Sigmund Freud s Freudian Theory - 1016 Words

Freudian Development Sigmund freud, a physician at the time, created the theory based on an author’s perception in life toward his or her literary work. The freudian, or psychoanalytic theory is one of many, but is one of the most common when criticizing a literary work. Sigmund Freud’s psychoanalytic theory applies the contributions of the unconscious memories, the Oedipus and Elektra complexes, and the three levels of consciousness toward an author’s work. One of Freud’s key elements toward his way of criticism was the the effect of past experiences on the conscious and unconscious mind. It’s best explained in Thornton’s article when he asserts, â€Å"†¦when a hysterical patient was encouraged to talk freely about the earliest occurrences of†¦show more content†¦The first stage, or the oral stage, involves the security and feeding provided to the infant by it’s mother. This stage determines one’s â€Å"capacity to form emotional bond,† and these unattended needs during this stage result in a â€Å"severely impaired† oral stage during one’s adult life (Mitchell). This is then followed by the anal stage, when defection and urination of the growing infant require attention. This stage is summarized by Mitchell when he writes, â€Å"†¦when the child begins to realize that it is a pleasurable experience to manipulate particular areas of the body, such as the mouth, the anus and the genitals.† As a teenager humans then develop and enter the phallic stage, which involves the discovery of self pleasure. Gaining a deeper understanding of our sexuality, we then reach the Latency stage, where we find sexual attractions toward certain objects. It is then left to the final stage, or the genital stage, where humans develop a general familiarity with his or her genitals, along with the feelings that become associated. This can often be found within authors that lack thes e body stages when he or she is developing, because the events or relationships between characters in that particular author’s literary piece. The role in human development extends even further with the Oedipus and Elektra complexes. Oedipus refers to young males, and how the sexual attraction toward his mother

President Fdr s New Deal - 1832 Words

At the peak of the Great Depression in 1932 the unemployment rate stood at 25 percent and the Dow Jones Average sunk to a mere 34, indicating severe economic distress.1 Millions of individuals were starving on the streets and billions of dollars were lost in the stock market. When Franklin Roosevelt released the New Deal in 1933, a plan to provide relief, reform, and recovery to the distressed country, Americans were in dire need of relief. Recognizing that something had to be done quickly, President FDR implemented a series of programs to immediately mitigate the effects of the Depression. By focusing on programs to aid business and labor, farmers, housing and homeowners, banks and the stock market, and the youth of America, FDR attempted to provide the immediate relief from the Great Depression that America so desperately needed. Although some of the programs in the New Deal were more successful than others, they succeeded as a whole in providing the short-term relief that America needed to survive the Great Depression. The first major relief program for businesses and labor was the Federal Emergency Relief Act. Released in 1933, the FERA created the Federal Emergency Relief Administration, an agency that not only distributed federal aid to states for relief, but also provided state-directed work to boost the morale of the recipients.2 As Harry Hopkins, advisor to FDR on work relief programs stated about FERA, â€Å"Give him a job and pay him an assured wage, and you saveShow MoreRelatedFranklin D. Roosevelt : The First Modern President Of The United States1448 Words   |  6 Pagesmodern president of the United States. In fact, after a closer look, one could say FDR created the modern presidency. With his establishment of rhetoric as an important tool, he learned to speak directly to the American people, who then thought of him as a trustworthy person. FDR also established the United States military base and put into motion many of the first steps towards alliances with other nations. His time in office also saw the addition of foreign policy as the executive office s jobRead MoreThe Great Depression And World War II1507 Words   |  7 PagesWar II, Franklin D. Roosevelt, nicknamed â€Å"FDR,† guided America through its greatest domestic crisis, with the exception of the Civil War, and its greatest foreign crisis. His presidency—which spanned twelve years—was unparalleled, not only in length but in scope. FDR took office with the country mired in a horrible and debilitating economic depression that not only sapped its material wealth and spiritual strength, but cast a pall over its future. Roosevelt s combination of confidence, optimism, andRead MoreSidney Milkis Argues That. Fdr And His New Deal Coalition,1160 Words   |  5 PagesSidney Milkis argues that. FDR and his New Deal coalition, reforms were intended to liberate the chief executive from the constraints of partisan politics. Only weakening an already tenuous relationship, this isolation by FDR from what was once popular and institutional support from their party contributes to the decline of the party system and the process. It fashioned a stronger, more active national state, but one lacking in vital representative institutions capable of common deliberation andRead MoreOutline Of A New Deal872 Words   |  4 PagesI will introduce the New Deal. I will identify it, discuss the important background circumstances for it, and assess the historical significance. The  New Deal  was a series of  social and economic programs enacted in the United States to fix the depression When Franklin D. Roosevelt became president in 1933. The New Deal had two period that was the First New Deal which was from1933 to 1934 and the Second New Deal which was from 1935 to 1938. Moreover, the New Deal had three main cores: Relief, RecoveryRead MoreFranklin Roosevelt And The Making Of Modern America1707 Words   |  7 Pages the book, Franklin D. Roosevelt and the Making of Modern America, the entire life of Franklin Delano Roosevelt (FDR) is told. This book includes all aspects of the former democratic Presidents life, from his parent’s life, his education, his life before presidency, his time in office, and his death. James Roosevelt s father Isaac, became wealthy through trading real estate, dried goods, and West Indian Sugar. James Roosevelt, like his father, grew up respectably wealthy near the banks of the HudsonRead MoreImpact Of The New Deal On The Great Depression1355 Words   |  6 Pages Impact of the New Deal on the Great Depression Preceding the Great Depression, the United States went through a glorious age of prosperity, with a booming market, social changes, and urbanization; America was changing. At the end of the 1920’s and well through the 1930’s, America was faced with its greatest challenge yet; the 1929 stock market crash. It would be the end of the prosperity of the â€Å"Roaring Twenties†. Now the American government and its citizens were faced with a failing economyRead MoreFranklin D. Roosevelt was born on January 30, 1882 in the Hudson Valley town of Hyde Park, New600 Words   |  3 Pages Franklin D. Roosevelt was born on January 30, 1882 in the Hudson Valley town of Hyde Park, New York. The parents of Franklin D. Roosevelt were James Roosevelt and Sara Delano Roosevelt. Both of his parents had a wealthy past. His parents shaped his personality and has a large part of making him who he is. Roosevelt had a much older stepbrother from James Roosevelt’s side of the famil y. Although he was not very close to his half-brother, he gained financial support from his stepbrother when he neededRead MoreImpact Of The New Deal And Programs On The Great Depression1274 Words   |  6 Pagesthe New Deal and programs on the Great Depression Preceding the Great Depression, the United States went through a glorious age of prosperity, with a booming market, social changes,and urbanization..America was changing. At the end of the 1920’s well through the 1930’s, America was faced with it’s greatest challenge yet. The 1929 stock market crash was the end to the prosperity of the â€Å"Roaring Twenties†. Now the people and government were faced with a huge problem,a failing economy. President HerbertRead MoreDomestic and Foreign Policies Essay993 Words   |  4 Pagesmany policies have been made to deal with domestic or foreign issues or conflicts. One example of domestic policies were the reforms FDR created called the New Deal. An example of a foreign policy was that of containment used after WW2. In the 1930s our country and many others around the world went through a financial depression. The Depression was mostly attributed to the stock market crash in 1929. President Hoover who served before FDR tried numerous things to try andRead MoreThe Legacy Of The New Deal1426 Words   |  6 Pageseconomic instability, and a president too cold and stubborn for his people, the citizens of America desperately looked for a sign of hope. The ultimate end to the Great Depression was undoubtedly World War II. However, it was FDR’s New Deal that shed the light of hope on America’s citizens. The programs of the New Deal transformed the role of the government by the implication of numerous laws in order to stop the economy from getting any worse. The New Deal came with three new main themes: relief, recovery

Road not taken summary free essay sample

Literature Caleb Eights Everything you do in life is a journey. Whether you decide to take a journey of good or not is completely up to each person. The most successful people take a road that is full of challenges and those that Just want to get by in life choose the easy road and it will probably lead to nowhere. The easiest thing to do is sometimes take the easy way out of every situation you have In life. It Is so easy to take the road In life that most people take. They always say be different when It comes to life.Dont allow the crowd they may Just be leading you blindly down the road to nowhere. It is a very hard decision sometimes to know what is the right road to take in life. The main thing is no matter what road we take, be happy with the decision, and dont ever say I wish I would have taken the other road. We will write a custom essay sample on Road not taken summary or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is always important to know there will be many roads along the Journey of life. So it is so Important to choose the right one each time, but If you dont choose the right road one time It Is never too late to choose the right one the next time you are faced with a decision on which way is the right way to go.I personally would think choosing the road less traveled is probably the best way to go in most situations. I also realize there may be a reason no one is going on that road, there could be dangers ahead. In conclusion, which road is the right road? That Is the question we each have to ask ourselves when we face that tough decision In life. Do I follow the crowd and believe they know where they are going or do I dare be different and go down a different path? No matter what path is chosen, remember life is a journey filled with obstacles and triumphs, and you will pay the consequences and receive the reward.

Matthew Parnitzke Essays - , Term Papers, Research Papers

Matthew Parnitzke ECC South Schedule Monday: MT-125-0E (45625) College Math I - (Room 3126) ( 09: 00AM - 10:10AM ) EN-111-0I (44915) Comp Interp . of Lit - (Room 4121) ( 11:00AM - 11:50AM ) Tuesday: DF-279-0B (44560) Systems Piping - (Room 2216) ( 08:00AM - 11:20AM ) DF-280-0B (44561) Descriptive Graphics - (Individual Study) Wednesday: MT-125-0E (45625) College Math I - (Room 3126) (09:00AM - 10:10AM) EN-111-0I (44915) Comp Interp . of Lit - (Room 4121) ( 11:00AM - 11:50AM) Thursday: ME-114-0B (45436) Analytical Mechanics - (Room 2204) ( 08:00AM - 10:30AM) DF-222-0B (44555) 3-D Auto Cad - (Individual Study) Friday: MT-125-0E (45625) College Math I - (Room 3126) ( 09:00AM - 10:10AM) EN-111-0I (44915) Comp Interp . of Lit - (Room 4121) ( 11:00AM - 11:50AM) Work: McGard: ( 12:00 pm - 4:00pm ) ( Monday thru Friday ) Other: Notes: Note Taker for Math (copy notes after class)

Biochemical Addiction and Human Behavior Essays

Biochemical Addiction and Human Behavior Essays Biochemical Addiction and Human Behavior Paper Biochemical Addiction and Human Behavior Paper Addiction is of many kinds, there may be a drug addiction or interpersonal relationship addiction. These different addictions may vary in a lot of ways but there are still common mechanisms that bind them together. Addiction also refers to a recurring compulsion of an individual to do something despite their harmful consequences to one’s health, mental state or social life. This term may also be applied to some compulsions as gambling and overeating. Biochemical addiction is â€Å"self-induced changes in neurotransmission that result in social problem behaviors Milkman (1983). Biochemical addiction may not only refer to the cases of substance abuse but to activity characterized by compulsion, loss of control and continuation of the substance despite harm. Self-induced changes because they are the ones who caused these changes in the neurotransmissions that had equal behavioral changes. As psychopharmacology is a study of drug-induced changes in the behavior of a person, as well as the mood, sensation and thinking, this issue may be of help to understand clearly how drugs may alter the behavior of a person. What could possibly the actions of the drugs that may affect its neurotransmission and in turn affect the behavior of the person? Some people who underwent an intolerable experience may undergo treatment that may make them addicted to the drug used. Say for example, people who get depressed get temporary arousal from stimulants. Those who may be under stress may choose opiates as their mode of treatment. A person’s psychological state is affected by the medicines that he is taking. How could possibly drugs alter the behavior of the person? What are the activities involved in the synaptic terminals that affects this kind of behavior? What are the neurotransmitters that are responsible for the said changes of the behavior in human beings? These and more will be discussed as take a closer look at biochemical addiction and changes in human behavior. Neurotransmission has to do with addiction. This process occurs in the Central Nervous System (CNS) composed of the Spinal Cord and the brain. The neurons, composed of a body, axon and dendrites, are the one responsible for the transmission of the signals from the body to the brain and from the brain to the body. Neurotransmitters are then released from the pre-synaptic terminals into the synaptic junction. Then these neurotransmitters may then either be integrated into the post-synaptic membrane where if they are collected in sufficient amounts, the membrane will depolarize and transmit the signal, or neurotransmitters may be degraded by enzymes. In the post- synaptic terminal if there are neurotransmitters that would be bound to certain receptors would activate the enzyme adenylate cyclase that would convert adenosine triphosphate (ATP) to cyclic adenosine monophosphate (cAMP) which in turn affects membrane sensitivity and subsequent neurotransmission. With a disruption in this process caused by any stimulus may change the transmission of the signals and an equivalent behavioral manifestation may be seen. Stimulants may cause an increased neurotransmission. Within the pre-synaptic terminal, there are certain enzymes that may degrade neurotransmitters. If this happens these neurotransmitters never reach the post synaptic nerve terminal and the impulse will not be transmitted. Disruption in the neural networks can result to abnormal and addictive behavior. Say for example if Haldol is given and post-synaptic receptors are occupied by dopamine, it would occupy the same receptors but not allowing dopamine to bind. The blocking then would inhibit overactive neurotransmission associated with Schizophrenia thus controlling the mood swings commonly observed in schizophrenia patients. Cocaine if taken prevents degradation of the neurotransmitter in the junction available to the post-synaptic membrane which causes overly saturated receptors resulting to over-active transmission of the electrical impulse that results in increased state of arousal (Chien, 1969). Other areas where disruption may occur are located in the pre-synaptic terminal. Inside the terminal are monoamine oxidases which degrade dopamine and norepinephrine. If there is too much MOA would cause depression in some people thus giving MOA inhibitors may resolve this depression (Chien, 1969) Disruption in the cAMP system would also cause changes in behaviors. If there is an increase in cAMP there would be a decrease in adenyl cyclase, then would result to a decrease in production of cAMP neurotransmissions are also slowed thus causes changes in mood (Chien, 1969). There are also disruptions that cause decrease in neurotransmission. There are substances or activities that cause this decrease in neurotransmission such as barbiturates or meditation that result to the release of endorphins or enkephalins which would act as the body’s own opiates. They would attach themselves to the pre-synaptic terminals that cause a decrease in the neurotransmitter. This then results to slower neurotransmission and in turn results in the effect desired by satiation-prone individuals. This activity increases adenyl cyclase, which would increase cAMP thus increasing again the neurotransmission. In long exposure to this, the person may exhibit tolerance thus there would be a need to increase the activity or substance to achieve the desired effect. If there is a stoppage of the activity or substance this then may increase the quantity of cAMP and the rate of neurotransmission thus resulting in an agitation mood of an individual withdrawing from opiate ingestion or satiation activities (Chien, 1969). These are the evidences that people would have changes in their behavior as they are into biochemical addiction. Changes in the amount of the neurotransmitters may affect the transmission of the signals causing some unwanted mood or behavioral changes. Some who take in drugs may not want the effects of the said drug but they are not in control of their moods or behavior at this time. They are being controlled by the effect of the said drug to their body. What then is the effect of this issue in biological psychology? This issue may help us understand the mechanisms on how some drugs or activities may cause a change in the behavior of the person. This may also help us understand why people, who are under the influence of drugs act the way they do. Also in this way we can see how drugs can affect one’s emotion, one’s mood and one’s behavior. Drug addiction, as it is one of the most discussed problems of the society nowadays, may be decreased through the help of information dissemination. People if properly informed about drug addiction and its effects may think twice before indulging themselves into the vice. Having enough knowledge of what drugs causes these kinds of effects, they may choose what drugs to take or what drugs to avoid. Thus it is very important that the mechanism of addiction be understood by the people (Jaffe, 1980). Addiction may not only mean addiction to drugs. Thus people must also be aware when an activity may cause them addiction. They must also know when enough is enough of an activity. If a person feels that he needs to do the same thing over and over just to satisfy himself, he should at the earliest possible time learn to discipline himself to avoid addiction, thus preventing negative behavioral changes that it may cause in the later part. References: Chein I. 1969. Psychological functions of drug use. In Scientific Basis of Drug Dependence, ed. Steinberg H. London: Churchill Jaffe, JH. 1980. Drug addiction and drug abuse. In Goodman and Gilmans The Pharmacological Basis of Therapeutics, eds. Gilman AG, Goodman LS, Gilman BA. 6th Edition. New York: MacMillan Milkman H, Sunderwirth S. Oct. 1983. The Chemistry of Craving. Psychology Today, p. 36-44

Omo Kibish (Ethiopia) - Oldest Known Early Modern Human

Omo Kibish (Ethiopia) - Oldest Known Early Modern Human Omo Kibish is the name of an archaeological site in Ethiopia, where was found the earliest examples of our own hominin species, about 195,000 years old. Omo is one of several sites found within the ancient rock formation called Kibish, itself along the Lower Omo River at the base of the Nkalabong Range in southern Ethiopia. Two hundred thousand years ago, the habitat of the lower Omo River basin was similar to what it is today, although moister and less arid away from the river. Vegetation was dense and a regular supply of water created a mix of grassland and woodland vegetation. Omo I Skeleton Omo Kibish I, or simply Omo I, is the partial skeleton found from Kamoya’s Hominid Site (KHS), named after the Kenyan archaeologist who discovered Omo I, Kamoya Kimeu. The human fossils recovered in the 1960s and in the early 21st century include a skull, several pieces from the upper limbs and shoulder bones, several bones of the right hand, the lower end of the right leg, a piece of the left pelvis, fragments of both lower legs and the right foot, and some rib and vertebrae fragments. The body mass for the hominin has been estimated at approximately 70 kilograms (150 pounds), and although it is not certain, most evidence indicates Omo was female. The hominin stood somewhere between 162-182 centimeters (64-72 inches) tallthe leg bones are not sufficiently intact enough to give a closer estimate. The bones suggest Omo was a young adult at the time of her death. Omo is currently classified as anatomically modern human. Artifacts with Omo I Stone and bone artifacts were found in association with Omo I. They included a variety of vertebrate fossils, dominated by birds and bovids. Nearly 300 pieces of flaked stone were found in the vicinity, predominantly fine-grained crypto-crystalline silicate rocks, such as jasper, chalcedony, and chert. The most common artifacts are debris (44%) and flakes and flake fragments (43%). A total of 24 cores was found; half the cores are Levallois cores. Primary stone tool making methods used at KHS produced Levallois flakes, blades, core-trimming elements, and pseudo-Levallois points. There are 20 retouched artifacts, including an ovate handaxe, two basalt hammerstones, sidescrapers, and backed knives. Over the area a total of 27 artifact refits have been found, suggesting a potential slope wash or north-trending sediment slump before the sites burial or some purposeful stone knapping/tool discard behaviors. Excavation History Excavations in the Kibish formation were first conducted by the International Palaeontological Research Expedition to the Omo Valley in the 1960s led by Richard Leakey. They found several ancient anatomically modern human remains, one of them the Omo Kibish skeleton. In the early 21st century, a new international team of researchers returned to Omo and found additional bone fragments, including a femur fragment which conjoined with a piece collected in 1967. This team also conducted Argon isotope dating and modern geological studies that identified the age of the Omo I fossils as 195,000 /- 5,000 years old. The Lower Valley of the Omo was inscribed to the World Heritage List in 1980. Dating Omo The earliest dates on the Omo I skeleton were quite controversialthey were uranium-series age estimates on Etheria freshwater mollusk shells that provided a date of 130,000 years ago, which in the 1960s was deemed too early for Homo sapiens. Serious questions arose in the latter half of the 20th century about the reliability of any dates on mollusks; but in the early 21st century Argon dates on the strata in which Omo lay returned ages between 172,000 and 195,000, with the most likely date nearer 195,000 years ago. A possibility then arose that Omo I had been an intrusive burial into an older layer. Omo I was finally direct-dated by laser ablation elemental Uranium, Thorium, and Uranium-series isotope analysis (Aubert et al. 2012), and that date confirms its age as 195,000/- 5000. In addition, a correlation of the makeup of the KHS volcanic  tuff to the Kulkuletti Tuff in the Ethiopian Rift Valley indicates the skeleton is likely aged 183,000 or older: even that is 20,000 years older than the next oldest AMH representative in the Herto formation also in Ethiopia (154,000-160,000). Sources This definition is part of the About.com Guide to the Middle Paleolithic. Assefa Z, Yirga S, and Reed KE. 2008. The large-mammal fauna from the Kibish Formation. Journal of Human Evolution 55(3):501-512.Aubert M, Pike AWG, Stringer C, Bartsiokas A, Kinsley L, Eggins S, Day M, and Grà ¼n R. 2012. Confirmation of a late middle Pleistocene age for the Omo Kibish 1 cranium by direct uranium-series dating. Journal of Human Evolution 63(5):704-710.Brown FH, McDougall I, and Fleagle JG. 2012. Correlation of the KHS Tuff of the Kibish Formation to volcanic ash layers at other sites, and the age of early Homo sapiens (Omo I and Omo II). Journal of Human Evolution 63(4):577-585.de la Torre I. 2004. Omo Revisited: Evaluating the Technological Skills of Pliocene Hominids. Current Anthropology 45(4):439-466.McDougall I, Brown FH, and Fleagle JG. 2005. Stratigraphic placement and age of modern humans from Kibish, Ethiopia. Nature 433:733-736.McDougall I, Brown FH, and Fleagle JG. 2008. Sapropels and the age of hominins Omo I and II, Kibish, Ethiopia. Journal of Human E volution 55(3):409-420. Pearson OM, Royer DF, Grine FE, and Fleagle JG. 2008. A description of the Omo I postcranial skeleton, including newly discovered fossils. Journal of Human Evolution 55(3):421-437.Rightmire GP. 2008. Homo in the Middle Pleistocene: Hypodigms, variation, and species recognition. Evolutionary Anthropology 17(1):8-21.Shea JJ. 2008. The Middle Stone Age archaeology of the Lower Omo Valley Kibish Formation: excavations, lithic assemblages, and inferred patterns of early Homo sapiens behavior. Journal of Human Evolution 55(3):448-485.Sisk ML, and Shea JJ. 2008. Intrasite spatial variation of the Omo Kibish Middle Stone Age assemblages: Artifact refitting and distribution patterns. Journal of Human Evolution 55(3):486-500.

Dwight D. Eisenhower as President Research Paper

Dwight D. Eisenhower as President - Research Paper Example (â€Å"Biography: Dwight David Eisenhower.†). Eisenhower excelled at sports, particularly football, and was an enthusiastic outdoorsman. The skills he nurtured at Abilene included poker, keen powers of observation and personal assessment, and racial integration. A tireless worker, he produced and sold tamales and vegetables, harvested wheat, and served as a fireman every night of the week (â€Å"All About Eisenhower.†). Eisenhower won an appointment to West Point in 1911. He detested hazing, and exhibited natural leadership qualities, graduating in the upper half of his class in 1915. He married Mamie Geneva Doud in July 1916. They had two sons, Doud Dwight, who died at age three, and John Sheldon Doud. Eisenhower’s military career continued until 1948, when he resigned to become the President of Columbia University. In 1950, he was appointed the Supreme Commander of the North Atlantic Treaty Organization. He was elected the thirty-fourth President of the United States on 4 November, 1954 and went on to serve a second term. Eisenhower retired from the Presidency to live on Gettysburg Farm in Pennsylvania. Eisenhower played the role of Elder Statesman, advising the Republican Party and Presidents Kennedy and Johnson. Following a rapid decline in health, he was admitted to the Walter Reed hospital, where he died of heart failure on 28 March, 1969. Eisenhower was buried in his â€Å"beloved Abilene† (â€Å"Biography: Dwight David Eisenhower.†). Eisenhower’s brilliant military career makes for impressive reading. The newly commissioned second lieutenant was posted at   Ft. Sam Houston, Texas in 1915. The following years saw him make the round of military posts in Texas, Georgia, Maryland, Pennsylvania, and New Jersey. His duties included football coaching, and training recruits for World War I. He served in the War Department's First Transcontinental Motor Convoy. He was deeply disappointed in missing active World War I d uty. (â€Å"Biography: Dwight David Eisenhower.†). In 1920, after volunteering to be a Tanks Corps observer, Eisenhower authored a critical article â€Å"advocating that the Army make better use of tanks to prevent a repetition of the static and destructive trench warfare of World War I† (â€Å"American President: Dwight Eisenhower (1890-1969)†). Eisenhower was reprimanded for this. His transfer to the Panama Canal Zone brought him under the mentorship of General Fox Connor, who helped him to enter the elite Command and General Staff School at Ft. Leavenworth, Kansas. Eisenhower graduated first in his class. As an aide to General Pershing, he toured Europe, gaining valuable insights. He went on to serve as military advisor to General MacArthur in the Philippines, helping to develop an effective Philippine army. On his return to America, Eisenhower’s sterling leadership and planning skills in the Louisiana Maneuvers made him a Brigadier General. At the out break of World War II hostilities, Eisenhower’s Pacific war plans impressed Army Chief of Staff George Marshall, and resulted in Eisenhower’s meteoric rise to a five-star General. He ensured cooperation among the allies as Commanding General, US Army, European Theater; he commanded the Allied troops’ invasion of North Africa in Operation Torch; he directed the invasion of Sicily and Italy; he served as the Supreme Commander of the Allied forces in the invasion of Western Europe in Operation

Discuss the Setting of Edgar Allan Poe's The Cast of Amontillado Essay

Discuss the Setting of Edgar Allan Poe's The Cast of Amontillado - Essay Example An author also uses the settings to elaborate on the surroundings or to distract one’s reader, to make way for introducing credibility or organization in a story or to make the things more confusing or chaotic. â€Å"The Cask of Amontillado† by Edgar Allan Poe is a story that hovers around revenge and vengeance. The narrator in the story creates a spooky and gloomy setting centered on the underground tomb of a European aristocrat, and ideal locale and ambience to relate a mysterious and blood curdling tale from the past. The settings in this story make it more believable, add to its Gothic appeal and keep the reader expectant and apprehensive till the end. When it comes to the setting in a story, Poe’s approach was to select and reveal the details with precision and care so that they amply contributed to the mood he intended to project, while avoiding all excess and dross. This is what Poe masterfully attempts to do while choosing the setting in the work under co nsideration. The essential objective of the setting in â€Å"The Cask of Amontillado† is to accentuate the tale’s mysteriousness, by leaving many questions unanswered. The writer or the narrator never clearly mentions the locale of the story. It is the narrator’s reference to â€Å"palazzo†, which is the Italian for a palace and his knowledge of the Italian wines that amply corroborate to the conjecture that perhaps the story is set at some place in Italy (Poe: Online). Plausibly, a noncommittal and ambiguous approach on the part of the writer regarding the place where the story takes place in a way allows the readers to let their imagination go free. This stratagem allows the readers to use one’s fancy to guess or often fill in the details that the writer purposely left unanswered and untold. The tendency to hide big details while immaculately etching the micro physical and atmospheric elements of the surroundings in which the story takes place, m akes the writer have a hold over the readers deep seated emotions of pity and fear, while nowhere obviously appearing to do so. Again the writer never directly mentions the time in which the story takes place. However, it will be safe to say that it took place somewhere around 18th or 19th century, as Fortunato is depicted as being a Mason (Poe: Online). Also, Montresor is shown as wearing a ‘roquelaire’, which was a common fashion accessory, attributed to the 18th and the 19th century (Poe: Online). The ambiguity regarding the time and place in the narrative initially frustrates the reader, until one relents and surrenders one’s imagination to the will and intentions of the writer. Poe also uses the setting in the story to create a contrast between the revelry of the carnival in the 18th century Italy and the horror associated with Montresor’s vaults and catacombs (Poe: Online). The parties, costumes, feasts, parades, capes and masks signifying the festiv ities and joys of the carnival are in sharp contrast to the darkness, murkiness and somewhat diabolical nature of the crime that Montresor intends to commit. The gaiety and piety associated with the carnival acts as a file which further accentuates the morbidity of Montresor’s intentions and strategy. The brooding sense of fear and threat are in a way get highlighted by the atmosphere in Montresor’s underground vault where both his wine and the skeleton’s of his family members reside (Poe: Online). To the essentially American readers of Poe, these

Business Environment Essay Example for Free

Business Environment Essay Introduction Analyze the relevant factors in the business environment of this company. If you don’t find information in the article on some of the facets of the business environment, feel free to speculate or to use other sources. For each trend, explain if it represents an opportunity or a threat. Business environment comprises of external and internal factors that influence the performance of the company. The case of Ahava reveals that its performance, successes and challenges faced by the company can be traced to the nature of environment, both internal and external, where the company operates. To start with the internal environment, it is apparent that the company’s success is mainly because of the internal forces or factors. The first internal factor is the good organizational or corporate culture as evidenced by high entrepreneurial spirit of the founders. It is because of this spirit that the company was founded. The case shows that Ahava was founded when Ziva Gilad and other partners noticed female tourists bottling mud to take home and opted to start a business of selling the same mud but in processed form to tourists (Lev-Ram, 2009). Organizational or corporate factor is a source of opportunity to the business. Other internal factors include proper management, and innovation and invention. All these factors offer opportunity to the company. Apart from the internal environment, there are many external factors that influence the performance of the company. The first external factor is the political factors. The case reveals that the company is under the threat of political forces such as Israeli-Palestinian conflict. The case reveals that most of the countries in Europe have even started sanctioning the products from the Israel. Another external factor that influences the performance of the Ahava is the ready market. The case reveals that the cosmetic products produced by the company have huge ready market, both locally and internationally. This is evidence by the assertion made by Iva Litovsky that Thousands of tourists come to the Dead Sea for the spas and the treatments (Lev-Ram, 2009). This is an opportunity to the company. Another external factor constituting the external environment that influences the performance of the Ahava Company is the minimal competition. The case reveals that Ahava has competitive advantage over its competitors in many respects such as acquisition of raw materials, advertising and even the sales stalls. Explain the strategy of the firm, in terms of targeting and positioning. The case reveals that the company has good targeting and positioning strategy. Right from the time it was founded, the case reveals that the company has been having good targeting strategy. In fact what compel the founders to venture into the business is the ready market provided by thousands of tourists who come to the Dead Sea for the spas and the treatments (Lev-Ram, 2009).   The case also reveals that the company is uniquely positioned to capitalize on the areas natural resources and translate them into an export product. Explain how the targeting and positioning for this firm’s products are reflected in the marketing mix. Marketing mix is summarized by 4 ps. The 4Ps are represented by product, place, price and promotion. The targeting and positioning are reflected by two Ps of the marketing mix, the place and promotion. Concerning the place, the case reveals that the company was positioned in a place where the market is high. Dead Sea is the most suitable place through which the company could sell its products because thousands of tourists could come for the spas and the treatments (Lev-Ram, 2009). In addition, the company is expanding its place to international level. The case shows that the company has expanded its market to America and Europe. As far as promotion is concerned, the case reveals that the company has put in place many measures to market its products both locally and internationally. This is evidenced by the fact that since 2000s, the Ahava started to pour the necessary resources into marketing, advertising and branding abroad (Lev-Ram, 2009). References Lev-Ram, M. (2009). Turning Dead Sea mud into money; Transcending politics and ecology, an Israeli cosmetics firm goes global.   CNN. Last Updated: December 10, 2009: 9:51 AM ET

Philosophy of Science or Scientific Philosophy? :: Philosophical Essays

Philosophy of Science or Scientific Philosophy? ABSTRACT: Pursuit of Ultimate Reality forms the foundation of philosophical inquiry. The present paper represents a pursuit of this sort. Here I make a humble effort at making philosophy scientific— an effort which is based on the revival of Atomism initially formulated by some ancient philosophers of the East and West: Jainas, Vaisesikas, Democritus, Beucippus and others. Every material particle, however minute, is composite and divisible; naturally, the original 'stuff' of the Universe is required to be 'non-particular.' Modern physicists have reached the terminal point of the method of analysis and succeeded to transform a very little part of a nuclear mass into an enormous kinetic energy by way of fission and fusion. The 'energy' as such, being the 'power' of activity dormant in the nuclear mass of every atom, is obviously 'non-particular' and original. Thus 'mass' is continually being transformed into 'energy' and conversely, resulting in the evolution of everything that makes up the universe; so that the original power is amenable to transformation and alien to annihilation. The present paper is an attempt to explore a possible reply to the query inserted in the very title. Here I shall make a parochial use of the term "Science" to mean the physical or Natural Science, and present only the prà ©cis of the whole thing for the sake of brevity. I The world is a big zero. The Earth and all other planets move round the Sun, satellites move round the planets, the negativity charged * electrons move round the positively charged nucleus to constitute an atom ; even each of the elementary particles in the nucleus (nucleons) has a spin of its own, like the Earth; the orbits may however, be circular, elliptical, angular or the like. Whatever be the type or form of the orbit, the circumference described by any body moving round its centre (nucleus) can never come to an end. Man is therefore apt to consider the universe to be eternally present. II The living cell has a nucleus; two human beings of opposite sexes constitute a unit, i.e., a family in which any one of them normally acts as the nucleus; because the society may be Patriarchal or Matriarchal; each such family, again, serves as the nucleus of a larger family, the largest being the human society as a whole; and 'a society' in 'The Society' found in every habitable part of the globe is governed by a person or a group of persons that 'the society' centres round.

Learning Theory

From Wikipedia, the free encyclopedia Jump to: navigation, search This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (April 2008) This article may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. More details may be available on the talk page. (January 2010)In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby he lping us understand the inherently complex process of learning.Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Contents [hide] †¢1 Behaviorism †¢2 Cognitivism †¢3 Constructivism †¢4 Informal and post-modern theories †¢5 Other learning theories †¢6 Criticism †¢7 Other interests †¢8 See also †¢9 Notes †¢10 External links [edit] Behaviorism Main article: Behaviorism Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull.What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. [original research? ] First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.There are two types of possible conditioning: 1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism.The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior.Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instruction have emerged from this model. [1] [edit] Cognitivism Main article: Cognitivism (psychology) The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt psychologist. He criticized b ehaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories.Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory.The major difference between gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to gestaltists than the environment that behaviorists emphasize . Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's working memory model were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like cognitive load and information processing theory.These theories of learning play a role in influencing instructional design. [citation needed] Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. [edit] Constructivism Main article: Constructivism (learning theory) Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. Constructivist learning, therefore, is a very personal endeavor, whe reby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members†(Driver et al. , 1994) Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building.Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure. [citation needed]The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning , situated cognition, and reflective practice and religious practice. [edit] Informal and post-modern theories Informal theories of education may attempt to break down the learning process in pursuit of practicality[citation needed].One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Critics[citation needed] believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks†¦ Other concerns are the origins of the drive for learning[citation needed]. Some[who? ] argue that learning is primarily self-regulated, and that the ideal learning situation is one dissimilar to the modern classroom[citation needed].Critics argue that students learning in isolation fail[citation needed]. [edit] Other learning theories Other learning theories have also been developed for more specific purposes than ge neral learning theories. For example, andragogy is the art and science to help adults learn. Connectivism is a recent theory of Networked learning which focuses on learning as making connections. Multimedia learning theory focuses on principles for the effective use of multimedia in learning. [edit] Criticism Criticism of learning theories that underlie traditional educational practices claims there is no need for such a theory.The attempt to comprehend the process of learning through theory construction has created more problems than it has solved. It further claims that in order to make up for the feeling of inadequacy in confronting a process that we don't really comprehend, we label something â€Å"learning† and measure it. Then we're comfortable, because at least then we have the feeling that we have a grasp on the problem. We don't really follow the process, but in lieu of a profound understanding of what's going on, we find something and say, â€Å"Let's declare that to be learning, by consensus. This is basically what the entire educational system the world over has done: quantify learning by breaking it up into measurable pieces-—curricula, courses, hours, tests, and grades. The assumption is that psychologically one knows enough about the mind to identify aptitudes: the accepted (knowledge-based) conception of learning identifies four assumptions of the accepted view of learning: that (some) one knows what ought to be learned by people, why it ought to be learned, how it ought to be learned, and by whom each thing ought to be learned.Together these assumptions are the lenses through which people have been socialized in our culture to judge whether learning is occurring or not; and a further assumption is that once one knows aptitudes, one also knows how to track a person so he will in fact reach the goal that is being set out for him. The whole approach is the ultimate in pedagogical and psychological technology. The only trouble is ha t it is humanly absurd. In this society, such a process is exceptionally subtle, because it involves an authoritarian approach within a free culture. By employing a variety of ruses the system produces a process which allows it to inhibit personal freedom without really feeling that this is what is going on. The person doesn't feel that something arbitrary is being done to him—which is in fact what is happening. [2][3] Learning Theory From Wikipedia, the free encyclopedia Jump to: navigation, search This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (April 2008) This article may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. More details may be available on the talk page. (January 2010)In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby he lping us understand the inherently complex process of learning.Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Contents [hide] †¢1 Behaviorism †¢2 Cognitivism †¢3 Constructivism †¢4 Informal and post-modern theories †¢5 Other learning theories †¢6 Criticism †¢7 Other interests †¢8 See also †¢9 Notes †¢10 External links [edit] Behaviorism Main article: Behaviorism Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull.What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. [original research? ] First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.There are two types of possible conditioning: 1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism.The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior.Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instruction have emerged from this model. [1] [edit] Cognitivism Main article: Cognitivism (psychology) The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt psychologist. He criticized b ehaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories.Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory.The major difference between gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to gestaltists than the environment that behaviorists emphasize . Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's working memory model were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like cognitive load and information processing theory.These theories of learning play a role in influencing instructional design. [citation needed] Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. [edit] Constructivism Main article: Constructivism (learning theory) Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. Constructivist learning, therefore, is a very personal endeavor, whe reby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members†(Driver et al. , 1994) Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building.Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure. [citation needed]The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning , situated cognition, and reflective practice and religious practice. [edit] Informal and post-modern theories Informal theories of education may attempt to break down the learning process in pursuit of practicality[citation needed].One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Critics[citation needed] believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks†¦ Other concerns are the origins of the drive for learning[citation needed]. Some[who? ] argue that learning is primarily self-regulated, and that the ideal learning situation is one dissimilar to the modern classroom[citation needed].Critics argue that students learning in isolation fail[citation needed]. [edit] Other learning theories Other learning theories have also been developed for more specific purposes than ge neral learning theories. For example, andragogy is the art and science to help adults learn. Connectivism is a recent theory of Networked learning which focuses on learning as making connections. Multimedia learning theory focuses on principles for the effective use of multimedia in learning. [edit] Criticism Criticism of learning theories that underlie traditional educational practices claims there is no need for such a theory.The attempt to comprehend the process of learning through theory construction has created more problems than it has solved. It further claims that in order to make up for the feeling of inadequacy in confronting a process that we don't really comprehend, we label something â€Å"learning† and measure it. Then we're comfortable, because at least then we have the feeling that we have a grasp on the problem. We don't really follow the process, but in lieu of a profound understanding of what's going on, we find something and say, â€Å"Let's declare that to be learning, by consensus. This is basically what the entire educational system the world over has done: quantify learning by breaking it up into measurable pieces-—curricula, courses, hours, tests, and grades. The assumption is that psychologically one knows enough about the mind to identify aptitudes: the accepted (knowledge-based) conception of learning identifies four assumptions of the accepted view of learning: that (some) one knows what ought to be learned by people, why it ought to be learned, how it ought to be learned, and by whom each thing ought to be learned.Together these assumptions are the lenses through which people have been socialized in our culture to judge whether learning is occurring or not; and a further assumption is that once one knows aptitudes, one also knows how to track a person so he will in fact reach the goal that is being set out for him. The whole approach is the ultimate in pedagogical and psychological technology. The only trouble is ha t it is humanly absurd. In this society, such a process is exceptionally subtle, because it involves an authoritarian approach within a free culture. By employing a variety of ruses the system produces a process which allows it to inhibit personal freedom without really feeling that this is what is going on. The person doesn't feel that something arbitrary is being done to him—which is in fact what is happening. [2][3]

Economic Crisis in Zimbabwe Essay

Zimbabwe is currently facing the worst economic crisis in its history. The inflationary rates are in an all time high while unemployment rate is more than ninety percent. The current economic crisis has been caused by various factors which can be described as economical, social and political. The land reforms which were undertaken by the government in the early years of this decade have contributed greatly towards economic meltdown in this country. The white owned farms were major producers of the export products in this country which heavily relies on agriculture for its survival. Agriculture and mainly export industry collapsed leading to massive loss of jobs and foreign currency. (Bond, P and Masimba, M, 2002 13) The mismanagement of economy and grand corruption has made Zimbabwe to be shunned by the investors. This has denied the country the much needed direct investment funds which are very crucial in the creation of employment and upkeep of the economy. The prevailing political situation has made the matter worse as the environment is not conducive for investors. Government decision to control prices has made the economic crisis to deepen as producers are have abandoned the manufacturing and production in general in fear of making massive losses due to the government control in an economy which was previously highly liberalized. Natural calamities and diseases have acted as catalyst to the prevailing economic condition as the government spends funds to mitigate these problems. (Richardson, C, 2007 34) Addressing Zimbabwe economic problems may not be an easy task but solutions must be found to save this country from total collapse. Political and economic reforms must be put in place to turn the economic round. Political reforms will go a long way in restoring foreign investors’ confidence helping in bringing in foreign currency and the creation of employment for the people of this country. Inflation need to be tamed down to make this country a haven of investment once again. The government must be committed to implement policies which will work towards turning the economy around. Liberalization of the markets is one policy which might see the economy up again. This will bring competition in the markets something that is crucial towards creating employment and satisfying the local and international demand of the Zimbabwe products. The foreign currency market needs to be freed to address the economic imbalance. Unwarranted printing of the money should be discouraged as a measure to check the inflation. The international financial institutions can save the country from its woes through advancing credit which can help in reduction of inflationary rates. The financial assistance should be properly monitored to ensure that it is used as intended, that means that the government must be accountable to the people as it only through transparency and accountability will progress be realized. Revocation of the land reforms instituted earlier will go along way in boosting commercial farming in this country. The land owners should be guaranteed safety and incentives which will make them undertake the crucial role of providing food for the country and for the export markets. It may take long to bring back the economy on track again but all this can be achieved if there is a will. (Clemens, C and Moss, T, 2005 53) Work Cited Bond, P and Masimba, M, Zimbabwe Plunge, London, Merlin Press (2002) Richardson, C, Linking Rainfall and GDP Growth in Zimbabwe, African Affair, Oxford University Press (2007) Clemens, C and Moss, T, Costs and Causes of Zimbabwe Crisis, Center for Global development (2005)

Immigrants Experience from 1847 essays

Immigrants Experience from 1847 essays The Immigrants Experience In America 1. During the peak period of the pre-Civil War immigration, from 1847 through 1857, 3.3 million immigrants entered the United States; 1.3 million were from Ireland and 1.1 million came from the German States. Most immigrants came essentially because of poor economic conditions in Europe and prospects for a better life in the US. In the 19th century poverty was the main spur to movement. The industrial and agricultural revolutions brought such profound changes in Europe that large numbers of people were forced by circumstances beyond their control to leave their hometowns and move to where they could find jobs. Variety of other impelling reasons like religious intolerance, demeaning social gradations, political upheavals led to mass immigration. Industrial revolution: People, who worked and had different levels of authority, now were on the same level. Machines were doing the jobs for everyone. Agricultural revolution: Farmers who did everything with there own hands now had machines working instead of them. Demeaning social gradations: Oldest son inherited everything, the rest of the family members had to support themselves with other means. Political upheavals: Revolution of 1848- Intellectuals wanted Europe to have more democratic government. They tried and failed. a) The Irish were first of the Europeans to leave to the United States. The Irish Poor Law of 1838, the enclosure movement on the land, and finally the great famine at the end of the 1840s together with potato blight brought the increase to emigration. As the conditions improved in Ireland in the middle of the 1850s, emigration subsided, but another potato rot in 1863 and still another famine in the 1880s increased the Irish emigration statistics. Almost 4 million Irish came to America in the 19th century. b) Along with the Irish came Germans. They were the largest ethnic group arriving in three years between 1854...

Viagras Team of Inventors and History

Viagra's Team of Inventors and History According to the British Press, Peter Dunn and Albert Wood  are named as the inventors of the process by which Viagra was created. Their names appeared on an application by Pfizer to patent (WOWO9849166A1) the manufacturing process of  Sildenafil Citrate, better known as Viagra. Peter Dunn and Albert Wood are both employees of Pfizer Pharmaceuticals at the Pfizer run research laboratories in Kent and thus are not allowed to discuss their status or non-status as inventors. In a statement,  Albert Wood said: I cant say anything, youll have to talk to the press office... On the invention of Viagra, a  Pfizer Pharmaceuticals spokesperson said: Life might seem cruel, but they are paid to work for the company and the company owns their inventions. Literally, hundreds of people at Pfizer have been involved in developing the drug. You cant really point to two individuals and say they spawned Viagra. More of a Team Effort   Anyhow, to the best of our knowledge, this is how the story goes. In 1991, inventors Andrew Bell, Dr. David Brown and Dr. Nicholas Terrett discovered that chemical compounds belonging to the pyrazolopyrimidine class were useful in treating heart problems such as angina. Some experts consider Terrett as the father of Viagra as he was named in the 1991 British patent for Sildenafil (trade name Viagra) as a possible heart medicine. It was in 1994, though, that Terrett and his colleague Peter Ellis discovered during the trial studies of Sildenafil as a potential heart medication that it also increased blood flow to the penis, allowing men to reverse erectile dysfunctions. The drug acts by enhancing the smooth muscle relaxant effects of nitric oxide, a chemical that is normally released in response to sexual stimulation. The smooth muscle relaxation allows increased blood flow into the penis, leading to an erection when combined with something arousing. While Terrett is not allowed to discuss whether he considers himself the real inventor of Viagra as he is still a Pfizer employee, he did once state: There were three  patents  put forward for Viagra. Basically, me and my team discovered how useful the drug might be... they (Wood and Dunn) created a way of mass producing it only.   Pfizer claims that hundreds of inventors were involved with the creation of Viagra and that there was not enough room on the patent application to name them all. Thus, only the department heads were listed. Dr. Simon Campbell, who until recently was the Senior Vice President Of Medicinal Discovery at Pfizer and oversaw Viagras development, is considered by the American press to be the inventor of Viagra. However, Campbell would rather be remembered as the father of Amlodipine, a cardiovascular drug.   Steps In Making Viagra Dunn and Wood worked on the crucial nine-step process to synthesize a Sildenafil (Viagra) compound into a pill. It was approved by the FDA on March 27, 1998, as the first pill to treat impotence. Here is a quick summary of the steps: Methylation of 3-propyl pyrazole-5-carboxylic acid ethyl ester with hot dimethyl sulfateHydrolysis with aqueous NaOH to free acidNitration with oleum/fuming nitric acidCarboxamide formation with refluxing thionyl chloride/NH4OHReduction of nitro group to aminoAcylation with 2-methoxybenzoyl chlorideCyclizationSulfonation to the chlorosulfonyl derivativeCondensation with 1-methylpiperazine Empirical formula C22H30N6O4Smolecular weight 474.5solubility 3.5 mg/mL in water Viagra and  Lawsuits One billion dollars in sales were made in Viagras first year of production. But soon many lawsuits against Viagra and Pfizer were filed. This included a suit filed for $110 million dollars on behalf of Joseph Moran, a car dealer from New Jersey. He claimed that he crashed his car into two parked cars after Viagra caused him to see blue lightning coming from his fingertips, at which point he blacked out. Joseph Moran was driving his Ford Thunderbird home after a date at the time.

Business plan Essay Example | Topics and Well Written Essays - 2000 words - 1

Business plan - Essay Example Asian countries are also witnessing growth in the household sector, it is estimated that consumption will continue to grow at a moderate rate through out the year 2006/07. (Source?) Yellow lupins(YL) have been analysed and proven to be a better product for fish feed than soy in studies conducted by Brett Glencross. The large volume of soy and the intermittent supply of YL has led to SSOM cutting out contracts that were originally in place with WestEx in favour of cheaper continually available soy beans. A market for yellow lupins has therefore not been able to be continually established at this point. The export of wheat is definitely the best market for WestEx in the short to middle term. If some of the profits from the supply of wheat were able to be channelled into lupin R+D there may be potential for the product. Yellow lupin supply has also been affected by the current drought. (King & Gilmour, 2007). Research will need to be conducted into areas including those outlined in the R+D section if a Yellow lupin market is to be established. The new 3 monthly contracts starting in November 2007 between Westex and SSOM for an increasing supply of wheat will go some way to cement the relationship between the two companies. The supply of wheat may be able to be considered a â€Å"cash cow† for WestEx to enable them to further R+D and market development into other products to establish further differentiation of products. SoonSoon Oil has requested a supply of APW from WestEx on a sliding scale starting at 500tpm and increasing by 500tpm to 12000tpm. The wheat is used by SoonSoon to mill into flour for on sale to their clients. The flour market in Malaysia is a significant one. WestEx as explained above focuses on wheat. The particular product seems to have an increasing demand within the Malaysian market. In accordance with a series of statistics published in 2007, the consumption of wheat in Malaysia presents an increasing trend

Altenative for Unemployment or Housing Policy Assignment

Altenative for Unemployment or Housing Policy - Assignment Example As time went by, the country was able to provide employment opportunities to an extent to the people but due to recent recession the country got into unemployed circumstances. The past seven decades showed the country with unpleasant unemployment crisis. In the year 2009, around 15.6 million of the people were left unemployed and around one-third of the people were jobless for the past six months. The circumstances were so severe during the same year that approximately 9.3 million people got involved into part time jobs because full-time jobs were not available. In spite of creation of approximately 200,000 jobs in the year 2009 the above situation still remains the same (Estevao & Tsounta, â€Å"IMF Working Paper†). The employment situation of the USA is quite severe and the government needs to develop strong policies in order to remove unemployment that has taken a place in the nation. Moreover, the private sectors are also unable to facilitate jobs in comparison to the numb er of jobs that are required by the nation. In order to get through the situation of unemployment the nation should provide financial relief to the state. Moreover, it should also provide certain amount of relief to those employees who lost their jobs due to recession by giving them the right job opportunity. Brief Overview of Issue Area The recession that took place in the year 2007 had a massive effect in the employment market of the USA. The number of unemployed people was estimated to be around by 8.5 million in 2007. Huge losses in jobs also continued in the year 2008. The problem of unemployment increased nearly by 750000 per month in the year 2009. The problem of unemployment had a negative effect on the economy of the USA. In the year 2011, there were around 46% of people who were unemployed. The people of America had faced this problem for the next 27 weeks from the time they were unemployed. The analysts revealed that there were jobless people especially in the manufacturi ng sector. There were around 2 million people who lost their jobs since the start of recession, till the year 2010. However, the statistics of labor market related to job availability have increased recently from the past two or three months. The recent data for employment as of the month of April 2012 reveals that the nonfarm payroll policy for employees increased approximately by 115000. On the other hand, the number of people who were without a job had a minimum change of around 8.1%. The problem of unemployment has unequal effects on the economy of the USA. The effect creates a mismatch between the skilled labor force and the need of laborers at various organizations. The number of low-skilled laborers especially those who are studying in schools have increased unevenly (Estevao & Tsounta, â€Å"IMF Working Paper†;† BLS Bureau of Labour Statistics U.S. Department of Labour, â€Å"The Employment Situation —April 2012†; Shimer, â€Å"Why Is the U. S. Un employment Rate So Much Lower?†). Policy Discussion The United States Citizenship and Immigration Services (USCIS) is mainly focused on developing the administrative system of Employment Creation Program. The program is mainly known as EB-5. The EB-5 program was mainly developed in order to sponsor the immigration

Ethical Relativism and Rights, Equality and Justice Essay

Ethical Relativism and Rights, Equality and Justice - Essay Example This essay discusses that to Hamas, the conflict is all about responding to an aggressive and oppressive neighbor since it refused to recognize Israel and past Palestinian agreements regarding the border and settlements thus escalating the existing border tensions since 2006. The Palestinians living in Gaza Strip and West Bank have equal rights to express their opinions, practice their religion and access basic human services such as food and gas. Accordingly, the Palestinians must be treated equally with respect and dignity. Israel blockade in Gaza has created a humanitarian crisis since 2007 since all border crossing and naval pathways have been restricted in the territory it controls. Although Israel has claimed the goal of the blockade is to diminish Hamas capability of building rockets and mortars, such move has led to the suffering of thousands of Palestinian civilians since it has restricted access to basic services such as healthcare, food, electricity, gas and construction m aterials.Israel asserts that the airstrikes and ground incursion into Hamas is a retaliation of the teenage boys abducted by Hamas and perceives Hamas as a threat since it has launched numerous rockets into Israel territory. Hamas claims that Israel has no moral right of self-defense since it has occupied Palestinian land and implemented a blockade that has led to the humanitarian crisis. However, the best action by the United States is to call for the end of the current hostilities and conflicts that have claimed lives of innocent civilians.

Personal Experience Of Interprofessional Working

Personal Experience Of Interprofessional Working In order for an individual to receive holistic, high quality health and social care services, effective communication and multi disciplinary working between professionals is imperative (Ashcroft et al, 2005). I will discuss my personal experience of interprofessional working, both in regards to the conference and the on line group work undertaken. I will also explore how the module relates to my own experiences in practice, drawing on literature and policy of both a political, professional and social nature. The team of which I was a member consisted of students studying adult nursing and medicine. I was the only group member studying social work which initially did create a barrier in respect of the perception held by the other group members of what a social work practitioners role is. It was clear, following initial introductions, that some group members held a stereotypical view of social workers and were very dismissive of the work carried out by practitioners. It is essential, when working interprofessionaly that practitioners are mindful of the various methods employed by associated health and social care professionals and vital, therefore, that practitioners become aware of their own possible prejudices, through reflection on their practice. This reflective process assists to ensure potential negative stereotyping does not hinder the outcome of the work carried out by the team and have a detrimental effect on the care provided to the service user ( Fook, 2002). Through discussion it transpired that much of this stereotypical view had been constructed through the influence of the medias portrayal of social workers. During the conference group members cited television documentaries in which social workers failings were highlighted. Lombard ( 2009) argues that this type of media attention is damaging not just to social work but to all allied health and social care staff, attributing it to a possible lack of comprehension of the profession. Earlier this year a national advertising campaign was introduced. This aimed to draw attention to the role social workers play in safeguarding children and adults and to achieve a more positive, public perception of the profession ( McGregor, 2010). The perceived lower professional position of social workers, held by other health professionals, however, is argued by Barbour (1985) as being a source of high anxiety for students studying on social work courses. However, it became apparent as the conference continued and discussions were held, that as a social work student I had gained experience of a wide range of practice settings and of working interprofessionally in order to achieve the best possible care provision for the service user. These practice experiences enabled me to reflect on both positive and negative factors of working with other professionals and to contribute to the group discussion with examples of interprofessional work in which I had participated. An example of which is regarding a case I care managed whilst working within a hospital social work team. In order to facilitate a safe discharge home for an older person with dementia, input was required from various disciplines. Occupational therapy support was ne cessary to ensure the home environment would still be suitable and assessment from the community psychiatric nurse was also completed in respect of service provision to maintain the emotional and mental well- being of the service user. Ongoing communication between involved professionals was therefore essential, for an effective outcome for the service user to be achieved. This illustrates the highly significant role of interprofessional education for students studying to practice in the health and social care field. Reeves et al (2009) argue that interprofessional education has impacted notably on patient care in, for example, the improved knowledge and expertise of staff providing care to individuals with mental health issues. The discussion of practice experience, I feel, added positively to the group and perhaps began to reduce the preconceptions held by other group members of lack of professional competency executed by social workers (Carpenter Hewstone,1996). Through the process of exchanging opinions, discussions and working as a group, the potential to overcome stereotypical views and facilitate change was engaged in (Mullender Ward, 1991). Being a member of a group can determine a sense of familiarity, group members may have experiences in common and this sharing of situations can act as a supportive, cathartic procedure ( Johnson Johnson, 1994). A fundamental element of effective interprofessional partnership, therefore, is trust. If facilitation and engagement in open debate and sharing of ideas between professionals is to occur, this must be apparent ( Cook et al, 2001). The example of interprofessional working in respect of facilitating a safe discharge home from hospital, also raised further discussion regarding the role of input from the service user and their carers. They should be seen as part of the group, not externally from it and involved fully in the decision making process. This was challenged by one of the group members studying medicine, who felt that the responsibility to make decisions about care provision should be held solely by the professionals involved. Payne (2000) argues, however, that a focus on the interactions between the professionals can undermine the participation of the people who use the services. Involvement of service users, family and carers and recognition of their role as being experts by experience, may begin to create equality of power between professionals and the individuals they are supporting ( Domenelli,1996). We explored this further through discussion within the group and I felt concerned by some of the group members attitudes towards the notion of making a decision as professionals, whilst excluding the service user from this process. This is an oppressive way to practice and the empowerment of individuals through maximization of control and choice, should be striven towards in all provision of health and social care services ( Banks, 2006). Respect for the individual choices and interests of the service user should always be paramount throughout provision of health and social care and the assessment process, as detailed in the National Occupational Standards for social work (2009). Ongoing communication has been actively engaged in during my personal practice experience. However, throughout the module there was very little online participation from the team via blackboard. This was disappointing, as through the proactive exchange of ideas from the varying professionals perspectives, a more cohesive and beneficial learning experience may have been achieved. Indeed, the centre for the advancement of interprofessional education (1997) has documented that there are significant benefits in students from varied fields, learning together. In contrast to the team work which took place at the conference, my experience of working alongside allied health and social care professionals in practice has been extremely positive. An example of which is in my previous employment within an adult care community team in which I attended weekly meetings with the district nursing team and local G.Ps. enabling effective sharing of information to take place. This communication enabled all involved professionals to gain knowledge of changes in service users health and care needs and provided a forum for any concerns regarding safeguarding issues, to be shared and explored further. Within the conference team, therefore, further discussion and exploration of the differing views regarding this topic was carried out. The conclusion of which was the establishment of one of the teams sentences as be open minded and willing to accommodate other professionals values, within a team working environment. The ideologies of interprofessional working are not always apparent in practice however, resulting in catastrophic failings in care. Victoria Climbie died after suffering serious abuse whilst under the care of the NHS and social services. Lord Laming (2003) reported a lack of sharing of information between professionals and argued that when practitioners did raise child protection concerns, there was a lack of feedback and little or no further communication between agencies. The death of Baby Peter Connelly also sadly highlights concerns regarding how professionals work together. The serious case review reports that at a significant case conference held regarding Baby Peter, there was poor attendance from professionals, with neither doctors, police or lawyers turning up ( Laming, 2009). This illustrates that even after the reported failings in communication between professionals in the Victoria Climbie case, interprofessional working does not always appear to be fully engaged in. (Word count 1368) Section 2 Discuss how you would take what you have learnt about Interprofessional working into practice. Attendance at the conference provided an opportunity to explore the process of working effectively with other professionals. In practice, the active joint working between health and social care professionals and the voluntary sector has become increasingly important with the introduction of the personalisation agenda, as detailed in the social policy Putting people first: a shared vision and commitment to the transformation of adult social care (2007). The personalisation of social care services enables service users to take increased control of their own support packages and provides a high level of empowerment. I will discuss this further in relation to interprofessional working and its application in practice. Service users are now provided with the option to choose from which provider their care is sourced ie, from the private, pubic or voluntary sector. In 2004 the strategic concurrence between the NHS, Department of health and the voluntary sector of making partnership work for patients, carers and service users (2004) was formed, which indicated a dedication to interprofessional working and a fully person centered approach to practice. However, the change in government this year and recent significant cuts in funding to the welfare state proposed by the coalition government may impact significantly on the initial goals set out in this policy ( Dunning, 2010).Significant changes in how funding is allocated impacts greatly on social care practice. On qualification as a social worker I will endeavor to carry out effective interprofessional practice, however with increasing reductions in front line staff and higher caseloads it raises concerns regarding how achievable this will be. My own experiences of working within an adult care management team have been of positive interprofessional working. I have attributed this to the comprehensive, ongoing sharing of information between social work practitioners and community nursing teams, which took place. The desire to strive towards a common goal and achieve the best possible care for the service users, provided an effectual construct for professionals to practice within. The recognition of individual differences regarding ethnicity, culture and relationships by all involved professionals enabled truly anti-oppressive practice to take place (Dominelli 2002). However, during the conference, team members voiced concerns regarding how engaging in interprofessional working may cause their specific professional identity to become vulnerable. This has been identified by Frost et al (2005), who postulates that the fusion of professional margins can create apprehension and resentment between practitioners. This discussion was an interesting aspect of my personal learning within the group. As a social work practitioner the opportunity to engage in joint working with other professionals is embraced and is essential to effectual, safe practice. The varied perspectives between group members however, has provided a deeper insight into how other professionals may view this method of working and I will be mindful of this in future practice. Interprofessional working was illustrated further during the conference by a presentation from the Bristol Intermediate care team. The team consists of health professionals working alongside social work practitioners, aiming to reduce hospital admissions, providing a holistic approach to practice and enabling service users to remain in the community and to be cared for at home (Drake Williams, 2010). I feel the cohesive working style of this team, provides the best possible outcome for service users through application of an anti oppressive, person centered approach. This interprofessional method of practice provides for less of a risk adverse approach to practice which can be present in community care teams consisting exclusively of social work practitioners (Roe Beech, 2005). This may be due to the presence of multi disciplinary professional opinions being readily provided, enabling a more holistic view of a situation and perhaps also the fundamental ethos of the team which is to promote independence. The ethic of empowering others to achieve independence however, is a core value of social work and I endeavor to implement this within my own future practice. In order to facilitate change in my practice, I will be conscious of the importance of information sharing with other professionals and engaging in the process of reflection on my previous experiences of working interprofessionally (Payne, 2006). An example which occurred whilst working within an adult care management team is regarding an allocated case concerning a couple, living at home in the community, both of which had multivariate care needs. In this circumstance a wife was providing care for her husband who has dementia, however she has limited mobility and depends on him to support her with some physical tasks. Joint working with other health and social care professionals was imperative in order to safeguard the needs of both service users (Meads Ashcroft et al, 2005). Combined assessments were carried out by myself as a social work practitioner, the district nursing team and community psychiatric nurse, enabling all involved professionals to be aware of each others role and involvement. This method of working was also highly beneficial to the service users in respect of limiting the amount of assessment meetings which took place and avoiding repetition of the same information to several professionals, which can become exhausting and create further anxiety ( Walker Beckett, 2003). I did encounter difficulty in interprofessional working when liaising with the GP regarding a requested review of the couples medication. The GP held the opinion that both service users should be placed in residential care due to their age and health problems and was reluctant to engage in any discussion regarding alternative options. Through joint working between other professionals however, funding for a live in carer was secured to support the couple, alongside ongoin g support from the community matron to ensure both health and community care assessed needs continued to be met fully and safely, in accordance with the NHS and Community Care Act (1990). On reflection this was a challenging experience and I felt frustrated by the apparent disregard of the wishes of the service users and the discriminative attitude exhibited in respect of their age, by the GP. The reluctance to engage further with any of the involved professionals following a case conference in which the GPs opinion had been challenged by myself and others working on the case, highlighted to me the hierarchy which is still in place within health and social care professions. Monlyneux (2001) argues that professionals who are assured in their professional role, are able to explore disparities in opinions and practice outside their own professions margin without feeling vulnerable. The importance, therefore, of maintaining focus on the service users wishes rather than difficulties in communication between professionals, ensuring their needs are met fully, is paramount. However, this incident demonstrates the difficulties which can occur when working within a team and the need for respect and equality for all members, in order to ensure effective interprofessional working takes place (Conyne, 1999). The discussions held amongst the team during the conference have highlighted further to me the disparity between perspectives held by health professionals, who apply the medical model of practice and social work practitioners implementing the social model. As argued by Petch (2002), in order to respond fully and positively the uniqueness of the individuals needs should be identified. Through this process, empowerment and equality can begin to be accomplished. Both perspectives, therefore, are valuable when striving towards holistic health and social care provision. These are issues I will be mindful of in my future practice and I will endeavor to continue to practice with integrity and in an anti-oppressive way in order to implement person centered care provision. To conclude, as a result of my practice experience and learning achieved from the conference, I feel strongly that a critical part of my future role as a qualified social worker is to facilitate the sharing of information between professionals. When appropriate, to advocate the service users individual wishes and to ensure all professionals are aware of these shared common goals. I feel this will contribute significantly to achieving the highest level of care for the service user and aims to support the safeguarding of both adults and children. (Word count 1338 ) Section 3. References Ashcroft, J. Meads, G. With, Barr, H. Scott, R. Wild, A. (2005) The case for Interprofessional collaboration: In health and social care. Oxford, Blackwell Publishing. Banks, S. (2006) Ethics and values in social work. Basingstoke, Palgrave Macmillen. Barbour, R.S. (1985) Dealing with the transsituational demands of professional socialisation. Sociological Review 3: 495 531. Carpenter, J. Hewstone, M. (1996) Shared learning for doctors and social workers: evaluation of a programme, British Journal of Social Work 26: 239- 57. Centre for the advancement of interprofessional education (1997) Interprofessional education: A definition. London, CAIPE. Conyne, R, K. (1999) Failures in group work: How we can learn from our mistakes. London, Sage Publications Ltd. Cook, G, Gerrish. K, Clarke, C. (2001) Decision making in teams: issues arising from two evaluations. Journal of Interprofessional Care 15: 141 51. Dominelli, L. ( 1996) Deprofessionalising social work: Equal opportunities, competences and postmodernism. British Journal of Social Work 26 : 153- 75. Dominelli, L. (2002) Anti-oppressive social work theory and practice. Basingstoke, Palgrave Macmillen. 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Available from: http://www.haringey/scb_org/executive_summary-peter-final.pdf (Accessed 17 November 2010). Lombard, D. (2009) Negative coverage often fails to give right of reply. Community care (Magazine) 12 May 2009, p.21. Making partnership work for patients, carers and service users: A strategic agreement between the Department of Health, the NHS and the community and voluntary sector (2004). Available from: http://www.dhgov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4089516.pdf (Accessed 28 October 2010). McGregor, K. (2010) Unison campaigns to boost appreciation of social workers. Available from: http://www.communitycare.co.uk/articles/2010/03/15/114049/unison-campaigns-to-boost-appreciation-of-social-workers.htm (Accessed 04 November 2010). Meads, G. Ashcroft, J. With, Barr, H, Scott, R. Wild, A. ( 2005) The case for interprofessional collaboration in health and social care. Oxford, Blackwell Publishing. Molyneux, J. (2001) Interprofessional teamworking: what makes teams work well? Journal of Interprofessional care 15: 29 35. Mullender, A. Ward, D. (1991) Self directed groupwork: Users take action for empowerment, London, Whiting Birch. NHS Community Care Act ( 1990). Available from: http://www.legislation.gov.uk/ukpga/1990/19/contents (Accessed 16 November 2010). Payne, M. (2000) Teamwork in multiprofessional care, Basingstoke, Palgrave Macmillen. Payne, M. (2006) What is professional social work? Bristol, The Policy Press. Petch, A. (2002) Intermediate care: What do we know about older peoples experiences? Available from: http://www.jrf.org.uk/sites/files/jrf/18593513/x.pdf (Accessed 14 November 2010). Putting people first: A shared vision and commitment to the transformation of adult social care (2007). Available from: http://www.dh.gov.uk/prod_consum_dh/groups/dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_081119.pdf (Accessed 01 November 2010). Reeves, S. Zwarenstein, M. Goldman, J. Barr, H. Hammick, M. Koppel, I. (2009) Interprofesisonal education: effects on professional practice and health care outcomes. The Cochrane Collaboration, Wiley Sons. Roe, B. Beech, R. (2005) Intermediate and continuing care: Policy and practice. Oxford, Blackwell Publishing Ltd. Skills for care ( 2009) National occupational standards for social work. Available from: http://www.skillsforcare.org/developing_skills/national_occupational_standards/National_occupational_standards_(NOS)_Health_and_social_care.asp (Accessed 01 November 2010). Walker, S. Beckett, C. (2003) Social work assessment and intervention, Lyme Regis, Russell House Publishing. Section 4.