for federal grants and scholarship These rights however come with a duty to ensure that such rights are enjoyed by every citizen and to ensure the perpetuity of the political condition that make the enjoyment of such rights possible. Duties are mandatory and are subjected to penalty under the law while responsibilities are done voluntarily and are a positive response from a citizen to contribute to the government and community that his or her enjoyment of rights may continue. Duties every American citizens Obey the law Pay taxes Defend the country Serve in court Attend school Responsibilities of every American citizen Know your right as a citizen that they may be preserved Respect the rights of others Serve the community II. Questions: a. To what extent does the Constitutio n protect the right of privacy?   The â€Å"right to privacy† is not literally stated in the Constitution of the United States. In fact, the word â€Å"privacy† cannot even be found. And so are other important rights like the right to marriage and family. It is because the constitution only spells out what the government can do what the people can do. The constitution limits or delineates the powers that the government is authorized to exercise. Examples of these are the prohibition of the authorities to keep a person in jail indefinitely without the benefit of a fair trial, nor can it search or seize properties without due process of law nor the government can enact laws that will abridge the rights of the freedom of speech, assembly, religion etch. This explains the absence of the literal

Importance of Employee and Internal Marketing Essay

Importance of Employee and Internal Marketing - Essay Example Many organizations consider their employees as an asset and they work for the welfare of these employees to reap long term benefits from them. In order to motivate the staff and to change their perceptions and behaviors about organizational goals the phenomenon of internal marketing is used. It is quite similar to the persuasive process that an organization uses to market its product and services externally. This phenomenon revolves around the concept that an organization must treat its employees in the same way as its customers and the element of synchronization must be present in the internal and external brands of the organization. Internal marketing is basically considered as an ongoing process that is present within an organization and the organization motivates and satisfies its employees to achieve the desired results and manages the customers effectively and efficiently (Ahmed & Rafiq, 2002). The importance of employees within the organization is quite huge and the core conce pts of internal marketing are: alignment of organizational mission and vision with the behavior of employees, motivation of employees and their empowerment on continuous basis, maintain a proactive and a positive approach with the employees, marinating an inside-our management approach and etc. Internal marketing is quite different from internal ... Internal marketing helps the organization in achieving competitive advantage and in the long run it actually strengthens up the customer loyalty. The human resource department in an organization benefits a lot from this and the elements of organizational payoffs, absenteeism and etc are reduced. In constantly changing environments employees can easily loosen up the ties between their employer and for this reason internal marketing is used to bring both the parties together and share their goals and values. There are different business development tasks and external marketing remains the most important one (Dunmore, 2003). Similarly, when employees of the organization understand the importance of this phenomenon then value proposition of brands and companies become quite an easy task. In this way external marketing benefits from this phenomenon and employees become product champions. The product strategy is the most important process of an organization because it involves the engineering of the product, distribution, financial targets and etc. The sales of the organization are dependent on product strategy and that is the reason why organizations stress a lot product strategy. Internal marketing plays an important role in the product strategy and it helps the organization in framing up effective strategies for the organization. The element of internal marketing uplifts the understanding, commitment and involvement between employees and employers. The scope of internal marketing actually involves the communication of corporate goals and culture, mission and vision statements, policies and procedures (Drake, Gulman, & Roberts, 2005). The elements of new product introductions and new

Workers in capitalism Essay Example for Free

Workers in capitalism Essay According to James W. Rinehart in The tyranny of Work: Alienation and the Labour Process, work is a primary activity for human beings that differentiates human from other forms of life and today adults spend at least one-third of their waking hours on the job, which has great impact on personality of those who perform it (Rinehart 171). Quoting from Russell, there are two kinds of work according to professor Conlin. First type of work is the one where you alter the position of matter, which is unpleasant, ill-paid and dangerous. Second type of work involved you telling others to move matter, which is pleasant, well paid and safe. Although I never had a privilege to perform the second type of work, I had a chance to experience the first type of work at Mac Donalds. As Russell said, first type of work, which I experienced was definitely unpleasant, ill-paid and dangerous. I worked under unpleasant working condition with no benefits, constantly forced work more than five days a week, including the weekends. My job at Mac Donald involved basically everything, from cashier to cooking to cleaning. At first, I felt sense of pride because I was able to perform many different tasks at any given situation. However it turned out that I was spending too much time at work. Since I was able to perform many jobs, management constantly forced me to work more days with less or no break and even on holidays. I was making government regulated minimum wage of some where between six to seven dollars per hour. When I got home from work, I would be so tired that I was not able to do anything but to recover for the next day of work. Also I started to fall behind in school and I spent less time with my friends and family. Work at Mac Donalds became a large portion of life and it started to penetrate into my personal life. According to Rinehart, What people do during work hours often penetrate to the core of their personalities. Work became an activity that takes large portion of time that spills over into non-work spheres of life. (Rinehart 171). However I could not quit because of that sweet pay cheque that I got every two weeks. Then I realized that I was deeply involved and a part of Capitalism. The purpose of this paper is to relate my working experience at Mac Donalds to Rineharts argument in respect to relationship between work and alienation. According to Rinehart, who quoted Karl Marx, there are four type of alienation. A condition in which workers are alienated from the product they create, a condition in which workers are alienated from work  process, a condition in which workers are alienated from themselves and finally, a condition in which workers are alienated from others. These four types of alienation will be further analyze and related as I disclose my working experience at Mac Dona lds. First type of alienation is a condition in which workers are alienated from the products they create. This was extremely true in relation to my experience at Mac Donalds. Everything that I was producing was coordinated by management, owner and Mac Donalds, since it is a franchise. A machine dumped certain amount of fries into basket, which was placed into a fryer that had a timer. Burgers were cooked on a grill that had timer. Certain amounts of sauces were dispensed from a saucer machine and certain amounts of drinks were poured into cups by machines. Every process in preparing a meal was done through machines. The quality, contents and quantity was not determined by those whose labour is responsible for preparing a meal because the ends of capitalist production are not defined by the needs and interest of workers but by employers needs to generate profits and expand capital (Rinehart 177). Even though I was earning income through the process I could not feel sense of pride and acco mplishment. Another alienation that Rinehart discusses is a condition in which workers are alienated from the work process. Workers are cede their ability for determine the intensity and duration of work, to define the manner in which work is organized, divided and allocated and to determine the tools and machines used in the production process (Rinehart 178). It is obvious that I had no control over my work process in Mac Donalds. As mentioned earlier, everything had to follow certain process in preparing a meal for a customer. Even the process of serving had to follow an order. A drink had to be served, and then I take money from customer, then a burger was served followed by fries. Because I had to follow these steps in serving I received complains from customer about their food being serve too slow. It was not my choice to serve the way I did, I was instructed by management. The work at Mac Donalds gave me no room for creativity. According to Rinehart, quoting Marx, work is an activity in which people can clearly manifest their unique qualities as human beings and a medium for self-expression and  self-development (Rinehart 178). But in fact I was separated from my own creativity and expression at work. All the work processes were routinized and work became not a creative activity but an earning activity in order to survive. Finally, last type of alienation deals with the relationship of individuals to one another (Rinehart 178). The owner of Mac Donald never showed during the day. But just before store close he would come into the store to talk to the management about the days profit. He was not standing in front of a hot fryer or grill. He was not standing in front of cashier taking orders from customers, where as I did not get a minute to catch my breath. But at the end of the day he was the only one going to home with loaded bank account. I also realized that this is not a problem in just one Mac Donalds. Problems like this are occurring everywhere the label capitalism exist. Capitalism is the name of the economic system that dominates the world today (Heilbroner 3). Individuals invest money into capitals to multiply their wealth and one who possesses wealth is usually a person who enjoys esteem and who wields power in the market place (Heilbroner 29). In addition, the situation for my manager who has worked since the opening of the store was not so much different from mine. He had no where to move up, has been doing the same thing for years, and only made few dollars more than I did. He worked five to six times a week and often called into fill in for someone else. He was never home on the weekends or even holidays, thus, he had no social life. As an individual he was a kind person but when it comes to work he was very stubborn. This is a form of alienation that Rinehart address and quotes;People who occupy dominant and subordinate positions at the workplace alienated from each other. Their relationship is an antagonistic one and is based purely on pecuniary consideration. This asymmetry of workplace relationship creates the foundation for a class structure that entails sharp differences in power, privilege and life chances and that inhibits social intercourse across class lines (Rinehart 178). The owner, who only came to collect his daily profit and the manager, who only made few dollars more than me, were alienated from each other based on occupation and position in the workplace. I had never talk to the owner and  for owner I was another high school kid who could be replaced at any moment because hundred other guys like me who wants work just as hard as I did. This alienation in workplace created a class system within one little Mac Donald. The source of alienation was social structure rather than in individual personalities; its causes are social rather than psychological (Rinehart 179). Going back to the purpose of this paper, how are these four types of alienation discussed by Rinehart and Marx manifested at Mac Donalds? I did not need high school diploma or university degree to work as a cashier and cooker at Mac Donalds. Also since I was replaceable at any moment and considered not as a person but as a employee number and a kid who sells his labour for minimum wage, the owner and the management treated me as they wish. This is how alienation is manifested, even in such a small local Mac Donalds, and this is where the true nature of capitalism prevailed. For the working class and the lower class capitalism is always a downhill, as time goes on your moving closer to the bottom of the society. It is definitely a perfect example of the rich getting richer and the poor getting poorer. I have to strongly agree with Rinehart in respect to capitalism and alienation of labour because through my job experience I was able to witness everything Rinehart had expressed. Rinehart points out three sources of alienation; concentration of the means of production in the hands of a small but dominant class, markets in land, labour and commodities and an elaborate division of labour. It is obvious to see that I experience at Mac Donalds clearly show all three sources of alienation. I did not have the sophisticated machines to produce tasty burgers and fries. I did not own a building to sell my burgers even if I was capable of making better burgers than Mac Donalds. Furthermore, as mentioned earlier, every work process was precisely and scientifically calculated and measured by management. I was only carrying out tasks that were told by people from above. Work had become a repetitive and mindless and narrowly limited the development of my human capacities (Rinehart 181). However on the other side, there are scholars like Daniel Bell and Edward P. Thompson who disagrees with Rinehart and argues that capitalism is the only way human can increase standard of l iving. Bell argues discretionary income is a good thing. Income above that  necessary for the fulfillment of basic needs allowed individuals to choose many varied items to exemplify different consumption styles (Bell 155). My question is why should the few dominant class be able to enjoy high level of income where the majority, who work hard everyday be left with a few dollars just enough to put food on the table every night and just enough for basic survival. Our modern capitalist world evolves around money and our social relationship is based on exchange of money. Capitalism is forcing the world to be structured on the factor that skills and experience have little or no recognition compared to wealth and power. Initial principle of capitalism was to emancipate peasants from feudal obligations. However capitalism is forcing working in labour market, where they are exploited by capitalists and turned into machines that listens and obey to our bosses, who contribute a very small portion of what they make for telling us what to do. Work can offer a sense of accomplishment or meaninglessness; it can be a source of pride or shame (Rinehart 171). In my experience I inherited the shame and the owner who comes once a day to collect inherited the pride. How can a system which provides a hard working individual with shame be the best economical system for workers? Thompson argues that the working class chose to be in the position where they are. Also he says that they system (Capitalism) require large portion of workers that converted into simple machines, ignorant, degraded, and brutal human beings (Thompson 127). But problem is that working class never had a choice to choose between worker and capitalist to begin with. Is this phenomenon inevitable in modern capitalist society? There are government approaches and labour union movements to give workers not all but some sort of advantage over their work processes. However I never had a privilege to enjoy the help of union when I worked at almighty Mac Donalds. And although some people assume that union is a pain in society, it is definitely a necessary evil for workers feel sense of pride in their work and protect their right in workplace. Bibliography -Bell, Daniel. The cultural Contradictions of Capitalism. Basic Books. 1976-Heilbroner, Robert. Twenty-First Century Capitalism. House of Anansi Press Inc. Toronto: 1992. -Rinehart, W. James. The Tyranny of Work: Alienation and the Labour Process. Harcourt Brace Jovanovich. 1987. -Thompson, P. Edward. Making of the English Working Class. Penguin Books. Canada: 1968.

Lord Of The Flies: Chapter 9-12 Notes :: essays research papers

1. After Simon is killed, the next paragraph begins, "The clouds open and let the rain down like a waterfall†¦" When the boys kill Simon they not only kill him and spirituality, but what they perceive to be the beast. Because the beast was created by them and embodied all of their evils, one of its interpretations can be as mankind's sin. Simon is very similar to Jesus in this book. The Roman's ruled the world during Jesus' life, and now a similar bloodthirsty society rules the island during Simon's life. Both are killed by such a society, and both sacrifice themselves so that mankind's sin can be forgiven. When Simon dies, the rain washes away not only spirituality, but also the beast and all of the sins that accompany it. Golding writes that the water bounded from the mountaintop. Because the mountain top represented the peak of society, this could be interpreted to state that all of society carries sin, even the glorious moments of it, and that Simon's sacrifice was extended to the boys' entire stay on the island and the sin that was committed during that period of time. This is also similar to Jesus' sacrifice that was for all of mankind's sins, not just the sins of the Roman society that killed him. After Simon has been killed, the figures stagger away. By referring to the boys as figures, they are no longer individuals, but the nameless men who are the vehicle that society uses to carry out its evil deeds. It is no longer of relevance who did what because it was the entire society that killed Simon. This can be related to other societies, such as Nazi Germany. Today Hitler is credited with most of the responsibility for World War II. We do not like to blame German society for it because that would mean that we are also capable of this if we had to endure the circumstances of 1940's Germany. We cannot blame the German race for these problems, as they are a characteristic of humanity. We fought World War II against the forces of racism, but we ourselves treated the Japanese very poorly while all of this was going on. Although we too went through the depression, we did not have the conditions of the Treaty of Versailles against us. When any society has such horrible circumstances, they tend to look for a scapegoat, such as a race of people.

Maintaining a Learning Environment

The teacher is a manger. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. Some are already eager learners, while others have to be awakened to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment conducive to learning for the whole group. It's important, first, to provide students with opportunities to learn about things that interest them and then, to find ways to introduce the learning that peaks the student's interest. If the teacher can find ways to relate the topic to the student's present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. Some students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning. Students who learn better lying down, for example, could bring mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonable rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are needed in the classroom. Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or two they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules. A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bulletin board for classroom display where everybody can see it. Once the students have set their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more seriously because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why. However, this is unlikely. In my experience, the student's rules tend to be very good-actually, the same rules I would have made myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or conduct disorders. When a student is oppositional or defiant, the teacher must be careful not to respond angrily and get into a confrontation. Teachers should be aware of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the student's anger before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities. A sense of humor may be a teacher's best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, â€Å"or a pleasant comment when they display unprompted, socially appropriate behavior† (Albin, 2003). Don't wait until students are disruptive to pay attention to them! Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior. It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesn't want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment often produces resentment, and may make the student hate school. A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the student's needs are, the more restriction–such as placing a child's desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. Perhaps the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors. If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and discipline problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their efficacy continues to be questioned. Researchers suggest that social skills training makes only a modest impact; however, most educators agree that not doing anything is worse. The ability to adapt and modify instruction is crucial to effectively educating these children. Before starting an intervention, it would be wise to gather information about the student, such as why, where and when he uses the particular behavior. Identify what social, affective, cultural, or contextual elements might be at work, and analyze the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur. What consequences are usually administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then figure out what strategies might be effective to avoid the behavior; for example, teach self-talk to students who are impulsive and organize the classroom environment to help hyperactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior. The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom; however, conflict is neither good nor bad but simply a fact of life. According to Vollmer, Drook and Harned (1999) â€Å"Learning through social conflict is important to all human development† (p. 122). As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a process for resolution of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and Brainstorm and Ideas (GREEN). A turn arrow at the bottom has the words Choose solution, and do it and Shake hands. Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have mastered a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home. In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needs–physical needs, safety needs, and social needs–that must be met before they can feel free to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teacher's goal should be, not to fill their heads with specific information, but to make learning possible in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge. Maintaining a Learning Environment The teacher is a manger. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. Some are already eager learners, while others have to be awakened to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment conducive to learning for the whole group. It's important, first, to provide students with opportunities to learn about things that interest them and then, to find ways to introduce the learning that peaks the student's interest. If the teacher can find ways to relate the topic to the student's present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. Some students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning. Students who learn better lying down, for example, could bring mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonable rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are needed in the classroom. Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or two they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules. A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bulletin board for classroom display where everybody can see it. Once the students have set their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more seriously because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why. However, this is unlikely. In my experience, the student's rules tend to be very good-actually, the same rules I would have made myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or conduct disorders. When a student is oppositional or defiant, the teacher must be careful not to respond angrily and get into a confrontation. Teachers should be aware of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the student's anger before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities. A sense of humor may be a teacher's best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, â€Å"or a pleasant comment when they display unprompted, socially appropriate behavior† (Albin, 2003). Don't wait until students are disruptive to pay attention to them! Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior. It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesn't want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment often produces resentment, and may make the student hate school. A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the student's needs are, the more restriction–such as placing a child's desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. Perhaps the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors. If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and discipline problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their efficacy continues to be questioned. Researchers suggest that social skills training makes only a modest impact; however, most educators agree that not doing anything is worse. The ability to adapt and modify instruction is crucial to effectively educating these children. Before starting an intervention, it would be wise to gather information about the student, such as why, where and when he uses the particular behavior. Identify what social, affective, cultural, or contextual elements might be at work, and analyze the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur. What consequences are usually administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then figure out what strategies might be effective to avoid the behavior; for example, teach self-talk to students who are impulsive and organize the classroom environment to help hyperactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior. The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom; however, conflict is neither good nor bad but simply a fact of life. According to Vollmer, Drook and Harned (1999) â€Å"Learning through social conflict is important to all human development† (p. 122). As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a process for resolution of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and Brainstorm and Ideas (GREEN). A turn arrow at the bottom has the words Choose solution, and do it and Shake hands. Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have mastered a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home. In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needs–physical needs, safety needs, and social needs–that must be met before they can feel free to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teacher's goal should be, not to fill their heads with specific information, but to make learning possible in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge.