Essay Positive Effects of Television Upon Children

Positive Effects of Television Upon Children Without a doubt, television is the central and principal form of communication in many people’s lives. This form is most often exposed to a child who instantly becomes accustomed to its presence. Children are televisions largest audience, as Morris shows, â€Å"Children aged two to five look at the TV tube on an average of 28.4 hours a week; those between the ages of six and eleven average 23.6 hours a week†. Television has played an important role in many children’s lives and its viewing has been a favorite activity for many of them. The effects of television on children have been disputed. Some people have said that viewing time has a negative impact on children. Other people, however, feel†¦show more content†¦Among the earliest children’s shows were Kukla, Fran and Ollie, Howdy Doody, Ding Dong School, Superman, and Hopalong Cassidy. Then in the fifties the shows Super Circus, Watch Mr. Wizard, Rin Tin Tin, Lassie, The Mickey Mouse Club, and Captain Kangaroo were among the standard of educational shows. These shows kept children entertained and were intended to convince audiences. The Mickey Mouse Club, Captain Kangaroo, Lassie, and a few other shows went a step further and taught children values and morals such as sharing, respect, and friendship. Educational Television programs for children expanded in the late 1960s and early 1970s. Mister Rogers’ Neighborhood, Sesame Street, and the Electric Company are the most popular and most successful programs created. The goals of these programs were to inform and educate, and these goals was done through creative programming. In 1967, Mister Rogers’ Neighborhood began playing on the Public Broadcasting System. The main character in this program is Mister Rogers and he is joined by group of friendly characters included of children, adults, and puppets. Within Mister Rogers’ Neighborhood, â€Å"young children found a special neighborhood friend who was low key, friendly, and talked to them about a range of though issues and concerns such as sex, death, divorce, and holocausts† (Palmer 66). Mister Rogers became a positive role forShow MoreRelatedBook Review: Marie Winns The Plug-In Drug705 Words   |  3 Pagesis that television is uniquely detrimental to the intellectual and creative development of children, creating a generation of passive watchers rather than active doers. She links the dependence upon television as a mode of entertainment to everything from declining SAT scores to a decline in the ability of families to connect with one another. Television enables families to avoid talking during difficult times and families sit around the television like a fireside. Encouraging children to watchRead MoreWhat Impact Does Entertainment Technology Have on Child Behavior?1116 Words   |  5 Pagesdetrimental effects on those children exposed to them, with many youngsters forgoing the more traditional pursuits in favour of digital interaction with online acquaintances or artificial intelligence. Entertainment now contains a wide variety of technologies including television (standard or interactiv e), music, computers, games consoles, toys and the internet, to name but a few. The aim of this study is to identify whether these technologies have an impact on the behaviour of children in eitherRead MoreTelevision: Drug or Medicine? Essay1265 Words   |  6 PagesTelevision: Drug or Medicine? When I was young I lived on the west side of Chicago, a place where manners were non-existent and education was something forced upon us. At this point in my life an education was just an obstacle to get over and not a necessity. Though we were constantly preached to by our parents that education was the key to success; but our teachers told us that we would be nothing. Out of twenty houses on my block, I was one of the three houses that had cable. I was also oneRead MoreTelevision Is An Essential Means Of Socialization1258 Words   |  6 PagesThe evolution of television, since it was first discovered in 1927, has undoubtedly changed the principal ways of entertainment, and receiving information. The television, when first discovered, covered only a couple programs like sports and news, with very poor quality. Current day and age, television covers thousands of programs with 3D and hi-definition television pictures with screens as big as 75 inches. Television is an essential means of socialization. If used appropriately, it brings familiesRead More The Negative Impact of Television on Education Essay707 Words   |  3 PagesNegative Impact of Television on Education Television is a pervasive and complex part of childrens lives, there are many factors that affect how much and what they view. In the essay Teaching as an Amusing Activity (1987), Neil Postman argues television conditions us to tolerate visually entertaining material measured out in chunks at a time. He explains the ways in which the media is changing the way our children are learning. Neil Postman starts off by explaining how television is being usedRead MoreTelevision Is A Central Form Of Communication1708 Words   |  7 Pageshunger, fatigue, or scared? The remarkable world of television can take a person anywhere. Television is a central form of communication which connects people with the outside world. The television has been around for decades and is found in practically every household. People watch the news, movies, game shows, or reality shows; there is a show for everyone, and, like it or not, there are plenty of advertisements. The creation of the television has been the beginning with no sign of an end, connectingRead MoreThe Effects Of Media On Young Children1742 Words   |  7 Pages Abstract This paper intends to bring awareness to the harmful effects of the media on young children. Through this paper, I will investigate the claim that television promotes observational learning. I will describe the obscenities the media exposes to children. With that, I will explain how the media causes aggression in consumers, especially those of youth. This paper will also expound on the powerful effect modeling has on behavior. I will provide extensive examples of the impact ofRead MoreMedia Violence Essay1529 Words   |  7 Pagesis a variable that put children at risk of aggressive behavior (Huesmann, Moise-Titus, Podolski, Eron, 1992). According to the American Psychological Association, watching playing violent scenes them on games and television, can desensitize children to the suffering and pain of others and may be a greater risk of acting aggressively toward others and theyre less bothered by violence in general and less likely to see anything wrong with it. Studies disclo se that children watch roughly twenty eightRead MoreThe National Association of Radio and Television1480 Words   |  6 Pages Over the years, The National Association of Radio and Television Broadcasters The National Association of Radio and Television Broadcasters (formerly known as the National Association of Broadcasters) is a trade association of the radio and television industry, organized in 1923. The NARTB provides industry services relating to labor, public and government relations, engineering, research and legal developments. On May 1, 1955, membership included 1,234 AM (amplitude modulation) stations, 327 FMRead MoreHow Technology Can Benefit A Child s Cognitive Development1061 Words   |  5 PagesChildren use a lot of technology. They use technology whether they are using social media, using a learning program, or reading an electronic book. The truth is, that there are more positives than negatives when children use technology. There is fear that if children use too much technology they will not have proper development especially cognitively. This paper will show how technology can benefit a child’s cognitive development. One benefit is young children can learn how to read while using a

Essay on APA Codes of Ethics 3.05 Multiple Relationships

APA Codes of Ethics: 3.05 Multiple Relationships Introduction The relationship between a therapist and their client is a very important. However, too many relationships with a client can be potentially harmful to the client as well as the therapist. American Psychological Association (APA) Codes of Ethics 3.05a deals with how to ethically handle multiple relationships. A dual or a multiple relationship exists whenever a counselor has other connections with a client in addition or in succession to the counselor–client relationship (Moleski Kiselica, 2005). A multiple relationship occurs when any of the following happens: a psychologist enters into a professional role with a client and (1) and at the same time enters into another role†¦show more content†¦Why is this important, how does it improve the profession? APA Ethic Code 3.05a is important to the profession because it helps keeps the psychologist effective and objective by suggesting the psychologist to refrain from having a multiple roles with a client. However, a multiple relationship can cause a psychologist to be put in a dilemma that can be avoided if APA Ethic Code 3.05a is followed. In the case of a psychology professor, Dr. Switch, he had a graduate student that was having several issues with her boyfriend and battling depression. The graduate student asked her professor about what she should do concerning her problems. Dr. Switch knew that it would be could be harmful to his academic reputation if he takes on this multiple role as the graduates student professor and her therapist. However, he decided to take the multiple role after the graduate student continued to persuade him to let her be one of his clients. After a couple of sessions he found out the problems had escalated in her personal life. During class she slept mos t of the time because of problem in her life that caused her not to be able to do her work. It was then finals time and she told her professor that she did not feel able to do it. So Dr. Switch decided to extend her time to get the final done. Extending time to do a final was prohibited at the university unless it was for an extreme emergency.Show MoreRelatedA Case Study Involving A Counselor Who Violates The American Counseling Association Code Of Ethics998 Words   |  4 Pagesof respecting their client. What happens when the counselor oversteps their boundaries and imposes their own beliefs on their client? This paper will introduce a case study involving a counselor who violates the American Counseling Association Code of Ethics, which every counselor should respect. Joe is a 35 year old mental health counselor and has recently received a referral to counsel a 35 year old female named Jill. Jill is currently struggling with depression and anxiety, which is heightenedRead MoreDr. Ronald M. Boggio Essay956 Words   |  4 Pagesreferred to by the Virginia Department of Corrections (as required by Code 37.1-70.4 (C)), for an evaluation report in which he conducted and completed. Dr. Boggio, was also an expert witness testifying for the Commonwealth of Virginia. Under Multiple Relationships which both covered by APA code of ethics sub-category 3.05 and Specialty Guidelines code 4.02; that he should have refrain from entering into multiple relationship if it could reasonably be expected to impair his objectivity, in performingRead MoreClinical Supervision in Counseling Essay1266 Words   |  6 Pagesmade by Joe and his supervisor. It is clear their personal values differ from those who choose to follow ethical codes in counseling. The APA and AC A’s ethical standards and codes have certain relations in comparison to the violations which Joe and his supervisor have perpetrated. 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Al len852 Words   |  4 Pageswitness testifying for the state and the other for the defendant, and if they acted and behaved ethically during the proceedings. Successive information will be addressed to prove the thought process behind my opinion given in this case. The APA code of ethics and specialty guidelines will be used to support my reasoning. Furthermore, they will serve as a baseline of boundaries within the profession to determine the expert witness’ influences to the case as well as their behavior within the professionRead MoreEthics in Psychology Essay848 Words   |  4 PagesEthics in Psychology Our country was founded on certain moral principles. The moral principles which guide our lives are referred to as ethics. These ethics have an impact on how we interact with the world around us and shape our personalities; this happens even if we do not realize their immediate impact. 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Stigma, Discrimination And The Concept Of Social Exclusion Free Essays

string(172) " such as those living with HIV/AIDS violates basic rights such as the rights to health, privacy, dignity, and freedom from inhuman and degrading treatment \(UNAIDS 2000\)\." Abstract This paper provides an understanding of what stigma is and the implications that it may have for policy and practice. The analysis relates particularly to employment. This includes exploring the link between stigma and social exclusion. We will write a custom essay sample on Stigma, Discrimination And The Concept Of Social Exclusion or any similar topic only for you Order Now Additionally, the paper examines the relationship between stigma, discrimination and human rights violation. It describes how the three are intimately connected, reinforcing and legitimizing each other. An understanding of stigma and its implications will help guide individual and collective responses to overcoming wider issues of marginalization or social exclusion, discrimination, racism and other social injustices. The papers also provide some of the interventions to addressing issues of stigma in employment. Introduction Stigma and discrimination has long been a major public concern. People can be stigmatized based on their race, beliefs, obesity, and health status such as mental illness and AIDS (Maclean et.al 2009). Stigma has a dramatic, though under recognized effect on the life opportunities of stigmatized individuals including employment opportunities, access to education, health and housing (Maclean et al. 2009). People with HIV/AIDS and those with mental health problems have been reported to experience more stigma than those with other health problems (Gale etal., 2004). As a result, we will primarily concentrate on these stigmatized individuals. In exploring this topic, the paper provides an understanding of what stigma is and the implications that it may have for policy and practice. The analysis relate particularly to employment. This includes exploring the link between stigma and social exclusion. Additionally, the paper examines the relationship between stigma, discrimination and human rights violation and describes how the three are intimately connected, reinforcing and legitimizing each other. Understanding what stigma and discrimination are is important in order to address the prevalence stigma has in society. An understanding of stigma and its implications will help guide individual and collective responses to overcoming wider issues of marginalization or social exclusion, discrimination, racism and other social injustices (Brohan Thornicroft 2010). What is stigma? Stigma has been defined differently by various authors. For example, Stafford Scott (1986) define stigma as a characteristic of a person that is contrary to the norm of the society. Graham Thornicroft, a research leader at the Kings College Institute of Psychiatry in London, conceptualized stigma as comprising of three main problems: problems of knowledge (ignorance), problems of attitudes (prejudice) and problems of behaviour (discrimination) (Thornicroft et al., 2011, p.260) Erving Goffman, a renowned sociologist, defined stigma as a phenomenon whereby an individual with a deeply discrediting attribute is excluded or rejected by the society as a result of the attribute (Goffman 1963). Expanding on Goffman’s work, Link Phelan (2001) model stigma as comprising of four key components: a) Labeling – whereby an individual’s personal characteristics become noticed as conveying an important difference (Link Phelan 2001); b) Stereotyping – wherein the differences are linked to undesirable characteristics (Link Phelan 2001); c) Separating – which involves drawing a distinction between the mainstream/normal group and the labeled individuals. d) Discrimination and loss of status – where the label group is devalued, rejected and even excluded from the mainstream group (Link Phelan 2001). Clearly, stigma has been given a varied set of definitions depending on the author. What is clear, however, is that for an individual to become stigmatized; he/she must possess certain characteristics or attributes regarded unacceptable in a particular social context. Discrimination with stigma It is hard to define stigma since it is found in beliefs and people’s attitudes. Discrimination, on the other hand, is easier to identify as it relates to an actual behaviour. In line with Goffman’s analysis and that of Link and Phelan (2001); we conceptualize discrimination as an end result of stigmatization and not as separate from stigma. As defined by the UNAIDS (2000), discrimination refers to any form of arbitrary distinction, restriction or exclusion of a person by virtue of certain attributes or characteristics perceived to be socially unacceptable. That is, a display of hostile behaviour towards an individual on account of the perceived difference between the individual and the rest of the society. It follows that discrimination is an action taken based on a pre-existing stigma. It can manifest in three major forms: direct discrimination, structural discrimination and insidious forms of discrimination (Phelan Link 2006). Direct discrimination occurs when, for example, an employer overtly rejects a job application from someone perceived to possess a trait that is stigmatized (Phelan Link 2006). Structural discrimination, on the other hand, is more subtle. For instance, white employers may engage in structural discrimination by relying on job recommendations that are biased in terms of race. While there is no direct denial of job based on colour, discrimination has clearly taken place. Similarly, placing treatment facilities for stigmatized diseases such as schizophrenia in isolated settings constitute structural discrimination (Link Phelan 2006). Insidious discrimination occurs upon realization by the stigmatized individual of the negative labels applied to them which render them as incompetent, less trustworthy and dangerous (Phelan et.al, 2000). The ultimate result of such is strained and uncomfortable social interaction, unemployment, low self-esteem, depressive symptoms, compromised quality of life and more constricted social networks (Phelan et.al, 2000). Human rights violation Stigma, discrimination and violation of human rights are intimately connected, reinforcing and legitimizing each other (Wood Aggleton 2010). Their manifestations are varied occurring at work places, in communities, families, in education and also in health services. The two concepts â€Å"stigma† and â€Å"discrimination† are inter-related in the sense that stigma leads people to engage in discriminatory actions (Wood Aggleton 2010). Discrimination, on the other hand, is an enactment of stigma. It thus encourages and reinforces stigma (Wood Aggleton 2010). Discrimination is also a human right violation. As enshrined in The Universal Declaration of Human Rights, all are equal before the law and are entitled to equal protection without any discrimination (UNAIDS 2000). Based on this principle, discrimination on the basis of certain characteristics such as HIV/AIDS status is thus prohibited and is considered a violation of human rights. Stigma and discrimination are thus a violation of fundamental human rights. Discrimination directed at stigmatized individuals such as those living with HIV/AIDS violates basic rights such as the rights to health, privacy, dignity, and freedom from inhuman and degrading treatment (UNAIDS 2000). You read "Stigma, Discrimination And The Concept Of Social Exclusion" in category "Essay examples" Link between stigma and social exclusion As noted above, the ultimate effect of stigmatization is discrimination and social exclusion. People who are stigmatized, such as those living with HIV/AIDs, obesity and those with mental illness are often discriminated against and ultimately excluded or alienated from the society. Their exclusion is also a violation of fundamental human rights. For example, the Rastafarians were in the past discriminated against, in the UK. As Chevannes (1998) argues, the Rastafarians were stigmatized in the UK and subsequently excluded from the mainstream society due to urban myths. Ultimately, this exclusion led to their discrimination in employment opportunities and in the workplace, which in turn resulted in their alienation due to suspicion and fear among the mainstream society. Having defined stigma and discrimination, and having explored on the link between stigma and social exclusion, it is worth exploring its impact and the implication that it may have for policy and practice. Impact of stigma Stigma associated with mental illness is a major issue facing many employers and employees alike in employment. According to estimates by the World Health Organization (WHO), one in four people are likely have mental illness at some point in their lifetime (WHO 2001). Stigmatization of such individuals can lead to social exclusion, low self-esteem and reduction in life chances especially in areas of employment. A number of authors including Brockington et al., (1993) and Crisp et al., (2000) have shown that people with mental health problems are stigmatized largely due to perception of dangerousness, benevolence, fear and authoritarianism. Read Baker (1996) and Berzins et al., (2003) find evidence that individuals with stigma related to mental health problems have experienced harassment both in the workplace and community. Moreover, there is strong evidence that stigma results in delayed help-seeking behaviour in these individuals. It prevents such persons with mental health problems from acknowledging symptoms and obtaining the much needed help due to feelings of shame, guilt, inferiority and the wish for concealment (Grove 2012). As noted by Goffman (1963), stigmatized individuals may accept the negative labels placed on them resulting in self-stigma which manifests in many ways including shame, self-hatred and self-isolation. Similarly, HIV/AIDs related stigma is reported to have severe implications on the stigmatized person. The onset of HIV and AIDS during the early 1980s triggered responses of stigma, fear, denial and discrimination which have, up-to date, been targeted at individuals perceived to be infected (UNESCO 2002). Such individuals become rejected not only by the community but also by their beloved ones. These individuals are also reported as having been denied access to health and education services on several instances. Research also shows that such individuals receive unfair treatment in the workplace. The root causes of stigma related to HIV/AIDS are fear and moral judgement (UNESCO 2002). HIV/AIDS pandemic is associated with fear of causal transmission of virus, fear of living with the virus, fear of loss of productivity, and imminent death (UNESCO 2002). Moral judgment is also considered as the root cause of the stigma. People infected with the disease are often seen as self-blaming, since the transmission of the pandemic is linked to stigmatized behaviour. HIV/AIDS-related stigma remains a barrier to effectively managing this epidemic. The fear of shame and discrimination prevents such infected individuals from seeking the much needed help and support, thereby making prevention and management extremely difficult. The feelings of shame, guilt and the fear of discrimination impedes an individual’s willingness and ability to adopt preventive behaviours. This results in delayed help-seeking behaviours. Stigma still appears to be a major issue facing many employers and employees. There is increasing evidence of people being turned down for a job simply because they are infected with stigmatized illnesses. Others have also reported as having stopped looking for employment because they expect to be discriminated against. For example, a study led by Graham Thornicroft found over a third (34%) of the participants as having been shunned by people due to their mental illnesses (Thornicroft et.al, 2007). The study also found nearly a quarter (25%) of the participants as having stopped applying for work because they anticipated discrimination, and another 37% who were afraid of initiating close personal relationship due to fears of being discriminated against (Thornicroft et al., 2007). However, it was found that for those who anticipated discrimination, their experiences did not necessarily confirm this. Nearly half (47%) of those who had stopped looking for work and 45% of those that were afraid of initiating personal relationships because they anticipated discrimination did not in the actual sense experience this (Thornicroft et al., 2007). The study also found that 71% of the participants wished to conceal their illness, raising concerns about delayed help seeking behaviours due to fears of discrimination once their condition is disclosed (Thornicroft et al., 2007). Similarly, a recent survey on 500 leading employers in the UK conducted by SHAW Trust, showed that one in three employers thought that persons with mental illness were less reliable than the rest of the workforce (Thomas 2012). The survey also found that negative attitudes held by employees towards the mentally ill were a major barrier to employing individuals with mental illness. This indicates that stigma is still a major concern in the employment. Implications on policy and practice: There is a current policy spotlight on providing stigmatized individuals with greater employment support. This is largely due to emerging evidence of discrimination of stigmatized individuals in employment. It should be noted that some societies may increase the level of stigmatization through their laws, rules and policies. Legislations such as limitations on international travel and migration and those that include compulsory screening and testing tend to increase stigmatization and create a false sense of security concerns among individuals who may not necessarily be dangerous (EU report 2010). There is, however, a range of standards and policy initiatives which have been formulated to help address problems of stigmatization. The National Service Framework for Mental Health, for example, has incorporated standard services which must be adhered to including guidance on social inclusion, tackling stigma, and ensuring health promotion among those with mental illness (DFID 2007). There is also the Disability Discrimination Act (DDA) 1995 which prohibits discrimination of disabled individuals in terms of employment, union membership and access to housing, health and education services (DFID 2007). The definition of disability is extended by the DDA 2005 to include people diagnosed with HIV. This implies that people with traits or attributes considered stigmatized are protected against discrimination in recruitment, training, promotion and from unfair dismissal. Such individuals are also protected against harassment and discrimination by colleagues in the workplace. However, despite these policy initiatives, it is apparent that stigma and discrimination is still an issue. For example, in the UK and the US, elaw and licensing practices are making it increasingly difficult for stigmatized individuals to be employed (Gonzalez 2012). Under the American with Disabilities Act, disabled persons can be denied a license especially where such a person poses a threat to others that cannot be reasonably eliminated (Gonzalez 2012). Also, a study by the HIV Law project on professional licensing practices in the US reported over 20 states with requirements that prohibit granting or renewal of license for persons with communicable or infectious diseases including HIV (Gonzalez 2012). Adding to this discriminatory licensing criterion, the study found that science based data was largely ignored, thereby promoting stigma and denying stigmatized individuals employment opportunities. A similar trend was evident in the UK especially when reforms were made to the job and benefit system with the aim of encouraging stigmatized individuals to re-enter the workforce (Gonzalez 2012). According to Laura Dunkeyson, a policy officer at the National AIDS trust, job applicants were often asked about their health status prior to the extension of an offer, which resulted in the exclusion of a number of persons from the workforce (Gonzalez 2012). Moreover, it was reported that, on application of a job by non-disabled and disabled individuals, the non-disabled persons were twice as likely to be invited for the interview as the disabled. Clearly, stigma still exists. However, popular views about mental illness and HIV/AIDS appear to be improving in term of less social rejection. According to a newly released research by Aviva (2012), over 28% of employees in the UK believe that the stigma associated with mental health problems has dropped. This is attributed to the increased awareness and public understanding of mental health issues. This shows that interventions that aim at improve public knowledge can effectively reduce the level of stigmatization. With improvement in public knowledge, people are more likely to recognize features of illnesses and become more supportive for those with such illnesses. Interventions to reduce stigma Efforts to reduce stigma have often been inhibited by the lack of public awareness and knowledge on issues contributing to the stigmatization of persons. Efforts to address stigma have also been inhibited by the lack of incentives/benefits for taking action (DFID 2007). Adding to this, stigma has been perceived as culturally specific and complicated to address (DFID 2007). The following are some important steps that might be taken to address the issue of stigmatization in employment: Stigmatized individuals could be provided with employment initiatives such as individual placement and support interventions (IPS) which is more effective than the traditional rehabilitation schemes (Pinfold 2003). Promote awareness of anti-discrimination legislation in the public (Grove 2012). Promote social inclusion through strengthening efforts to overcoming administrative, legal and societal barriers that prevent stigmatized individuals from enjoying equal and full participation (EU report 2010). Education also plays a major role in addressing stigma and discrimination in the society. It plays a key role of lessening the stigma and can affect change where the law has failed such as changing societal attitudes (Knifton 2010). Supporting meaningful participation of stigmatized individuals in national planning and policy making as well as in other processes (DFID 2012). The government also has a key role to play alongside law reform and national human rights commissions. They may condemn stigma and discrimination both in employment and in the community Ensure promotion and protection of human rights in institutional settings Challenge/address discrimination at workplaces Ensure policy dialogue and policy reform where necessary Increase interaction with stigmatized individuals to help build their confidence and increase their self-esteem Ensure strengthening and building capacity of individuals with stigmatized illnesses through skill building, training and counseling, network building, and income generation (DFID 2012). Ensure interactive and participatory education. This is highly effective as it fosters greater understanding of stigma and allows people to reflect on their attitudes and actions, thereby catalyzing individual change around stigma (DFID 2012). Advocate for policies that promote and facilitate effective rights based approach to addressing stigma related issues. There is also the need to stop mandatory testing except for limited purposes such as blood donations, court orders and epidemiological research. In addition, there is need for the government to emphasize on the rights of privacy of test results, given the recent changes in law in UK which allows insurance companies the right to know test results. Conclusion Stigmatization remains a major issue facing both the employers and employees. People can be stigmatized based on their race, beliefs, obesity, AIDs and even based on their mental health. Stigma has a dramatic, though under recognized effect on the life opportunities of stigmatized individuals including employment opportunities, access to education, health and housing. Efforts to reducing stigma have often been inhibited by the lack of public awareness and knowledge, lack of incentives/benefits for taking action, and the widely held view that stigma is complex to address. However, a few of initiatives appear to be reducing the level of stigmatization. According to a newly released research, popular views about mental illness and HIV/AIDS appear to be improving in term of less social rejection. This has been attributed to the increased awareness and public understanding of mental health issues While there is a voluminous literature exploring the public’s perception of stigma, there is need for further research to explore these people’s experiences, the impact on their lives, and ways to addressing these issues. This could help shape interventions and policies for improved legislation. Reference Berzins K.M., Petch A. Atkinson J.M., 2003. â€Å"Prevalence and experience of harassment of people with mental health problems living in the community†. British Journal of Psychiatry 183 (12) 526–533. Briggs, E., 2007. Reducing HIV stigma within the workplace. Brockington I., Hall P., Levings J. Murphy C., 1993. â€Å"The community’s tolerance of the mentally ill†. British Journal of Psychiatry 162 (1) 93–99. Brohan, E. and G. Thornicroft, 2010. â€Å"Stigma and discrimination of mental health problems: workplace implications†. Occupational medicine, vol.60 (6, pp. 414-415 Chevannes B., 1998. Rastafari and other African-Caribbean Worldviews. Rutgers University Press; New Jersey. Crisp A., Gelder M., Rix S., Meltzer H. Rowlands O., 2000. â€Å"Stigmatisation of people with mental illnesses†. British Journal of Psychiatry 177 (7) 4–7. Department for International Development (DFID), 2007. Taking action against HIV stigma and discrimination. DFID EU report, 2010. Promoting social inclusion and combating stigma for better mental health and well-being. European Communities Gale E., Seymour L., Crepaz-Keay D., Gibbons M., Farmer P. Pinfold V., 2004. Scoping Review on Mental Health Anti-stigma and Discrimination – Current activities and what works. Leeds: National Institute for Mental Health in England. Goffman, E., 1963. Stigma: Notes on the management of spoiled identity. New York: Simon Schuster Inc. Gonzalez, C., 2012. HIV employment discrimination still an issue in US, UK. AIDSMEDS [viewed on 27th December 2012] available from http://www.aidsmeds.com/articles/hiv_employment_discrimination_1667_22733.shtml Grove, B., 2012. Overcoming stigma and discrimination in the workplace – what does the evidence tell usCentre for Mental Health Knifton, L., 2010. â€Å"Workplace interventions can reduce stigma. In: Mental health, training, education and practice†. Journal of public mental health, vol.7 (4). Brighton Ltd. Link B.G. Phelan J.C., 2001. â€Å"Conceptualising Stigma†. American Sociological Review 27 363–385. MacLean, L., Edwards, N., Gerrard, M., Sims-Jones, N., Clinton, K. and L. Ashley, 2009. Obesity, stigma and public health planning. Health Promotion International Parle, S., 2012. â€Å"How does discrimination affect people with mental illness?† Nursing Times; 108: 28, 12-14 Phelan, J. and Link, B., 2006. Stigma and its public health implications. Mailman School of Public Health, New York. Phelan J.C., Link B.G., Stueve A., Pescosolido B., 2000. â€Å"Public conceptions of mental illness in 1950 and 1996: What is mental illness and is it to be feared.† Journal of Health and Social Behavior 41:188-207. Pinfold, V., 2003. Reducing stigma and discrimination: what worksShowcasing examples of best practices of anti-discrimination projects in mental health. Read, J. Baker, S., 1996. Not just Sticks and Stones: A survey of stigma, taboos and discrimination experienced by people with mental health problems. London: Mind. Stafford, M.C., Scott, R.R., 1986. â€Å"Stigma deviance and social control: Some conceptual issues.† in The Dilemma of Difference, edited by S. C. Ainlay, G. Becker, and L. M. Coleman. New York: Plenum Thomas, O., 2012. Depression stigma stops people getting and keeping a job. [viewed on 27th December 2012] available from http://www.wsandb.co.uk/wsb/news/2218175/depression-stigma-stops-people-getting-and-keeping-a-job Thornicroft, G., Szmukler, G., and K. T. Mueser (Eds.), 2011. Oxford textbook of community mental health. Oxford University Press, USA. Thornicroft, G., Rose, D., and A. Kassam, 2007. â€Å"Stigma: ignorance, prejudice or discrimination†. The British Journal of Psychiatry, 190: 192-193 Thornicroft, G., 2006. Shunned: Discrimination against People with Mental Illness. Oxford: Oxford University Press. UNAIDS, 2000, HIV-related stigma, discrimination and human rights violations. UNAIDS UNESCO, 2002. HIV/AIDS stigma and discrimination: an anthropological approach. UNESCO/UNAIDS research project. Weiss, M.G., and Ramakrishna, J., 2004. Health-related stigma: rethinking concepts and interventions. Amsterdam Whitley, R., 2005. Stigma and the social dynamics of exclusion. Research and practice in social sciences, vol.1 (1), pp.90-95 Wood, k. and P. Aggleton, 2010. Stigma, discrimination and human rights. Thomas Coram Research Unit Institute of Education, University of London. World Health Organization, 2001. The World Health Report 2001 – Mental health: New understanding, new hope. Geneva: WHO. How to cite Stigma, Discrimination And The Concept Of Social Exclusion, Essay examples

Obligations In An Evolving Legal Landscape -Myassignmenthelp.Com

Question: Discuss About The Obligations In An Evolving Legal Landscape? Answer: Introduction This study deals with researching on topic and preparing a report on new auditing standards ASA 701 (Allen and Ramanna 2013). This auditing standard is prepared for getting better understanding of concepts on Communicating Key audit matters in the Independent Auditor Report. The new auditing standard was developed in the wake of global financial crisis. This was developed so that shareholders should have better and full understanding of the companies where they plan to invest in. Even, investors had requested for earlier warnings of potential issues that takes place with respect to an entity skill to maintain as going concern that results in the revision of ASA 570 (Zadek, Evans and Pruzan 2013). The current segment research on auditing issues that led to the expansion of new Auditing standard ASA 701 Communicating key audit matters in the Independent Auditor Report. The study briefly explain about the key audit matters that need to be revealed in the audit report to the members of A BC Learning Centres if the new auditing standards ASA 701 has practical in the period that led to collapse of ABC Learning Centres as well as evaluating the usefulness of ASA 701. ABC Learning Centres is one of the Australian companies that were once a principal provider of early childhood education services. This company was listed in Australian Stock Exchange and based in and across Australia (Eilifsen et al. 2013). The company went into voluntarily liquidation in the year 2008 and purchased by Goodstart Limited by the year 2009. ASA 701 Communicating Key Audit Matters in the Independent Auditors Report The Auditing Standard ASA 701 explains matters relating to Communicating key audit matters in the Independent Auditor Report. In this section, it explain with the compulsion as well as accountability of the auditors to correspond effectively regarding audit matters that are of main significance in the report of auditors (Fontaine, Letaifa and Herda 2013). The Auditing Standards mainly addresses verdict of the auditors in regard to the nature of dealings that should be communicated in the audit report and compiled in the final report as well. The main purpose of communication procedure is to improve in the valuation of report that is prepared by the auditors in order to provide clarity about the performance of audit activities (William, Glover and Prawitt 2016). It is important to communicate the matter to the shareholders as they had invested money in the company and they should be communicated additional information so that they have proper understanding of the important matters in relation to financial report of any company. It is important to communicate important matters to the users so that they can properly engage with the managerial actions as well as charged by Governance in order to build relation with entity and management as a whole (Zadek, Evans and Pruzan 2013). It is the accountability of the auditor to issue an opinion on the financial statement of trade enterprise and carry out audit performance where the auditor has the responsibly with the engagement terms of the audit (William, Glover and Prawitt 2016). It is the liability of the auditor to meet the terms of the audit engagements while signing the engagement letter where they agree that they will carry on the mission and compliance with the audit standard. The main mission objectives should be taken into contemplation in order to decide variety of financial reports for assessing the structure of any business enterprise (Koh, Rajgopal, and Srinivasan 2013). Collapse of ABC Learning ABC Learning Centres is one of the companies that were founded in the year 1988 by Eddy Groves and Le Neve Groves (William, Glover and Prawitt 2016). This company was the first private owned childcare centres. In addition, the Australian Government paid subsidy direct to the concerned families. ABC Learning Centres expanded by acquiring properties as well as purchasing out childcare centres (Zadek, Evans and Pruzan 2013). Furthermore, ABC Learning Centres was listed in Australian Stock Exchange. The company had 43 centres in and across Australia by the year 2001. The company stared to expand their operations outside Australia by the year 2005. ABC Learning Centres opened centres in US, New Zealand and UK. The company owned 2238 centres by the year 2007. The main reason behind the collapse was ABC Learning Centres could not repay its debt on time. ABC Learning Centres entire UK subsidiary as well as 60% of US subsidiary. The stock price of ABC Learning Centres fell down from $8.62 to $0.54. Finally, ABC Learning Centres got delisted from Australian Stock Exchange and went into receivership (Kumar and Mohan 2016). Successful Government has failed to think of long-term about the stipulation of childcare centre in Australia. The failure of ABC Learning Centres was considered as a policy failure. This failure was not only a business failure but also a government policy collapse of the highest order. Here, the real blame was put on the successive governments child care policies (William, Glover and Prawitt 2016). It is noted that Australian had moved from a society conquered childcare model to a private-dominated model without coming into real debate on matters relating to industry type structure where the Government plays major role. ABC Learning Centres had initially tried the Macquarie Bank for leveraging a reliable income stream for getting fund acquisitions as well as hoping an ever-increasing share price that would fund boundless growth at the same time. ABC Learning Centres does not own much to the land on which the centre was sited. The competitors of ABC Learning Centres were leaving a lo w-profit or unprofitable centres (Louwers et al. 2013). Five year ban slapped on ABC learning auditor rom the news article taken from The Australian, it was mentioned that the corporate regulator had taken its first scalp over the collapse of biggest childcare chain in Australia named as ABC Learning Centres by slapping its auditor with a 5-year work ban. Eddy Groves, Founder of ABC Learning Centres had taken action against the long-time auditor of ABC Learning Centres after Australian Securities and Investments Commission withdrew a criminal charge against the company (Zadek, Evans and Pruzan 2013). ABC Learning Centres collapsed into receivership in the year 2008 that owed creditors a sum of $1.6 million as well as forced a fire sake of 1200 childcare centers that cured 1,20,000 children. The auditor of ABC Learning Centres failed to carry out or perform their duties adequately as well as properly. Mr. Green was working as a long-time auditor at ABC Learning Centres and he was banned from practicing as a registered auditor for time span of 5 years. The auditor showed $143 million p rofit in the last financial statement (William, Glover and Prawitt 2016). The auditor should have noticed that ABC Learning Centres had overstated its revenue by incorrectly including centre development fees as income. In addition, there was inadequate appropriate audit proof on the audit file that reveals that the auditor of ABC Learning Centres had applied an adequate level of professional judgment as well as professional skepticism and attained a sensible assurance that the 1997 financial report was free from material misstatement figures as well as meet the terms with all the relevant ASA (Australian Auditing Standards requirements (Messier 2016). here was inadequate evidence that the auditor of ABC Learning Centres had properly documented all the applicable investigations and completed all relevant assessment and analyzes and communicated with the management on matters relating to significant issues as well as took all relevant and necessary enquiries, testing and checking in relation to the risk of fraud. The auditor had not neither identified nor disclosed related parties as well as related-party disclosures (Schmidt 2012). Issues BC Learning Centres had boarded on some of the serious questionable measures at the development phase where the most important factor is the use of asset assessment methods (William, Glover and Prawitt 2016). Mainly, there are two asset assessment methods in accounting. The first is historical cost that is the amount paid for the assets when acquired by the business. The second is the fair value that is the predictable current market value of the possessions. Company can use any of the method where value cannot surpass the receivables amount of the asset (Tarr and Mack 2013) he failure of ABC Learning Centres took place because of over complexity of operations as well as poor decision-making process. It gives rise to ineffective corporate governance as well as questionable accounting practices that were the reason behind ABC Learning Centres failure. The other reason is revelation of related party transactions as well as individuals abusing their power and destructive expansion approach (William, Glover and Prawitt 2016). Consideration regarding going concern ASA 570 is the auditing standard that explains about going concern aspect. It is important for an auditor to take into consideration the suitability as well as aptness of the employment in different propositions of going concern at the time of preparation of course by conducting financial announcements (Ye and Simunic 2013). It is important for an auditor to consider material as well as considerable suspicion that connects to the aptitude of business unit that goes on with the idea of going concern. In condition such as Global Financial emergency, there is need for strong convenience of credit that gets along with the illiquidity throughout restricted of period (William, Glover and Prawitt 2016). There is wide range of potential issues or problems that has the capability to influence the process of continuance or perseverance of the trade entities going concern Communication with the management and other governing units It is the responsibility of the auditor to act more cautiously and aware of the need of communication with the administration who has the charge with Governance (Ye and Simunic 2013). If there was proper and transparent communication between Mr. Green (auditor of ABC Learning Centres) and Founder of ABC Learning Centres, then there would be clear understanding of situation and no malpractices could have been noticed. There was lack of communication present between the management and auditors of ABC Learning Centres that had led to collapse of the company. Weakness identified by auditor at the time of auditing should be highlighted to the management without making strategies to hide it in the audit report. Highlighting the weakness will help any company to get that issue checked and minimized as far as possible (William, Glover and Prawitt 2016). These issues should be properly communicated by the auditor to the management of any organization. The auditors should be responsible to com municate each of the audit matters to the management that can relate to nature of business entities, environment and other factors. To that, the auditor need to evaluate the process that should be strong and effective by identifying the risks and show in the financial reports and other material misstated figures that lead to fraud. The auditor needs to provide professional and fair judgment to the company with proper audit evidence and strategies to reduce it as far as possible (Zadek, Evans and Pruzan 2013). Recommendations and Conclusion It is recommended to the auditors for planning and creating strategies and policies that help them at the time of gathering proofs and evidences. The auditor has full responsibility to carry out their audit work with full diligence and help shareholders by providing correct information about the company. The auditor should not engage in malpractices as in case of ABC Learning Centres where the auditor had shown profits for the company but in real it was not the case. The auditor had shown in the financial report that the report is free from material misstatement. As per ASA 701, it is important to communicate key audit matters in the Independent Auditor Report. It is recommended recognizing revenue in proper ways. It is important to focus mainly on the core trade activities even after when an project is going through a enormous expansion stage. It is essential to give central importance regarding financial accounts of the company that shows financial health. It is essential to realiz e the importance or significance of sound corporate governance practices in trade activities. Therefore, financial structure of business as well as business transactions should not be overly complex by nature. From the ethical or legal perspective, the illegal perspective are the accounting irregularities and not ethical activities are when public was given false information about the business. The penalty were non principled behavior as it is not good for the public as they had put trust in the business who was not ready to disclose the information and give rise to lost trust for childcare providers as well as loss on education and care. Therefore, shareholders lost a lot of money at that particular period time. At the end of the study, it is concluded that ABC Learning Centres faced social, political and financial disaster. To that, there was failure of regulatory and accounting process at ABC Learning Centres. There was issue with ethical behavior at ABC Learning Centres. There was lot of issue found at ABC Learning Centres where Chris Honey was given the receivership, Federal Government injected sum of $22 million. The company was purchased by Goodstart by the year 2009 and become one of the non-profit organizations. ABC Learning Centres appeared to be failed in exercising the fundamental level of control over the management. It was needed for the administration to oblige considerably higher responsibility requirements especially on the public sector worker and establishing a sort of price regulations as the private health insurance Reference List Allen, A. and Ramanna, K., 2013. Towards an understanding of the role of standard setters in standard setting.Journal of Accounting and Economics,55(1), pp.66-90. Eilifsen, A., Messier, W.F., Glover, S.M. and Prawitt, D.F., 2013.Auditing and assurance services. McGraw-Hill. Fontaine, R., Letaifa, S.B. and Herda, D., 2013. An interview study to understand the reasons clients change audit firms and the client's perceived value of the audit service.Current Issues in Auditing,7(1), pp.A1-A14. Koh, K., Rajgopal, S. and Srinivasan, S., 2013. Non-audit services and financial reporting quality: evidence from 1978 to 1980.Review of Accounting Studies,18(1), pp.1-33. Kumar, E.P. and Mohan, B., 2016. Origin And Development of Auditing.PARIPEX-Indian Journal of Research,4(9). Louwers, T.J., Ramsay, R.J., Sinason, D.H., Strawser, J.R. and Thibodeau, J.C., 2013.Auditing and assurance services. New York, NY: McGraw-Hill/Irwin. Messier Jr, W., 2016.Auditing assurance services: A systematic approach. McGraw-Hill Higher Education. Schmidt, J.J., 2012. Perceived auditor independence and audit litigation: The role of nonaudit services fees.The Accounting Review,87(3), pp.1033-1065. Tarr, J.A. and Mack, J., 2013. Auditor obligations in an evolving legal landscape.Accounting, Auditing Accountability Journal,26(6), pp.1009-1026. William Jr, M., Glover, S. and Prawitt, D., 2016. Auditing and Assurance Services: A Systematic Approach.Auditing and Assurance Services: A Systematic Approach. Ye, M. and Simunic, D.A., 2013. The economics of setting auditing standards.Contemporary Accounting Research,30(3), pp.1191-1215. Zadek, S., Evans, R. and Pruzan, P., 2013.Building corporate accountability: Emerging practice in social and ethical accounting and auditing. Routledge.

Out-of-School Suspension free essay sample

A study of this type of educational penalty. This paper presents an in-depth examination of out-of-school suspension. The writer explores the concept, its history and the effectiveness of using out-of-school suspension as a punishment for students. The writer then provides several alternatives to the out-of-school suspension punishment, including in-school suspension and Saturday school. In recent years the public has demanded that the public school system be revamped. The discipline of students is an issue that is often focused on. Discipline in public schools has gone through many changes over the years. In the effort to strike a balance that will allow students to continue their education while teaching responsibility is a dilemma districts often face. One of the tools used for school discipline is out of school suspension(MacDonald, 2002). Recently the effectiveness of out of school suspension has come under fire. Out of school suspension may remove students from the classroom, but in the interim it causes them to miss valuable instruction. We will write a custom essay sample on Out-of-School Suspension or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition the students who are most likely to be suspended are already at risk for giving up and dropping out. Out of school suspension may be encouraging the giving up and promote student dropouts. While Americans demand that the nations education system be revamped it is time to design alternative plans to out of school suspension for the future of the countrys students. There are several alternative methods that can be implemented to take the place of out of school suspensions.

Bristoe Campaign in the American Civil War

Bristoe Campaign in the American Civil War Bristoe Campaign - Conflict Dates: The Bristoe Campaign was conducted between October 13 and November 7, 1863, during the American Civil War (1861-1865). Armies Commanders: Union Major General George G. Meade76,000 men Confederate General Robert E. Lee45,000 men Bristoe Campaign - Background: In the wake of the Battle of Gettysburg, General Robert E. Lee and the Army of Northern Virginia withdrew south into Virginia.   Slowly pursued by Major General George G. Meades Army of the Potomac, the Confederates established a position behind the Rapidan River.   That September, under pressure from Richmond, Lee dispatched Lieutenant General James Longstreets First Corps to reinforce General Braxton Braggs Army of Tennessee.   These troops proved critical to Braggs success at the Battle of Chickamauga later that month.   Made aware of Longstreets departure, Meade advanced to the Rappahannock River seeking to take advantage of Lees weakness.   On September 13, Meade pushed columns towards the Rapidan and won a minor victory at Culpeper Court House. Though Meade hoped to conduct a wide sweep against Lees flank, this operation was cancelled when he received orders to send Major General Oliver O. Howard and Henry Slocums XI and XII Corps west to aid Major General William S. Rosecrans beleaguered Army of the Cumberland.   Learning of this, Lee took the initiative and launched a turning movement to the west around Cedar Mountain.   Unwilling to do battle on ground not of his own choosing, Meade slowly withdrew northeast along the Orange and Alexandria Railroad (Map). Bristoe Campaign - Auburn: Screening the Confederate advance, Major General J.E.B. Stuarts cavalry encountered elements of Major General William H. Frenchs III Corps at Auburn on October 13.   Following a skirmish that afternoon, Stuarts men, along with support from Lieutenant General Richard Ewells Second Corps, engaged parts of Major General Gouverneur K. Warrens II Corps the next day.   Though inconclusive, it served both sides as Stuarts command escaped from a larger Union force and Warren was able to protect his wagon train.   Moving away from Auburn, II Corps made for Catletts Station on the railroad.   Eager to harry the enemy, Lee directed Lieutenant General A.P. Hills Third Corps to pursue Warren.    Bristoe Campaign - Bristoe Station: Racing forward without proper reconnaissance, Hill sought to strike the rearguard of Major General George Sykes V Corps near Bristoe Station.   Advancing on the afternoon of October 14, he failed to notice the presence of Warrens II Corps.   Spotting the approach of Hills lead division, commanded by Major General Henry Heth, the Union leader positioned part of his corps behind the Orange and Alexandria Railroad embankment.   These forces mauled the first two brigades sent forward by Heth.   Reinforcing his lines, Hill was unable to dislodge II Corps from its formidable position (Map).   Alerted to Ewells approach, Warren later withdrew north to Centreville.   As Meade re-concentrated his army around Centreville, Lees offensive drew to a close.   After skirmishing around Manassas and Centreville, the Army of Northern Virginia withdrew back to the Rappahannock.   On October 19, Stuart ambushed Union cavalry at Buckland Mills and pursued the defeated horsemen for five mi les in an engagement that became known as the Buckland Races. Bristoe Campaign - Rappahannock Station:            Having fallen back behind the Rappahannock, Lee elected to maintain one pontoon bridge across the river at Rappahannock Station.   This was protected on the north bank by two redoubts and supporting trenches, while Confederate artillery on south bank covered the entire area.   Under increasing pressure to take action from Union general-in-chief Major General Henry W. Halleck, Meade moved south in early November.   Assessing Lees dispositions, he directed Major General John Sedgwick to assault Rappahannock Station with his VI Corps while Frenchs III Corps struck downstream at Kellys Ford.   Once across, the two corps were to unite near Brandy Station. Attacking around noon, French succeeded breaking through the defenses at Kellys Ford and began crossing the river.   Responding, Lee moved to intercept III Corps in the hope that Rappahannock Station could hold until French was defeated.   Advancing at 3:00 PM, Sedgwick seized high ground near the Confederate defenses and emplaced artillery.   These guns pounded the lines held by part of Major General Jubal A. Earlys division.   As the afternoon passed, Sedgwick showed no signs of attacking.   This inaction led Lee to believe that Sedgwicks actions were a feint to cover Frenchs crossing at Kellys Ford.   At dusk, Lee was proven wrong when part of Sedgwicks command surged forward and penetrated the Confederate defenses.   In the assault, the bridgehead was secured and 1,600 men, the bulk of two brigades, captured (Map). Bristoe Campaign - Aftermath: Left in an indefensible position, Lee broke off his movement towards French and began retreating south.   Crossing the river in force, Meade gathered his army around Brandy Station as the campaign ended.   In the fighting during the Bristoe Campaign, the two sides incurred 4,815 casualties including the prisoners taken at Rappahannock Station.   Frustrated by the campaign, Lee had failed to bring Meade to battle or prevent the Union from reinforcing its armies in the West.   Under continued pressure from Washington to obtain a decisive result, Meade commenced planning his Mine Run Campaign which moved forward on November 27. Selected Sources Civil War Trust: Battle of Bristoe StationCWSAC Battle Summaries: Bristoe StationBristoe Station Campaign

Gross Domestic Products Essay Example | Topics and Well Written Essays - 1500 words

Gross Domestic Products - Essay Example When wage increases it would yield to higher production costs, thereby producing higher prices of goods and services and also increases the inflation rate. To station an equilibrium, unemployment rate must be consistent with the full employment rate. The interaction of supply and demand is a vital part of macroeconomics, consumer’s ability to adapt price changes and employers increasing the prices of the commodity may have several implications triggering the either inflation or stagflation. If consumers are cannot keep pace on the increasing price commodities, inflation may occur, however if employers are passing their labor cost index on consumers aiming to generate profit through price increase on commodities yet consumer can still cope up with the changes, stagflation occurs, where business did not gain anything and yet did not have any single loss. To illustrate further, we have to examine the country’s GDP of two of the world’s most prosperous nation, Austra lia, and United States. For over the past years, Australia’ economy has displayed worthily, however in 2006, it began to decline yielding only 2.5 % in real GDP. Drought, inflation, high oil prices, and economic deceleration attributed to the decreased in real GDP. (Economic and Social Survey of Asia and the Pacific 2007). Domestic demand brought for the country’s thrust. Domestic demand comprises of business investment. High capacity utilization and high corporate profits served as a catalyst for the growing business investment in Australia.... When wage increases it would yield to higher production costs, thereby producing higher prices of goods and services and also increases in the inflation rate. To station an equilibrium, unemployment rate must be consistent with the full employment rate. The interaction of supply and demand is a vital part of macroeconomics, consumer's ability to adapt price changes and employers increasing the prices of commodity may have several implications triggering the either inflation or stagflation. If consumer's are cannot keep pace on the increasing price commodities, inflation may occur, however if employers are passing their labor cost index on consumers aiming to generate profit through price increase on commodities yet consumer can still cope up with the changes, stagflation occurs, where business did not gain anything and yet did not have any single loss. To illustrate further, we have to examine the country's GDP of two of the world's most prosperous nation, Australia and United States . For over the past years, Australia' economy has displayed worthily, however in 2006, it began to decline yielding only 2.5 % in real GDP. Drought, inflation, high oil prices and economic deceleration attributed to the decreased in real GDP. (Economic and Social Survey of Asia and the Pacific 2007). Domestic demand brought for the country's thrust. Domestic demand comprises of business investment. High capacity utilization and high corporate profits served as a catalyst in the growing business investment in Australia. Capacity utilization refers to the amount pf physical capital available to firms that is in use. Firms are given ample stock of capital equipment such as machinery, office spaces, factories, computers and telecommunications as

Goverment Essay Example | Topics and Well Written Essays - 500 words

Goverment - Essay Example How some areas of the US foreign policy are applied and how they affect Iran needs some improvement. The US alleges that Iran is in the process of developing nuclear weapons. The country’s policy has been that Iran armed with nuclear weapons is unacceptable. The US foreign policy is bound by an inappropriate vision which handicaps the sacrifice and efforts of citizens. The policy is based on the historical relationships of the US with other powerful nations hence there is need to focus on the current and the future relations as suggested by (Torbat 87) For a long time past, there has been lack of understanding of the world community and standing by it by the US. This led to the isolation of the US and its distrust by some of the nations in the world. In the world where there are rising powers, many nations are not interested in being pressured or threatened by others like the US seems to be doing to Iran (Sullivan 187). This is indeed a dangerous path for the United States. Propaganda and media exploitation are the main threats to America’s goal of regaining its position in the international arena according to (Sullivan 187). However America is almost achieving this goal. In order to achieve this, the citizens of the United States will have to demand responsible journalism and ensure its leaders are accountable. The reconciliation between Iran and America may take years to achieve unless the leaders of both countries change their foreign policies, the US especially. It is important for the United States to recognize that armed conflict does not solve a problem completely but only postpones it for a period of time - until a new generation comes up (Wise 53). In respect of the above, there is need for America to understand Iran’s perspectives on nuclear power generation in order to improve its international relations hence build its global image as a friendly

Movement Between Schools of Thought Essay Example | Topics and Well Written Essays - 250 words

Movement Between Schools of Thought - Essay Example Behaviorist theorists believe that human actions are the results of conditioned responses to direct or indirect stimuli and these behaviors can be changed or altered by applying new stimuli that will supplant the old ways the individual is accustomed to (DeMar, 1989). Denouncing mentalistic concepts of consciousness, Watson strongly believed that actions were instinctual reactions involving limited aspects of the cognitive process and biological constraints (Myers, 2008). Based on the theories of Edward L. Thorndike, Skinner designed experiments to test his theory of operant conditioning using rats and proved that behaviors can be shaped and manipulated using various positive and negative stimuli (Myers, 2008). Behaviorist theory was spurned by the growing belief that all behaviors, those of humans and animals, were the result of behaviorist conditioning (Graham, 2010). Psychologists that studied these philosophies developed numerous learning techniques that have been of benefit to e ducators. References Boyd, H. & Bee, D. (2006). Adult development. Boston: Pearson. Cherry, K. (2011). B. F. Skinner Biography (1904-1990). About.com Guide.

School Behaviour Policies For Children Education Essay

School Behaviour Policies For Children Education Essay Student behaviour has always been a key issue in any school. Pupils go to school primarily to interact with other pupils in an environment that is well suited for study and play. However true, pupils seem to be more motivated in the playground than in the classroom. Behaviour suffers very often when these students are not as motivated as the others. Class behaviour becomes problematic at the very worst as kids direct their attention away from the actual academic demands of being in school. Teachers and staff of schools are bent in solving such issue extending their control of student behaviour to heights that may not be beneficial to the students, as well as the school. Disciplinary actions, punitive in every sense, are the most likely to be used to correct student misbehaviour. Sir Alan Steer (2009) in his report found that in the UK, in its schools, there is no need or desire to give schools and its staff wider powers but there is a need for a dissemination strategy to be aware and to understand the existing powers in school. In his 2005 report, he proposed wider options of legitimate rewards and sanctions must be at hand, all of which properly, fairly and consistently applied by all concerned staff. Same has been suggested four years later (Steer, 2009). Findings have been remarkable in his 2009 report. He reiterated that clear rules and the consistent application of rewards and sanctions are vital. He rejects punitive solution to bad behaviour. Tough love is accept able but punitive methods are immoral and socially destructive. Several suggestions have been earmarked so as to implement the relevance of the findings. Steer (2009) reports: A reward system that is effective and tied to performance in the classroom ensures pupil engagement and better behaviour. Good behaviour needs to be learned. It is very imperative to teach kids to behave well so schools must adopt procedures and practices that will help students on how to behave. All staff must be good role models of good behaviour. Schools do have policies that reward good behaviour and good work as well. Sanctions are in place to streamline the need for better behaviour but what is left out is how to create and implement appropriate reward systems. Simple sanctions proved to be more effective than excluding the child from class. Statistical data on behaviour improvement must be at hand to trace changes and complement future actions. Praise can be used to motivate students and encourage better behaviour. Using pupil tracking system to recognise positive and negative behaviour is also efficient. Motivation and Incentives Motivation has been long considered as a very important factor in teaching. It is the precursor for successful comprehension of the students. Getting incentives from good work after a motivating discussion is highly recommended. Student motivation is the interest of students in learning or doing academic work; incentives are methods used to motivate students in learning academic materials (Slavin, 1984). Central to this researchà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s objective is to use the motivational effects of rewards or incentives in teaching. It is long known that motivation plays a key role in student achievement. So, specific in this analysis is the role of motivation in behavioural changes of a student in a classroom setting. Self-worth and Self-Efficacy In educational psychology, it is standard operating procedure to analyse the intrapersonal behaviour of a learner. His or her perceptions of the self must be taken into consideration in order to find the appropriate solutions to behavioural problems. Self-worth is linked to the self-concept of ability in any school setting (Ames, 1990). It is how a student considers his own capacities with respect to othersà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢. Self-efficacy is expectation or belief that one can possibly carry out a task. It is task-specific or situation specific. Often, self-efficacy serves as a barometer on a childs willingness to learn, his set of options in learning and actual performance (Ames, 1990). However, age play a role in how students understand ability. Younger kids are more positive or optimistic. They have high expectations are resilient after a failure. They tend to assume effort and ability as the same. Older kids are more negative in evaluating themselves. Effort for t hem gives them higher chances to succeed but ability is a set of limits. Trying hard and failing are actually threats to their self-concept of ability (Ames, 1990). Pupils determine self-worth and self-efficacy in relation to their environment. To behave poorly means self-worth and self-efficacy are dampened by the rigidities in the classrooms setting. Otherwise, the pupils are able to cope with its demands. It is here where motivation plays its role. Giving rewards or incentives is one motivational tool. To keep on relaying good behaviour and its corresponding benefits, a repetition of good behaviour is expected to occur. This is what we call operant conditioning or response reinforcement behaviourism. It is the gratifying of a partial or random behaviour that which eventually leads to the desired behaviour (PBS, 1998; Phillips Soltis, 2004). This molds future behaviour. If a reward succeeds a response to a stimulus, then that response is likely to be repeated. Interlinking the concepts discussed, this paper plots motivation and the self-concept of students in the classroom through the use of a reward/incentive system. Changes from their behaviour, primarily their self-worth and self-efficacy will be carefully studied. Methods Based on the premise above that rewards play a role in motivating student behaviour, this research is proposing the efficacy of a reward system (that is reinforcing) in different classroom setting and student age groups. With the concepts of operant conditioning, this study is specifically poised to determine how studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s self-worth and self-efficacy significantly changes (or not) when treated with rewards or incentives. The Steerà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s reports confirm the value of applying such consistently. The research will be using questionnaires and interviews as the primary mode of data collection (Anderson, 1998). The questionnaires will both target teachers and students as its respondents. Data analysis will be primarily descriptive and correlational (Runyon et al, 2000; Kirk, 2007). Descriptive data from socio-demographics will provide the initial analysis. Correlation analysis on student and teacher information from the questionnaires will follow thereafter. The main portion of this analysis lies on the significant changes of student self-concept as changes in the reward systems are put into place. An analysis of variance (ANOVA) will do a series of significant tests on changes of perception by the students, i.e. self-worth and self-efficacy (as dependent variables) before and after a reward system is placed (Kirk, 2007). Also, the age-groups and classroom setting will be used as independent variables treated against changes in self-worth and self-efficacy.

Defining Modernism Essay -- Definition Essays

Defining Modernism Modernism described as movement in arts would best be described as a movement that was used to unit America after a period of crisis, it did this by it being centered on explorations into the spiritual nature of men and the value of his society and institutions. In a way it was like realism they too focused on the changes on society. The modernistic writers always wrote in a very formal defined form. Modernism also played a very important role as a movement in poetry. The way modernism did this was it brought so much more opportunity to the poet as a way of writing. The poet is now able to express themselves in new ways. If it was not for modernism who knows if we would be talking about the works of Emily Dickinson today, after all it was modernism that got her ...