The Environmental Impact of Slash and Burn Agriculture

The Environmental Impact of Slash and Burn Agriculture Cut and consume agribusiness otherwise called swidden or moving horticulture is a customary technique for tending trained harvests that includes the revolution of a few plots of land in a planting cycle. The rancher plants crops in a field for a couple seasonsâ and then lets the field lie neglected for a few seasons. Meanwhile, the rancher movements to a field that has lain decrepit for a few yearsâ and expels the vegetation by chopping it down and consuming it-consequently the name slice and consume. The debris from the consumed vegetation adds another layer of supplements to the dirt, and that, alongside the time resting, permits the dirt to recover. The Best Conditions for Slash and Burn Agriculture Cut and consume agricultureâ works best in low-intensityâ farming circumstances when the rancher has a lot of land that the person can stand to let lay decrepit, and it works best when yields are turned to help with reestablishing the supplements. It has likewise been archived in social orders where individuals keep up a wide decent variety of food age; that is, the place individuals additionally chase game, fish, and assemble wild nourishments. Natural Effects of Slash and Burn Since the 1970s or something like that, swidden agribusiness has been portrayed as both an awful work on, bringing about the dynamic pulverization of characteristic timberlands, and a superb practice, as a refined technique for woodland conservation and guardianship. An ongoing report led on authentic swidden horticulture in Indonesia (Henley 2011) archived the recorded mentalities of researchers towards cut and consume and afterward tried the presumptions dependent on over a time of slice and consume agribusiness. Henley found that actually swidden agribusiness can add to deforestation of regionsâ if the developing age of the evacuated trees is any longer than the neglected period utilized by the swidden agriculturalists. For instance, if a swidden turn is somewhere in the range of 5 and 8 years, and the rainforest trees have a 200-multi year development cycle, at that point cut and consume speaks to one of what might be a few components bringing about deforestation. Slice and consume is a valuable procedure in certain situations, yet not taking all things together. Aâ special issue of Human Ecologyâ suggests that the formation of worldwide markets is pushing ranchers to supplant their swidden plots with perpetual fields. Then again, when ranchers approach off-ranch pay, swidden horticulture is kept up as a supplement to food security (see Vliet et al. for an outline). Sources Blakeslee DJ. 1993. Demonstrating the relinquishment of the Central Plains: Radiocarbon dates and the starting point of the Initial Coalescent. Diary 27, Plains Anthropologist 38(145):199-214. Drucker P, and Fox JW. 1982. Swidden didn make such midden: The quest for antiquated Mayan agronomies. Diary of Anthropological Research 38(2):179-183. Emanuelsson M, and Segerstrom U. 2002. Medieval cut and-consume development: Strategic or adjusted land use in the Swedish mining area? Condition and History 8:173-196. Grave P, and Kealhofer L. 1999. Evaluating bioturbation in archeological dregs utilizing soil morphology and phytolith examination. Diary of Archeological Science 26:1239-1248. Henley D. 2011. Swidden Farming as an Agent of Environmental Change: Ecological Myth and Historical Reality in Indonesia. Condition and History 17:525-554. Drain HM. 1999. Escalation in the Pacific: A scrutinize of the archeological models and their applications. Current Anthropology 40(3):311-339. Mertz, Ole. Swidden Change in Southeast Asia: Understanding Causes and Consequences. Human Ecology, Christine Padoch, Jefferson Fox, et al., Vol. 37, No. 3, JSTOR, June 2009. Nakai, Shinsuke. Investigation of Pig Consumption by Smallholders in a Hillside Swidden Agriculture Society of Northern Thailand. Human Ecology 37, ResearchGate, August 2009. Reyes-Garcã ­a, Victoria. Ethnobotanical Knowledge and Crop Diversity in Swidden Fields: A Study in a Native Amazonian Society. Vincent Vadez, Neus Martã ­ Sanz, Human Ecology 36, ResearchGate, August 2008. Scarry CM. 2008. Yield Husbandry Practices in North America’s Eastern Woodlands. In: Reitz EJ, Scudder SJ, and Scarry CM, editors. Contextual analyses in Environmental Archeology: Springer New York. p 391-404.

Comprehensive Continuous Evaluation Free Essays

Throughout the years it is the assessment of each educationist, educator and overall population that board or yearly school assessments dependent on tests in a few hours span give constrained data on different components of educational program and scope of learning in any subjects. Taking into account the above inadequacies in the current arrangement of assessment it is alluring that assessment of understudies ought to be persistent as well as. The term Continuous and Comprehensive Evaluation (CCE) is utilized for school based assessment of students in which their appraisal is done consistently and which is likewise exhaustive in nature, as in it isn't kept to evaluation in academic subjects yet in addition covers co-educational zones, for example, execution in games/sports, Physical instruction, Creative Education, Art, Music, Dance, Drama, other social exercises and Personal Social characteristics. We will compose a custom article test on Far reaching Continuous Evaluation or then again any comparable subject just for you Request Now The primary point of CCE is to assess each part of the youngster during their essence at the school. This is accepted to help lessen the weight on the youngster during/before assessments as the understudy should sit for numerous tests consistently, of which no test or the prospectus secured will be rehashed toward the year's end, at all. As a piece of this new framework, student’s imprints will be supplanted by grades which will be assessed through a progression of curricular and extra-curricular assessments alongside scholastics. The point is to lessen the remaining task at hand on understudies and to improve the general expertise and capacity of the understudy by methods for assessment of different exercises. Evaluations are granted to understudies dependent on work experience aptitudes, expertise, advancement, dauntlessness, cooperation, open talking, conduct, and so on to assess and introduce a general proportion of the student’s capacity. This helps the understudies who are bad in scholastics to show their ability in different fields . The National Policy on Education (1986) and the Program of Action (1992) trailed by the National Curriculum Framework of School Education (1986 and 2000) repeated the requirement for building up the individual and social characteristics in students. They focused on the point that the assessment should be extensive in nature, wherein all learning encounters relating to academic, co-educational and individual and social characteristics are surveyed. To get this going the MHRD declared Continuous and Comprehensive Evaluation framework which is to be actualized in each school . Step by step instructions to refer to Comprehensive Continuous Evaluation, Papers Complete Continuous Evaluation Free Essays Throughout the years it is the assessment of each educationist, educator and overall population that board or yearly school assessments dependent on tests in a few hours length give restricted Information on different components of educational program and scope of learning in any subjects. ln perspective on the above inadequacies in the current arrangement of assessment it is attractive that assessment of understudies ought to be constant as well as. The term Continuous and Comprehensive Evaluation (CCE) is utilized for school based assessment of students in which their appraisal is done on an ontinuous premise consistently and which Is likewise far reaching in nature, as in It Is not kept to appraisal In academic subjects yet additionally covers co-scholastlc territories, for example, execution In games/sports, Physical instruction, Creative Education, Art, Music, Dance, Drama, other social exercises and Personal Social characteristics. We will compose a custom paper test on Far reaching Continuous Evaluation or on the other hand any comparative subject just for you Request Now The primary point of CCE is to assess each part of the kid during their quality at the school. This is accepted to help diminish the weight on the kid during/before assessments as the understudy should sit for numerous tests hroughout the year, of which no test or the schedule secured will be rehashed toward the year's end, at all. As a piece of this new framework, student’s imprints will be supplanted by grades which will be assessed through a progression of curricular and extra-curricular assessments alongside scholastics. The point is to decrease the remaining task at hand on understudies and to improve the general aptitude and capacity of the understudy by methods for assessment of different exercises. Evaluations are granted to understudies dependent on work experience aptitudes, smoothness, development, unfaltering quality, collaboration, open talking, ehavior, and so on to assess and introduce a general proportion of the student’s capacity. This helps the understudies who are bad In scholastics to show their ability in different fields . The National Policy on Education (1986) and the Program of Action (1992) trailed by the National Curriculum Framework of School Education (1986 and 2000) repeated the requirement for building up the individual and social characteristics In students. They focused on the point that the assessment should be complete In nature, wherein all learning encounters pertalnlng to educational, co-scholasuc and individual and ocial characteristics are surveyed. To get this going the MHRD declared Continuous and Comprehensive Evaluation framework which is to be executed in each school . The CCE technique is professed to bring gigantic changes from the conventional chalk and talk strategy for instructing, if It Is Implemented precisely. Extensive Continuous Evaluation By suvadip_sain give restricted data on different components of educational program and scope of learning consistent premise consistently and which is additionally complete in nature, in he sense that it isn't kept to appraisal in educational subjects yet in addition covers co-academic territories, for example, execution in games/sports, Physical training, This helps the understudies who are bad in scholastics to show their ability in other repeated the requirement for building up the individual and social characteristics in students. They focused on the point that the assessment should be extensive in nature, wherein all learning encounters relating to educational, co-academic and individual and talk technique for instructing, if it is executed precisely. Step by step instructions to refer to Comprehensive Continuous Evaluation, Papers

AFROTC = stress, and why thats okay

AFROTC = stress, and why thats okay C/4C Claire Nieman 13 On Sunday, 25 October, the cadets of MITs Air Force Reserve Officer Training Corps (AFROTC) Detachment 365, including myself, traveled over to Hanscom Air Force Base (about a 30 minute drive) for the fall semesters FLX, or Field Leadership Exercise. Over the past five weeks, we had been learning skills to help us in this exercise. From low crawling to how to challenge intruders, we had to know it all so that the FLX could test our leadership and problem-solving abilities. But first, let me start with a little background. The question I get asked most often about AFROTC is but what do you do every week? Cadets in Det 365 have 1-2 hours of class every week, where we learn about the Air Force and its history, customs, and practices. Every year the focus shifts a little bit, focusing first towards Field Training between sophomore and junior year, and after that towards working and living as an Air Force officer. As a freshman, Im in AS.100, and right now were learning about team building. Its fairly low-key, but it covers topics well need to be comfortable with in future years. On Tuesdays from 3:10-5:10 pm (or 1510-1710 hrs, as we like to say), we have Leadership Lab, or LLAB, which is where we really get to practice our skills. LLAB is run by the juniors, seniors, and fifth-years, and is designed to teach the freshmen and sophomores useful skills and to let the upperclassmen get practice leading a group. So far weve had a couple mini-field exercises (out on Briggs Field, if you see people in camouflage carrying fake rifles, thats us) as well as teaching us marching and ceremonial customs. To top off all that excitement, two mornings and one afternoon a week we have required physical training, or PT, to keep us strong and looking sweet in our uniforms. So anyways, back to this Sundays FLX. After learning these skills (and having to read a 23-page document teaching us more skills), it was time to test them out. We drove (transited, in military speak) to Hanscom AFB where we met up with the AFROTC detachment from UMass Lowell. Hanscom already had a simulated forward operating base set up, much like a base that would be set up during wartime, complete with gates, tents, and a command center. The freshman and sophomore cadets were split up into teams and assigned various specialties, from Medical to Security Forces. Obviously, we didnt have to know every skill in those areas, but we were expected to make use of the ones we had been taught in order to complete our missions. After about 25 minutes, we rotated stations so that we could get a chance at everything. The command Begin exercise. Begin exercise. came over the loudspeaker, and we were ready to go. The upperclassmen, as well as the cadre (active duty officers that run the ROTC programs) acted as shadows to evaluate and assist us. Some cadets also role played by acting as members of the press, civilian contractors, injured people, or protesters, and thus forced us to make decisions about how to appropriately handle each situation. For example, when I was on the Medical team, there was a simulated base attack, and some of the cadets were injured at various locations around the base. We only had two stretchers, which needed to be carried by four people, and so we had to split up into teams and make sure that every injured person was accounted for and treated according to their injuries. Sometimes we would be indecisive or get something wrong, and thats when an upperclass shadow would step in to give us advice on what to do. We kept getting calls on our one radio about people we needed to go pick up, so on top of having a lot of responsibility, we only had one source of communication between us and the command center. We had to collaborate and constantly assess our surroundings to make sure we could do the best job possible. Its situations like this that are common to many of our leadership exercises, and its definitely helpful to be able to practice handling stressful situations in a controlled environment before we confront them in the real world. So, even though it was pretty stressful at times, and at the end of the day I was exhausted, I can honestly say that I enjoyed it. Air Force ROTC will test you by putting you in situations you probably could have avoided in any other case, but overcoming these challenges has been tremendously motivating to me and many of my fellow cadets. The general theory behind these challenges, big and small, from field exercises to making sure your uniform is perfect, is that if we can handle these things we can handle our jobs as future military leaders. It certainly hasnt been easy, especially on top of adjusting to the intensity of regular MIT, but by the end of my four years here I am 100% sure I will be ready for a career in the Air Force. Post Tagged #ROTC

Racism Kills Thoughts in To Kill a Mockingbird by Harper Lee

As a society, we should not believe in everything we hear or see because there are always two sides to every story. One of the most impactful events in history arose around the 1960s, and was known as the Civil Rights Movement. Most southern states, including Alabama, were struck by the disease of racism and other acts of racial prejudice. In the time of these events, citizens of the United States had an important decision to make. Were they for slavery, or against it? This challenging question split every city in half. In the novel, To Kill A Mockingbird, the people of Maycomb, Alabama were terrorized if their opinions did not match those of everyone else; and that is a dreadful way to live. People such as Braxton Underwood, Dolphus Raymond and Heck Tate felt as if they were forced to hide their opinions toward racial prejudice because of the rest of the town’s overwhelming public opinion. Braxton Underwood was the publisher of the town newspaper in Maycomb, Alabama. On the outside, he seemed just like every other citizen of the town; intolerant and racist. But on the inside, a whole new Mr. Underwood was discovered. Whether he was willing to admit it or not, he truly did feel sorry for his actions toward the black people of Maycomb. It all began after Atticus realized he was being covered by Underwood. Atticus thought it was a weird thing to do because, â€Å"he despises Negroes, (and) won’t have one near him† (Lee, p. 209). The children, as well as Atticus, were puzzled by theShow MoreRelatedTo Kill a Mockingbird vs a Raisin in the Sun1396 Words   |  6 PagesHarper Lee and Lorraine Hansberry are two very different authors, who wrote two very different works. To Kill a Mockingbird is a novel about how prejudice and discrimination can lead to an innocent man being convicted of a crime he didn’t commit just because of his skin color. A Raisin in the Sun is a play about how the value of a family can overcome racism in a new town and allow a family to prosper, even in the worst conditions. However, both of these works deal with racism and discrimination inRead MoreEssay on How Harper Lee Was Influenced by The Times 1473 Words   |  6 Pagesliterature. Harper Lee’s To Kill a Mockingbird is a classical work that reflects the Civil Rights and Women’s Movement of the 1950’s-1960’s through her depiction of the relationship between blacks and whites and her portrayal of female characters. The 1950’s and the 1960’s was a time of change and evolution. It brought on the Civil Rights Movement. This was a very influential time period were these new ideas were incorporated into everyday life and they became a part of American society. â€Å"[Harper Lee]Read MoreKill A Mockingbird By Harper Lee873 Words   |  4 PagesIn the book, To Kill a Mockingbird, Harper Lee illustrates that â€Å"it’s a sin to kill a mockingbird† throughout the novel by writing innocent characters that have been harmed by evil. Tom Robinson’s persecution is a symbol for the death of a mockingbird. The hunters shooting the bird would in this case be the Maycomb County folk. Lee sets the time in the story in the early 1950s, when the Great Depression was going on and there was poverty everywhere. The mindset of people back then was that blackRead MoreSimilarities Between To Kill a Mocking Birds and the Scottsboro and Tom Robinson Trial1045 Words   |  5 Pagesof racism and prejudice shown and the the actual trial and the trials outcome. The racism and prejudice is clear and is a key factor throughout both cases, which took place in the same time period. Both trials are very common when it came to the time period, the time the trials have taken place in, those who were persecuted and lastly, why they were persecuted in the first place. â€Å"All blacks were liars, and always was not to be trusted was a major part of all of these trails† was the thought duringRead MoreHarper Lee Was Born In 1926 In Monroe, Alabama, A Village1071 Words   |  5 PagesHarper Lee was born in 1926 in Monroe, Alabama, a village that is still her home. She attended local schools and the University of Alabama. Before she started writing she lived in New York. In New York she worked in the reservations department of an international airline. She is a winner of Pulitzer Prize, two honoray degree and other literaray awards. Other than writings Lee s chief inte rest are nineteenth century literature, eighteenth Century music, politics, travelling and spending time withRead MoreThere Are Many Themes That Are Woven Throughout To Kill959 Words   |  4 PagesThere are many themes that are woven throughout To Kill a Mockingbird that apply in modern day. For example, To Kill a Mockingbird, a novel written by Harper Lee, is set during the 1930s in a racially prejudice town called Maycomb County. A kind, misunderstood, black man is accused of raping an abused white girl. Although it’s obvious that he did not do it, the white jury refuses to take a black man’s side over a white girl’s word. Through the innocent eyes of a girl named Scout, the theme of racialRead MoreTo Kill A Mockingbird Theme Analysis1398 Words   |  6 PagesScout, the protagonist in To Kill A Mockingbird, is one of those characters. Scout and several other characters in the novel lose their innocence as they begin to see the prejudice and racism of the 19 30’s South. All of these characters were innocent and unaware of what Maycomb was, and their innocence was taken away from them because of that. In To Kill A Mockingbird, Harper Lee relates the theme of growing up and loss of innocence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  One of the ways Harper Lee relates to the   theme is throughRead MoreA Time to Kill and to Kill a Mockingbird1314 Words   |  6 PagesThe movie based on John Grishams A Time to Kill is a Hollywoodized, modern-day version of To Kill a Mockingbird. Both movies employ many of the same themes and plot elements; but the former movie is one-dimensional and predictable while the latter is innovative and purposeful. The movie version of Harper Lees novel To Kill a Mockingbird is considered a classic film, whereas John Grishams adapted novel is merely another example of the money making efforts of Hollywood. Some of the movies moreRead More Comparing the Movies A Time to Kill, by John Grisham and To Kill a Mockingbird1285 Words   |  6 Pages The movie based on John Grishams A Time to Kill is a Hollywoodized, modern-day version of To Kill a Mockingbird. Both movies employ many of the same themes and plot elements; but the former movie is one-dimensional and predictable while the latter is innovative and purposeful. The movie version of Harper Lees novel To Kill a Mockingbird is considered a classic film, whereas John Grisham?s adapted novel is merely another example of the money making efforts of Hollywood. Some of the moviesRead MoreKill A Mockingbird By Harper Lee1592 Words   |  7 PagesWe all need a little change in our lives. In the novel, To Kill A Mockingbird, the author Harper Lee wants just that. Lee wants to change some political and social norms and she projects this change in a fictional southern town in Maycomb, Alabama circa 1930s. This tiny town is like it’s own little world; no one really comes in and no one really leaves. The one issue that Lee points out about this town is racism and judgement. Maycomb is a racially divided town. Atticus Finch, our main character’s

Rhetorical Analysis of the Cdc Essay - 809 Words

A Rhetorical Analysis of the CDC’s Website on ADHD The purpose of The Centers for Disease Control and Prevention (CDC) is to protect the health of America and to â€Å"promote the quality of life through the prevention and control of the disease, injury, and disability (CDC, 2013).† The CDC has a concern about a growing disease that is normally found in children to young adults called Attention- Deficit Hyperactivity Disorder, also known as ADHD. This Rhetorical Analysis will be focused on ADHD. The CDC’s Website is trying to inform current or future patients, parents and care givers, and teachers on how to handle this illness. The CDC offers patients many different ways to find out information that is current about ADHD. As a patient or a†¦show more content†¦In the symptoms and diagnosis section, parents are able to see how physicians effectively diagnosis children and adults by asking a series of questions to figure out if the child has Predominantly Hyperactive-Impulsive Presentation or Predominantly Inattentive Presentation or a combination of both versions of the disease (CDC, 2011). Besides treating just the patient, the CDC informs parents that not only does the child have treatment options, but there is also parenting school that teaches parents on how to handle children that have this illness. There is also information about facts of ADHD and the CDC provides statistics for parents to overview. The CDC’s motto is to â€Å"Treat all persons with dignity, honesty, and respect† which means that parents can count on the CDC for providing correct information (CDC, 2013). Other than the parents and care givers and the patient, the CDC offer information to teachers. That is why the CDC is trying to inform not just the parents, but also the caregivers and teachers. Teaches are able to obtain the same information as the parents through the website like the signs and symptoms and how to handle children that have ADHD . The CDC also let teachers know that there is a program out there that teachers can attend to better understand the disease and to be able to help children struggling with it. The CDC tried to keepShow MoreRelatedRhetorical Analysis of the Cdc Website950 Words   |  4 PagesLaura Jewell ENG-105 07-13-2014 Rebecca Foy The rhetorical analysis of the CDC’s website on ADHD. The CDC is a government funded organization, but they do not share enough information with the public, so we can be proactive in dealing with, or minimizing the negative effects of ADHD. The CDC is not sharing information that would help the public to understand, to minimize the questions being asked, and to what depths or severity ADHD is, or could be. Some of the public may not fully understandRead MoreRhetorical Analysis of a Public Document Assignment Essay926 Words   |  4 PagesDraft of a Rhetorical Analysis of a Public Document Assignment Goal Write a 750-1,000-word essay that analyzes the rhetorical situation of a public document. This public document is the Centers for Disease Control’s (CDC) website on Attention Deficit/Hyperactivity Disorder (ADHD) found at: http://www.cdc.gov/ncbddd/adhd/facts.html. Your analysis should include at least TWO scholarly sources outside of class texts. Directions Complete a close reading of the assigned public documentRead MoreEssay on Study Notes829 Words   |  4 PagesFirst Draft of a Rhetorical Analysis of a Public Document Assignment Write a 750-1,000-word essay that includes an analysis of a public document. Your task is to do a close reading of a public document, summarize it, and then analyze its rhetorical situation. Use the sample rhetorical analysis from the textbook (pages 57-60) as a flexible guide—not as a rigid model. Your analysis will contain a few more features than the one found in the book. How you organize your analysis will depend in partRead MoreRhetorical Analysis : Attention Deficit / Hyperactivity Disorder ( Adhd )912 Words   |  4 PagesRhetorical Analysis of a Public Document Attention-Deficit/Hyperactivity Disorder (ADHD) is a serious neurodevelopment disorder that has affected an innumerable number of children and adults in the United States (Centers for disease Control and Prevention, 2013). It is one of the most common disorders that can cause difficulty at school and home and can also remain into adulthood. The Centers for Disease Control and Prevention (CDC)publishes a web page on ADHD to inform and persuade the public thatRead MoreThe Center For Disease Control961 Words   |  4 PagesThe Center for Disease Control Rhetorical Analysis The Heartbeat of Public Awareness on ADHD Even though the CDC provides a vast amount of information, the CDC website provides facts regarding ADHD, because CDC provides information for families and children living with ADHD and overall, broadens the public’s awareness. The Centers for disease control and prevention begins by providing analyzes to Attention Deficit Hyperactivity Disorder (ADHD) by acknowledging facts to a common but not so commonRead MoreThe Practice Of Nursing Profession Essay1309 Words   |  6 Pagesarrest in the ER and Code Red for a fire in the hospital and etcetera. Genres A discourse community utilizes and possesses genres in communication. Genres are types of text that is recognizable to readers and writers and that meets the needs of the rhetorical situation in which they function (Swales 467). Websites, charting, magazines and journals are used in the nursing discourse community. Websites are the primary source of information utilized most by nurses in the health care field. They use itRead MoreClassical Analysis Essays1748 Words   |  7 PagesAlyssa Huskinson COMS 100B, Fall 2012 8 October 2012 Classical Analysis In an Absolut World Absolut vodka is based on 500 years of tradition originating in Sweden. Under the original name â€Å"Absolut rent branvin,† which means â€Å"absolutely pure vodka,† Absolut was introduced in the United States in 1979 and since has become one of the world’s most famous spirits. The advertisement campaign, In an Absolut World, was just another successful entry in the company’s advertising history, and AbsolutRead MoreTexting, Driving, And The Dangers Surrounded By It1080 Words   |  5 PagesDriving, Batten 2013). Eleven percent of all drivers under the age of 20 involved in fatal crashes were reported as distracted at the time of the crash (Distracted Driving, Batten 2013). According to the U.S. Centers for Disease Control and Prevention (CDC) â€Å"52% of U.S. drivers age 18-29 reported texting while driving at least once in the last 30 days, and more than a quarter report texting regularly while driving† (Distracted Driving, Batten 2013). Based on court records, a New Jersey man was textingRead MoreFallacies Of The New York Times Website1455 Words   |  6 Pagessuper power in the world today, such a slight coming from the United Nations would be a massive blow to the United States and its people. Citizens would be profoundly affected and national confidence would be gravely shaken. Analysis The previous argument is full of rhetorical fallacies. The second and third paragraphs represent hasty generalizations. If a person reads a news story about Ebola spreading in Texas, and then correlates that with the environment in Texas or the people of Texas as beingRead MorePersuasive Speech : Problem Cause Solution1382 Words   |  6 PagesSeptember 28, 2015 Organization: Problem-Cause-Solution Audience analysis: The audience consists of three of the adult teachers, one male and two females, from my Sunday school class at Pleasant Hill Christian Church. Topic: The problem I aim to address is that of the lifelong scars that affect a victim of child sexual abuse; and how it hinders one from seeking God for healing and understanding according to Scripture. Rhetorical Purpose: To inform my audience about the intense emotional secrecy

Realities of War Free Essays

Loved and Lost English Literature 108 July 27 2014 War is a patriotic act where one seeks the determination to lead their country. It can be viewed as noble, cruel, inhumane, and can make an individual a hero or a criminal. It affects everyone in a society, hoping loved ones are safe, whether they are the ones fighting in the battlefield or waiting at home. We will write a custom essay sample on Realities of War or any similar topic only for you Order Now Anthem for Doomed Youth† by Wilfred Owen presents a speaker who criticizes war and illustrates a vivid picture in the readers mind regarding the harsh realities surrounding warfare, including the Allen soldiers and the ones left behind to grieve their losses. Where as W. B. Yeats in Easter 1916 portrays a speaker who conveys an ambiguous attitude in relation to war, they initially seem undecided in their feelings regarding the rebellious revolutionaries who led the uprising, but soon turn to appreciate and appreciate the fallen individuals. Imagery is used to explore and portray complex subject matters; Owen and Yeats illustrate the harsh realities of war using imagery that incorporates objects seen and used in every day life. All though the speaker’s perspectives differ ND they explore warfare from different angles, their use of imagery serves as a powerful tool in emphasizing the positive and negative aspects of war and the side effects on a society. Owen and Yeats both question the necessity of war in â€Å"Anthem for Doomed Youth† and â€Å"Easter 1916† but Owen uses imagery that evokes negative responses to war, whereas Yeats presents an ambiguous perspective through his use of imagery. Owen creates contrary feelings towards the subject of war through his imagery. Contrasting â€Å"Anthem† with â€Å"Doomed Youth† initiates the tone for the rest of the poem, â€Å"Anthem is s youth are typically seen as young children who should be protected and not thrown in harms way, all though in this poem, the use of ‘Doomed’ in title creates a completely different meaning. His use of language emphasizes his perspective against the necessity of war by contrasting words such as â€Å"demented choirs† with â€Å"wailing shells† (7) and â€Å"monstrous anger† with â€Å"guns,† (2) all portraying negative images that emphasize on the destructive nature of war, therefore contributing to the speaker’s stance against war. In addition, William Kevin Penny states, This quote re-emphasizes that Owens use of detailed imagery was used deliberately so that an audience could effectively grasp the meaningful message he was trying to convey about aspects of war. His contrasting language such as â€Å"anthem† with â€Å"doomed,† and â€Å"monstrous anger† with â€Å"guns† is what makes this message conveyable to an audience. In contrast to Owens poem, Yeats uses imagery to present the speaker’s ambiguous perspective, the comparisons made in the lines: Yeats uses the comparisons of death to sleep to reflect the speaker’s ambiguous perspective. Normally sleep is equated with neither, negative or positive emotions, here as death is normally seen in a negative way; yet comparing the two together, reflects the speaker’s ambivalent attitude effectively in this poem. Yeats’ Contrasting the image of nightfall with death signifies the relationship between the end of day (that happens insignificantly) with the end of a person’s life, which normally would be considered significant, yet this reference is suggesting the death resulting from war is unnecessary. The question, â€Å"Was it needless death after all? † reflects the speakers opinion even further, the question mark is inserted to enhance the ambiguity of the beaker, as it implies the speakers uncertain nature. Therefore reflecting the speaker feels the revolutionaries’ rebellion is questionable in its nature. Lima Haney agrees with this notion by claiming, â€Å"Easter 1916, Yeats conveys his dismay with the civil unrest and the needless loss of life in his country,† (341) therefore reaffirming that the speaker in this poem questions the necessity of war as it produces fatalities that are unwarranted according to Haney. Yeats is able to represent this stance, using specific language such as ‘needless death,’ which also adds to the images that emphasize this notion. Owen and Yeats both use imagery in â€Å"Anthem for Doomed Youth† and â€Å"Easter 1916† to reflect the speaker’s perspective on individual’s involvement in the war. Owens use of imagery portrays a cynical perspective from a speaker who condemns the actions and stresses the consequences of warfare. Owens speaker stresses soldiers in â€Å"Anthem for Doomed Youth† who have fought in the war and the loved ones who have dealt with losses resulting from war. His use of language creates vivid imagery by comparing the deaths of soldiers to the deaths of cattle. Owen states, â€Å"What passing-bells for these who die as cattle? (Owen 1). This quote reflects the speaker’s opinion that soldiers involved in warfare are treated like a herd of animals, and their deaths are no more important than cattle, which are rounded together and killed simultaneously in a slaughterhouse. The line also sets the tone for the rest of the poem through imagery, as soldiers are portrayed in dehumidifying terms, and reflects the negative perspective of the speaker. In contrast to the poetic devices used by Owen, Yeats’ use of imagery in â€Å"Easter 1916† describes a speaker who is initially uncertain about the necessity of war, yet recognizes the revolutionaries involved on a heroic level by amortizing them. The speaker, even though ambiguous in their attitude towards war, still feels that the revolutionaries partaking in the rebellion are important enough to â€Å"write it out in a verse,† (Yeats 74) therefore the imagery of a tangible poem recognizes the revolutionaries actions as heroic enough to commemorate them in a poem that shall be read for eternity, even though the speaker doesn’t necessarily agree with the rebellion itself. This notion is further proven when Austin Ride states, † Yeats initially disapproved of the Easter rebels, heir executions won him over to a grudging and ambivalent respect for their accomplishment† (401) similar to my initial statement that through imagery, Yeats uses imagery such as commemorating revolutionaries in a tangible poem to present his speaker’s ambiguous perspective on the war, all though he was uncertain in his attitude towards the rebellion, the gesture of the revolutionaries fighting for what they believed in granted them the significance to be viewed as noble and patriotic. Owen and Yeats both use imagery to describe the bloodshed during battles to emphasize the harsh realities of war in â€Å"Anthem for Doomed Youth† and â€Å"Easter 916†. Owen presents imagery that illustrates horrendous warfare conditions that exemplify the conditions soldiers had to endure. The lines stating, â€Å"Only the monstrous anger of the guns. Only the stuttering rifles’ rapid rattle† (Owen, 2-3) refers to the soldier’s day-to-day living conditions, which consisted of living in fear with constant chaos from the sounds of gunshots constantly surrounding them, and knowing that at any moment their lives could be over. In comparison to Owen, Yeats also uses imagery to convey the bloodshed during battles to emphasize the harsh ileitis by stating, â€Å"We know their dream; enough / To know they dreamed and are dead,† (Yeats, 70-71) with the use of images of death, and comparing the dreams of the individuals involved in the rebellion to their deaths, illuminates the harsh realities of war; even though they had good intentions, and felt as if they were fighting for a noble cause, their â€Å"dreams† are what finalized their lives; therefore, showcasing the inevitability of warfare. Owen and Yeats’ language throughout the poem creates imagery that reflects the effects of warfare and how it not only hurts the individuals involved but the ones who urn from their losses as well. Owens speaker discusses individuals in â€Å"Anthem for Doomed Youth† who have to deal with the loss of loved ones resulting from war. Stating, â€Å"The pallor of girls’ brows shall be their pall; / Their flowers the tenderness of silent minds, / And each slow dusk a drawing-down of blinds. † (Owen, 12-14) refers to all the family and friends who have to deal with the horrible losses resulting from war. The â€Å"pallor of girls† signifies the paleness of women from shock and sadness, and ‘tenderness of silent minds† is referring to the silent mourning of family embers and/or friends. The phrase, â€Å"drawing-down of blinds† is also referring to the grieving of loved ones. The use of this everyday object is typically used to represent the end of day, or to be left alone. People use blinds to keep things out, such as sun, or to represent nobody is home or they do not want to be bothered. How to cite Realities of War, Papers

Human Resource for Role of Training Process- myassignmenthelp.com

Question: Discuss about theHuman Resource for Role of Training Process. Answer: Introduction Workplace training is helpful in expanding the skills and knowledge base of the employees within the organization. Training is the important function of human resource management related to the activity of company for improving the performance of the employees. Training is also used to enhance the performance of the employers in order to meet the future expectations. Training is an important function of HRM. The key objective of training is to enhance and acquire knowledge, skills and attitude towards the job role (Abbad Ferreira, 2012). This is one of the most essential motivators that can lead short-term as well as long-term remunerations for the employees and organizations. This report identifies the most significant force of in the workplace. Along with this, the report will also select an area in which training program is required. A project plan is also provided about developing the process. Significant forces There are number of significant forces that may impact on the working and learning process within the organization. Those forces include increased value placed on tangible assets, sustainability, focus on link to organizational strategy, globalization, and human capital, attracting and holding talent, customer service and excellence focus, varying demographics, technology, high performance models of work systems and financial transforms. One of the most significant forces of training is attracting and retaining talent within the organization. The reason of selecting this force is that employee retention is an attempt by the organization to keep the employees in the workforce. The efforts at the employee retention must be targeted at the contributing employees who enhance the value in the company. Employee retention is the important characteristic for every company in terms of competitive benefits as human resource is the most important advantage of current world. In order to get prof icient and retain capable human capital is not an easy task for the organizations. So, organization is using various HR techniques for the retention of employees i.e. employee training and development process (Reed Vakola, 2006). Attracting and retaining talent In the era of technological advancement and development, training has become essential for each organization in order to uphold in the international market. Training can be described as the considered involvement that is designed to improve the performance of employees in the job role. Along with this, by the training process, survival of the company is possible. Training is a practical education by which skills and knowledge can be developed in the employees. This is basically associated to current job role and the continuing circumstances. In order to retain the employees, efficient counselor is required in the organization as by him, the best shift of the training is feasible. Basically, employees suppose superior liability in the job after the training process and in such circumstances, retention can be enhanced. Training is positively associated to discharge rate as organization initiate training program to develop the skills in lower skilled employees. On the job role training has impact on the salaries of the employees positively (Ling, Qing Shen, 2014). The training program enhances the employee retention by various ways those are discussed below: Empowering people- Training makes employees feel empowered within the organization. When the organization enhances the training programs, it makes the employees feel like better professionals. They feel confident and empowered to handle the tasks in their job role. All these developments lead to enhanced retention rates in the organization. Enhanced job satisfaction rates- Training programs are one of the important elements to realize the job satisfaction of employees. Training is helpful for the staff in improving their skills and improving their value in the firm. High level of job satisfaction means high level of retention rate in the organization. Rooms for promotion- By the effective training programs, employees are able to acquire new skills and expertise. Many of the employees are willing to stay and attend the training programs so that they can achieve their organizational goals. Training is beneficial for them in a better position to manage tasks. Employees can save the cost company incurred in hiring and training another person by joining the training programs (Zheng Hyland, 2007). Area of training and development In an organization, there are various areas in which needs training sessions. For the discussion, the selected area for the training program is development of management and leadership skills. Leadership is the process that focuses on influencing others. The systematic development of leader is the key to long-term success of the organization. Development of leadership skills can be costly in terms of time and monetary outlets. In a leader, there should be some traits like proactive, flexible, strategic, and adaptive at competitive position and culturally competent (Nfila, 2005). Importance of leadership development In the organization, leaders deal with the rapid changes in terms of globalization, politics, new technologies, environment changes, key values, attitudes and beliefs in order to implement positive changes within the organization. HR managers consider the leadership development as the important human capital challenge now and for future. The organizations are taking systematic approach in order to develop leadership and management skills within the employees. Organizations with the strong leadership development practices have high success in terms of customer satisfaction, revenue, market share and profit (Parris Peachey, 2013). Leadership development includes formal and informal training and development programs in order to expand management and leadership programs. For being effective, leadership development should be approached holistically. In order to provide effective training, it is important to understand the importance of leadership, direct and indirect cost incurred in lea dership development and ways to measure leadership (Jacqueline Maria, 2006). Reason for selecting leadership development Leadership development includes various perform that are necessary for capitalizing on the prospective of the organization in terms of human resources and development opportunities. The reason for choosing the area of leadership development is that leadership is an essential and key factor for the success of any organization. There are some factors that show the importance of leadership development within an organization: Recognition is more important as compared to financial rewards for the employees. It means leaders can enhance positive culture and develop the organization for long team. So, this increases the importance of leadership development. Effective leadership is the reason for the employee satisfaction in the organization. So, in order to keep the organization productive,, there is the need of trained leaders. Thus, the leadership development is accountable for the employees satisfaction (Northouse, 2015). Organizations are focusing on leadership development from all the levels. Leaders is todays business culture are able to analyze the efficiency and human needs within the organization. Leadership development has impact on the success of the organization as compared to the culture of innovation of the organization. That is the reason, development of leadership skills is important for the success of the organization. Development of leadership skills provides the organizations the opportunities to mentor and coach strong potential leaders identifying natural talent based on their strengths (Carmeli, Atwater Levi, 2010). With the effective leadership, people in the organization are confident for their tasks. Further, leadership development is important to enhance the productivity. Leadership training includes emotional intelligence to improve the emotional skills within the leaders. Leadership development is crucial for retaining the employees within the organization. 75% people leave their job due to ineffective leaders. By investing in leadership training, organization can retain its employees and reduce costly hiring process (Voegtlin, Patzer Scherer, 2012). Leadership training template Conducting the Needs assessment Resources Required Who will I need to consult Who will I need to Inform Start Date Completion Date Notes Handling conflicts Conflict management coaching HR department Supervisors 01-04-2018 01-05-2018 One month training provided by organization learning portal Enhancing skills Coaching approach HR Department Manager 01-05-2018 01-06-2018 Online courses for listening skills Ensure employees readiness for Training Management support Reviewing and giving rating to the employees Manager Supervisor 01-06-2018 01-07-2018 Technical support Information technology services, common management system Manager Technical department 01-07-2018 01-08-2018 Create the Learning Environment Implementing active learning strategy Collection of feedback of data Manager Training and learning department 01-08-2018 15-08-2018 Plan and design activity Providing clear specifications for sessions HR manager Supervisors 15-08-2018 30-08-2018 Developing and Evaluation Plan Monitoring Questionnaire survey and checklist HR manager Senior Manager 01-09-2018 15-09-2018 Select Training Method Coaching from current manager Formal mentoring program, lectures and outdoor training Senior Manager HR manager 15-09-2018 30-10-2018 Conclusion Based on overall analysis, it is analyzed that to develop the leadership skills, it is essential to give effective training to the staff in order to coordinate with the new tasks. In case of any organization, the selected drivers are essential for the training of the employees so that they can be retained in the job role. From the above discussion, it is also analyzed that training can be provided to enhance the leadership and development skills for achieving growth and success. It is analyzed that the organization sometimes suffers due to the lack of proper training. So, the organization must be equipped with the characteristics of flexibility, stability and adaptability. Further, this is basically related to current job role and the ongoing situation. In order to retain the employees, effective mentor is required in the organization as by him, the best transfer of the training is possible. References Abbad, G. Ferreira, R. R. (2012). Training Needs Assessment: Where We Are and Where We Should Go: Brazil Administration review. 10(1). pp. 77-99 Carmeli, A., Atwater, L., Levi, A. (2010). How leadership enhances employees knowledge sharing: the intervening roles of relational and organizational identification. 36(3). 257-274. Jacqueline, R. Maria V. (2006). What role can a training needs analysis play in organisational change: Journal of Organizational Change Management. 19 (3). pp.393 407 Ling, L., Qing, T., Shen, P. (2014). Can training promote employee organizational commitment? The effect of employability and expectation value: Nankai Business Review International. 5(2).162-186 Nfila, C. (2005). Training Needs Analysis. Retrieved from https://www2.uwstout.edu/content/lib/thesis/2005/2005nfilac.pdf Northouse, P. G. (2015). Leadership: Theory and practice. Sage publications. Parris, D. L., Peachey, J. W. (2013). A systematic literature review of servant leadership theory in organizational contexts: Journal of business ethics.113(3). 377-393. Reed, J. Vakola, M. (2006). What role can a training needs analysis play in organizational change: Journal of Organizational Change Management. 19(3). 393-407. Voegtlin, C., Patzer, M., Scherer, A. G. (2012). Responsible leadership in global business: A new approach to leadership and its multi-level outcomes: Journal of Business Ethics. 105(1). 1-1 Zheng, C. Hyland, P. (2007). Training practices of multinational companies in Asia: Journal of European Industrial Training. 31(6). pg. 472-494

Teri Maa Ki Aankh free essay sample

Bhatt A Different History ANALYSIS STANZA 1 Indian culture/religion – life in India is –or should be – free but there is constant pressure ________________in other ways of life (example of this are __________) Line 1-3: _______________: the ancient Greek god of nature (part man, part goat); allying Greek culture with India’s perhaps suggesting that western society has formed more developed religions; India = still basic ________________ Line 4-5: highlights the difference between other cultures and India; here Gods are_______________________________, all around Line 7-18 persuasive writing which creates Irony – Hindus made to look after books and revere them but not for knowledge, but because they are made out of gods (trees) = satirical/mocking tone ? __________:â€Å"It is a sin† = powerful connotations, a crime for offending the gods ? ___________: â€Å"you must†, __________: ‘without† , ___________: â€Å"Sarasvati† (= the Hindu goddess of art) ( emphasises that there are many pedantic Hindu rules that must be obeyed which are criticised by the author in a ______________tone ? Despite being Indian the author is being very _____________ of Indian culture/religion/belief STANZA 2 : idea of foreign invaders, language and generation Line 19-20: _____________ – more philosophical, makes us think about _______________in general, different from the previous mocking tone, which language is ‘original’? Line 21-22: rhetorical question – double meaning = English not to kill people but to _____________ India’s culture/traditions; question tries to understand the aims of the ‘oppressor’ Line 23-27: _________________________/thread of diction/semantic field: ‘torture’, ‘soul has been cropped’, ‘scythe swooping out’ all relate to ________________ (British culture on Indian ground ) = developing/changing/forcing India’s culture to change or assimilate and English language is seen as being representative of all hat ( Growing imagery of violent invasion ( visualization of the language as a literal tongue but symbolising a powerful ______________ Line 28-29: Bhatt is one of these ‘unborn grandchildren†, no question mark so it is more of a _______________ (fact or certainty) ‘’’’’’’’’’’’’’’’’à ¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢ STRUCTURE  ¦ 2 stanzas are representative of Bhatt’s _______________ _______ (British and Indian) She is critical of both Indian _______________________ and British ____________/colonialism ‘’’’’‘’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’â€⠄¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢Ã¢â‚¬â„¢ PHILOSOPHICAL POINTS (subjects of the poem) forgetting past, human nature, generation, dual identity We know from her Bio that Bhatt fears that her natural identity, as manifested by her Indian tongue, may rot and die ( If she fears this why is she appearing to be critical of India? The contradictory idea is that while Hinduism and being Indian are the ‘deepest layer’ of her identity, she is not the fnod of them. We will write a custom essay sample on Teri Maa Ki Aankh or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She is critical of it. She also deefnds coonlial English invaders. Both these beliefs are counter iiinuttve; you would expect her to defend her ‘deepest layer of identity’ Indian, and slate English, but she does the opposite. This makes her identity complex and this is the strength of the poem. Readers are initurged by this unusual tactic. ( How does it happen that she has ignored her cultural roots for many of her early years? Choose the appropriate words from the box below to fill in the gaps! cultivating religious ideology statement allusion (x2) dual identity books physical manifestations assimilate to conform language Imperative extended metaphorical language repetition(x2) religious conformity critical rhetorical question religious conformity weapon colonialism sarcastic

Tax System in Ontario essays

Tax System in Ontario essays The issue is whether Ontario should have a different tax system than the federal government of Canada. The provinces already have different ways of calculating taxes from the federal government and from one another. Verburg (1998) noted five years ago that the taxpayers in Ontario and Alberta were benefiting form an effort by each to have the lowest taxes in Canada. Still, Verburg also noted that the tax cuts to that time were not very substantial even as each province was trying to become the most attractive province in which to do business for the North American economy. Alberta long had the lowest personal income-tax rate in Canada, but the Ontario government set out undercut Alberta by half a percentage point by lowering its basic personal income-tax rate to 45% of the basic federal tax. Alberta answered this soon after by cutting its basic rate to 44%, at which time Ontario countered with 40.5%. Verburg cheered them on, stating that "the two provinces are chipping away at Canada's burdensome tax Verburg further noted that Ottawa was not responding with the same On a recent swing through Alberta, federal Finance Minister Paul Martin said giving Canadians a break on their income tax is "a major priority" for the 1999 federal budget, when a multibillion-dollar budget surplus is expected. But, so far, there has been no firm commitment to return those extra dollars to the people who earned them The Ontario income tax system changed how it calculates the tax beginning in 2002 so that it now levies its personal income tax as a parentage of taxable income rather than as a percentage of basic federal tax. This system is known as tax-on-income (TONI) system, and it is used to allow Ontario to set its own tax brackets and tax rates independently of the federal system, and so provides the Province with direct control over many features of the ...

Moral Project Essay Example | Topics and Well Written Essays - 1500 words

Moral Project - Essay Example In the similar manner, ethical practices are also important for a company. From the perspective of an organization, ethics is concerned about the judging what is right and wrong. The decision making process of a company is also greatly influenced by its ethical guidelines and culture. Nevertheless, ethical practise help companies to attract new customers, satisfy employees, and attract investors for making investments in the company. On the other hand, unethical behavior may damage the reputation of a company and will hardly appeal to stakeholders. As a result of that the profit levels of the company may also decline (Tillotts, 2011). This study aim to shed light on the moral challenges or ethical dilemmas faced by Monsanto and evaluates the viability of the decisions made by them to deal with the prevailing scenario. It has been observed that the company has been experiencing ethical issues for a long period of time mostly due to its product portfolio, business models and the leader ship styles. Monsanto Company is a multinational agricultural biotechnology corporation based in US. The company is currently headquartered at Creve Coeur, Missouri. It was founded in the year 1901 by John Francis Queeny. The company is known as the foremost producer of genetically engineered (GE) seeds. However, during its early days, the company was also known as one of the leading producers of plastics which include synthetic fibers and polystyrene. Some of the best selling products of the company are herbicides, pesticides, and crop seeds. The company has earlier produced a number of controversial products such as Agent Orange, PCBs, DDT, and recombinant bovine somatotropin (Yahoo Finance, 2013). With its strong research and development (R&D), and engineering department Monsanto has been able to achieve several acclamations. It is also the first company to have produced light emitting diodes or commonly known as LEDs. The current employee strength of the company is 21,000 (Monsa nto, 2013). As of the financial year end 2011, the net revenue of the company was US$ 11.822 billion and operating income of Increase US$ 2.502 billion. The figure clearly portrays the stable financial position of the company. Despite of its strong financial position and well developed market, there are several allegations against the company in terms of its unethical leadership. In addition, ethical questions were also raised against the company because of their unscrupulous products. For example, the model of the company pertaining to seed patenting was also criticized and was regarded as biopiracy and moreover it was also a threat of the biodiversity. It has been observed that the activities of the company are unethical and devious at any angle. This is because of the company’s nature to control every thin they are involved into. For example, they strongly administer the production system, the distribution channel as well as the activities of the employee. Up till this pra ctise, there is no scope of raising issue against the company pertaining to ethical guidelines. However, the ethical issues come up when the company tries to control even the consumption pattern of their products. This becomes more evident when the farmers were deceived while making contracts with the company. This forced the farmers to but seeds from the company at a higher

Parents Participate in their Children Education Literature review

Parents Participate in their Children Education - Literature review Example Research shows that family engagement in a child’s education improves the child’s attitude towards school attendance, their success at the same time reducing the number of dropouts. After a research that was conducted on the American Indian, Asians, Latinos and Pacific Islanders, ethnic groups it was noted they shared similar barriers that hinder parental engagement in students school life. Generally, ethnic groups had many things in common than differences, which they use to engage families in improving communication and strengthening the relationship between ethnic parents, and schools. Most parents from the ethnic groups value parental family voice. This means that students have to listen to what their parents tell them about education. There are cases whereby some students are rude to their teachers but obey parents. In such a case if a parent is involved then they save the life of the child since the child has to obey the family voice. The ethnic groups always hire competent staff and work together as a team. They also provide in-service so that the hired school staff becomes skilled and culturally competent. This helps them to work effectively with families from other ethnic groups. Hiring competent staff means that students from the above ethnic group will receive the best of education in the region. The staff is supposed to work hand in hand with the parents so that the children feel encouraged. Most of these families ensure that they check their children book at the end of the day to know the child’s academic progress.

Evaluation of Cognitive Behavioural Therapy Effectiveness

Evaluation of Cognitive Behavioural Therapy Effectiveness Introduction The following discussion will critically evaluate the research evidence which is available regarding the efficacy and effectiveness of Cognitive Behavioural Therapy (CBT). It will particularly focus upon its application to the treatment of Schizophrenia Initially, a brief explanation of what is meant by CBT will be given along with an outline of the model which underpins it. A consideration of the use of CBT for the treatment of Schizophrenia will then be made. A series of 25 studies which have been conducted to investigate the efficacy and effectiveness of the use of CBT for the treatment of Schizophrenia have been critically analysed. The results of this analysis will be presented with reference to the following key factors: the determinant and measurement of quality of life, social functioning and occupational status, hospital readmission/relapse, compliance with pharmacological and non-pharmacological treatments, dropping out and compliance to CBT, general impression of clinical/ professionals and others, unexpected and unwanted effects, economic outcomes and the management of change. 2.0 Cognitive Behavioural Therapy (CBT) It has been said that the thoughts people have of a situation, and the way IN WHICH they interpret and understand it, are largely influenced by their beliefs about themselves and the world (Nelson 1997). Such a view is congruent with the underlying principles of Cognitive Behavioural Therapy (CBT). The 1980s saw pioneering work being conducted by Aaron Beck using Cognitive Therapy (Beck Rector 2000). This was later merged with the principles of Behavioural Therapy to produce what was entitled CBT. The Cognitive-Behavioural approach is fundamentally based on the three factors: Cognition, Behaviour and Emotion which are displayed in Figure 1 overleaf: In other words, this concept suggests that the way in which an individual thinks about and interprets a situation will directly influence their behaviour within the situation. This in turn will impact upon how they feel after performing the behaviour (Kinderman Cooke 2000) Thus on a very basic level, a person’s views regarding smoking will influence whether or not they are a smoker and how they feel about it. These principles provide the foundation upon which the rationale for treating an individual is built. If one wishes to change the way in which an individual is feeling, one must address the associated behaviours and underlying thoughts. CBT could therefore be used to help a person to stop smoking. An attempt would be made to change the way in which the person thought about smoking which would then, in theory, influence their behaviour in terms of whether or not they smoked and how they felt as a consequence. The same principles and procedure could be used to treat other addictions and phobias whilst also being applicable to depression and anxiety related problems. In order for this process to be most effective, CBT relies heavily on a trusting and collaborative relationship being formed between the therapist and the patient. An alliance is formed through which positive changes can be facilitated. The Therapist and the patient work together in order that any problems are identified and that an appropriate treatment programme is worked out (Beck 1995). It is important therefore that the patient is committed and willing to take part in the treatment so that the probability that the treatment is effective can be maximised. 2.1 The development of CBT CBT was originally developed and applied to the treatment of neurosis (Haddock et al 1998). It was mainly used for the treatment of people suffering from depression and anxiety. More recently, CBT has started to be applied to a wide range of other problems such as phobias and addictions. The success of such applications has led its supporters to advocate the use of CBT to the treatment of psychosis (Thornicroft Susser 2001). This incorporates illnesses such as Paranoid Schizophrenia and Bipolar Disorder. Morrison (2002) provides a wide variety of case studies in which CBT was used as a treatment method. 3.0 Research Evidence Any decision regarding the use of a given treatment must be based upon the scientific documentation which has assessed the treatment’s effectiveness and efficacy (Carpenter 2001). Thus one needs to consider the empirical research which has assessed the psychological management of psychotic symptoms. This research will now be discussed with reference to acute psychotic symptoms, long term psychotic symptoms and research which has been conducted in a clinical setting. The research which has been conducted to assess the efficacy and effectiveness of CBT for the treatment of Schizophrenia will now be critically analysed with reference to the nine different evaluation areas. 3.1 Determinant and Measurement of Quality of Life The first key issue in the debate surrounding the use of CBT in the treatment of Schizophrenia concerns how a person’s quality of life is determined and how it can best be measured. Clearly one of the central aims of medicine in general, and in mental health care in particular, is to improve the quality of life of the patient. A number of studies have attempted to investigate the quality of life of Schizophrenic patients after undergoing CBT. One of the larger studies was conducted by Lewis et al (2002) and involved a sample of 315 Schizophrenic patients being given CBT along side routine care and supportive counselling. It was reported that a significantly faster clinical improvement was made by those within the CBT condition relative to a control group. Lewis et al (2002) concluded that CBT enabled Schizophrenic patients to reach remission more quickly and that this was associated with an increase in their quality of life. This approach suggests that quality of life, therefo re, is determined by a removal of the symptoms associated with the illness. However, the conclusions made by the research have been questioned as significant improvements were made by the CBT group only in terms of a reduction in auditory hallucinations and not in terms of delusions, positive symptoms and the total Symptom Scores. Other relevant research was conducted by Jenner et al (1998) regarding the measurement of quality of life. CBT and coping skills training was given to 40 patients experiencing therapy-refractory auditory hallucinations. Significant improvements were found regarding overall symptomotology and in daily quality of life. This improvement in quality of life was said to be determined by improvements in daily functioning and social interactions. Auditory hallucinations were found to be eradicated for 20% of patients. Therefore, research in this field has suggested that CBT can improve the quality of life of Schizophrenic patients. This is determined by factors such as remission from symptoms and improvements in both daily functioning and social interactions. However, the measurement of ‘quality of life’ is a difficult concept as it is difficult to obtain relevant objective data. One must rely more on the subjective ratings of the patients, their family and the clinician involve d. Such measures need to be standardised such that the determinants and measurement of quality of life can be assessed and made based on sound empirical research evidence. 3.2 Social Functioning and Occupational Status An improvement in a patient’s quality of life is inevitably going to be linked with their social functioning and their ability to find employment. A study which focused on social functioning was conducted by Wiersma et al (2001). A sample of 40 patients received CBT and coping skills training over a period of 4 years. The therapy focussed upon addressing auditory hallucinations and on improving social functioning. The results found that there was a significant reduction in the frequency of hallucinations and their burden on the patient. It was also reported that 18% of the patients experienced a complete disappearance of their auditory hallucinations. Sixty per cent showed significant improvements in terms of anxiety, loss of control and disturbance of thought. Finally, 67% of those involved with the study showed significant improvements regarding social functioning. Having said this, there are a number of important limitations within the methodology used within this study whi ch ensure that it is difficult to confidently accept any findings. No control condition was evident, the assessors were not independent and the baseline measures used were made retrospectively. Furthermore, it was also reported that booster sessions were required to strengthened the skills and to enhance them in specific social situations. These limitations ensure that one needs to consider other research in this area in order to accurately assess the efficacy and effectiveness of using CBT for the treatment of psychosis. Barrowclough et al (2001) conducted a study which involved integrating the use of routine care with motivational interviewing, CBT and Family Therapy. Subsequent analysis revealed that this approach had facilitated significant improvements in the patients’ general functioning and abstinence from alcohol and/or substance abuse. Barrowclough et al (2001) suggest that the co-morbidity of symptoms alongside those involved with Schizophrenia can ensure that the patient finds it very difficult to find appropriate work. Thus this integrated treatment approach has been shown to increase social functioning and this could be theorised to then improve the patients’ chances of enhancing their occupational status. Such an assertion requires further empirical investigations such that the strength of this association can be determined. 3.3 Hospital Readmission and Relapse Research has been conducted which has assessed the effectiveness of using CBT for treating people who had been experiencing persistent psychotic symptoms for at least six months (Tarrier et al 1998). Participants either received CBT or supportive counselling for 20 hours over a 10 week period. The supportive counselling focussed on unconditional positive regard and developing rapport. One benefit of this research was that the assessors were both blind and independent. Those within the CBT group were found to be more likely to experience a 50% reduction in symptomotology and to spend fewer days in hospital. This study was subsequently criticised as significant differences were not found between the outcomes of those within the CBT and supportive counselling groups. However, it does provide some evidence that CBT can reduce the number of days that a Schizophrenic patient spends in hospital. This finding was supported by the results of the Bechdolf et al (2001) study which compared the benefits of CBT and Psycho-Education in the treatment of Schizophrenia. The results from the 88 participants found that those within the CBT group were significantly less likely to be re-hospitalised. In terms of relapse rates, an important study was reported by Gumley (2003). A group was identified as being at high risk from relapse. They were targeted such that their fear of relapse could be reduced, their management of the risk of relapse could be educated regarding the key warning signs and provided with booster sessions to further help prevent relapse. The targeting took place at the initial stage of the recovery process. At the 12 month follow up period, 15.3% of those within the experimental group were found to have relapsed compared to 26.4% of those who were ‘treated as usual’ Thus it was possible to significantly reduce the relapse rates of the Schizophrenic patients. Again this result was supported by the Bechdolf et al () study which reported lower relapse rates for patients given CBT relative to those who were treated as usual. In contrast, Tarrier et al (2004) found that there were no significant benefits in terms of relapse rates when CBT was given to p eople after their first psychotic episode compared to those being treated as usual. Therefore CBT does appear to help to reduce the relapse rates of those suffering with Schizophrenia but such benefits may not be significant for all forms of the illness. 3.4 Compliance With Pharmacological and Non-Pharmacological Treatments A key element of most medical treatments is that the patient is compliant where necessary. Clearly if they are not compliant then this has the potential to reduce the effects of the treatment. The problem of non-compliance in the treatment of psychotic symptoms has been identified within previous research. For example, Perkins and Repper (1999) suggested that non-compliance is an issue with approximately 43% of admissions to psychiatric units. One study which has investigated Schizophrenic patients and their compliance with CBT was reported by Bechdolf et al (). They compared CBT with the use of Psycho-education and found that the compliance levels were significantly higher for the CBT group. This is an encouraging finding in the light of the importance which can be placed on the patient’s compliance with treatment in terms of its effect on the overall success of CBT as a treatment option. 3.5 Dropping Out and Compliance to CBT The issue of compliance and the possibility of patients dropping out of treatment is a significant one. This is particularly the case with CBT is it relies upon a trusting relationship being formed between the therapist and the patient (Beck 1995). If the patient is not willing to be part of such a relationship then this will likely result in CBT being a less effective option than it otherwise could be. The study conducted by Jenner et al (1998) investigated this and found that 9% of their participants dropped out of the treatment programme. Although this is a relatively small number, it still represents a significant issue and one which merits consideration by both researchers and mental health professionals. 3.6 General Impression of Clinical/Professionals and Others It is important that a 360 degree perspective of the use of CBT for the treatment of Schizophrenia is gained so that a comprehensive picture of how its use is perceived can be obtained. This approach will need to take account of the views of the mental health professionals involved, the family of the patient and the patient themselves. With regards to the clinicians, the significant research findings have led many to advocate the use of CBT for the treatment of Schizophrenia (Thornicroft and Susser 2001). Therefore it would appear that it is an approach which is supported by the clinicians and professionals involved. Other quantitative research conducted by Jenner et al (1998) has found that 78% of the family of patients and the patients themselves were satisfied with their experience of CBT for treating Schizophrenia. Further research has focused on the patient in particular. For example, Messari and Hallam (2003) conducted in-depth qualitative interviews with four in-patients and o ne out-patient, all of which were suffering with Schizophrenia. The patients reported that they were in favour of the educational aspect of the CBT approach. They also noted that although the therapist was trying to change their beliefs, this was because the beliefs were false and not because it was a form of coercion One participant was against the use of CBT treatment. They indicated that it was unhelpful and that they were merely passively complying to the treatment as part of the powerful medical profession. Therefore, CBT appears to be a popular treatment for Schizophrenia amongst clinicians/professionals, the families of patients and the patients themselves. However, question marks do remain over patient opinions as not all of those involved in the Messari and Hallam research reported positive opinions. Further investigations of patient views need to be conducted with larger samples in order that a more confident conclusion can be drawn regarding patient views of the use of CB T for Schizophrenia. 3.7 Unexpected or Unwanted Effects As within the evaluation of any treatment programme, one must consider the negative as well as the positive aspects and effects. Some studies within this field have demonstrated that there is no significant benefit of using CBT compared to when the patients are treated as usual. This was the case with the research reported by Haddock et al (1999). Although this was a project which used a relatively small sample, it does indicate that CBT may not be appropriate in all circumstances in the treatment of Schizophrenia. Further investigations are required in order that the most appropriate application of CBT in this field can be determined. Rather than showing negative effects, other research has served to demonstrate that CBT did not have the positive effects which were expected. For example, Lewis et al (2002) found that CBT did not lead to the expected improvement in delusions, positive symptoms or Total Symptom Scores. Such drawbacks are highlighted by Turkington and McKenna (2003) wh o argue that inappropriate conclusions have been drawn based on the research evidence in this field. The results of some of the more prominent studies in this research field are summarised in Table 1 overleaf. Table 1 Effect sizes for improvement with cognitive–behavioural therapy (CBT) in studies using blind evaluation and a control intervention Turkington and McKenna (2004) suggest that if a drug had been tested and found to have the results displayed in Table 1 then it would have been consigned to history. As the clear benefits of CBT for the treatment of Schizophrenic patients are not yet fully understood, unexpected research findings will continue to be reported. Thus, research in this field has not always revealed the findings which were anticipated by the researchers. 3.8 Economic Outcome When one is evaluating any treatment, the economics of its application must be taken into consideration. Even if a treatment is shown to be very effective, its use may not prove to be economically viable. With health care units working within strict budgets, any proposed treatments need to fit within the economic constraints which are placed upon those selecting the treatments to be used. CBT can be a costly approach. Within the Drury et al (2000) study patients were given eight sessions of CBT a week over a six month period. Although this was possible within the experimental setting, the extent to which such an intense treatment programme would be economically viable within clinical environments would be questionable. However, Bechdolf et al () does argue that the use of CBT can lead to cost savings through a reduction in the number of hospital days which are required and the probability that a patient will experience a relapse. It is unclear whether or not such cost savings exceed those involved in the cost of implementing CBT as a treatment option. 3.9 Management of Change A significant amount of research has been conducted regarding the management of the change of Schizophrenic symptoms via the use of CBT. A number of benefits have been highlighted by this research (Turkington and Kingdon 2000, Rector et al 2003). Recent research has indicated that different forms of CBT can be effective such as individual and group CBT (Warman 2005) and Functional CBT (Cater 2005). These benefits have been demonstrated with regards to acute, chronic and more specific psychotic symptoms. The management of each of these three areas will now be briefly considered. The management of acute psychotic symptoms has been achieved with CBT within research. Tarrier et al (2004) found that CBT speeded up the recovery of those who had experienced their first psychotic episode. Furthermore, Startup et al (2004) found that CBT could be used to manage Acute Schizophrenia Spectrum Disorder. The management of these acute and initial psychotic episodes has been highlighted as very important in determining the long term course of the patient’s recovery (Birchwood and Tarrier 1992). CBT has also been used in the management of more persistent psychotic symptoms (Temple and Ho 2005). Kuipers et al (1998) found that CBT could be used to significantly reduced the frequency of more persistent symptoms and delusional distress. These benefits were still found to be significant at the nine month follow-up stage. A major study in this area was conducted by Sensky et al (2000) involving participants in the post-acute stage of psychosis. Improvements were found in both negative and positive symptoms and these improvements remained at the 18 month follow-up period. This study used a relatively robust methodology which overcame many of the limitations associated with previous research. The use of blind assessors and a low intensity of treatments means that the data is more likely to be reliable and that it is likely that the findings would generalise to a clinical setting. Some research has been conducted to assess the use of CBT in the management of psychotic symptoms within a clinical setting. The Tayside-Fife clinical trial found that CBT was related to significantly more clinical improvement relative to participants who had been given supportive counselling or who had been treated as usual. Furthermore, patients given CBT were found to be more satisfied with their treatment compared to those in the other groups. Morrison (2002) also provided evidence to suggest that the benefits of CBT can be translated to a community setting. This effect was found to still be significant at a 12 month follow-up. Finally, research has also shown that CBT can be used to target specific symptoms which are associated with Schizophrenia. For example, Trower et al (2004) found that CBT can help manage ‘commanding’ hallucinations in which the patient is being instructed to perform certain behaviours by voices in their head. Halperin et al (2000) also provided evidence which suggested that CBT can be used to treat the social anxiety which can be associated with Schizophrenia. 4.0 CONCLUSIONS Throughout history a wide range of different approaches have been taken to the treatment of Schizophrenia. Medication, Electro-Convulsive Therapy and Family-Focused Therapy have all been applied to the treatment of Schizophrenia. In more recent times, researchers and therapists have been seen to advocate the use of Cognitive Behavioural Therapy as a feasible and effective treatment method. This discussion has considered the CBT approach and the theoretical model which underpins it. The development of CBT has been addressed and the research evidence which has been provided to evaluate the use of CBT in the treatment of Schizophrenia has been critically analysed. This analysis particularly focused on a set of 25 research studies and was conducted with reference to the following nine key areas: Determinants and measurement of quality of life, social functioning and occupational status, hospitalisation and relapse, compliance with pharmacological and non-pharmacological treatments, drop out and compliance with CBT, general impressions of CBT, unexpected and unwanted effects, the economic outcomes of CBT and its use in the management of change. Discussions within each of these areas has demonstrated that CBT appears to have the potential to be an effective and feasible approach for the treatment of Schizophrenia. However, further research is required to help clarify the benefits of CBT and to identify the circumstances in which it is most effective and the factors which have a significant impact on this effectiveness. CBT could be used throughout the treatment programme from those who are at high risk of experiencing psychotic episodes (Morrison et al 2004) through to the treatment of Schizophrenia patients and then to help minimise the probability that they will relapse and require further time in hospital. The research evidence suggests that CBT can be effective for acute and chronic psychotic symptoms. There is also some research evidence that these benefits can be successfully transferred to clinical and community settings. CBT certainly has a role to play within the multi-disciplinary approach which is now taken to the treatment of mental illness. As part of this comprehensive treatment package the potential benefits of CBT can be realised and steps can be taken to help prevent any possible drawbacks. This will help to ensure that a Schizophrenic patient will receive a feasible, comprehensive and effective treatment package which will effectively address all of their psychotic symptoms and ultimately facilitate an improvement in their mental health. REFERENCES Barrowclough,, C., Haddock, G., Tarrier, N., Lewis, S. W., Moring, J., Schofield, N. and McGoven, J. (2001). Randomized Control Trial of Motivational Interviewing, Cognitive Behaviour Therapy, and Family Intervention for Patients with Co morbid Schizophrenia and substance Use disorders. American Journal Psychiatry. 158, 1706-1713. Bechdolf, A., Knost, B., Kuntermann, C., Schiller, S., Klosterkotter, J.(, Hambrecht, M. and Pukrop, R. 2004). A randomised comparison of group cognitive-behavioural therapy and group psycho education in patients with schizophrenia. Acta Psychiatric Scand. 110, 21-28. Beck, J. S. (1995) Cognitive Therapy: Basics and Beyond. Guildford: New York University Press Beck, A.T., Rector, N.A. (2000) Cognitive therapy of schizophrenia. American Journal of Psychotherapy, 54(3): 291-300. Birchwood, M Tarrier, N (1992) Innovations in the Psychological Management of Schizophrenia, John Wiley Sons Ltd, UK Carpenter, W.T. (2001). Evidence based treatments for first-episode schizophrenia? American Journal of Psychiatry 158(11): 1771-1773. Cater, D. (2005). A pilot study of functional Cognitive Behavioural Therapy (fCBT) for schizophrenia. Schizophrenia Research. 74, 201-209. Drury, V., Birchwood, M. and Cochrane, R. (2000). Cognitive therapy and recovery from acute psychosis: a controlled trial. 3. Five-year follow-up. British journal of psychiatry. 177, 8-14. Gumley, M. (2003). Early intervention for relapse in schizophrenia: results of a12-month randomised controlled trial of cognitive behavioural therapy. Psychological Medicine. 33, 419-431. Haddock, G., Tarrier, N., Spaulding, W., Yusupoff, L., Kinney, C. McCarthy, E. (1998) Individual cognitive-behaviour therapy in the treatment of hallucinations and delusions: A review. Clinical Psychology Review, 18(7): 821-838. Haddock, G., Tarrier, N., Morrison, A.P., Hopkins, R., Drake,R. Lewis, S. (1999). A pilot study evaluating the effectiveness of individual inpatient cognitive-behavioural therapy in early psychosis. Society for Psychiatric Epidemiology. 34, 254-258. Halperin, S., Nathan, P., Drummond, P. Castle, D. (2000). A cognitive –behavioural, group-based intervention for social anxiety in schizophrenia. Australia and New Zealand Journal of Psychiatry. 34, 809-813. Jenner, G., Willige, Van de. Wiersma, D. (1998). Effectiveness of cognitive therapy with coping training for persistent auditory hallucinations: a retrospective study of attenders of a psychiatric out-patient department. Acta Psychiatry Scand 98, 384-389. Kinderman, P Cooke, A (2000) Understanding Mental illness, Recent advances in understanding mental illness and psychotic experiences, The British Psychological Society, UK Kuipers, E. (1998). London-East Anglia randomised controlled trial of cognitive-behaviour therapy for psychosis. II: Follow-up and economic evaluation at 18 months. British journal of psychiatry. 173,61-68 Lewis, S., Tarrier, N. and Haddock, G. (2002). Randomised controlled trial cognitive-behavioural therapy in early schizophrenia: acute-phase outcomes. British Journal of Psychiatry. 181 (suppl,43), s91-s97. Messari, S Hallam, R. (2003). CBT for psychosis: A qualitative analysis of clients’ experiences. British Journal of Clinical Psychology. 42, 171-188. Morrison, A. P., Renton, J. C., Williams, S., Dunn, H., Knight, A., Krentz, M., Nothard, S., Patel, D. and Dunn, G. (2004). Delivering cognitive therapy to people with psychosis in a community mental health setting: an effectiveness study. Acta Psychiatric Scand. 110, 36-44. Morrison, A. P., Bentall, R. P., French, P. and Lewis, S. W. (2002). Randomised control trial of early detection and cognitive therapy for preventing transition to psychosis in high-risk individuals. British journal of psychiatry. 181, s78-s84. Morrison, A. P. (2002) A Casebook of Cognitive Therapy for Psychosis. Hove: Brunner Routledge Nelson H (1997) Cognitive Behavioural Therapy with Schizophrenia, Stanely Thornes, UK Perkins, R.E. Repper, J.M. (1999) Compliance or informed choice. Journal of Mental Health, 8(2): 117-129. Rector, N. A., Seeman, M. V. Segal Z. V. (2003). Cognitive therapy for schizophrenia: a preliminary randomised controlled trial. Schizophrenia Research. 63,1-11. Robert, R., Durham, R. C., Guthrie, M., Morton, V., Reid, D. A. and Treliving, L. R. (2002). Tayside-Fife clinical trial of cognitive-behavioural therapy for medication-resistant psychotic symptoms. British journal of psychiatry. 182, 303-311. Sensky, T., Turkington, D., Kingdon, D., Scott, J. L., Scott, J., Siddle, R., OCarroll, M. Barnes, T. (2000) A randomised controlled trial of cognitive-behavioural therapy for persistent symptoms in schizophrenia resistant to medication. Archives of General Psychiatry, 57: 165-172. Startup M., Jackson M. C. Bendix S. (2004). North Wales randomised controlled trial of cognitive behaviour therapy for acute schizophrenia spectrum disorders: outcome at 6 and 12 months. Psychological Medicine. 34, 413-422. Tarrier, N. Bentall, R., Drake, R. Kindermann,

Political Campaign Videos Essay

Shifts in the campaign films â€Å"The Sky is the Limit† by George Bush and â€Å"A New Beginning† by Ronald Reagan must have been very evident to expert media critics, but were not at all noticeable for average reasonable television viewers, making the films more effective materials in campaign. Let us first take a look at the campaign film of George Bush. The first of the film â€Å"A New Beginning† engaged the viewers to listen and take a look at Bush’ personal life. It contained clips of Bush’ father, mother and wife talking about him and that is where â€Å"personal† or â€Å"emotional appeal† comes in, because it was the family of Bush speaking. Bush’ parents talked about how loving and wonderful he is as a son. Even his love life was discussed by his wife, telling the audience that Bush is a type of person who keeps his words which he proved when he married Laura right away as promised. At this early part of the film, the film seemed to be just a simple documentary of George Bush’ personal life, until a clip of George Bush saying â€Å"I am the person who likes to smile† came in. He was saying that he likes to laugh, with his face extremely closed up while driving, followed by a very short clip showing himself laughing at a political assembly. This, then, is the start of political campaign and is also the first shift in the movie. The shift was made very subtly, though, because there was a mix of personal appeal and political campaign. The next clip was Carlos Ramirez talking about Bush being a person full of family values. While the topic was still very personal, the interviewee was a political person, Carlos Ramirez being the mayor of El Paso. With this, the combination of politics and personal appeal was created, signaling the second shift that was about to happen. This is indeed a clue that the next shift will be from personal-political to something that’s purely political. The third shift is marked by an interview with Ernie Ladd, a co-founder of a mentoring program for leadership called â€Å"PULL. † Ernie Ladd was talking about Bush’ performance as a leader. When the topic is about leadership, it clearly shows that the current focus of the clip was into politics. To soften the blow, Bush was shown on TV again, being back to a regular guy for another shot at personal appeal. Then again, it was still political because here, he was talking about change. At first, he was sympathizing over children who were coming from very difficult situations and comparing it to his wonderful life. He said he wanted to change this and make lives better for all children, while uttering the purely political line â€Å"This is the reason why I want to run as a governor of Texas. † The campaign, at this stage, is at its full swing. Another shift was created, but this time, there was an effort in emphasizing the goals of Bush in the elections. Phyllis Hunter, a representative from READ of the state of Texas, talked about changed which Bush caused in the state. She further explained the positive changes which took place in Texas which may not have been impossible without Bush. â€Å"She gave testimonials on how helpful Bush is as a person which can be seen through her exact words, I have seen a big difference since he has been governor of the state of Texas in the amount of supports that we have to help us as educators reach the standards. He said if you need it, we’ll get it for you. We have websites, we have grant programs, we have teacher training in the state of Texas, and we have George leading the way (Parmelee, 2003, p. 52). † From this point, the film became highly political because what were shown were purely campaign materials. There was Bush talking to kids while reading their letters to him, in which a letter even contained a wish for Bush to win. Here, Bush tells the kids that he hopes he wins, too. This campaign material was given drama and personal appeal when the kids were involved. Lastly, Bush was uttering the words â€Å"I’m confident I can do the job that people want me to do. I’m a proud member of my party, but I’m more than that; I’m an American. I love my country. I love what America stands for. I’m going to remind people that we’re lucky to be Americans (Parmelee, 2003, p. 52). † Ending the film is a song entitled â€Å"We the People† matched with a loud applause. Ronald Raegan’s film â€Å"A New Beginning†, on the other hand, starts with a footage of his inauguration. While uttering his constitutional oath, a montage of Americans leading a normal life was overlapping with his voice. His oath, then, functioned as a voice over to regular citizens who tended animals, tilled the lands, worked in offices, and the likes. It was indeed a technique that made the film strong because the film was able to make portray that the heroes of the United States are the Americans, and not Ronald Raegan himself. From this scene, a shift was made to Raegan talking about how he finds his job in the political arena, saying that â€Å"hearing honest views while having meetings† coming from the executive branch of the government makes him inspired as a political leader. After mentioning people from the executive branch, the film shifts to ordinary people again, giving testimonials on how they have learned values like patriotism, respect and pride because of Reagan. It was in the fourth shift when a sudden change can be noticed, because the music suddenly became dramatic, having the lyrics â€Å"Freedom, they can’t take that away, I am proud to be an American† as a contributing factor to the emotional appeal. This part extended to a few minutes (as long as the whole song) and converted the film temporarily into a music video until it was cut to a few clips showing Reagan’s trips to demilitarized zones in Asia. In this shift, the film showcased the military power of a country where Reagan shows how delighted he is to hear pride among soldiers. He then meets the soldiers from South Korea and greets then one by one with the words â€Å"I am proud to know you. † This way, he is sending the message that we should emulate his behaviour of acknowledging these soldiers or â€Å"heroes† everytime we see them. Testimonials from ordinary Americans are inserted again, in which everyone says that they get to spend more money and they can feel the progress of the economy since Raegan led the nation. The topic of inflation was also discussed, with statistics mentioned to prove that he is most concerned with inflation and security of elders. The music in this scene is lively and victorious, followed, again, by testimonials from other people. The most dramatic shift comes with the topic of the assassination attempt on him. This part was purely emotional and personal, sharing to the audience the moment he talked to the doctor and the doctor told him â€Å"God must be on your shoulder. † However, an abrupt change occurred when a sudden lively music entered the scene, showing again his trips to Asian countries. This time, he says that people go to the West, which shows that the West, then, provides future for the people. He says that Americans have a lot to offer, which brought a change on the clip by inserting a clip about the World War II veterans who risked and sacrificed their lives at Point d’Hoc. He tells us that men these days can be found in offices, stores, farms and shops as a result of a free society all because the military force helped the nation achieve it. After this, the film becomes political when Reagan started talking about reform, simplifying taxes and creating enterprise zones and business incentives. From this, he also talks about peace which he achieved because he is helping people. The film ended with the song God Bless The USA (Morreale, 1991, p. 84). The values common to these two films are pride, patriotism, generosity, leadership, spirituality and respect. What makes these films different are how these two define themselves. Bush defines himself as a person full of family values, someone who wants to make everybody happy, respectful of his parents, wanting to create change, full of optimism and reaching big dreams, in which his being a family-person and wanting to create change is emphasized. Reagan defines himself as a person who respects heroes, full of patriotism, prioritizes economy of the nation, advocates freedom, spiritual and a peace-lover. In this, his respect for heroes or military and his patriotism are emphasized. Musical scores that are lively and victorious support the progress, dreams and freedom the candidates are portraying in the film. The sentimental songs support the personal and emotional appeal of the film, which helped in making the audience feel what the candidates wanted them to feel. Visual images also had a role – American flags, innocent kids, boy scouts, soldiers, baseball, laughter, sunrises – all these promoting a positive vibe for their personality, making the candidates look as more positive individuals in front of the camera.