History musicMichael Jackson Essay Example | Topics and Well Written Essays - 1000 words

History musicMichael Jackson - Essay Example He was won more than a dozen Grammys, had multiple albums go platinum, and made millions of dollars in sales and merchandising. However, there was more to the story than just a tale of success and wealth. Michael Jackson used his celebrity to draw attention to important issues that needed addressing, as well as, humanitarian and charitable causes worthwhile of being noticed. In this, Michael Jackson’s career transcended musical genres, he evolved himself and his music to the needs and causes that were relevant to the times. Michael Jackson was born in August of 1958. He was the 7th of 9 children. Raised in a large and musical family he became the headliner of the family’s musical group, â€Å"The Jackson Five.† Unfortunately, the experiences in the earliest years of his career were some of the most difficult. The group’s father was rather strict and difficult to please. Regardless the â€Å"Jackson Five† went on to great fame and the Jackson boys became a household name to fans all over (Rolling Stone 1). However, Michael’s greatest success would come when he began his solo career in the late 1970s. In the early 1980s the music produced by Wham and The Bangles were phasing the last of the Disco dance hits out. It was here that Michael Jackson fit in to the upbeat pop of the era. He released Thriller in 1982, which changed the way people perceived the potentials of music videos for generations to come (CNN 1).These songs reflected the more fun loving, almost decadent, times that defined the early 80s decade. The lyrics reflect the fun of dance and creativity. However, while life was good in the United States, other nations around the world were struggling just to survive. Michael Jackson co-wrote â€Å"We Are the World† in order to draw attention to the famine, disease, and suffering occurring in Africa (CNN 1). It was here that much of Jackson’s work began to reflect a message of universal unity and peace, ,making changes in one ’s self, and

Jesus Rejected At Nazareth Theology Religion Essay

Jesus Rejected At Nazareth Theology Religion Essay 54  Coming to his hometown, he began teaching the people in their synagogue,  and they were amazed.Where did this man get this wisdom and these miraculous powers. they asked.  55  Isnt this the carpenters son?  Isnt his mothers  name Mary, and arent his brothers  James, Joseph, Simon and Judas?  56  Arent all his sisters with us? Where then did this man get all these things?57  And they took offense  at him. But Jesus said to them,  Only in his hometown and in his own house is a prophet without honor.  58  And he did not do many miracles there because of their lack of faith. Introduction: The aforementioned verses are from Matthew of New Testament and the authorship of the book weather it was written by Mathew himself or not is in question itself. Matthew was tax collector in his early life. Harrington(1991, pp.8) mentions though this Gospel is called anonymous but we still can find the evangelist and his community to be from Jewish background. In the above given verses, it talks about Jesus being rejected at his home town when he returns from his ministry. If we follow the accounts in synoptic gospels, Jesus rejection has been mentioned in Mark 6:1-6, Matthew 13:54-58 and Luke 4:16-30.France (2007, pp.20) states that it was widely accepted Matthew was first Gospel until middle of nineteenth century and for more than a century it was considered Mark as first and Matthew and Luke drew on Mark, along they had access to some source called as Q. The incident takes place in Nazareth. The verses includes Jesus and the people of Nazareth as parties of communication. Before rejection story Matthew mentions about Jesus using parable to teach his disciples. The above passage are full of implications, people were in tolerant of his visit due to his ministry at the place. He is pointed not as a messiah rather as a common labor, they were not ready to accept him anything else than a common carpenters son. Mathew 58 sums up he did not performed many mighty works because of their unbelief. Whereas Mark 5 says he could not do many might works but heal some people there. Both agree that Jesus did performed some miracles in his hometown. Mathew put it as Jesus did not performed much miracles because of their unbelief irrespective of what they saw. it is not that he could not rather limited himself because of their unbelief. Body: In this part we try to scrutinize the rejection from different perspective. This is a unique pericope where Jesus does not stand as a central theme rather other characters are dominant in the story . View of pericope through Mark : Mark talks about parables in 4:1-34 and the rejection story in 6:1-6, but the middele of those two incident are filled with Jesus miracles ,Jesus calms the storm (Mark 4:35-41), restoring Demon-possessed man (Mark5:1-20) and raising a dead girl and healing a sick woman (Mark 5:21-43).As Rudolf Schnackenberg, In Mark 6:1-6, Jesus rejection in Nazareth is recorded by way of intentional contrast with his cures in Mark 5. In Mark the rejection story starts after Jesus healed the lady and little child (Mark 5:21-42). So through this verse Mark tells us Jesus can do miracle and had worked. But when he visits Nazareth, the people there cannot accept the wisdom and miracles of Jesus with the ordinary Jesus they knew as. So Marks writes about Jesus not being able to do much miracles. Mark here tries to show the emphasis on importance of relationship between faith and miracles View of pericope through Matthew .Whereas Matthew talks less about miracles. There are no supporting miracles ahead of these above verses. In Mark, the people ask about numerous question at a time about wisdom, origin and miracles as they cannot relate this with common man. While we go through Matthew we come to the verses appear after parable discourse. Also it focuses on teaching of Jesus rather than miracles. Here Matthew tries to show Jesus himself chooses not to show miracles to people because of their unbelief. 54: When he visits Nazareth he teaches people in synagogue and gives them messages of God when he delivers it people are taken in surprise but they lacks the faith to believe it was Jesus who did it. Nazarens asks. Where did this man get this wisdom and these miraculous power? Here we can read people knew what Jesus was saying is wise and he had miraculous power but they can only remember him being carpenters son. 55-56: The mention of Jesus family and its members is to disrespect or to show that he was from socially lower origin. And when the verses it to complete Matthew states, Where then did this person get all this? (which we cannot read in Mark). 57: 58: Matthew focuses on unbelief of people of Nazarens for less miracles of Jesus whereas Mark only concerns about Jesus lack of miracles. Conclusion: Unbelief is negative attitude and it is always disheartening. Jesus after his long ministry out of his hometown comes back to home with remembrances of friends and family. But his town mates at Nazareth refuses to acknowledge his wisdom, his teaching and his mission as they identified Jesus with his ordinary childhood. When Jesus limits himself with miracles its not because he could not rather it was his will. Now we can see the significance of the whole story. It is narrated as a rejection story in midst of miracles and wisdom. But the vitality of the story lies in part of Jesus and his reaction to whole rejection. Matthew convinces us that despite what Jesus has to hear from his hometown folks he stands strong and confronts the rejection. He wins a battle of rejection with a rejection to show many of his mighty deeds. He does so because he Jesus knew its not worth to change unbelief through miracles. This pericope on the rejection of Jesus at Nazareth is followed by rejection and death of John. Immediately after rejection by his people, Matthew tells us about death of John in Matthew 14:6-10, here we can also see how the teaching of Jesus have been rejected by a ruler of his home town.

The English Reformation Essays -- History England Roman Catholic Essay

The English Reformation During the reign of King Richard II "England was experiencing her first serious outbreak of heresy for nearly a millennium." This widespread heresy, known as Lollardy, held the reformation of the Catholic Church as its main motivation, and was based upon the ideas of John Wyclif, an Oxford scholar. "All kinds of men, not only in London but in widely-separated regions of the country, seized the opportunity to voice criticisms both constructive and destructive of the present state of the Church." While commoners protested and pressed for reform, going so far as to present their manifesto, the "Twelve Conclusions," to Parliament, members of the royal household were protecting John Wyclif and his ideas, John of Gaunt, son of King Edward III, and Joan of Kent, the widowed Princess of Wales, "by whose influence he was protected from ultimate disgrace (such as excommunication)," were Wyclif's supporters and protectors. Like Wyclif's Lollard heresy, the English Protestant Reformation, over one hundred years later, would draw support from both the common people and the royal establishment. Among the many causes of the Reformation, one stands out as the most important because it alone brought about a specifically English reformation. The religious drive of the common people to create a more open system of worship was a grassroots movement of reform, similar to the reformations taking place across Europe. The political ambitions of those at the highest levels of government to consolidate power in the person of the monarch, however, is what made a reformation of the Church in England into a specifically English Reformation. John Wyclif and the people who followed him reflected how royal authority could be b... ... act for the dissolution of monasteries, 1539" Given-Wilson, Chris. "Late Medieval England, 1215-1485." In The Oxford Illustrated History of Medieval England, edited by Nigel Saul. Oxford: Oxford University Press, 2000. Letters and Papers, Foreign and Domestic, Henry VIII vol. II, sec. i, pg. 259, no. 967. London, 1920. Quoted in John A. F. Thomson, The Early Tudor Church and Society, 1485-1529, (London: Longman Group UK Limited, 1993), pg. 37. Russell, Conrad. "The Reformation and the Creation of the Church of England, 1500- 1640." In The Oxford Illustrated History of Tudor & Stuart Britain, edited by John Morrill. Oxford: Oxford University Press, 1996. Sheils, W. J. The English Reformation. Harlow: Longman Group UK Limited, 1989. Thomson, John A. F. The Early Tudor Church and Society, 1485-1529. London: Longman Group UK Limited, 1993.

Define and Explain Branding Principles with Examples

Define and explain Branding principles with examples? Principle # 01 KEEP IT SIMPLE:- One most common mistake that marketing and advertising people do is that they say a lot through their ads. so keep it simple so it remains in mind of consumer for longer period of time. because one big idea is best. Example:- 1. Subway focus on health 2. Nestle on health. 3. Nike say just do it 4. Addidas say impossible is nothing. 5. Gulahmad of high class 6. Sana safina quality lawn for summers. 7. Daewoo express provide safe and timely journey. On average one person is hit by 500-1000 ads in one day. onsumer cannot saturate all of them. It should be personal and simple means talk about consumer, tell how customer can get maximum benefit through it. Principle # 02 WORD OF MOUTH PRODUCE IN MASSES:- This rule builds the brand. its difficult to build brand only through advertising. its important to build advertising and public relation side by side. many dots and cons fails to build brand. those who survived only through media, public relations and word of mouth. PUBLIC RELATION ACTIVIST:- 1. Paid documentaries by baharia town. 2. GEO news. 3. News on facebook on launching new brands. . Promotion in magazines before brand comes i. e. tooti fruit in nation magazine 5. Can feed news to the media, write about the elements. 6. Photography Result of activist is not predictable i. e Amazon. com had good HR. RED BULL doing PR activities around the globe not spending much on ads but on PR. Principle # 03 DEFINE USP OF YOUR BRAND:- Focused on that point which is its strength,on which brand is powerful. because that point consumerwi ll not forget. Broadly define traits of your brand either it is Big/small,expensive/inexpensive,local/international.Narrow down list to define your brand. Examples:- NIRALA initially was a local business but now national brand in sharjah and dubai. CHAMMAN initially was in Lahore now in different cities i. e Islamabad,multan,Karachi. MASOOMS in Lahore Karachi and multan. SHAAN MASALA was local brand but now it is international one. STARBUKS harward idea in mid 1980 to create chain of coffee houses. TOY R US initially just they store on small scale; now leading kids store for toys; video games; dolls; action figures. Belong to different nice but being focused and different is best. cattered messages on too many traits ;rather be focused on single/few traits is in effective way. One cannot be every thing to every one. One have to get in to mind of consumers; scattered message is not effective. Principle # 04 DIFFERENCIATION IS THE KEY:- If you can’t be different then make it different. what make your company and your product different from the compotators. EXAMPLES:- 1. Balli ki chay:-sitting environment is different; for hanging out for boys. 2. Gans ink:- making ink; they differentiated by putting chocolates in packaging of ink to attract consumer. . Pepsi give shaan tikka masala to attract customers. 4. Frozen yogurt differentia ted as it is replacement of ice-cream and low sugar having less calories. Principle # 05 1ST BRAND ADVANTAGE:- Its not about the quality of the product or the size of the marketing budget. most often its not about being the first one. being first in mind not in market. Examples:- 1. Coke is first carbonated. 2. Polaroid was the first instant developing camera. 3. Fedex was first company of ship packages overnight across the US. 4. Lado marka first cloth wasing soap. . Haleeb sab sa garha doodh first tetra pak. These companies and their products succees in being the first to gain space in our mind. when first gain advantage then other stand its behind and by doing better marketing they can beat compition in consumer view. But what if u not # 01? Strong 2nd is not a bad in business. world buyers like choices. if you have a choice to become 2nd in market;compete hard against leader and permote your overall category. Examples:- 1. Macdonalds is #1 in fastfood chain buts ubway is #1 in h ealthy food. 2.Coke #1 but pepsi #2 3. Merinda #1 in orange flavor and 7up in lemon flavor. 4. Mobilink #1 in business class but ufone in youth. Principle # 06 PERCEPTION AND QUALITY Its not about the quality of the product but also the perception of quality that really counts. if it is branded it is automatically valueable. Example:- 1. PIZZAHUT is an international chain perception built its pizza will be best but those who taste local lassani pizza is also high quality with low cost. 2. LAYS is high quality as compares to SUPER CRISP though it is also good in taste.If cost is high it is understood of best quality Often the price tag is major contributor to the perception of quality. we are quick to connect the cost of something to the value we place on it. our judgement of the quality may change based on other factors. but actual cost is indeed and important factor in influencing the perception of quality. its almost impossible to separate the value of the product from the actual cost in our mind. we immediately assumed that the lowest priced items is of least quality;and the most expensive of the best quality.Principle # 07 BE CONSISTENT AND PATIENT:- Building a brand is not easy. It takes time and patience to build a brand and maintain the quality of your product or service. The key is to show consistency and patience. brands cannot be build overnight. EXAMPLES:- * Quaker oates (since 125 year) * Coke since 1987 In order to stay on target and to present consistent image in the market place. you must institutionalize your brand within the organization. Otherwise when you have change in personnel invariability your brand will change. ith branding most of the time change is not good. Principle # 08 WRITE YOUR OWN BRAND DEFINITION:- Despite change in market directions; personnel or ad agencies your brand must be constant. one must writeth e quality and specifications of the brand. brand diffrenciation not define what they do rather who they are and want to pre sent themselves as. it can serve as yardstick from which to judge. EXAMPLE;- Expensive, high quality products, easy going, friendly ,customized care. Whatever you provided; write it down on paper.

Beautiful Mind Essay

John Nash first arrives as a new graduate student at Princeton University. There he meets his roommate Charles, a literature student, who soon becomes his best friend. He also meets a group of other promising math and science graduate students. John sometimes goes out to a bar with his fellow students to try to meet women, but is always unsuccessful. However, the experience is what ultimately inspires his work in the concept of governing dynamics, a theory in mathematical economics. After the conclusion of John’s studies as a student at Princeton, he accepts a teaching offer at a prestigious institution, along with his friends Sol and Bender. It is while at this post that he meets Alicia, a student with whom he falls in love and eventually marries. While at Princeton, Nash runs into his former roommate Charles and meets Charles’s young niece Marcee. John Nash receives an invitation to the Pentagon to crack a complex encryption of enemy codes. He is able to decipher these codes mentally, impressing a certain mysterious William Parcher. This man later encourages John Nash to work for the government by looking for patterns in magazines and newspapers for a Soviet Plot. Involvement with Parcher came with chase scenes and gunfire, Nash eventually became paranoid and began behaving aggressively. In an attempt to help out a friend, Sol followed Nash during one of his late night top secret drop offs. Here Nash was seen placing enveloped documents in a mailbox at an abandoned establishment. Then one day during a lecture, Nash was caught trying to flee. He was sedated and sent to a psychiatric facility where he was interrogated. Alicia Nash, desperate to help her husband, visits the abandoned building only to find the never-opened â€Å"top secret† documents that Nash dropped there. She confronted her husband with this evidence, which at first he tried to deny true. Eventually he realized that William Parcher and the top secret missions were in fact all a delusion. He had to go through a painful series of insulin shock therapy sessions. Afterwards Nash is released on the condition that he agrees to take antipsychotic medication. These drugs however, had side effects that affected his relationship with his wife. Frustrated, He secretly stops taking medication, which triggered a relapse. While bathing their baby, Nash becomes distracted and wanders off. Fortunately his wife manages to save their child from drowning. When she confronts Nash, he claims that his friend Charles was watching their son. Alicia was alarmed desperately trying to contact professional help. Charles, Marcee, and Parcher all appear to John and urge him to kill his wife rather than allow her to lock him up again. Just when Alicia was about to leave, Nash finally realizes that these people are not real when he observes that Marcee never gets old. Only then does he accept that all three of these people are, in fact, part of his psychosis. From then on, Nash tries to live with these delusions by ignoring them. In his struggle to ignore these hallucinations, he approaches his old friend and rival Martin Hansen, now head of Princeton University. He is accepted to teach again. He is honored by his fellow professors for his achievement in mathematics. He won the Nobel Memorial Prize in Economics for his revolutionary work on game theory. He got up and gave out his speech.

Politics and Reform in Britain essays

Politics and Reform in Britain essays Britain was not a democracy; aristocrats dominated it. It had a constitutional monarchy that had many limits on the powers of the king and state. Landed aristocrats controlled both the House of Lords and the House of Commons. The majority of the middle and working class could not vote. Many towns continued to be governed by corrupt groups. New industrial towns were not allowed to elect representatives to Parliament. Younger sons of aristocrats had to make careers in law, business, the military, and the church because they didn't inherit titles. The wealthiest merchants bought lands, titles, and husbands for their daughters. The courts, Parliament, local government, the established Anglican church, and the monarch were all part of a social and political system dominated by aristocratic interests and values. In 1828, Parliament abolished a seventeenth-century act that barred Catholics and Nonconformists from government positions and from universities. In 1833, slavery was abolished within the British Empire. In 1835, the Municipal Corporations Act gave towns and cities greater authority over their affairs. It could make reforms such as sanitation, which Parliament passed the first Public Health Act in 1848. The House of Commons passed the Reform Bill of 1832, which gave more people the right to vote. But the House of Lords refused to pass the bill. So King William IV and many politicians threatened to increase the number of the bill's supporters in the House of Lords by creating new peers. The threat worked and the bill was passed. The Reform Act of 1832 extended the suffrage to the middle class and made the House of Commons more representative. During the 1830s and 1840s, reformers called Chartists agitated for democratic measures, such as the secret ballot, salaries, universal manhood suffrage, the abolition of property qualifications for members of Parliament, and annual elections for members of Parliament. The chartists were b...

Lifestyles -- Compare And Cntrast Essays - Lifestyle, Personal Life

Lifestyles Compare And Cntrast Essays - Lifestyle, Personal Life Lifestyles Compare And Cntrast Outline Thesis Statement: There is always a tendency to compare our person lifestyle to that of many years ago. Introduction: Education In past, students face less pressure from teachers and parents. Today, students are much pressurized to perform I) Community Living in village In past, community living in village was more attractive and successful and standard of living was low. Today, people are suspicious of their neighbors and it is common to see closed doors in most high-rise flats. II) Advance Technology In past, there were no computers. Today, we have laptops or notebooks; we can carry it everywhere III) Telecommunications In past, we have to travel a lot from one place to another to convey a simple message Today, world is very small we can make calls wherever we like. Conclusion: Thus, lifestyle and society of today and that in the past have their own positive and negative issues. There is always a tendency to compare our person lifestyle to that of many years ago. To a certain extent, things were much better in earlier times. Firstly, in the aspect of education, students faced less pressure from teachers and parents. Expectations of these people were often realistic and achievable and this helped to be relaxed and cool as individuals. Today, students are much pressurized to perform well in school to meet to the expectations of their teacher and parents. This is reflected by the numerous tuition sessions and additional lessons they have to attend the more often than not, the academic aspect overrides the importance of social and emotional development. Secondly, community living in village was more attractive and successful in the past; people were drawn together naturally despite their religion or race. They were spontaneous in helping one another. Today, people are suspicious of their neighbors and it is common to see closed doors in most high-rise flats. There is no communications among neighbors in some cases. Thirdly, the purchasing power of a consumer is higher. In the past, standard of living was very low, where as, consumer goods were cheap. Today, a consumer needs to possess more money to purchase basic necessities of life. Of course, the present time has its appeal too. Firstly, with the impressive advance in technology, our life is made more comfortable. The computer system enables one to edit a complete work repeatedly and serves various functions as well. Information can be saved in files and easily retrieved if desired. Even the computers of today are more portable and compact in their designs. A laptop or notebook can be carried around easily. Secondly, the telecommunications services are so advanced that there is greater accessibility to make international calls whenever we like. There is no need to travel overseas to make personal visits when important messages need to be conveyed. Another important positive trail of todays society is the improvement in public transport. With the invention of MRTs, road reduction, noise and air pollution are reduced. With the present increasing focus on environment issues, this is an essential step taken by us. Thus, the lifestyle and society of today and that in the past have their own positive and negative issues. It is important for one to remain objective to see and appreciate the strengths of both times.

Facts About the Burial of Qin Shi Huangdi

Facts About the Burial of Qin Shi Huangdi In the spring of 1974, farmers in Shaanxi Province, China were digging a new well when they struck a hard object. It turned out to be part of a terracotta soldier. Soon, Chinese archaeologists realized that the entire area outside of the city of Xian (formerly Chang an) was underlain by an enormous necropolis; an army, complete with horses, chariots, officers and infantry, as well as a court, all made of terracotta. The farmers had discovered one of the worlds greatest archaeological wonders: the tomb of Emperor Qin Shi Huangdi. What was the purpose of this magnificent army? Why did Qin Shi Huangdi, who was obsessed with immortality, make such elaborate arrangements for his burial? The Reason Behind the Terracotta Army Qin Shi Huangdi was buried with the terracotta army and court because he wanted to have the same military power and imperial status in the afterlife as he had enjoyed during his earthly lifetime. The first emperor of the Qin Dynasty, he unified much of modern-day northern and central China under his rule, which lasted from 246 to 210 BCE. Such an accomplishment would be difficult to replicate in the next life without a proper army, hence the 10,000 clay soldiers with weapons, horses, and chariots. The great Chinese historian Sima Qian (145-90 BCE) reports that construction of the burial mound began as soon as Qin Shi Huangdi ascended the throne, and involved hundreds of thousands of artisans and laborers. Perhaps because the emperor ruled for more than three decades, his tomb grew to be one of the largest and most complex ever built. According to surviving records, Qin Shi Huangdi was a cruel and ruthless ruler. A proponent of legalism, he had Confucian scholars stoned to death or buried alive because he disagreed with their philosophy. However, the terracotta army is actually a merciful alternative to earlier traditions both in China and in other ancient cultures. Often, early rulers from the Shang and Zhou Dynasties had soldiers, officials, concubines and other attendants buried along with the dead emperor. Sometimes the sacrificial victims were killed first; even more horrifically, they were often entombed alive. Either Qin Shi Huangdi himself or his advisors decided to substitute the intricately-made terracotta figures for actual human sacrifices, saving the lives of more than 10,000 men plus hundreds of horses. Each life-sized terracotta soldier is modeled on an actual person as they have distinct facial features and hairstyles. The officers are depicted as being taller than the foot soldiers, with the generals tallest of all. Although higher-status families may have had better nutrition than lower-class ones, it is probable that this is symbolism rather than a reflection of every officer actually being taller than all of the regular troops. After Qin Shi Huangdis Death Shortly after Qin Shi Huangdis death in 210 BCE, his sons rival for the throne, Xiang Yu, may have looted the weapons of the terracotta army, and burned the support timbers. In any case, the timbers were burned and the section of the tomb containing the clay troops collapsed, smashing the figures to pieces. Approximately 1,000 of the 10,000 total have been put back together. Qin Shi Huangdi himself is buried under an enormous pyramid-shaped mound that stands some distance from the excavated sections of the burial. According to ancient historian Sima Qian, the central tomb contains treasures and wondrous objects, including flowing rivers of pure mercury (which was associated with immortality). Soil testing nearby has revealed elevated levels of mercury, so there may be some truth to this legend. Legend also records that the central tomb is booby-trapped to fend off looters and that the emperor himself placed a powerful curse on any who dared to invade his final resting place. Mercury vapor may be the real danger, but in any case, the government of China has been in no great hurry to excavate the central tomb itself. Perhaps it is best not to disturb Chinas infamous First Emperor.

Pros and Cons of University Ranking Essay Example | Topics and Well Written Essays - 750 words

Pros and Cons of University Ranking - Essay Example University ranking has a rich history dating back to the 1900s focusing on various in indicators to generate a rating scale. The ranking focused on students’ performance following university education as opposed to the success of faculties and departments in the institution. However, this was revised to rate the quality of education offered at various learning institutions. In light of this, university ranking aims at evaluating the quality of education based on various indicators such as research, infrastructure, service delivery, and human resource ratios and qualifications. Indicator scores are usually aggregated to determine the composite score, which is used in rating the academic success of universities. Ranking of higher education institutions can be done by the media, government agencies, professional bodies, funding organizations, and individual initiatives.The ranking hopes to raise awareness on the ranked institutions as well as illustrate academic trends across the globe. University rankings are known to provide potential students with relevant information when selecting courses and learning institutions. This helps students adopt a choice that is best suited for their needs relating to academics and extracurricular activities. For instance, from research on institutions offering a course of choice, one can make a concrete decision on an institution based on its ranking position. The decision made follows the evaluation of the institution’s performance, capacity, and success rate in offering the desired course. This serves to enhance transparency in information disbursement among the ranked institutions (Rauhvargers 20). Consequently, university ranking systems have been illustrated to encourage student enrolment by highlighting preferences in accordance to their target. This is evidenced by the establishment of rankings based on faculty performance, which is easier to interpret when choosing an institution. The system serves as an eff icient tool where students can evaluate their aspirations and decide on the institution that will best serve them. Rankings often encompass information collected from students through questionnaires and thus, represent the true image of the given institution. Students express their sentiments of their experience in the institution with regard to service delivery and facilities. Varsity rankings have served to ensure accountability from education providers. This is achieved by ensuring that the institution remains credible and relevant in the education sector. Accountability entails committing to quality education by fulfilling their mandate to deliver high-achieving students within the rankings standards. The rating standings serve as accountability instruments for the public to evaluate based on the performance (Escotet). Ranking allows an institution’s management in assessing their performance against goals and objectives set with the hope of improving the results. The proc ess involves collection of information on various aspects of higher learning, which is the utilized in generating demographic report used in policymaking. Ranking institutions of higher education also works to assist the university make improvements in various sectors flagged as weak points. Learning institution can recognize their strengths and weakness through academic evaluations. The ranking is known to influence the decision-making process by the university management, which is reflected in its policies. The management is inclined to strategize depending on the ranking system to maximize its output in order to improve performance. An institution can analyses its ranking metrics and revise its approach on various aspects of service delivery to drive success. In this way, institutions of higher learning have an opportunity to improve their standards with regard to quality of education offered. Depending on its rating, an institution can establish self-improvement tools such as qu ality assurance

Genetic Relations to Job Satisfaction Essay Example | Topics and Well Written Essays - 1000 words

Genetic Relations to Job Satisfaction - Essay Example From this paper it is clear that genetics can also be referred to as the genetic composition of an individual or group of people. In the past, genetics played a great role in breakthroughs as curing diseases, breeding better plants and animals basically under the realm of genetic engineering and even solving crimes in the field of forensic science. It has recently been discovered that job satisfaction is largely genetically determined. This has brought into focus several questions such as: â€Å"How true is it that the level of competence in a person is equal to that of the parent?†, â€Å"Should people be employed on the basis on their parents or siblings’ work record?† â€Å"Should companies do a genetic study on all its employees to determine their traits, characters, health and how these relate to their work capabilities?† This study highlights that at this point, it would be too early to come up with a probable conclusion. It is this questions that this paper seeks to provide answers to as we determine through previous research if, indeed, job satisfaction is genetic. According to a publication of The Bell Curve by Herrnstein and Murray, it is a known fact that genetic factors influence fundamental aspects of our human nature. Initially, it was debated that environmental factors played a basic role in job satisfaction, but scientific research has proven that the applicable environmental aspects emerge to be those not shared by individuals raised together. On the other hand, the Classical Twin Study proved that most behavioural characteristics are heritable. The Classical Twin experiment applied sets of monozygotic twins, raised separately, to examine for the reality of genetic power on job satisfaction. Research suggests that genetics has a role in the fundamental direct experiences of job fulfillment such as challenge or achievement.  

Biophysical Aspects of Pharmacology Essay Example | Topics and Well Written Essays - 1000 words

Biophysical Aspects of Pharmacology - Essay Example According to the research findings, it can, therefore, be said that the physician may prefer to insert a gastroscope to promote safety in the delivery of food and medications for patients who developed increased difficulty of swallowing. With the insertion of the tube, an assessment must be carefully performed to ensure the correct placement of the tube and prevent accidental dislodgment. Specifically, placement of the tube can be checked by listening to a gurgling sound over the epigastric region of the abdomen while injecting a small amount of air into the tube. In addition, it might also be useful to aspirate a small amount of stomach content and test for pH. An acidic pH provides accurate information that the tube is in the stomach. Furthermore, abnormal breathing patterns suggest that the tube has been dislodged and is possibly blocking the airway. While the presence of any foreign material can be very uncomfortable, the tube should remain in place unless the physician orders fo r its removal. Lastly, the assessment of drug allergies and adverse reactions remains an important part of management. Practically, the healthcare professionals should take the subjective data from the patient as truth aside from considering the objective signs manifested by the patient. Thus, the patient really is experiencing pain at the moment. The patient’s report of pain should be the primary data to assess pain. This data would be further validated using an appropriate pain rating scale. Moreover, the patient’s behavioral manifestations can also be important factors in determining the patient’s pain tolerance. The medication chart should also be consulted to prevent over and under dosage of pain medications.  

Kantian Sincerity and Professional Ethics Assignment

Kantian Sincerity and Professional Ethics - Assignment Example Sincerity makes him weigh his acts according to ethics. Kantian sincerity explains the aspects of sincerity based on good will. This paper intends to explain the essence of Kantian sincerity, and how it can relate to professional ethics and good will. The importance of professional ethics in the life of an organization is discussed, in correlation with Kantian sincerity. The characteristics of a sincere and ethical leader have been described, so as to give the reader an idea as to what is expected of a person who follows Kantian sincerity and ethical guidelines. Kantian sincerity is based on good will. â€Å"†¦the sincere will is both good and autonomous†, according to Palmquist (2010:635). Palmquist writes in his book that Kantian’s good will considers acts to be virtuous, good, and sincere, by associating them with the moral law coming from within the person, rather than weighing the acts on some external principle, lying outside the person. Similarly, profession al sincerity cannot be measured by a parameter defined by the external world; instead, sincerity will be measured by the person’s own good nature. The Kantian model helps us understand how professionals can generate professional sincerity or good will.... Professional sincerity has also got the same philosophy. When Kantian sincerity works with professional ethics, it becomes a part and parcel for the progress of an organization. Also, when this sincerity, which is valued by a person’s internal good will, is also recognized as a precious asset by the outside world, this is the point when sincerity achieves its milestone in the chain of human progress. This sincerity also plays an important role in Confucian process of moralization. Palmquist (2010:633) states that: The centrality of sincerity can be seen even more clearly when we take it to be primarily a quality of the will and when we compare the sincere will with the Kantian good will. As Kant says (4:392-3): â€Å"Nothing in the world- indeed nothing even beyond the world- can possibly be conceived which could be called good without qualification except a good will. Hence, Kantian sincere will brings the self in agreement with the dao; and since dao is good without qualifi cation, in the same way, sincerity is also good without qualification. Kantian model also states that sincerity is the Way of Heaven; and to achieve this sincerity is the way of man. And whosoever is easily walking on the Way of Heaven led by sincerity, is the one who can be called a sage. Kantian model describes a sage as a person who has got a perfectly manufactured good will. A Sage’s good will is absolutely sincere, and thus, it can also be related to holy will, guided by sincerity on the Way of Heaven (Palmquist 2010:636). 3. Professional Ethics Kantian ethics describe that those acts should be considered as right which seek our good will. We know that the accomplishment of an organization depends mainly on value-based actions and decisions. Value-based actions and

Junk food Essay Example | Topics and Well Written Essays - 750 words

Junk food - Essay Example Most of the food in this category is oily food which is the easy way to suffer cholesterol. It is the most dangerous diseases even caused to a heart attack. Most of the junk foods are reached the market as ready to eat and it has an attractive smell and taste. Advertisement is the most important factor; children are attracted to this kind of food. â€Å"This term was coined in 1972 by advocates at the Centre for Science in the Public Interest who wanted to raise public attention about the issue of foods with a high caloric value and a low nutritional value. For manufacturers, producing such foods has great appeal, as they tend to be cheap to make and easy to handle. They also have an extended shelf life, making them easy for stores to stock and sell† (Affect of Junk Food, 2013). In present life the youngsters, especially even a small child very fond of food that we named as junk food. They never think about the consequences coming after this. In the name of balanced diet, peop le used this kind of food like potato chips, burger ect. As a result of these lifestyle people are very difficult to overcome the ill effects caused by it. Parents are playing a most important role in spoil the health of their growing child. Ones addicted for the junk food or fast food, people can’t show interest to eat nutritional food like fruits and vegetables. Junk food contains saturated fat which is not good for health. When trouble started, only then people began to stop eating junk food. Study about the junk food shoes that the bad facts are replaced the healthy fats in the brain. It is the most common condition of the conception of the junk food. Hydrogenated oils in fried foods are main cause of obesity. It increases the triglyceride levels in the body. In this condition it is very difficult to the flow of blood and leads to heart attack. A study published in the European Journal of Cancer Prevention revealed that consuming too much of fast foods that are high

Individual Business report Essay Example | Topics and Well Written Essays - 2000 words

Individual Business report - Essay Example Section Three: Conclusions &  Recommendations  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9 3.1 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 3.2 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 4. Section Four: Bibliography  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 1. Section One: Introductory Context Introduction 1.1. Terms of Reference The aim of this research paper is to determine what motivational theories can be applied to the employee base of Costlie Cosmetics Ltd in order to successfully improve their internal motivation leve ls. The problem at Costlie Cosmetics Ltd originated when some employees were laid off and the rest had to accommodate the extra work load while maintaining the same efficiency levels and without receiving additional compensation for that work load. The Chief Executive operated a centralized, autocratic organization where employee interaction was discouraged and they were afraid to even speak up about their grievances. Without additional compensation, resentment began to grow in the employees and their motivation levels fell. This adversely affected their service and product quality. As has been documented by previous research this had an overall dampening effect on the company and its performance and image in the market due to which it lost some business from some customers and attracted negative reaction and dissatisfaction from other customers. This paper thus looks at how the Human Resource function needs to be managed within an organization and how critical it is to the organiza tion’s final performance. It also looks at several theories of motivation and uses them to explain how the situation at Costlie Cosmetics Ltd can be rectified. This also encompasses a discussion of the current organizational structure and how it was posing a hindrance to the development of the employees and the organization as a whole. Further, it looks at how an organization should be structured to function more efficiently and eliminate many of the problems that Costlie Cosmetics Ltd was facing. Building upon previous secondary research on the topic, this paper looks at the possible ways that motivation levels among the employees of Costlie Cosmetics Ltd can be boosted so the company can get back on track. 1.2. Objectives The objectives of this research paper are to outline a plan of action that can be adopted to improve employee motivation at Costlie Cosmetics Ltd so that the performance of the company can be improved to match past splendor. 1.3. Research Method This paper uses secondary research previously published about motivational theories, organizational structure and Human Resource Management (HRM) to come up with a strategy to be implemented by Costlie Cosmetics Ltd in order to rectify its perilous condition. 1.4. Context The context for this research paper is provided by the pre-existing conditions of the business environment that Costlie Cosmetics Ltd was functioning in. A new competitor had deflated their market share dangerously and as a result they had lain off a lot of employees to

Junk food Essay Example | Topics and Well Written Essays - 750 words

Junk food - Essay Example Most of the food in this category is oily food which is the easy way to suffer cholesterol. It is the most dangerous diseases even caused to a heart attack. Most of the junk foods are reached the market as ready to eat and it has an attractive smell and taste. Advertisement is the most important factor; children are attracted to this kind of food. â€Å"This term was coined in 1972 by advocates at the Centre for Science in the Public Interest who wanted to raise public attention about the issue of foods with a high caloric value and a low nutritional value. For manufacturers, producing such foods has great appeal, as they tend to be cheap to make and easy to handle. They also have an extended shelf life, making them easy for stores to stock and sell† (Affect of Junk Food, 2013). In present life the youngsters, especially even a small child very fond of food that we named as junk food. They never think about the consequences coming after this. In the name of balanced diet, peop le used this kind of food like potato chips, burger ect. As a result of these lifestyle people are very difficult to overcome the ill effects caused by it. Parents are playing a most important role in spoil the health of their growing child. Ones addicted for the junk food or fast food, people can’t show interest to eat nutritional food like fruits and vegetables. Junk food contains saturated fat which is not good for health. When trouble started, only then people began to stop eating junk food. Study about the junk food shoes that the bad facts are replaced the healthy fats in the brain. It is the most common condition of the conception of the junk food. Hydrogenated oils in fried foods are main cause of obesity. It increases the triglyceride levels in the body. In this condition it is very difficult to the flow of blood and leads to heart attack. A study published in the European Journal of Cancer Prevention revealed that consuming too much of fast foods that are high

Morality in Islam Essay Example for Free

Morality in Islam Essay Morals are the standards set by society for an ethical human behavior. It can also be called the ability to distinguish between right and wrong. Morality is the adherence to the moral values present in the society, especially the following of good moral conduct. Islam is a comprehensive way of life, and morality is one of the cornerstones Islam. Morality is one of the fundamental sources of a nation’s strength, just as immorality is one of the main causes of a nation’s decline. Islam has established some universal fundamental rights for humanity as a whole, which are to be observed in all circumstances. To uphold these rights, Islam has provided not only legal safeguards, but also a very effective moral system. Thus, whatever leads to the welfare of the individual or the society and does not oppose any maxims of the religion is morally good in Islam, and whatever is harmful is morally bad. Given its importance in a healthy society, Islam supports morality and matters that lead to it, and stands in the way of corruption and matters that lead to it. The guiding principle for the behavior of a Muslim is â€Å"Virtuous Deeds†. This term covers all deeds, not only acts of worship. The Guardian and Judge of all deeds is God Himself. Morals in the general society might have evolved considerably over the centuries but their main purpose remains the same; i. e. to practice good behavior and abstain from ill doings and injustice. The pursuit of justice, tolerance and fairness has been appreciated and upheld by man for centuries, and detest for evil doings and cruelty has been ever present. Morality has a very important role in the religion of Islam and in the life of a Muslim. Islam tells us that the conscience of a person has it in him to do good deeds and refrain from evil. The Holy Quran calls good, maruf-a well known things and evil, munkar-an unknown thing. It means that it is desirable to do good deeds and undesirable to indulge in evil practices. The Quran says: â€Å"By the Soul! And the proportion and order given to it, and its enlightenment as to its wrong and its right- truly he succeeds that purifies it, and he fails that corrupts it. † (91:7-10) The moral values in Islam deal with the relationship of a man with his God, man with his fellow beings and the man’s relationship with his soul. The moral codes given to Muslims to follow are Divine guidance from Allah himself. These codes and values stand the test of time and are universal in their nature. One can realize how much importance and is given to morals in Islam. The Holy Prophet (pbuh) said that the good manners and morals were the real test of a man’s excellence. He (pbuh) said: â€Å"The best of you are those who have the most excellent morals. † The moral values of Islam are instrumental towards creating a healthy and a sustainable society. The moral values in Islam emphasize on piety, patience, forgiveness, justice, kindness brotherhood, equality, truthfulness, lawful earning and acquisition of knowledge. The Holy Quran signifying the value of justice says; â€Å"†¦for Allah loves those who are fair and just. † (49:9) The morals in Islam also incorporate the conduct of an individual towards his parents, spouse, relatives and neighbors. Islam instructs the follower to give his fellow beings their due rights and complete his obligations towards them. The guidance for human beings to live their life in Islam comes through Divine commands. The promise of paradise, and the warning from the inexplicably hot fire of the hell, motivates the believer to follow the right path. The Divine guidance sets the standard for the most excellent possible moral behavior. Importance of morality in Islam is beautifully captured in the saying of the Holy Prophet (pbuh): â€Å"The thing which will make the majority of the people enter Paradise is fear of Allah and good manners. † he most fundamental characteristics of a Muslim are piety and humility. A Muslim must be humble with God and with other people: â€Å"And turn not your face away from people (with pride), nor walk in insolence through the earth. Verily, God likes not each arrogant boaster. And be moderate (or show no insolence) in your walking, and lower your voice. Verily, the harshest of all voices is the voice (braying) of the ass. † (Quran 31:18-19) Muslims must be in controls of their passions and desires. A Muslim should not be vain or attached to the ephemeral pleasures of this world. While most people allow the material world to fill their hearts, Muslims should keep God in their hearts and the material world in their hand. Instead of being attached to the car and the job and the diploma and the bank account, all these things become tools to make us better people. â€Å"The Day whereon neither wealth nor sons will avail, but only he (will prosper) that brings to God a sound heart. † (Quran: 26:88-89) Principles of Morality in Islam. God sums up righteousness in verse 177 of Surat Al Baqarah: â€Å"It is not righteousness that you turn your faces towards East or West; but it is righteousness (the quality of ) the one who believes in God and the Last Day and the Angels, and the Book, and the Messengers; who spends of his wealth, in spite of love for it, to the kinsfolk, to the orphans, to the needy, to the wayfarer, to those who ask and for the freeing of slaves; and who is steadfast in prayers, and gives Zakah (Alms); and those who fulfill their covenants which they made; and who are patient and perseverant in poverty and ailment and throughout all periods of fighting. Such are the people of truth, the pious. † This verse teaches us that righteousness and piety is based before all else on a true and sincere faith. The key to virtue and good conduct is a strong relation with God, who sees all, at all times and everywhere. He knows the secrets of the hearts and the intentions behind all actions. Therefore, a Muslim must be moral in all circumstances; God is aware of each one when no one else is. If we deceive everyone, we cannot deceive Him. We can flee from anyone, but not from Him. The love and continuous awareness of God and the Day of Judgment enables man to be moral in conduct and sincere in intentions, with devotion and dedication: â€Å"Indeed, the most honorable among you in the sight of God is the most pious. † (Quran 49:13) Then come deeds of charity to others, especially giving things we love. This, like acts of worship, prayers and Zakah (mandatory alms), is an integral part of worship. A righteous person must be reliable and trustworthy. Finally, their faith must be firm and should not wane when faced with adversity. Morality must be strong to vanquish corruption: â€Å"And God loves those who are firm and steadfast. † Patience is often hardest and most beautiful when it’s against one’s own desires or anger: â€Å"And march forth toward forgiveness from your Lord, and for Paradise as wide as are the heavens and the earth, prepared for the pious. Those who spend (in the way of God) in prosperity and in adversity, who repress anger, and who pardon people; verily, God loves the doers of the good deeds. † (Quran 3:133) These three acts are among the hardest things for most people, but they are also the key to forgiveness and to paradise. Are they not the best, those who are able to exercise charity when they are in need themselves, control when they are angry and forgiveness when they are wronged? This is the standard by which actions are judged as good or bad. By making pleasing God the objective of every Muslim, Islam has set the highest possible standard of morality. Morality in Islam addresses every aspect of a Muslim’s life, from greetings to international relations. It is universal in its scope and in its applicability. Morality reigns in selfish desires, vanity and bad habits. Muslims must not only be virtuous, but they must also enjoin virtue. They must not only refrain from evil and vice, but they must also forbid them. In other words, they must not only be morally healthy, but they must also contribute to the moral health of society as a whole. â€Å"You are the best of the nations raised up for (the benefit of) men; you enjoin what is right and forbid the wrong and believe in God; and if the followers of the Book had believed it would have been better for them; of them (some) are believers and most of them are transgressors. † (Quran: 3:110) The Prophet, may the mercy and blessings of God be upon him, summarized the conduct of a Muslim when he said:â€Å"My Sustainer has given me nine commands: to remain conscious of God, whether in private or in public; to speak justly, whether angry or pleased; to show moderation both when poor and when rich, to reunite friendship with those who have broken off with me; to give to him who refuses me; that my silence should be occupied with thought; that my looking should be an admonition; and that I should command what is right. † The love and continuous awareness of God and the Day of Judgment enables man to be moral in conduct and sincere in intentions, with devotion and dedication. The Glorious Qur’an also says:Say: the things that my Lord hath indeed forbidden are: shameful deeds, whether open or secret; sins and trespasses against truth or reason; assigning of partners to Allah, for which He hath given no authority; and saying things about Allah of which ye have no knowledge. [Al-Qur’an 7:33]It is interesting that the Qur’an refers to â€Å"sins and trespasses against truth or reason†. It is an indication of God’s blessing to every human being, of an innate moral sense. Such a moral sense, when uncorrupted by family or society, is what leads people to commendable acts of virtue. Islam aims to enhance and amplify the moral sense in every human being and adorn the individual’s character with the noblest of virtues. The Islamic moral principles therefore, appeal naturally to the human intellect, while elevating the pursuit of morality to the level of worship. This is because Islam holds every action that is done with the goal of attaining of God’s pleasure to be worship. | Morality and the individual The guiding principle for the behavior of a Muslim is what the Qur’an refers to as Al `Amal Assalih or virtuous deeds. This term covers all deeds, not just the outward acts of worship. Some of the most primary character traits expected of a Muslim are piety, humility and a profound sense of accountability to God. A Muslim is expected to be humble before God and with other people. Islam also enjoins upon every Muslim to exercise control of their passions and desires. Islam warns against vanity and excessive attachment to the ephemeral pleasures of this world. While it is easy to allow the material world to fill our hearts, Islam calls upon human beings to keep God in their hearts and to use the material world in moderation and in accordance with God’s guidance. The Glorious Qur’an says: â€Å"The Day whereon neither wealth nor sons will avail, but only he (will prosper) that brings to Allah a sound heart† [Al-Quran: 26:88-89] Charity is one of the most commendable acts in Islam. In fact, Zakah, the annual charity that is obligatory on every Muslim who has accrued wealth above a certain level, is one of the pillars of Islam. Gratitude in prosperity, patience in adversity, and the courage to uphold the truth, even when inconvenient to oneself, are just some of the qualities that every Muslim is encouraged to cultivate. Morality and Society For an individual as well as a society, morality is one of the fundamental sources of strength, just as immorality is one of the main causes of decline. While respecting the rights of the individual within a broad Islamic framework, Islam is also concerned with the moral health of the society. Thus, everything that leads to the welfare of the individual and the society is morally good in Islam, and whatever is harmful is morally bad. Given its importance to a healthy and just society, Islam supports morality and matters that lead to the enhancement of morality, and stands in the way of corruption and matters that lead to the spreading of corruption. The injunctions and prohibitions in Islam are to be seen in this light Conclusion Morality in Islam addresses every aspect of a Muslim’s life, from greetings to international relations. It is universal in its scope and in its applicability. A Muslim is expected to not only be virtuous, but to also enjoin virtue. He/She must not only refrain from evil and vice, but must also actively engage in asking people to eschew them. In other words, they must not only be morally healthy, but must also contribute to the moral health of society as a whole. The Prophet Mohammed (peace be upon him) summarized the conduct of a Muslim when he said: â€Å"My Sustainer has given me nine commands: to remain conscious of God, whether in private or in public; to speak justly, whether angry or pleased; to show moderation both when poor and when rich, to reunite friendship with those who have broken off with me; to give to him who refuses me; that my silence should be occupied with thought; that my looking should be an admonition; and that I should command what is right. †

Reflective Practice And Risk Analysis Social Work Essay

Reflective Practice And Risk Analysis Social Work Essay The objective of this essay is to critically evaluate the following statement with reference to personal practice experience when assessing and managing risk. As my practice experience was based in a Children and Families Area Team, this essay will therefore explore the statement from this perspective. A good risk decision requires both good risk assessment and good risk management. (Carson Bain, 2008, p.156) This essay will, initially, explore and demonstrate a critical understanding of the key concepts of risk assessment and risk management. It will then provide an analysis of the political, cultural and social contexts that shape practice in relation to risk management. Following this, a critical appreciation of the concept of risk decision making will be considered. Finally a reflective discussion of a case study drawn from my practice will be evaluated in relation to risk. This reflective discussion will be set within a theoretical framework of reflection. In order to critically understand the concept of risk assessment, the question of what risk is ought to be defined. According to Alaszewski Manthorpe (1991) risk may be defined as the probability that a course of action will not achieve the desired result but instead some unacceptable circumstance or event would prevail. McCarthy et al (2004) furthers this point as they also suggest that the term risk implies the possibility of undesirable or negative outcomes. Furthermore, McCarthy also indicates that within the concept of risk it is also implied that these outcomes can be avoided. (McCarthy et al, 2004). It is additionally pointed out that risk has both an objective and subjective dimension. For example, when viewing risk objectively it is possible to identify that any surroundings or environment will be hazardous and associated with danger. Defining risk from a subjective perspective means that the possibility of danger or an unacceptable event taking place will vary from individual to individual as well as social groups. (Aleszewski Manthorpe, 1991). Nevertheless, Houston and Griffiths (2000) question the validity of the objectivist paradigm that they identify as the basis of risk assessment and point to its failure to provide valid and reliable measures of risk. (Houston Griffiths, p.1) They argue for a move toward a subjectivist paradigm, and a return to the concept of relationship as the rationale of social work intervention. On the other hand, there can be value in taking risks. Indeed, risk taking can be seen to have beneficial as well as harmful outcomes to the life of an individual. (Titterton, 2005; Carson Bain, 2008). As Titterton points out Risk taking is a course of purposeful action based on informed decisions concerning the possibility of positive and negative outcomesand levels of risk appropriate in certain situations. (Titterton, 2005, p.25) Consequently, the concept of risk assessment is a core activity within social work and further to this minimising risk has become a central element. Indeed, Calder (2002) describes risk assessment as a systematic collection of information in order to identify if risks are involved and identify the likelihood of their future occurrence. It is further suggested that risk assessment should be understood as collecting information and assessing any information gained regarding risk elements. These two elements, which are central to risk assessment, are consequences (or outcomes) and likelihood (also known as chance or exposure). (Carson Bain, 2008). As most of the situations social workers deal with contain considerable uncertainty about the meaning of events, the reasons for referrals, the accuracy of assessment, and the consequences of taking one course of action instead of another, it is reasonable to assume that assessment of risk is not an exact science. Further to this, the possible outcomes or consequences could be infinite and consequently impossible to predict with absolute certainty. Therefore, the element of uncertainty must be acknowledged as a core feature of professional judgement. Certainly, it is suggested that when considering the possible outcomes (including beneficial outcomes), a risk assessment should only require that reasonably predicted outcomes are met and that a lawful, moral and professional objectivity is upheld at all times. (Titterton, 2005; Carson Bain, 2008; Macdonald Macdonald, 2010). As Webb (2006) points out social workers have an ethical disposition to do the best for clients and insofar as they have the resources to do so (Webb, 2006, p. 203) Within risk assessment literature, Titterton (2005) also argues that the emphasis remains on assessing for the risk of harmful or adverse outcomes but how this is completed can depend on which assessment framework is used. For example, within Criminal Justice Teams a more actuarial assessment is utilised. An actuarial assessment is based on statistical calculations of risk and, for example, uses scales to assess recidivism. Within a Children and Families Area Team the assessment framework used could be described as a holistic and inclusive assessment which is child-centred and addresses three domains: developmental needs, parental capacity and environmental factors. The GIRFEC practice model therefore aims for early identification of risk in all three domains as well as analysis of evidence, decision-making and planning. (Scottish Government 2008) Furthermore, it allows the practioner to utilise a developmental-ecological approach which is grounded in theories of child development an d emphasises interaction between child and environment as well as taking a resilience approach which weights strengths as well as vulnerabilities. (Local Authority Risk Assessment Training Handout, 2009). However, what all risk assessment tools have in common is that all information gathered is analysed to allow an understanding to be developed which then allows a professional judgement to be formed. Further to this risk assessment should take into account risk factors and protective factors that can anticipate and justify strategies of risk prevention as well as risk management. (Kemshall, 2003; Parton 2006). This should enable the social worker to utilise all appropriate interventions and/or decisions. Analysis of information, therefore, is an important factor when considering outcomes, likelihood and suitable action and accordingly, social workers require a good grasp of probability and statistical reason to interpret research and assessment information, organise their thinking and be able to draw sound provisional conclusions which are open to change in the light of new information. (Helm, 2009; Macdonald Macdonald, 2010). Risk management, in its simplest sense, describes the development of strategies to reduce the severity and frequency of identified risks and adverse outcomes. This involves discovering and controlling the dimensions of a proposed risk into a plan which involves implementing, monitoring, controlling and reviewing the risk decision. Further to this, at an organisational level, risk management requires a service that is adequately staffed with personnel who are fully trained and sufficiently knowledgeable and skilled in identifying problems or opportunities and to make appropriate interventions. (Vincent, 1995; Kapur, 2000; Carson Bain, 2008). The Scottish Government (2008) further suggests that risk management should be understood as risk reduction and that collectively professionals should have confidence, through defensible decision making, that measures implemented will reduce risk sufficiently. Taking these definitions into account, risk management suggest ways in which a decision may best be put into practice. What also should be included within a risk management strategy is the embracing of opportunities which could arise from any potential risk decisions. Another point which is important is that in order to make and manage a risk decision the quantity and quality of knowledge available to the social worker should meet the requirements needed to make a sound decision. Accordingly, before making a decision, consideration should be given to what is already known and its worth as well as reflection and contemplation of what is not known and any implications arising from this. Included in this should also be the consideration of any opportunities which may arise which may have the prospect of potential benefits. (Carson Bain, 2008). Littlechild Blakeney (1996) further suggest that the management of risk should be adaptable. This refers to the notion that families and their lives do not stay stable and changes can take place in their ability to cope therefore the risks can change too. Monitoring, for these reasons are important as is communication with the family and other agencies who are involved. Littlechild Blakeney go on to state that this is where the professional expertise of the social worker should be focused and not in an ineffective attempt to anticipate every potential risk. Consequently, the principles for risk management should be the need to ensure that the ongoing shared plan manages the risk, records decisions that shows how and why decisions were reached and ensures that decisions made have actions with named persons, clear timescales and review dates and also ensure that any agreed timescales may be reduced if new risks/needs become more apparent. Beck (1992) suggests we are living in a risk society in which he believes that late modernity, as a reflexive social order, manufactures new risks and uncertainties. Furedi (1997) also determines that we live in a populace obsessed with risk and that safety has become the fundamental value of our times. (Furedi, 1997, p.1). Furedi (1997) further suggests that the risk aversion culture we live in today is based on the way that risk and its negative effects are represented in the media and by politicians. Barry (2007) extends this claim by arguing that child protection work has become more reactive since the death of Maria Coldwell in 1973 which has resulted in a preoccupation with culpability, blame and retribution. This, has allowed social work practice to become very defensive, overly proceduralised and narrowly concerned with assessing, managing and insuring against risk. (Parton OByrne, 2000, p.1) Green (2007) upholds this notion by suggesting that governments, and the excessive number of regulatory agencies, are anxious to control the identification and deployment of risks, particularly within the context of high-profile media stories such as reports of child abuse cases and deaths of children previously known to social work departments. In retrospect, this socially acceptable requirement to minimise risk if not avoid taking risks altogether, has led to a social work profession that has become increasingly risk averse. (Scottish Executive, 2006). This approach to risk assessment and risk management has led to the introduction of more and more formal procedures to guide practice which could be argued is denying the freedom of the social worker to work in an empowering capacity. Working in an empowering capacity allows the professional practioner to focus on prevention and more centrally tackle issues of poverty and social inequality. What is also needed is a culture which is open for professional practioners to enable them to voice concerns and being able to discuss errors and therefore learn from mistakes. (Stalker, 2003; Barry, 2006; Ritchie Woodward, 2009). However, the Changing Lives Report (2006) has signified that one of the key areas identified was the need to develop a new organisational culture and approach to risk management and risk assessment which would promote excellence. Within risk decision making Macdonald Macdonald (2010) argue that a focus on high-profile cases of low-probability events distorts decision making and this makes for a larger number of children taken into care after such cases. They advocate that decisions about childrens lives should be based on professional judgement rather than media vilification and political pressure. When social workers make a professional judgement within risk decision making, the starting point must be the collection of information through professional observations and enquiries as well as from past information and information held by other professionals. It is that judgement that is carried forward into the decision making field. (Hollows 2003). However, the expression error of judgment is offered as an explanation for most of the high-profile child cases as well as in other professional activities. It is for this reason that judgement making should be viewed as a serious task. Hammond (1996) advocates that there are different kinds of judgements, made under different conditions. These different conditions are the time available, the kind of knowledge available and the judgement task itself. Hammond went on to develop a cognitive continuum of judgement making. This recognises that there are different approaches to judgement making. Examples of these are: on the spot processing of information and knowledge, known as intuition; peer-aided judgements where two or more people will share their knowledge and discuss outcomes and likelihoods. Finally, there are system-aided judgements that are supervisor or manager aided. Accordingly, application of the Cognitive Continuum allows the practioner to utilise the highest knowledge available and further enables the practioner to ensure that the acknowledged goals of efficacy, accuracy and consistency can be promoted. (Hollows, 2003; Carson Bain 2008). However, risk decision making is also subject to personal values and subjective perceptions of risk and dilemmas which continue to challenge social workers. Low-probability events such as child abuse or extreme violence can make prediction difficult. In these circumstances social workers can be challenged by risks that are high profile but typically infrequent and therefore, have a tendency to either overestimate risks because of anxiety or to underestimate risks which they are unaccustomed to. (Kemshall, 2002). From this perspective it is crucial that reflection, continuous review and the opportunity for regular supervision is supported particularly when research by Janus Mann (1977) found that stress generated a limited capacity to make a judgement as well as, and more crucially, an inability to make a decision. BL was referred to the Children and Families Area Team by his school. This was after a meeting with his primary carers regarding BLs increasingly emotional and angry outbursts and lack of attendance at school. The referral was made with agreement from his primary carers. BL is 12 years old and lives with his maternal grandmother, step-grandfather and his maternal aunt and has done since he was 18 months old. His step-grandfather is paraplegic as a result of an accident when BL was 3 years old. BLs maternal aunt has Prader-Willi Syndrome, she is 40 years old. BL has to share a bedroom with his aunt as the house only has two bedrooms and is privately owned. BL maintains contact with his mother and her long-term partner on a fortnightly basis and also goes on holiday with her but he has no wish to live full-time with his mother as she lives approximately 50 miles away. BL stated both to his grandmother and to me that his home is with Gran and Gramps. Mrs. L independently confirmed that BL had no wish to move to the city as did Ms. L (Bens mother). Ms. L has no other children. In order to understand Bens emotional frustration, I undertook some research on Prader-Willi Syndrome. I discovered that disordered night-time sleep patterns as well as emotional outbursts of rage were part of the symptoms. Coupled with this obsessive and/or compulsive behaviour including argumentative or oppositional behaviour were also predominant. (Clarke et al 1996). I also spoke with Mrs. L at length about her other caring commitments and discovered that she also drives to England on a monthly basis to visit her father, who is 90 years old, to make sure that his financial commitments are paid as well as making sure his carers are supporting him. Contact was also made with the social worker assigned to BLs aunt whereby I was informed that his aunt was in the process of being allocated a home of her own. This would take at least three months as adaptations had to be made to the house and suitable care arrangements had to be put into place. The social worker realised that these cir cumstances were affecting BL and we arranged to contact each other on a weekly basis regarding exchange of information. This was agreed with the L family. I placed my assessment and intervention practice within a developmental/ecological approach which has links with a strengths based approach. This allowed me to consider BLs protective factors as well as risk factors. BL has a secure base and has close bonds with his grandparents. He also had two very close friends from primary school and who continue to good friends. BL admitted that he was frustrated he had to share a bedroom. This meant no privacy in his home and he found it difficult to complete his homework or even relax as carers for his aunt came in at different times to get her ready for bed. This meant that he had to go to bed when his aunts carers were getting her ready for bed. BL also admitted that he felt that he sometimes had to compete for his grandparents attention. His absences from school appeared to coincide with the times his grandmother returned from her visit to England. After analysis of potential risk factors to BL such as possible self-harm, withdrawal from his family and friends, I made a referral to the local young carers group. This would allow him to spend time away from the family home with other young people who lived in similar circumstances as well as broaden his social network. This organisation would also be able to support him on a one-to-one and group work basis. Support was also made available to his primary carers, particularly his grandmother. Through the use of a personal diary I supported BL to talk to his grandparents about the frustration and emotional anger he felt which was relatively successful in the short term. In conclusion, Kolbs Reflective Cycle (1984) and Hammonds Cognitive Continuum (1996) allowed me to take into consideration BLs whole situation and promote protective factors and minimise risk. With reflection and supervisory discussion I believe I used my analytical skills and utilised my professional judgement to the best of my ability. However, as has been pointed out uncertainty is an important element in any risk assessment and/or decision and has to be taken into account when managing risk. Taking all these concepts regarding risk and reflective practice into consideration when I start to practice should enable me to better support service users in the future. 2,995 words

Chemistry Term Paper :: essays research papers

Organic chemistry is the study of essentially all substances containing carbon. Organic compounds that contain only carbon and hydrogen are called hydrocarbons. The simplest hydrocarbons are the alkanes which contain only single covalent bonds. Methane is the simplest alkane. It is also the major component of natural gas. Methane contains only 1 carbon in the molecular formula and the structural formula. There is ethane which is 2 carbons, propane that is 3, butane which is 4, pentane which is 5 and so on. There are also alkenes. Alkenes are hydrocarbons containing carbon-carbon double covalent bonds, and last but not least there is the alkynes which are hydrocarbons containing carbon-carbon triple covalent bonds. They also have different names. Alkanes end with –ane. Alkenes end with –ene, and alkynes end with –yne. In organic chemistry there are also isomers, isomers are One of two or more compounds that have the same chemical formula but different arrangement s of the atoms within the molecules and that may have different physical/chemical properties. For example, CH3OCH3 and C2H5OH are isomers. They both have the same amount of carbon atoms but are arranged differently. Organic chemistry is used EVERYWHERE. For example methane, which is a gas produced by flatulence, that gas is also found in marshes.   Ã‚  Ã‚  Ã‚  Ã‚  An acid is a compound that produces hydrogen ions when dissolved in water. Therefore, the chemical formulas of acids are of the general form HX, where X is a monatomic or polyatomic ion. When the name of the anion ends in –ide, the acid name begins with the prefix hydro-. The stem of the anion has the suffix –ic and is followed by the word acid. Therefore, HCL is named hydrochloric acid. When the anion name ends in –ite, the acid name is the stem of the anion with the suffix –ous, followed by the word acid. Thus H2SO3 is named sulfurous acid. When the anion name ends in –ate, the acid name is the stem of the anion with the suffix –ic, followed by the word acid. Thus HNO3 is named Nitric acid. A base is a compound that produced hydroxide ions when dissolved in water. Ionic compounds that are bases are named in the same way as any other ionic compound—the name of the cation followed by the name of the anion. For examp le, NaOH a base used in making soap and detergents is called sodium hydroxide.

Critical Barriers to Progress of Retinitis Pigmentosa Essay -- Health

CRITICAL BARRIERS TO PROGRESS The lack of homogeneity and progressive nature of RP poses a crucial problem to the development of novel therapies (Marmor 1979, Greenwald 2009).RP is typically late in its onset and progresses slowly; as such an accurate determination of age of onset is problematic (Tsujikawa 2008). This is particularly troublesome as no efficient therapies are currently available with genetic counseling being key in the treatment of the disease, and without an accurate age of onset, counseling can be troublesome at best (Tsujikawa 2008). Diversity exists not only in disease onset and progression rate, but underlying genetics as well (Chow 2004); over 180 gene mutations are associated with photoreceptor diseases without cures or effective therapies (Greenwald 2009). This makes the development of molecular based therapies difficult as one therapy may only aid one specific type of RP, with a variance in efficacy mirroring the variance in phenotype severity. Even within a single family, a specific muta tion may result in a variety of phenotypes (Sohocki 2000). Also, within a single gene, multiple mutations may occur, each with its own retinal degeneration phenotype (Gamundi 2005). Even if these issues with known genetic causes could be mitigated, cases of adRP exist where all known RP associated genes have been excluded, suggesting additional genetic heterogeneity (Alvarez 2007). Within Caucasian populations, 50-60% of cases of RP are diagnosed as â€Å"sporadic† due to the inability to pinpoint inheritance patterns (Ziviello 2005). In one study of Italian families with adRP, only 27% of cases could be linked to a known gene, with 73% of cases having alterations in unknown genes (Ziviello 2005). Because of the challenges mo... ...ir mobility and independence indirectly, resulting in an overall greater increase in quality of life. Additionally, this study will improve our knowledge of retinal degenerations and the ability of degenerated photoreceptors with mostly preserved retinal circuitry to be stimulated more effectively through differential brightness/contrast/exposures to increase visual perception. Success of the aims of this study will alter treatments and services in the field as optometrists will have access to a potential prosthesis and resource to give their patients to improve their quality of life once diagnosed with RP. Additionally, this device will give a non-invasive alternative to those patients with early stage disease progression, those RP patients with unknown underlying genetic determinants, and those end-stage patients that do not wish to have subretinal implantation.

Description of Greece by Pausanias Essay

If there was a book that I would recommend to cultural adventurers and artsy-fartsy people, Description of Greece by Pausanias is the perfect book. Aside from Greek mythology books mass distributed in bookshops, this book has, more or less, everything you have to know about the world’s earliest empire. Ancient History Source book says, â€Å" Pausanias was a Greek traveler from Lydia during the height of the Roman rule†. This book boasts of many highlights and is considered one of the single most important books written about the historic country. It may contain many â€Å"big words† and terminologies but it only goes to show that Pausanias has actual been to Greece and not just some bogus geographer who even has a hard time finding the place on the World Map. He tells stories of mythical and human beings existing together through love, war and hunger for more power and supremacy. The book contains details that would open the eyes of any middling tourist exploring Greece. One potent example for Greece’s grandeur through Pausanias’ book is the story of Ptolemy, who had on several occasions, been a target of rumors because of his lineage as well as the narrative about the bronze statue of Hermes. Description of Greece is a searing outlet of all things Greek from its primitive formation up to modern period. You’ll surely appreciate it, albeit the length, for all the data you’ll be getting. The possibility of the specifics on this book are endless so you can never go wrong. And who knows, you might be enticed to go there and take a look at the famous ruins yourself. Happy traveling! Reference http://www.fordham.edu/Halsall/ancient/pausanias-bk1.html

Graded unit development stage Essay

Abstract The purpose of this project was to create a house corner, so the child-minder and her assistants are able to assess the children in their care more easily. As well as having somewhere for the children to be able to go and role/pretend play. The aim of the project was too: To lead the development of creating the house corner, within the child-minding setting †¢ To resource a house corner facility in my childminding setting The methods were completed by interviewing child-minder’s and giving parents questionnaires to get their opinions on role play and the house corner. It was found that there are mixed views regarding role play, role play areas and role play to assist assessments. My assistants participated in the creation of the house corner, my parents participated in the questionnaires given out to them and four local childminders participated in my interviews. Throughout this piece of research it has become apparent that everyone has different ideas regarding role play and how children should be doing this. My recommendation is that there should be a framework for childminders stating what equipment they should have and what they need to do for a basic education for the children. Introduction The purpose of this project was to create a house corner, so the childminder and her assistance’s are able to assess the chidren in their care more easily. As well as having somewhere for the children to be able to go and role/pretend play. Within graded unit a house corner will be created within the child-minding setting because one of the parents had said â€Å"it would be nice to have a house corner area’. This is because the child within this family has no brother’s and sister’s and the family would like to see how their child role plays and interacts with others. Also working with the Community Child-minders a house corner is a good place to be able to assess a child through role play. The Community Child-minder Area Manager also recommends having a house corner in place in the setting. This is for assessment and observational reasons as a community child-minder can have a lot of Child Protection referrals. While developing this unit various mandatory units of the HND Childhood Practice relates to this topic they are Sociology and Psychology. The Sociological theory Symbolic interactionism, Feminism and Psychological theories of Piaget, Vygotsky and Bruce will be looked at. I will also be looking at leadership though this unit and looking the democratic leadership style. I will also be looking at various legislations though out this unit as this relates to getting it right for every child (GIRFEC)2012, because when working together with other authorities to make everything better for the child/children involved in the service. You can see what is going on in ‘their world’ from the role play the children do. It will enable assessments to be carried out while the child is at play. I will be looking at the Data protection act 1998 and the Equality Act 2010, this is relevant so at every interview everyone is treated the same and all the information is kept confidential. The United Nations Convention on the Rights of the Child (UNCRC). The Convention gives children and young people over 40 substantive rights, including the right to: †¢special protection measures and assistance †¢access to services such as education and healthcare †¢develop their personalities, abilities and talents to the fullest potential †¢grow up in an environment of happiness, love and understanding †¢be informed about and participate in achieving their rights in an accessible and active manner. Bench mark Standards 3.9 Managers/lead practitioners have the knowledge and understanding needed to support evidence informed practice. They: know how to access, and apply relevant research and enquiry-based findings know how to reflect on and engage in the systematic investigation of practice can make informed choices among particular research methods and methods of evaluation draw on a range of sources of evidence to analyse and evaluate practice draw on relevant principles, theories and approaches to inform their practice demonstrate the ability to share and discuss with others the principles and perspectives that underpin their own professional practice. Aims Within the graded unit I have two aims to achieve, these are: †¢To lead the development of creating the house corner, within the child-minding setting †¢To resource a house corner facility in my childminding setting Methods For all the research methods, questionnaires and interviews, the responses will be kept confidential and all the aspects of confidentiality will be respected. Interview four child-minders to see how they set up their house corners, For this method I contacted four local Fife childminders that also work with the community childminding, I discussed with them over the telephone what I was required to do and how I would visit their setting to see their play area and to do an interview to gain qualitative information. (Appendix 1) Visit child-minding settings to see the home corners and how they work. I visited the childminders setting so I could see their play area and the home corners and how the childminders used the area to assess the children. All parents’ views on role play will be gained by a questionnaire which will mainly have closed questions to gain quantitate information on role play, this will be piloted in class with my peers. I created a questionnaire which will mainly have closed questions to gain quantitate information. I piloted the questionnaire with my class peers using email. I then handed the questionnaire out to the 8 parents that use my service. They all completed the questionnaire by the return date of the 25th April 2013. (Appendix 2) Fund raise to gain funds to resource the house corner. For the funds to resource the house corner, I had  £20 available through petty cash. I then did a sponsored toddle with my pre-school children on the 23rd April 2013 and created sponsor forms for the children to take home and get family and friends to sponsor them. (Appendix 3) Morrow The code of ethics written by Morrow (1996) will be looked at while researching this unit. Ethical considerations in research with children and young people occur at all stages of the research process. They should be considered as an on-going and reflexive part of the research process throughout the life of a research project and not just as the first hurdle to be overcome. Results I have interviewed four childminders for research purposes and to gain qualitative information regarding the house corner and role play. I had asked if the childminders believed if having a house corner was an effective way to aid role play 25% said yes while the other 75% said no and their reasoning for this was that despite having a house corner children would role play no matter where they were. â€Å"Children will role play whether there is a house corner present or not†. I asked if the adults get involved in the children’s role play 75% said they sit back and observe/none and 25% said they get involved if the children ask but with draw as soon as possible. During the interview I asked the four childminders what sort of assessments do they already do in their setting 100% answered Observations and Photographic only. (Appendix 4) I have visited four childminding settings to see what role play facilities childminders have in their setting. Each childminder had little role play equipment out for the children to use and the children were sat playing board games, reading books or playing outside on apparatus. I ask two of the childminders about their role play equipment-one responded â€Å"Children don’t need equipment to role play, they turn things into equipment and pretend play†. I gave all my parents that attend my setting questionnaires, to gain quantitate information which is eight in total. I had a 100% return on my questionnaires. I had asked if my parents thought a house corner was an effect way to aid role play? 62.5% said yes it is an effective way while 37.5% said it wasn’t effective. (Appendix 5) I had asked if role play promotes or condemns a child’s development? 87.5% said it promotes a childs development while 12.5% said it condemns the development. This parent stated â€Å"My child doesn’t role play and their development is fine†. I asked the parents what role play toys do the children have at home? Fundraiser The fundraising for the house corner we did a sponsoredtoddle. At the fundraiser there was 2 adults and 8 children involved and we raised  £159.26. (Appendix 6) With this money I intend to buy the following for the house corner. Kitchen pots and pans Plastic kitchen food Play plates cups and cutlery Paint and decoration for the home corner Table and chairs Discussion Feminism According to the feminist belief, women are being exploited by the sources like books, media, and the society by means of children’s toys. Feminists are of the view that the society aims to put conditions on children from their birth about their anticipated roles in society. In the statement, ‘pink is for girls and blue is for boys’, radical feminists would strongly argue that through parental expectations things like toys, books, and television begins the exploitation of women. For instance, girls are given dolls to play with, kitchens, prams, and tea sets. Feminists would claim due to imposition of such conditions, girls into their expected roles of playing the housewife and caring for children. On the other hand, boys are given footballs, computer games, cars, trucks, and are encouraged by their fathers for dummy fight. This encourages men to be masculine, violent and physically powerful according to the feminists. Symbolic Interactionism This theory focuses on the way that people interact through symbols: words, gestures, rules, and roles. In order for interaction to work, each person must interpret the meanings and intentions of others; this is made possible by common symbols this is what Mead called ‘role taking.’ This involves one person taking on a role of another person, by imagining that they are the other person, which they are interacting with. For example, if a person observes another smiling, crying, waving a hand or shaking a fist, they will put themselves in that persons position so they can interpret the intention and meaning. This will create their response to the action of the other person. Human interaction is a continuous process, with people taking it in turn of playing the role of the other. Mead argued that the process of role taking helps individuals develop a concept called ‘self’. There are two aspects of self these are ‘Me and I’. Me is a definition of yourself in a particular role for example a ‘good parent’ or a good colleague’. The I is an opinion of yourself, which is otherwise known as your-self-concept, which is built up from the reactions of others and the way you interpret those reactions. Self is not something we are born with but it is learnt during childhood. There are two main stages in the development of this. The first is known as the play stage which involves children playing roles that are not their own for example a child may play Mums and Dads, Drs and Nurses. In doing this the child learns there is a difference between themselves and the role they are playing. Piaget Jean Piaget, a philosopher and psychologist, was one of the first researchers to take children’s play seriously. He came to recognize that children learn step-by-step through experience and interaction with the world around them. In fact, Piaget’s research discovered that the young mind is not capable of formal logic and abstract thinking until 11 or 12 years old. Up until then, children learn inductively through experimentation and testing – through hands-on play. Piaget identified these stages of children’s development: Sensorimotor Stage: Birth to 2 years The child at this stage uses senses and motor abilities to figure out the world. Squeeze the rubber ducky and it quacks. Drop the ball in the hole and it rolls down the chute all the way to the bottom. Through repetitive play, the young child learns how to keep in mind what’s out of sight and how to cause a reaction. Preoperational Stage: 2 to 6 years During this stage the child acquires the ability to use symbols but still requires physical props and concrete situations to solve problems. A preschooler will line up 4 blocks and 4 more and then count up to 8. Concrete Operations: 6-11 years From physical experience, the school-age child learns to conceptualize. Now 4+4 can be solved with numbers, not just with objects. Still the young student relies on experiment and discovery to hotwire the brain. Vygotsky Vygotsky’s research on play, or children’s games. Vygotsky gives the famous example of a child who wants to ride a horse but cannot. If the child were under three, he would perhaps cry and be angry, but around the age of three the child’s relationship with the world changes: â€Å"Hence play is such that the explanation for it must always be that it is the imaginary, illusory realization of unrealizable desires. Imagination is a new formation that is not present in the consciousness of the very raw young child, is totally absent in animals, and represents a specifically human form of conscious activity. Like all functions of consciousness, it originally arises from action.† The child wishes to ride a horse but cannot, so he picks up a stick and stands astride of it, thus pretending he is riding a horse. The stick is a pivot. â€Å"Action according to rules begins to be determined by ideas, not by objects†¦. It is terribly difficult for a child to sev er thought (the meaning of a word) from object. Play is a transitional stage in this direction. At that critical moment when a stick – i.e., an object – becomes a pivot for severing the meaning of horse from a real horse, one of the basic psychological structures determining the child’s relationship to reality is radically altered†. As children get older, their reliance on pivots such as sticks, dolls and other toys diminishes. They have internalized these pivots as imagination and abstract concepts through which they can understand the world. â€Å"The old adage that ‘children’s play is imagination in action’ can be reversed: we can say that imagination in adolescents and schoolchildren is play without action†. Vygotsky also referred to the development of social rules that form, for example, when children play house and adopt the roles of different family members. Vygotsky cites an example of two sisters playing being sisters. The rules of behavior between them that go unnoticed in daily life are consciously acquired throug h play. Bruce Tina Bruce’s theory is a theory on play, which includes 12 features that assist in cultivating, recognising and monitoring free flowing play. The features that make up the theory include, making up playing rules, having fist hand experience, playing together, pretending, having personal agenda, making props and deep involvement, among others. The theory emphasized on the importance of outdoor pay in the lives of children. (Appendix Democrative Leadership Style The leaders invite and encourage the team members to play an important role in decision-making process, though the ultimate decision-making power rests with the leader. The leader guides the employees on what to perform and how to perform, while the employees communicate to the leader their experience and the suggestions if any. The advantages of this leadership style are that it leads to satisfied, motivated and more skilled employees. It leads to an optimistic work environment and also encourages creativity. This leadership style has the only drawback that it is time-consuming. These findings show that children role play as a part of learning and they develop all their developmental skills through doing this. Despite whether you have a role play area/equipment children will find other ways to role play using equipment and pretending it is something else. There has been theorists studying role play and although they all make good points I feel Tina Bruces 12 features of play is the closest to being true. Conclusion Throughout this piece of research it has become apparent that everyone has different ideas regarding role play and how children should be doing this. Each childminder does things differently and I feel there should be an overall standard that each childminder should have when setting up a childcare setting.