The Terrible Corruption Of The Medieval Church - 1930 Words

In other words, the Pardoner preached his sermons on greed as to guilt those who listened into being more generous with their money so he could satisfy his own greed. Chaucer gave this excellent example of the terrible corruption of the medieval Church in Canterbury Tales. The Middle Ages spanned from the fall of the Roman Empire in 476 AD through the beginning of the Renaissance. This was a period of great hypocrisy and darkness within the Church and its leaders. The corruption of the Church during the Middle Ages can be studied by exploring the effects of the Black Plague, the resulting corruption within the church, the unbiblical practices that came about, and those who recognized the corruption and fought to expose it. Problems: The†¦show more content†¦Perpetrators: Throughout history, there have been many popes who have promoted these unethical practices. Pope Boniface VIII is one of the most well-known corrupted popes. After making his way up to the position of pope in 1294, Boniface began his tyrannical leadership. He was in favor of papal authority which was the belief that the pope has ultimate authority over the whole church and can exercise it unhindered at any time (Bonsor, Roos). He also felt that he was the supreme authority over not just the church, but over the emperor as well. Boniface abused his power, waging wars, leading conquests, and collecting riches for himself. He also feuded for many years with King Philip IV because he believed the church should not be taxed. Dante Alighieri, an Italian poet, was a personal enemy of Boniface because he believed that the emperor and pope should share equally distributed power between them. He also condemned Boniface’s participation in simony. Later, Boniface’s careless actions resulted in Dante’s exile; therefore, Dante reserved a place for Pope Boniface VIII in the eighth circle of hell in his work Inferno for his disgraceful acts against him and the church. In addition to the damage Pope Boniface VIII caused the medieval church, Pope Alexander VI further contributed to the Church’s downfall.Show MoreRelatedSpain: Then and Now Essay783 Words   |  4 PagesCartagena as capital. In the Punic war the Roman army defeats Hannibal and the Carthaginian Empire is inhibited. (It is actually said they ground the stones of Carthage). By the 1st century Roman rule was complete. But this was not an entirely terrible thing, Rome brought, as they did to many colonies both peace and prosperity. But in Spain the most lasting legacy of the Romans would be the introduction of Christianity to Spain. In the 5th century the Germanic tribes sweeping from the northRead MorePower Corrupts and Absolute Power Corrupts Absolutely1475 Words   |  6 Pagesindividuals say that power does not corrupt, it only attracts the corruptible. However, to judge fairly, past and current events accurately depict the ideology that power corrupts absolutely, and has convinced me, that its meaning holds true. Ivan the Terrible of Russia, Louis XIV of France, Henry the Second of the Roman Empire, Katherine the Great, Joseph Stalin, Mao Zedong, Adolf Hitler – these names all frame some of the most dictating and ruthless leaders in history whom have reigned with tyrannyRead MoreWitch Hunts of the Early Modern Period as the Result of Religious and Social Upheaval1075 Words   |  5 Pagessignificant event that took place in the years spanning 1520-1650. It was a religious, and political, movement in Europe that began as an attempt to reform the Roman Catholic Church, but ended in the establishment of Protestantism and Protestant churches. The aim of the reformers was to restore the Church to its early Christian purity, and in order to accomplish this, they made significant changes. The Reformation denied the power of indulgences, redefined the functionRead MoreMedicine in the Medieval Period Essay1482 Words   |  6 PagesMedicine in the Medieval Period In the 14th Century, trade around Europe was increasing ships regularly and travelled from the Mediterranean to other parts of Europe. In 1348 one ship brought a devastating plague to England. Source 1-Written by a monk from Malmesbury in Wiltshire, in the 1350s: In 1348, at about the feast of the Translation of St Thomas the Martyr (7 July) the cruel pestilence, hateful to all future ages, arrived from the countries acrossRead MoreThe Death Of The Black Death1487 Words   |  6 Pages people began to catch a terrible sickness that was spreading along Mongol trade routes through central Asia to both china and Western Europe. This sickness was called the bubonic plague. The bacteria was infecting people when infected fleas bit them. Bubonic plague was one of the most feared diseases pf the ancient and medieval worlds. 2.City-states led to The renaissance in Italy: Renaissance society first took shape within the merchant cities of late medieval Italy. 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In Medieval England, the Black Death killed 1.5 million people out of an estimated 4 million people between 1348 and 1350. There was no medical knowledge in England to cope with the disease. After 1350, it stroke England another six times by the end of theRead MoreThe Middle Ages Gain So Much Fame And Admiration From Others1916 Words   |  8 Pageshad this in mind when writing his most important piece of work, ‘The Canterbury Tales’ and his other pieces of work that gained him the title as the father of English literature . Chaucer’s wrote the tales in the fourteenth century to dwell upon medieval society and to retell what society was going through at the time. His early live doings and experiences, society and influences led to the importance of his writing. He retold the imperfections that affected society in the fourteenth century. Read MoreWhat Were The Conditions Created During The Later Middle Ages Which Laid The Groundwork For The Reformation? Essay1886 Words   |  8 Pageshumanism and science The Protestant Reformation took place in Europe, beginning in the 14th century. It was the movement in which the church established a new branch of Christianity; Protestantism. The Reformation was caused by the Western Schism, Renaissance and Clerical Corruption. Reformers such as Martin Luther, John Calvin and Henry VIII challenged the Pope and church as to whether they could sufficiently define Christian practice. They argued over religious and political distribution of power andRead MoreKing Arthur Literary Analysis3547 Words   |  15 Pagespoverty and disease, Arthurian legend was needed to lift the spirits of the hopeless. Arthurian Romance is an accurate portrayal of the time period better known as the Medieval Ages because it takes the woes and misfortunate events of that time and twists them into a heroic soap opera full of love, tragedy, and triumph. The Medieval Ages began around 476 AD, when the Roman emperor of the West abdicated. The period ends in the late fifteenth century with the discovery of the New World. During this

The Idea of Censorship - 952 Words

Censorship Con The idea of censorship is based upon the idea that there are some things that people, especially young people, should not be exposed to. People must be protected from stories or images or ideas which may be upsetting. They must also be protected from negative things which they might try to emulate. There is an obvious flaw in this system of logic; this perspective assumes that people cannot think for themselves. If they are exposed to violence or sex or bad language, then they will act violently, engage in sexual behaviors, or use bad language. In the case of young people, there is more validity to this argument. Children do tend to copy what they see and hear, whether that be in the media or in everyday life. However, it is hoped that adults can distinguish for themselves what is right and what is wrong. If they cannot do so, how can people believe that by censoring offensive materials in the media, then somehow this will ensure that people behave well? Censorship simply will not el iminate violent or otherwise poor behaviors but will instead ensure that people receive information from the wrong sources. Children should not be exposed to offensive materials or sexually explicit images, or violent films and programs. However, this is not the job of the media. It is instead the responsibility of the parents to monitor their kids and ensure that they are not exposed to things that they are unable to handle. The government and media outlets have alreadyShow MoreRelatedEssay on Pros and Cons of Censorship: Controlling Media and Ideas769 Words   |  4 PagesCensorship, or what I like to call â€Å"controlled media†, is the control of ideas and content in our world. For as long as people have discovered that human beings have free will, there has been a way to regulate, govern and block the expression of its uses. There are many types of censorship when it comes to military, religion, political, public media or for just morale reasons. There have naturally been debates on whether censorship has truly been a restraint of expression, imposed to protect peopleRead MoreCensorship Is Th e Control And Suppression Of Ideas And Information Released Within A Society924 Words   |  4 PagesThe simplest definition of censorship is the control or suppression of ideas and information released within a society. In the early 20th century, censorship was achieved for the purpose of altering offensive or objectionable information that may have brought negative attention to government or a political figure. However in recent times censorship has taken a more iron-fisted approached with suppressing information and it can be argued that nations across the world are stripping away our freedomRead MoreStudies in Contemporary Literature: Free Speech1622 Words   |  7 Pages Censorship is the suppression of speech or other public communication which may be considered objectable, harmful, sensitive, politically incorrect or inconvenient as determined as determined by the government, media outlet, or other controlling bodies (Wikipedia, 1). This can be done by governments and priva te organizations or by individuals who engage in self-censorship which is the act of censoring or classifying one’s own work like blog, books, films, or other means of expression, out of theRead MoreAnalytical Essay On Fahrenheit 4511044 Words   |  5 Pages4 2017 Analytical Essay- Suppressing ideas and marginalizing humans is destructive. Censorship leads the society to an unpleasant conclusion. 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Today the trend of censorship continues as popular novels such as The Hunger Games, The Fault in Our Stars, and Captain Underpants are censored from schools across the nation (Challenges by Reason).Censorship in regardsRead MoreUU114 Assign 1 Essay Writting1536 Words   |  7 Pagesbenefits and drawbacks for censorship for a society Discussion essay – Block pattern Title: Evaluate the benefits and drawbacks for censorship for a society C: Censorship L: benefits, drawbacks and Society D: Evaluate Introduction Context: Social issues Subject: Censorship Limited subject: benefits, drawbacks and society Issue: Censorship can have shortcomings but at the same time it is beneficial under some circumstances Thesis statement: Despite the fact that censorship is seems socially beneficialRead MoreCensorship of Electronic Communication Systems1158 Words   |  5 PagesCENSORSHIP OF ELECTRONIC COMMUNICATION SYSTEM Introduction. Communication system of society is changing rapidly with the time. In ancient ages people use to communicate with shouting. If people are much more apart from one another the letter writing was the only means of communication just before 500 years. Due to rapid development of science, now a days a message can be passed to millions of people who all are scattered in whole world by a simple electronic communication system. Due to electronicRead MoreFahrenheit 451 By Ray Bradbury1200 Words   |  5 Pagesfocuses on themes of censorship, and illustrates the effects of when a society is controlled and limited. The correlation between the story and the time it was written is incontestable, as censorship in the 1950’s was a very relevant controversy of the time. During the 1950’s, there were limits on the publicity of political information, works of literature, radio, television, and other forms of media. Additionally, there were laws and pressure groups to enf orce the censorship of ideas, along with correlatingRead MoreArguments For and Against Censorship Essay1044 Words   |  5 PagesIntroduction Censorship is defined by Caso as the suppression of speech or any other public communication which may be considered objectionable, harmful, sensitive politically incorrect as determined by the government or any other control body (3). Censorship may be justified from the conservative view whereby the free speech can be maltreated where it undermines the customary principles and communal solidity as withheld by a particular community. Arguments for censorship One of the argumentsRead MoreInternet Censorship Essay1329 Words   |  6 PagesInternet Censorship Used Around The World Some people wonder who came up with the idea of internet censorship. Other people want to know which countries use it. Some ponder over the idea of what really is internet censorship. Internet censorship is controlling what can be viewed, and which sites can be used on the internet. Some things about internet censorship are countries that use it, and who started the idea of it. There are lots of countries that use internet censorship. A few of them are China

Manage People Performance Managed Organisation

Question: Describe about the Manage People Performance for Managed Organisation. Answer: Part A Discussion on the process of consultation for the allocation of task and resources along with explanation of the ways of allocating task and resources in a cost effective manner. Human resource management is termed as the formal systems that are planned for managing the people in the organization. The human resource management is important in enhancing the performance of the employees. In order to carry out proper functioning of the organization, the task needs to be allocated effectively among the staff members. In order to allocate the task and resources effectively within the staffs consulting with the HR manager is crucial. However, the process of consulting about the task allocation varies from organization to organization (Parmenter, 2015). In the study considering the recruitment of employee coming from 7 to 11 the managers of the company needs to develop roles that will help to instruct the employees in performing their best. In order to instruct the employee the managers of the organisation needs to communicate clearly with them that will help them to understand the work better and adjust in the new environment. Seuring Gold (2013) mentioned that resource allocation is one of the difficult task carried out by the managers to ensure high-performance level in the organization. In order to achieve an effective and cost efficient outcome of resource allocation, it is important to have perfect knowledge about the skills of the employees such that the efficient employee is assigned a particular task. It is also necessary to consider the cost of the resources before the task allocation. It might so happen that the suitable employee for the task can seem to be expensive. Therefore, the budget of the resource allocation need s to determine from before to avoid extra expenses (Williams, 2002). Developing work plan by the operational plans The work plan of an organization helps the organization to stay organized, complete the tasks within allocated time. The development of the work plan of the company is carried out by following few steps such as identifying and writing down the goal of the plan and determining the date of the goal of the plan. The activity needs to subdivide into tasks that will help to simplify the work. Nevertheless, it is important to arrange the task in effective order to keep the urgent tasks be attempted before (Evans Lindsay, 2013). The task dates can be set by working backward from the goal date (Keck Ross, 2014). The proper scheduling of the tasks into daily and weekly plan helps to ensure the success of the project. The employee work plan for the employees working from 7-11 for a particular week is as follows: Employee name Work assigned Monday Tuesday Wednesday Thursday Friday Saturday Working hours Ways of confirming performance standards, code of conduct and work outputs with relevant teams and individuals Every organization needs to create a performance indicator to verify the performance levels of the staffs. The code of conduct helps to remind the staffs if their responsibilities. The SMARTER tool can be used to confirm the performance standards, code of conduct and ensure an effective outcome. The objectives set by the organization needs to be specific, measurable, agreed, realistic, time-bounded, and ethical and recorded. The staffs need to be provided with the DRAFT standards, and the employees should be allowed to participate in suggesting ideas for the performance plan (McConnell, 2004). The expectation level of the performance needs to be specified for better results. Examples of KPI and consultation on establishing the KPI KPI indicates the key performance indicators of a company. Depending on the type of industry and nature if the business, there are variations in the KPI. The examples of KPI that can be present in a company are sales metrics and KPI, marketing metrics and KPI, SEO metrics and KPI, retail metrics and KPI, supply chain metrics and KPI, financial metrics and KPI, help desk metrics and KPI, healthcare metrics and KPI, insurance metrics and KPI and social media metrics and KPI (Ogunlana, 2010). The various KPIs that the managers need to consider while recruiting employees such as minimising the cashiering errors. The cash of the organisation needs to be managed at every stage of the management process. The cash roll over one employees shift to another, or allowing the cashier share the registers causes problems in the cash management. Therefore, it is important to make the employees responsible of their own registers. The KPI is determined together with the team members within the organization. The KPI needs to be consulted before implementation and starting the work. The consultation of the KPI ensures the effectiveness of the activities carried out in the organization. The KPI needs to be consulted with the managers and the team members of the organization as there might be need of changes required due to the feedback of the team members (Kooij et al. 2013). Designing the risk management plan The risk management plan is designed for the company to analyze the risk prevailing in the organization. Risk present Who is in danger? Rating of the risk Methods of prevention Responsibilities Robbery Owner, stockholders, employees Moderate risk Proper security system, adequate indoor and outdoor lightning. The risk managers need to know when and how to deal with the various security instruments to manage the heavy cost resulting from robbery of the organisational assets. Theft Owners Medium Effective strategies for protecting the assets, use of heavy window screens, secured store safe. The managers of the operational risk management identify the source of the risk, analyses the risk and provides the solution that helps to avoid or minimize the risk factors. Break-in Owners, Stockholders, stakeholders High Installing alarm system, security signage, CCTV using perimeter security gate The risk analysers needs to keep a check on the individual having the key. Based on the intensity of the risk and the organizational policies the solutions are suggested. Designing the performance management and review processes for a chosen role The role of performance management is an important concept in today's organisational environment. The performance review process of the managers is a part of the ongoing process. The performance management includes implementation of the innovations and the solutions in order to achieve improved level of performance. The performance management of the managers in an organization aims to provide guidelines and practical steps that aim to reach the goals and the objectives of the organization (Karatepe, 2013). The effective performance management process supports the managers to analyze and determine the individual performance level of the employees through aligning the daily actions of the staff with strategic objectives of the business. The accountability based on the performance expectation is made clear and visible to the workers. The documentation process of the staff performance also enhances the decision-making. Moreover, the disputes within the workplace are also minimized through documentation (Griffin, 2013). Ways in which the participants can be trained in the process There are several ways of training the new employees working from 7-11 in the organization. The instructor led training is one of the effective employee training method used by the organizations. This approach includes the PowerPoint presentation, storytelling, and video training (Shields et al. 2015). The other methods are the interactive training techniques that keep the employees engaged that help the employees to become more receptive to the information. The hands-on training technique is another effective technique that includes delivering coaching, focussed on the needs of the staffs. The E-learning or the online-based training is a reliable method of giving training to the staffs. As the internet is easily accessible, this method has become an efficient way of delivering training. This process helps to create confidence in the new workers by making the training more interesting. Monitoring and evaluating the performance on regular basis Monitoring the performance level of the employees is an essential task of the managers of the organization. The performance level can be monitored by several ways, which includes watching the employees working. This method helps to detect the loopholes and thereby giving opportunities to develop further. The other method is to ask the employees for an account of the task they have done. The regular one to one conversation helps to hold the employees accountable. The employees can be told to use self-monitoring tools in order to track their performance with the help of project plan, checklist etcetera. Monitoring the employees on a regular basis refers to check the employees on the spot on an ongoing basis (Eden Ackermann, 2013). Monitoring the performance of the staffs is helpful in improving the productivity of the staff and the organization. Performance improvement and development plan based on the organizational policies The performance improvement and development plan involve various steps in which the first step is to document the issues of the performance. The documentation requires the components such as information of the employee, important dates, details of the performance gap, details of the expected performance, consequences, action plan, and signature of the employees and manager (Barrett et al. 2015). The next step is to develop an action plan for the improvement. The action plan requires objectives that are specific and measurable and has to be relevant, correct and time-bounded (SMART goals). The third step is to review the action plan with the manager before meeting the employee. This helps to ensure the effectiveness of the action plan. After the reviewing, the supervisor needs to meet the employees where all the areas for improvement have to be made clear to the staff (Neves Eisenberger, 2012). Adjustments and modification of the plan can be carried out based on the feedback of the employee. Furthermore, in the opinion of De Waal (2013), regular follow-up meetings can help in the success of the plan. Part B Discussion on the series of appropriate actions in order to deal with the staffs in case the staff performance is below standard In the modern business world, the management of a company greatly depends on the performance of their employees in order to maximize profitability. Functioning of an employee is greatly dependent on his strength and desire for the company. Concerning diagnosing of poor performance it always is not related to putting pressure for more output on an employee.If there is a significant downfall in the performance level of the employees, the managers or the HR needs to be reported. It is important to identify causes for low ability before attempting to solve employment issues. There are a series of actions that can be carried out by the managers such as conducting formal review, feedback, termination etcetera. The formal reviewing helps to communicate with the employees and understand the needs, wants and perception of the employees. If the employees are provided with regular feedback it helps the employees to understand the issues they face. They are further able to identify and improve t heir loopholes. In order to enhance the ability for the management of a company focus on five major elements, resupply,restraint,refit,reassign and release. A firm targets to provide its Employees with proper aims and objectives to give an insight of the company. Further, to improve efficiency management offers its workers with additional training and skill improvement programs. An organization me also consider this type of refitting and reassigning the job to be the more responsible person. Arranging for job training and working towards its success On the job training (OJT) is the simplest and quickest way to learn about the workings of a company under an immense supervision of the management. According to economic conditions of an organization the process of OJT used to be the cheapest method of learning for employees. Management of a company understands the need for the instructional model in the framework (Hill, Jones Schilling, 2014). Some forms in addition to a non-paid training session make it a point to organized and on job paid training period for there to be employees. With the process of quick learning and immediate productivity supervisors am to develop multi-skill trainees. The mentors of the company influence success of OJT. In order to arrange a successful OJT, the first activity that the managers need to do is to mentor the employees. Mentoring helps to increase the employee development by contributing skills, knowledge and experience to the employees. Both internal and external job training can be offered to the employees simultaneously to increase their efficiency. Implementing a book club is another way to arrange for a successful OJT session in the organisation. The employees voluntarily reads the same book which is combined with regular discussion. Therefore, these activities helps the managers to arrange the OJT in a successful way. Documentation of the performance by the organizational performance management system A company lays down the basic structure of goals and objectives for the management and the employees in order to work together in its accomplishment. The systempromotes a sense of responsibility, which further leads to a performance Boom. The performance manager of a company port forward a set of design in order to evaluate performance, identify strength, set goals and recognize training needs. In addition to contributing towards company's morale, the system also attends towards individual needs. The main principle of performance management system is a dual nature, which caters to both mentors and workers. Conducting formally structured feedback session according to the organizational policy According to Wang Sarkis (2013), feedback sessions of a company form an integral part of a relationship between employer and the employees. In order for a sustainable future of a company, managers greatly promote the need for feedback from their employees. According to organizational policies, feedback is accepted on a daily basis. In addition to this, the managers are responsible for the task of bringing in changes that benefit the employees whenever required. It is important for the managers to pre-plan feedback session and identify what are the highlighted points that are to be discussed in the feedback session before the meeting is held. It is beneficial to issue an agenda in case of emergency. The team members of the organisation needs to give enough time so that they are able to prepare for the feedback session. Thus, these are the ways by which the managers of the company are able to conduct a formal feedback session for the employees. Furthermore, in order to increase efficiency, effective relationship is maintained between the management the framework and the workers in the company (Hitt, Ireland Hoskisson, 2012). Organisational and management strategies in a company recognize the need for a constant evaluation of performance. Reinforcing excellent performance through feedback and recognition One of the vital tasks in the performance management is to reinforce excellent performance through positive feedback and reorganization. However, Rabl et al. (2012) argued that there is a chance of backfire of the positive feedback if genuine perception is not followed. Fake positive feedback can prove to be risky. It is further essential to be quick in delivering feedback to the staffs to receive more effective results (Kehoe Wright, 2013). Providing feedback only at times of performance review can be harmful as the managers miss out a huge advantage scope for enhancing labor productivity. Moreover, the frequent the feedbacks are offered, the more is the level of improvement. Further, reinforcement of the employees can be carried out by rewarding the employees for their performance. Remunerating the high achievers of the organisation has to be done according to the worth of the employees. Offering sincere thanks, providing meaningful perks, helping them to keep the momentum and dev eloping the employees are ways to reinforce the excellent performance of the employees. Explaining when assistance can be sought from the HR specialist regarding the performance management The HR of the organization plays an important role in the performance management. The HR can be requested to involve in the process when there is an urgent need for decision making due to the adverse downfall of the staff performance level (Armstrong Taylor, 2014). In scenarios where the managers fail to handle the situation, they opt for the guidance of the HR specialists. The HR involvement in the performance management helps to ensure fair performance system within the organization (Ates et al. 2013). Counseling the staff members who consistently under-perform along with implementation of disciplinary action The consistent under-performance of the staffs is harmful to the sustainability of the organization. Therefore, the managers of the organization involve a counseling process during and after the orientation period. The counseling process includes understanding their loopholes, discussing the problems faced by staffs, identifying whether further training is required or not (Ward Peppard, 2016). The management can undertake the disciplinary action where at first an oral warning is given to the staffs if they fail to deliver satisfactory performance even after the training. However, if the problem still prevails, a written notice can be handed to the individual for the counseling. Terminating staff according to legal and organizational requirements in case of misconduct or consistent poor-performance Concerning poor performance of employees, the final stage in order to enhance and restore a proper employment structure is releasing of unfruitful workers. There arises a situation in a company when there is no chance of reassigning or refitting of work. In such occasions, the best solution for the organization is to let the employee go. Regarding legal requirements, management of a firm needs to choose the employee's job contract. According to fair work 2009, there are set of rules and regulations for the employees and employers of the organisation under the national workplace relation system. The law aims to provide a balanced framework for the productive workplace relation. The national economic prosperity and social inclusion is achieved by the organisation with the support of the Fair Work Act 2009. In order to secure long-term business firms not only work for their personal benefit but also look after social welfare (Buckingham Goodall, 2015). In addition to a holistic approac h, companies promote the need for an ethical code of conduct. An unethical behavior or any misconduct by an employee can lead to an order of termination from the workforce. Supervisors often tend to seek faults in the management system before taking such a harsh decision. A letter of termination is issued only after a proper understanding between the managers and the concerned employee. References Armstrong, M., Taylor, S. (2014).Armstrong's handbook of human resource management practice. Kogan Page Publishers. Ates, A., Garengo, P., Cocca, P., Bititci, U. (2013). The development of SME managerial practice for effective performance management.Journal of Small Business and Enterprise Development,20(1), 28-54. Buckingham, M., Goodall, A. (2015). Reinventing performance management.Harvard Business Review,93(4), 40-50. De Waal, A. (2013).Strategic Performance Management: A managerial and behavioral approach. Palgrave Macmillan. Hill, C. W., Jones, G. R., Schilling, M. A. (2014).Strategic management: theory: an integrated approach. Cengage Learning. Hitt, M. A., Ireland, R. D., Hoskisson, R. E. (2012).Strategic management cases: competitiveness and globalization. Cengage Learning. Kehoe, R. R., Wright, P. M. (2013). The impact of high-performance human resource practices on employees attitudes and behaviors.Journal of management,39(2), 366-391. Rabl, T., Gmez-Villamor, S., Sadoghi, M., Munts-Mulero, V., Jacobsen, H. A., Mankovskii, S. (2012). Solving big data challenges for enterprise application performance management.Proceedings of the VLDB Endowment,5(12), 1724-1735. Wang, Z., Sarkis, J. (2013). Investigating the relationship of sustainable supply chain management with corporate financial performance.International Journal of Productivity and Performance Management,62(8), 871-888. Ward, J., Peppard, J. (2016).The Strategic Management of Information Systems: Building a Digital Strategy. John Wiley Sons. Barrett, A. D., Chamberlain, P., Galindo, A. L., Moore, J. R., Thomas, A., Bacon, J. (2015).U.S. Patent No. 20,150,310,752. Washington, DC: U.S. Patent and Trademark Office. Eden, C., Ackermann, F. (2013).Making strategy: The journey of strategic management. Sage. Evans, J. R., Lindsay, W. M. (2013).Managing for quality and performance excellence. Cengage Learning. Griffin, R. W. (2013).Fundamentals of management. Cengage Learning. Karatepe, O. M. (2013). High-performance work practices and hotel employee performance: The mediation of work engagement.International Journal of Hospitality Management,32, 132-140. Keck, I. R., Ross, R. J. (2014, February). Exploring customer specific KPI selection strategies for an adaptive time critical user interface. InProceedings of the 19th international conference on Intelligent User Interfaces(pp. 341-346). ACM. Kooij, D. T., Guest, D. E., Clinton, M., Knight, T., Jansen, P. G., Dikkers, J. S. (2013). How the impact of HR practices on employee wellà ¢Ã¢â€š ¬Ã‚ being and performance changes with age.Human Resource Management Journal,23(1), 18-35. McConnell, C. R. (2004). Managing employee performance.The health care manager,23(3), 273-283. Neves, P., Eisenberger, R. (2012). Management communication and employee performance: The contribution of perceived organizational support.Human Performance,25(5), 452-464. Ogunlana, S. O. (2010). Beyond the iron triangle: Stakeholder perception of key performance indicators (KPIs) for large-scale public sector development projects.International journal of project management,28(3), 228-236. Parmenter, D. (2015).Key performance indicators: developing, implementing, and using winning KPIs. John Wiley Sons. Seuring, S., Gold, S. (2013). Sustainability management beyond corporate boundaries: from stakeholders to performance.Journal of Cleaner Production,56, 1-6. Shields, J., Brown, M., Kaine, S., Dolle-Samuel, C., North-Samardzic, A., McLean, P., ... Plimmer, G. (2015).Managing Employee Performance Reward: Concepts, Practices, Strategies. Cambridge University Press. Williams, R. S. (2002).Managing employee performance: Design and implementation in organizations. Cengage Learning EMEA.

Love In Rosetti free essay sample

# 8217 ; s Goblin Market Essay, Research Paper Incestuous Lesbian Love in Rosetti # 8217 ; s # 8220 ; Goblin Market # 8221 ; Christina Rosetti # 8217 ; s # 8220 ; Goblin Market # 8221 ; intimations incestuous sapphic love as an option to a heterogenous relationship. # 8220 ; Goblin Market # 8221 ; is about a adult female # 8217 ; s [ Laura ] effort to make a perfect, true love relationship with a adult male which ends with her hope and love dashed to the land. With her bosom broken and her dreams shattered, Laura turns to her sister, Lizzie, for the comfort and security she one time looked for in a adult male. This in bend signifiers an incestuous bond between the two sisters. In the verse form, Rosetti uses many vivid images to literate an incestuous sapphic love matter between two sisters. At the beginning of the verse form we learn of two sisters, Laura and Lizzie, who have a close relationship: # 8220 ; Crouching close together/ In the chilling conditions, / With clasping weaponries and admonishing lips, / With prickling cheeks and finger tips. We will write a custom essay sample on Love In Rosetti or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page / # 8216 ; Lie near, # 8217 ; Laura said, # 8221 ; Here the two sisters are concealing together, in secret staring on the hob work forces. In the verse form the # 8216 ; goblin work forces # 8217 ; stand for the human figure of adult male. We shortly find that Lizzie is really discerning of the hob work forces and she warns her sister of impending danger: # 8221 ; # 8216 ; We must non look at goblin work forces, / We must non purchase their fruits ; / Who knows upon what dirt they fed/ Their hungry thirsty roots? # 8217 ; # 8221 ; This is Lizzie # 8217 ; s first warning, two more times does she warn her sister of the hob work forces. Laura refuses to listen to Lizzie. Vernon Laura, unlike her sister, is interested in the hob work forces. She thinks the hobs are full of love and they have much to offer: # 8220 ; Cooing all together: / They sounded sort and full of loves/ In the pleasant weather. # 8221 ; Lizzie is afraid of the hob work forces. So afraid that one time the hob work forces get excessively close Lizzie becomes frightened and runs off into the wood go forthing Laura behind: # 8220 ; Curious Laura chose to linger/ Wondering at each merchandiser man. # 8221 ; As we can see, Laura is fascinated by the hob work forces. Alternatively of running off into the forests like Lizzie, Laura waits for the work forces to near her. Once the hob work forces see Laura they want her to purchase some of their # 8216 ; love-filled # 8217 ; fruit. Laura doesn # 8217 ; Ts have any money so, disregarding her sister # 8217 ; s warnings, she offers a portion of her organic structure, her hair, as an equal trade to buy goods from the hob work forces. The hob w ork forces handily accept her hair as a swap. With the bought goods of fruit in her custodies now, Laura becomes mesmerized by the succulent, sweet gustatory sensation of its sexual nectar: # 8220 ; Then sucked their fruit globes just or ruddy: / Sweeter than honey from the rock./ Stronger than man-rejoicing vino, / Clearer than H2O flowed that juice ; / She neer tasted such before. # 8221 ; Here we see that Laura instantly becomes enamored with the fruit offered to her. She becomes addicted: # 8220 ; She sucked and sucked and sucked the more/ Fruits which that unknown grove dullard ; / She sucked until her lips were sore ; # 8221 ; In this line Laura saps all the lush juices from the fruit. She has neer tasted love so sweet. Equally shortly as she drinks all the juice from the fruit in her ownership she instantly wants more, but she merely finds herself to be without any longer fruit. Laura is sad and entirely. The hob work forces have queerly disappeared. Vernon Laura returns place by herself, in demand of the sweet love juices from the succulent fruit to which she has now grown addicted. Uracil pon returning place Laura is met at the forepart gate by Lizzie. It is now to the point in the verse form where we see Laura puting herself up for devastation. She has become addicted to the hob fruit, so much that she will travel in hunt of it once more when the morrow comes. Not merely is Laura addicted to the fruit, but she has besides given a portion of her organic structure to the hob work forces. We could state that she portions a heterogenous love relationship with the hob work forces. Laura has left herself to the clemency of adult male. It is when Laura returns the following eventide to seek for the hob work forces that she discovers that they are no where to be heard or found. Merely Lizzie can hear the goblin’s call: â€Å"Laura turned cold as stone/ To happen her sister hear that call alone.† Laura now realizes that she will neer be able to savor the succulent fruit of the hob work forces once more. This in bend offers no nutrient to feed her dependence whic h leaves Laura broken hearted: â€Å"And gnashed her dentitions for baulked desire, and wept/ As if her bosom would break.† Laura is devastated. She becomes idle and down. Her life is now filled with ceaseless yearning and desperation. â€Å"Her hair grew thin and grey ; / She dwindled, as the just full Moon doth turn/ To swift decay and burn/ Her fire away.† Laura can happen no comfort for her dependence and therefore becomes sickly, pale and lame. Lizzie shortly notices her sister # 8217 ; s depression and realizes that in order to # 8216 ; live # 8217 ; once more Laura must hold more of the sweet-tasting fruit of the hob work forces. Lizzie is sympathetic towards her sister and can non bear to see her injury. Laura is all of a sudden left in a place to where she has to look to her sister for love and comfort from the hurting. This in bend sends Lizzie in hunt of the hob work forces to purchase their fruit so she can feed her sister and heal Laura # 8217 ; s ill, love afflicted organic structure. Merely the gustatory sensation of the fruit will mend her broken bosom. Upon happening the fruit, Lizzie is violently confronted by the hob work forces. Lizzie refuses to partake of their fruit. Alternatively of eat the fruit she wants to take it place to Laura. The hob work forces become angry and they will non allow Lizzie go forth until she eats the fruit. The hob work forces assault Lizzie and seek to do her eat their fruit. I n the terminal the hob work forces smash their fruit all over Lizzie # 8217 ; s face and organic structure. Once Lizzie escapes the hob work forces # 8217 ; s clasps, she runs place to Laura # 8217 ; s bedside. Now the verse form takes a drastic swing and we can see hints of sapphic overtones: # 8220 ; # 8216 ; Did you lose me? # 8217 ; / Come and snog me./ Never head my contusions, / Hug me, snog me, suck my juices. # 8221 ; Lizzie is evidently utilizing the fruit as a tool to pull Laura to hold a incestuous interlude. The fruit here is being used as a sex tool. First the hobs used it, now Lizzie. Of class Laura can # 8217 ; t defy her dependence, so she volitionally accepts her sister # 8217 ; s supplication for love affair: # 8220 ; She clung about her sister, / Kissed and kissed and kissed her: / # 8230 ; She kissed and kissed her with a hungry mouth. # 8221 ; Laura has chosen an incestuous sapphic love as an option to the love she one time received from the hob work forces. Christina Rosetti # 8217 ; s # 8220 ; Goblin Market # 8221 ; portrays how evil sexual desires can be. The author of this verse form finds herself torn between a sexual love of adult male and a incestuous sexual love for her sister. In the terminal, Laura will make anything to savor the fruit, even have incestuous dealingss with her sister. The verse form therefore defends its base on sapphism by saying, # 8220 ; There is no friend like a sister. # 8221 ;

5 Ways You Can Collaborate With Other Companies

Collaboration between companies on marketing initiativescan be hugely beneficial. Not only can it increase exposure for both companies, it can result in more leads and greater overall success compared to working on the same initiative alone. You may even get better content as a result because while your business might be one of the best in its field, it’s not the best in every field.Partnering with another company with complementary expertise can enrich the content and attract a wider engaged audience. Who To Collaborate With Choosing the right partner to collaborate with is the key to ensuring high-quality content is created from your joint efforts. Following these few guidelines will ensure that your companies complement each other. Partner with brands you respect: Look towards brands that are effective with their own marketing efforts; companies that market themselves effectively are more likely to also co-market effectively. Keep your values in mind: The values and goals of your company are what drives your marketing efforts. Ensure that the company you choose to work with is clear in its own identity in order to find synergies together. Do some research: Don’t shy away from diving into the content your potential partner is producing. Is their content engaging? Are their followers interacting with their content? If your potential co-collaborator engages their audience in the same way you would like to, it’s much more likely that a successful partnership will develop. Collaboration Inspiration and Examples Not sure what to collaborate on?These ideas can get you started: 2. Cross-promotions: There are countless ways you can collaborate with other businesses for a cross-promotion.You can mention each other on social media, create a joint advertisement for a newspaper, split a booth at a trade show or combine your email subscriber lists to send out a joint promotional mailing. 3. Discounts and special offers:Everybody loves a discount, so why not partner up with another company for a special offer?Include a discount for your partner company on your invoices, or offer free shipping when a customer places an order from both businesses. 4. Co-branding: Co-branding is a unique type of marketing partnership in which two brands combine their expertise to develop an even more attractive or valuable product.One example of a killer co-branding effort is the Doritos Locos Taco, the brainchild of Frito-Lay and Taco Bell. This insanely popular item set sales records at Taco Bell, selling over $1 billion of the product since its debut. 5. Run a contest together: This is one of the easiest and most fun collaborations you can do with other companies.The prizes can come from both businesses, reducing each company’s cost while simultaneously making the contest more attractive. Effective Collaborations Are A Win For All Involved Collaborating can help companies make the most of their content marketing efforts.Joining forces can help brands widen their audience, cut marketing costs and produce more compelling content.

Major Depressive Disorder

Major Depressive Disorder Introduction This assignment is a discussion on the topic of Major Depressive Disorder (MDD).The discussion is based on the definition of Major Depressive Disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR).Advertising We will write a custom essay sample on Major Depressive Disorder specifically for you for only $16.05 $11/page Learn More The purpose of the discussion is to analyze the definition of MDD and identify any gaps based on the social and biomedical perspectives, after which it gives the recommendations to fill the gaps in the definition so as to inform the definition of the MDD in the next edition of the Diagnostic and Statistical Manual of Mental Disorders. The discussion starts with a definition of MDD, then goes on to identify the gaps and the recommendations to fill the gaps. At the end is a conclusion which sums up the main arguments of the discussion. Discussion The Diagnostic and Statistical Manual of Mental Di sorders Criteria for Defining MDD The Diagnostic and Statistical Manual of Mental Disorders bases its definition of MDD majorly on the criteria of consistence and persistence of symptoms. The criteria distinguish MDD from depression by describing MDD as occurring in a prolonged manner, usually for a period of two weeks. It defines MDD as a form of depression in which the patient experiences feelings of disturbed moods in a recurrent manner. The mood disturbance cause disruption of the patient’s normal mood and makes him or her unable to adjust or behave accordingly in school, family setting as well as in work. The criteria of Diagnostic and Statistical Manual of Mental Disorders does not have any kind of diagnosis for MDD but relies on observation of the patient, the patient’s own account of changes in mood as well as reports by close friends or relatives on the observed changes in mood in the patient. The most notable symptoms which are relied on in diagnosing for MDD include day to day mood changes lasting for more than two weeks, lack of interest in virtually all daily activities even those which are very interesting, instances of daytime sleep (hypersomnia), loss of appetite which leads to loss of body weight, or a weight gain by more than 5 kilograms, inability to concentrate or think aptly, fatigue which leads to feelings of tiredness even after waking up, occasional thoughts about death which are accompanied by feelings of worthlessness, and suicidal or homicidal tendencies. On the symptom of depressed mood however, the Diagnostic and Statistical Manual of Mental Disorders criteria does not categorize depressed moods caused by things like drug and alcohol use or misuse, or depressed mood caused by other medical illnesses or conditions as MDD.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More It does not also diagnose MDD for patients who are believ ed to have histories of mixed episodes, mania, bipolar disorder or hypomanic. Similarly, the Diagnostic and Statistical Manual of Mental Disorders criteria do not attribute the symptoms of depression caused by stress and bereavement in the criteria for diagnosing for MDD. The treatment and management of MDD under the criteria of Diagnostic and Statistical Manual of Mental Disorders mainly constitutes of three major interventions namely psychotherapy, electroconvulsive therapy and the use of antidepressants. For psychotherapy, the criteria recommend cognitive behavioral therapy both to the victim and his or her family members as well as close friends. It also recommends the method of psychoanalysis which was proposed by Sigmund Freud as a way of reconciling the past experiences with the present so as to help the patient get rid of the traumatic experiences of the past and live in a new orientation. According to the criteria, psychotherapy is recommended for patients with mild forms o f MDD. The Diagnostic and Statistical Manual of Mental Disorders recommends antidepressant intervention for the severe cases of MDD which are accompanied by other mental illnesses. The commonly used antidepressant is the Selective Serotonin Reuptake Inhibitors (SSRIs), which is known to be effective especially for those patients who have recurrent episodes of MDD as well as those who respond negatively to psychotherapy. Electroconvulsive therapy is recommended for those patients who do not respond positively to both psychotherapy and antidepressants. It is also recommended for those patients who have suicidal tendencies, or those who are faced with the threat of dying due to their inability to eat or drink. It involves the generation of seizures in the patient’s brain through the use of electric waves especially when the patient is in a state of anesthesia. The Gaps in the Definition and Recommendations One major gap in the above definition of MDD is that the Diagnostic and S tatistical Manual of Mental Disorders does not consider social factors such as stress, stigma, criticism from other people, isolation and other relationship problems and challenges in its definition of MDD. According to a study done by Kleinman in 2004, negative criticism especially from family members is a major cause of MDD especially among women (Kleinman, 2004. pp.951-953). Other researchers have found out that grieve may be a cause of MDD, especially if the patient loses loved ones in a series of episodes. The prolonged stress as a result of bereavement may precipitate MDD in the patients, especially if the patients had strong emotional attachment to the deceased.Advertising We will write a custom essay sample on Major Depressive Disorder specifically for you for only $16.05 $11/page Learn More The next edition of the Diagnostic and Statistical Manual of Mental Disorders should therefore consider including in its criteria of the causes of MDD the socia l factors mentioned above. This would allow for wider conceptualizations of the disorder, consequently leading to a wider conceptualization of its treatment and management. This would also widen the scope, especially with regard to counseling approaches involved. Such a move may see the inclusion of bereavement counseling as a way of dealing with or managing MDD. Going by the Diathesis-Stress perspective of mental illness, the criteria for Diagnostic and Statistical Manual of Mental Disorders has got some other gaps in its definition and conceptualization of MDD. According to this perspective, individuals are born with certain predispositions, which are nurtured by environmental interactions into specific thought patterns and or personalities, some of which may manifest themselves as MDD. The diathesis stress perspective identifies various predispositions which may shape the future personalities of young children. Such predispositions include genetics, neurotransmitters, neurobiolog y and the hypothalamic pituitary adrenal (HPA) axis (Martinowich Lu, 2008. pp.342-348). The next edition of the Diagnostic and Statistical Manual of Mental Disorders should therefore comprise the above mentioned predispositions in its definition and conceptualization of MDD. This is because with such a gap in a definition of an important concept like MDD, it can make the diagnosis and treatment too narrow, biased and consequently inappropriate and inadequate in dealing with the disorder. The idea of the current edition of ignoring symptoms linked to personalities is tantamount to ignoring a very important aspect of mental illnesses. MDD should therefore be contextualized not only in terms of the duration in which it occurs but also on the history of the individual especially in regard to the above predispositions. The other gap which is found in the definition and conceptualization of MDD in the Diagnostic and Statistical Manual of Mental criteria is the role of sleep patterns in M DD. According to Krishnan, both ‘decreased REM latency’ and ‘decreased slow wave sleep’ are known to be major contributors of MDD. This is because upon the necessary intervention to deal with them, most patients show improvement in the severity of symptoms of MDD. Based the findings by Krishnan, the next edition should include the sleep patterns in the diagnosis for MDD. This would make the treatment of MDD more inclusive and consequently effective, as opposed to the current situation in which the sleep disorders and patterns are completely ignored in the diagnosis and treatment of MDD. Conclusion This assignment was a discussion on the topic of major depressive disorder. The discussion was based on the current edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and how it defines MDD. From the discussion, it has emerged that the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) criteria is perhaps the most comprehen sive approach in defining MDD as well as other mental illnesses.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The criteria for Diagnostic and Statistical Manual of Mental Disorders defines MDD based on the criteria of the duration of the symptoms, which it puts at two weeks. In the diagnosis of MDD, the criteria rely on observations of symptoms like suicidal tendencies and lack of concentration in the patients. These symptoms may be reported by the patient or his or her close friends or family members. One of the gaps which have been identified in the definition is the ignorance of some predispositions like genetics as well as social factors like stigma, isolation and criticisms. One of the recommendations is that the next edition of the Diagnostic and Statistical Manual of Mental Disorders should factor in the issues identified above so as to fill the gap in the definition and make the diagnosis and treatment of MDD more inclusive and effective. References Kleinman, A. (2004).Culture and Depressions. The New England Journal of Medicine, (351) 10, pp.951-953. Krishnan. (2010). Epidemiology, Pathogenesis Neurobiology of Depression. Web. Martinowich, K., Lu, B.(2008). Interaction between BDNF and Serotonin: Role in Mood Disorders. Neuropsychophamacology: Official Publication of the American College of Neuropsychophamacology, 12(3), pp.342-348.

Technical Definition and Description Assignment - 2

Technical Definition and Description - Assignment Example The main purpose of production in any petrochemical industry remains the separation of oil, gas and water, which is present in the well stream. While two-phase separators do the job of separating oil and gas, the three components are separated in three phase separators. While two-phase separators are used for separating the liquid content from gas, the three phase ones also separate the water content of the crude from gas and liquid. However, different types of separators used for the phase separation are briefly detailed below. After hitting an inlet diverter, the fluid faces a sudden momentum change that ensures separation of liquid and vapor at this point, in such separators. The liquid droplets fall into the bottom of the vessel due to gravity. A level controller regulates the liquid dump valve, after sensing the change in the level of liquid. While a two-phase separator breaks the fluids of well into gas and liquids, a three-phase one separates incoming oil stream into gas, water and oil. Both processes use horizontal or vertical separators for this purpose. (Oil Field, nd) The reasons for following the separation process include relatively cheaper methods of separating oil and gas, by two-phase separators. As water produced in the process can corrode the piping and equipment, downstream, the third phase, involving water separation, saves such equipment from damage and cost towards replacing it. The well production increases due to reduction in back pressure, which is possible after phase separation. This in-turn reduces the required energy consumption. Phase separators are used to separate gas, oil and water as these components form part of the crude stream coming directly from a well. While the two-phase separators are responsible for separating gas/vapor and liquid, three-phase ones remove free water from such crude oil, along with separation of other two

Treatment-Based Drug Courts Significantly Reduce Criminal Recidivism Annotated Bibliography

Treatment-Based Drug Courts Significantly Reduce Criminal Recidivism Rates - Annotated Bibliography Example These programs are developed with an aim of reducing crimes that are usually committed because of drug abuse (MacKenzie 2008). Within the programs, people are offered training based on their skills with the aim of making the sign in the community. Through the education offered in these programs, people change their habits and develop positive thinking (MacKenzie 2008). Individuals who undergo proper training in the programs are not likely to get involved in criminal activities. While those who do not get training end up going back to prison because of committing crimes (Vacca, 2004). Despite the development of these programs in most societies, there is limited research conducted on the effectiveness of the program (Vacca, 2004). It is typically very problematic to determine the effectiveness of these programs because of different judicial procedures used in most of the programs (Vacca, 2004). It also very difficult to determine the factors that affect the programs within the rehabilitation centers (Vacca, 2004). This study will, therefore, test the hypothesis Treatment-based drug courts significantly reduce criminal recidivism rates. Participants in this program most of the time are given counseling services and educational training services that help them change (MacKenzie 2008). The researcher will use a meta-analysis of several studies collected that combines the importance of an association between the study variables (Vacca, 2004). This method is the most suitable because they can be used to describe the efforts made by the respondents under investigation.

The Community of Subcultures Essay Example | Topics and Well Written Essays - 1000 words

The Community of Subcultures - Essay Example Another factor that takes part in creation of a youth subculture includes the gender of the person. Notable is the fact that a given clique of members of this group will relate to each other according to the unwritten but acceptable ways that this clique adopts. The clique is often formed from a geographical stand point meaning that the system of agreement adopted by one part of the populace defined by a given geographical area will necessarily differ with another from a different geographical area. I will undertake to discuss the youth subculture as it found early in the American culture. The youth subculture can itself be defined as the way of life found among the youth and its distinctiveness is drawn from their social or ethnic affiliations that revolve around style, fashion, or affiliation to a given music genre. This kind of a subculture is generational with its membership being constantly renewed as the members outgrow the culture while others join the subculture at the adolescent age (Yinger 1999p54). The youth subculture in America is believed to have had its roots in the 1920's where a new generation of young women known as the flappers emerged. This group of young women believed in liberalism and acted in ways that implied their liberty. They could smoke, drink, use group specific slang, bob their hair, put on short skirts, perceive sex casually and drove automobiles among other things that were considered liberal to do as at that time. Many historical theorists like Marcel Danesi and Steven Mintz believe in the beginnings of the youth subculture in America to be the 1950's. They believe that children were immediately offered adult duties as soon as their ages matched the adult appropriate ages set prior to the above mentioned date. The media, they believe, played the greatest role in the creation of the youth group through frequently engaging youthful individuals in advertisements. The youths therefore organized themselves around the youthful age group and adopted a characteristic way of living that was specific to them. This trend continued to the subsequent generations. The youth subculture in America has a number of subcultures within it that deviate to some degree from the mainstream youth subculture(Lieske 2003pp34-36). The youth subculture in America had a distinct identifying factor. The age bracket within which members of this group are found ranges from adolescence to early adulthood giving a considerable overlap into these margins. This group of persons deems itself to be the epitome of style and knowledge. It is often made up of vivacious individuals who occupy almost entirely all spheres of America's living where they show case their talents through engagement into various activities including academics and the career world. In terms of dressing, this group of young people is trendy preferring to dress in the fashionable attires that flock the market. They are keen to watch the fashion market to ensure that the latest trends in clothing do not escape their attention meaning that their dress codes change as frequently as the market preferences do. The denim jeans clothing for example have been popular with the American youths since the 1990's with the creation of various stylish designs for pieces of clothing. Their hair do is also often stylish and changes as frequently as

Every child has the right to a mainstream education

Every child has the right to a mainstream education Every child has the right to a mainstream education. This is an entitlement for the parents of special needs children, for them to be able to access this, if they believe it to be the correct decision for their child. Many things need to be considered when doing this such as whether the individual child will be able to cope in this type of school environment and whether their ability will allow them to progress along with their peers. This is something which I believe is not the correct decision for every child as I have witnessed pupils who struggle day in day out with issues such as the playground environment, forging relationships with peers and some who are unable to cope with the unpredictability of what can be the normal school day. Inclusion is important, though it is not necessarily the right choice for every pupil. Inclusion is regarded as successful education of all students (whether with or without disabilities, disadvantages) in the same schools and classrooms, celebrating the resulting diversity, including various abilities and cultures (DFES). The era of mixed ability groupings means teachers need to include every child regardless of need and ability through differentiated work, extra support and with a range of activities to suit all needs. The Governments aim is for every child, whatever their background or their circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Every child matters and they do within the classroom and school environment. (Every Child matters). Education needs to be personalised so every child can learn to the best of their ability and access resources and materials in lessons, and for most cases this happens. There are many occasions in which I have witnessed, however, where special needs pupils fall short of being included all of the time and are given activities which neither stimulate nor challenge them. These are the pupils which perhaps need the most help to progress. They need to be suitably challenged so they may progress in some way, however big or small. Ofsted (2004) suggested that schools should make sure that pupils with SEN in mainstream schools are able to play a full part in school life, and receive a curriculum and teaching relevant to their needs (p.9). Pupils can often get lost in large mixed ability groupings and this is where a child may feel excluded as the teaching is not always relevant to their needs. This paper shall focus upon inclusion and the experiences of pupils on the autistic spectrum in mainstream schools. Significance for my Practice Every school I have been in has at least one child on the autistic spectrum. This is inevitable now in mainstream schools due to inclusion. Each child I have seen has Aspergers syndrome, high functioning autism. These children are clever and generally are placed in good sets. Educationally these pupils can advance and do well. Socially, however, these pupils struggle and they face difficulties on a daily basis. I am involved with some of these pupils at my present school so the significance for my practice will be vast. Understanding the research in this area and carrying out my own research will allow me to draw conclusions which I can then apply in school, to help these pupils and to in turn make other teachers aware, to allow benefit for these pupils across the school as a whole. Historical Background The Education Act (1944) established the grounding that a childs ability should be measured on age, aptitude and what they are capable of. SEN children were categorised by their disabilities. Although the act was groundbreaking for the whole education system, it was the 1970s that the focus of the individuals own need began to be addressed (Parsons, 1999). Research into special educational needs occurred more frequently in the 1970s after the Warnock Report (1978) which found that 20% of children could have SEN but 2% may need support above what mainstream schooling could offer them. Since then a great deal of research and investigation has been done in all areas of special needs. The government has made a number of acts over the years to ensure this happens, the most recent one being the Special Needs and Disabilities Act (2001) which protects students against discrimination. In 2005 however, Baroness Warnock criticised SEN in the UK and has suggested that small specialist provision is needed and that the bullying of SEN children in mainstream schools is inevitable. The claim fails to include that small specialist provision is still available should parents seek this. Specialist provision is now also within some mainstream schools which have specialist units within to cater for more complex needs. Further literature, which is discussed later backs up this claim to some extent. Autistic spectrum disorders (ASD) are a range of related developmental disorders that begin in childhood and persist throughout adult life (NHS, 2010). It causes problems and difficulties with social interaction, impaired language and communication skills and unusual patterns of thought and physical behaviour. There are three main types of ASD; autistic disorder, aspergers syndrome and pervasive developmental disorder. The National Autistic Society (NAS) claim that 1 in 100 pupils have ASD and that all schools should be autism friendly with fully trained teachers. This I believe should be the case but with numerous policies and an extensive range of needs within SEN alone, it is difficult to ensure all teachers are trained in everything. This is perhaps where there should be a number of specialist teachers, rather than have all teachers specialise in everything. This however, suggests that in a typical secondary school there could be more than ten children with this disposition. Aspe rgers (high-functioning autism) is common in most secondary schools and the experiences of some pupils are difficult ones. ASD was first identified by Kanner (1943) as a specific pattern of abnormal behaviour. He identified this as being rare but made no attempt to define the amount of people who may have had this. Though the study is very dated, it is still highly influential today and has been a steeping stone for all future research. It is still also relevant to society today as people show the same symptoms as identified and therefore is still of huge importance. Other studies have shown differing prevalence rates of this, including Lotter (1966) who identified a frequency of 4.5 per 10,000 children with autism in an empirical study that was carried out which was epidemiological in nature. This developed the findings from Kanners research, nevertheless further research by Wing and Gould (1979) identified a rate of 15 per 10,000 of children who had social interaction, communication and imagination difficulties. This was the triad of impairments. Patterns of a repetitive nature were also identified whi ch is common today in most children was ASD. The children in the study were not that of the autism Kanner had described. Wing and Gould identified these being part of a broader spectrum of needs. These needs together were identified in 20 per 10,000 children. The prevalence rate is difficult to trust as many people portray elements of ASD yet are not defined as such. Experience has shown this. With prevalence rates, not all of the population can be tested and therefore the rate should be taken as an estimate. Asperger (1944) focused on a group of children who had similar behaviours to what Kanner (1943) had described as autism, but whom had enhanced abilities.   Asperger presented four case studies of children.   In these children he identified some patterns of behaviour and abilities and consequently named these autistic psychopathy.   These behaviours resulted in a lack of empathy, little ability to form friendships, one-sided conversation, intense absorption in a special interest and clumsy movements.   Asperger went on further to explain how these children displayed a great understanding and depth of knowledge on their favourite subject.   These claims are great and wholly unjustified on merely a study on only four boys.   Further research is hinted at within the text but as the paper only identified four case studies it should be regarded as a small scale study. It is common now also for girls also to be associated with being diagnosed with Asperger syndrome, which is a s ignificant point that Asperger missed. The behaviours identified are some which I have witnessed and which are consistent with my experience. Children with Aspergers syndrome can talk in depth on their favourite topic and can completely change the course of a conversation they are in to talk about this. They can often have one sided conversations on this and are not necessarily talking to anyone in particular on their specialist subject. The limitations of this research lie with the time, these were studies that were done during World War II and therefore behaviour due to trauma from the war could have indeed impended the true behaviour that matched the child.   It could be argued though that there were indeed many other children who presented with these behaviours and abilities, but an in-depth study of just four ensured significant detail and strengths in assessing a range of behaviours over a period of time, which consequently could be later relayed onto other children with a similar disposition.   The considerable delay in the translation of this paper led to Western understanding decades later; his finding are now regarded and accepted worldwide.   Aspergers syndrome is indeed a social construction and the paper should be taken as such but noteworthy research which will be discussed later now backs up the claims made in this paper. What could be regarded as another influential study is done by Wollf (1995). Having studied Asperger syndrome for over 30 years the findings are most definitely worthy to a great degree. The studied children were of average or high ability who were impaired in their social interaction but who do not have the full picture of the triad of impairments. However, these children represent the most subtle and most able end of the autism spectrum; are higher functioning. The majority become independent as adults, many marry and some display exceptional gifts, though retaining the unusual quality of their social interactions. There is great debate on why to even include these children in the autistic spectrum. Wolff suggests that these children often have a difficult time at school and they need acknowledgment, understanding and acceptance from school staff as well as parents. Is this the best option for these children though? To identify them as different and therefore facilitate them to a l ife of indifference as they live with this brand upon them. This makes the research lose some credibility as there should be more justification than they have a difficult time at school. Other children have difficult times at school, for many other reasons. Research Theories and Findings A good proportion of studies have been completed on including pupils in a mainstream school with autistic spectrum disorders. These studies differ in terms of their methodologies and findings. With a huge proportion of pupils in the UK facing difficulties with communication, social interaction and imagination, studies for mainstream schools focus upon high functioning autism in the form of Aspergers syndrome. It is more common to find pupils with Aspergers syndrome in mainstream schools as their intellectual level is greater than those with pure autism. Inclusion and Autism; Pupil Experience Humphrey and Lewis (2008) looked into the views and experiences of a pupil with ASD in a mainstream school. Through a small scale study it found that the inclusion of pupils with Aspergers syndrome in mainstream schools presents challenges and opportunities for the various stakeholders (e.g. teachers, pupils, parents and peers) in this process. The study was purely the views of pupils and their experiences though it is often witnessed by teachers that issues at home equate to problems at school. As a result, it may have been appropriate to include teachers views to ensure the participants were portraying behaviour that was usual. Inclusion is fraught with difficulties, with the whole range of needs that exist in mainstream schools at present. A report shows 1000 examples of inclusion in education from members of NAS, Barnard et al (2000). The findings claim that parents with a child in an autism specific provision were twice more likely to be very satisfied than those who had a child in a mainstream school. It shows that views decline through the later school years, the older the child becomes. The survey was completed by over eight hundred respondents, with half of the children being in a mainstream setting. A majority proportion of these children had statements. Findings are primarily based on opinions of parents but the views could be contested as they do not attend school with their child. The parental opinion on what they think their child should have may exceed the needs that their child actually holds. In a mainstream school I am working in children with ASD are supported in a variety of ways and are making good progress. There are issues that these children struggle with but they are guided through these with help from staff in school and through external agencies support. Humphrey is a leading researcher in the field, with a number of studies looking into the effects of inclusion for pupils. Humphrey (2008) identifies that the number of students with ASD being educated in mainstream schools is growing, though educational experiences of these students are unfounded. Whats more, the article found that pupils with ASD are more than twenty times more likely to be excluded from school than those without special educational needs. This implies that pupils are unable to cope suitably in this setting yet reasons for the exclusions are not explored. The paper identifies strong strategies for behaviour and such, yet without the reasons of why these people are excluded the suggestions on improving behaviour are speculative. Literature also draws upon the debate of whether inclusion in mainstream education is the best route for all special needs children. Wang (2009) identified through a critical analysis that certain difficulties may occur by allowing ASD childr en into mainstream education. It also notes on how inclusion is worth striving for and how disadvantages can be resolved by training educators appropriately. Much research in this area pertains that it is teachers who need to understand more and in turn need to implement different strategies. This shall be discussed further later. Tobias (2009) found that by providing students with a mentor figure and by meeting the needs of the individual rather than applying blanket policies to groups of students with ASD, that these were strategies to support and aid in inclusion which worked well and were consequently perceived as such. This on the other hand, is one isolated example and was a small scale study of just fifteen participants and research in this respect is limited. Most studies seem to take the view that experiences could be improved; bullying was found to be a major issue within literature. Peer Understanding and Bullying A significant number of researchers have identified the need to ensure peer understanding to allow ASD students to be included in the activities associated with school life. Many reports account for many students with ASD being bullied by peers, either because they know they are different and have ASD or because they are seen as different and cannot handle social situations as well as others may. Humphrey and Lewis (2008) identified the fact that much research had suggested these pupils make easy targets for bullies. The symptoms associated with ASD make these pupils stand out from their other peers so this statement could be suggested from observations, the research needs to identify why this is as it found almost all pupils reported being bullied at different levels of severity and frequency. This also seemed to occur regularly. Research on this suggests that it is boys in particular who suffer in school settings. Granzio et al (2006) confirm that the oddness of pupils with Asperge rs syndrome led to verbal abuse and social exclusion on a daily basis from peers. From this it may be reasonable to suggest that social exclusion could lead to other problems in a child such as the child becoming depressed due to social rejection as around one-third of school time is spent outside the classroom (Nelson, 2004). This therefore is an area where more research needs to be done; in particular in that of social integration. Norwich and Kelly (2004) recognise that those with special educational needs are more likely to be bullied than other pupils. When thinking of the difficulties faced by children with ASD; particularly that of social and communication difficulties it is not surprising the rate and frequency that bullying occurs. The World Health Organisation (2007) suggests that social difficulties are exacerbated if dyspraxia or developmental clumsiness is present, which is often the case. Students therefore need to develop an understanding of ASD pupils to allow them to develop some compassion to how they must feel on a day to day basis. Humphrey (2008) established from previous research that students need to understand a little about why students with Asperger syndrome have such quirky behaviours. A little understanding and knowledge can go a long way to show other students how to assist easily, rather than ignore or taunt this student. Most research in this area suggests that more knowledge is nee ded, whether it is for the pupils or school staff. A further study looks into the relationships with peers and the use of the school environment. Wainscoat et al (2008) found through a case control study that Aspergers pupils, in comparison with controls engaged in fewer social interactions, spent breaks and lunch times in adult supervised areas of the school, reported having fewer friends and therefore likely to be the targets of bullying. This once more shows recognition in the fact that experiences of these pupils within mainstream education are not all good. This is one of the few quantitative studies yet provides little understanding into reasons behind the findings compared with the qualitative studies. It provides strong evidence to support these claims through statistics but the structured interview could have included some open questions to allow participants to elaborate. The literature discussed shows pupils are isolated, often bullied and somewhat unhappy. This suggests mainstream education is perhaps not the best place f or all students. There also seems to be a social stigma attached to these pupils as research suggests quirky or odd behaviour. With up to 1 in 270 students at secondary mainstream schools having SEN related to an ASD, Barnard et al (2002) this accounts for a huge proportion of pupils who may be having the same difficulties. This calls out for a greater need for more research in this field to ensure ASD pupils are getting the support they need to deal with these issues and how these issues are dealt with in mainstream schools. Teachers Perceptions Ashburner et al (2010) compare teachers perceptions of students with ASD to their perceptions of typically developing students with regard to their capacity to perform academically and to regulate emotions and behaviour in mainstream classrooms. This was a case control research design and participant bias, in respects to the participating teachers is highly prominent in this research. It was based on teachers ratings from teachers whom already possessed views and opinions on the childrens aptitudes, abilities and more importantly temperament. This, on the other hand, means they had a truer perception of the child that a researcher would not have had and therefore results are plausible. Ashburner et al propose the research findings were concurrent with prior research which suggests that students with ASD exhibit significantly higher levels of behavioural and emotional difficulties at school than their typically developing peers. Jordan (2008) claims that teaching pupils with ASD is hard. It is hard for just the same reason that students with ASD find it difficult to learn in our current school system. Just as these children have no natural intuitive ways to understand their teachers, teachers, in turn, have no natural intuitive ways of understanding students with ASD. Teaching is made more difficult by the fact that no child with ASD is the same and strategies that work on occasions, may not do on every occasion. This is what I have found in my practice. This is where Every Child Matters comes into play and is particularly important, where each child needs support to enjoy and achieve. Jones et al (2007) conducted a review of needs and services for young people with Aspergers syndrome. It identified that within education many children, parents and carers will meet people in their school lives whom have no knowledge of Aspergers syndrome, teachers included. Thirty five children took part in the review and the majority (68%) would have liked their school to be different. Although this is based on ASD children, it goes without saying that most children would like school to be different and therefore more specifics need to be recognised. Within the survey bullying was also identified, yet this was something which school staff failed to mention. Research in regards to teacher understanding comes across not only in research that is based solely on the teacher, but also from research on peers and pupils themselves with ASD. This shows there is a greater need for teachers to be more aware of the whole range of need associated with ASD, not just Aspergers syndrome which is commonly found in mainstream setting. Conclusions from the research The general consensus from the research identified is that inclusion and autism is improving, but improvements still need to be made. There is limited research into social integration of pupils into mainstream schools, which considering the estimated prevalence rate is quite alarming. A significant number of researchers have also identified the need to ensure peer understanding, as well as a greater awareness of ASD for teachers. The majority of the research identified bullying as an experience within school. The percentages of this are soaring and it is something which I believe schools needs to research promptly. Bullying is identified in the research from accounts by the pupils, yet teachers perceptions on this seem somewhat different. Research falls short of statistical evidence and a lot of it is qualitative, but this provides in depth explanations and good quality accounts of experiences within mainstream schools. Part B In analysing the different research studies it seems appropriate to start from near the beginning and look at where new and relevant research stems from. In this respect there will be a focus on Aspergers syndrome (Asperger, 1944). The paper by Asperger (1944) is highly pertinent in understanding a range of autism that may occur in a person. It continues on from the work done by Kanner (1943). A great deal of evidence is collected, including that of family history. The research methods, however, are somewhat lacking. The testing that Asperger conducted on these children often failed in providing any useful analysis and was therefore disregarded. Intelligence tests were conducted where these included construction tests where the child would copy from memory, rhythm imitation, memory for digits (repetition for six digits was expected at the age of ten, one boy who was six thus proved to be above average), memory for sentences (this could not be evaluated) and similarities between different things were tested. Analysis focused on memory for digits, along with observation and parental examples of abilities. The latter is a difficult one to reprehend as parents often believe their child to be above average of other children of a similar age and this for that reason is only their opinion. It is essentially qualitative data in the respect that most of the research is carried out through observations and opinions. The data is essentially more rich with lots of detail and therefore of good quality. The justifications for the intelligence tests were on the basis that the child carrying out these tests were observed and therefore judged on communication and ability. This fundamentally enhances the reliability of the tests as there was a plausible reason behind carrying them out, rather than just purely to measure intelligence. The tests however were adapted to the personality of the child so conclusions from these as a whole need to be somewhat justified more. This was essential in terms of ethical issues to put the child at ease but each of the data sets collected are detached from each other, as each case study had a different method. The research is highly subjective and researcher bias is great due to the nature of the observations. The case studies, however, provide enough detail through comprehensive descriptions to justify the claims made. Overall, this paper has provided a good grounding for all research conducted today in this field and is highly important. The research methods conducted are limited but further research and advancements in technology since 1944 have allowed a greater picture of Aspergers syndrome to be developed over time. In contrast, a recent paper on the views and experiences of Aspergers children in a mainstream school moves away from looking at how these children behave to focusing on how they feel and what their experiences are like. This links to the last paper discussed on what Aspergers is but looks at their perceptions of what Aspergers is, so is not purely from the side of the researcher. Humphrey and Lewis (2010) provide an in-depth analytical paper on how these children cope in school. This is a small scale qualitative study on twenty pupils in North West England. It looks at four mainstream high schools. The research is phenomenological where interpretive phenomenological analysis was used to explore how pupils made sense of their educational experiences. The research was qualitative in its methods; the study incorporated semi-structured interviews and pupil diaries. The diaries were used for a month which made possible vast amounts and quantities of detail from each participant in the st udy. This is difficult to analyse and researcher bias will occur to decide which points are valid and are worth mentioning above others. The diaries were also conceived via different methods; either written, orally or electronically. This could yield different results. The participants had a choice but this may not have necessarily been the correct method to enable them to explain in the greatest amount of detail. All participants did not fill in the diary for a whole month period but a number of participants stopped at differing intervals. This led to varying amounts and different quantities of data sets from each participant. The research should have perhaps been carried out on a smaller time scale to allow for full participation. The diaries, on the other hand do provide good detailed responses as opposed to purely using interviews. For example, a participant proceeded to draw images and diagrams depicting his school life which gave a more rounded picture on his feelings and emot ions. This level of detail allows for greater understanding of their experiences and therefore enables the research to be reliable due to the high quality that it portrays. The semi-structured interviews then back up thoughts and feelings from the participant which also enables prompts from the researcher, to allow greater explanation on why they think or feel this particular way. The paper is high in terms of validity and there is a small chance the participant may be lying as issues were recorded in the diary and discussed further via this route. The study also adds to input from its participants by allowing them to provide commentary on the findings, which were then incorporated into the paper. This ensures the theme on their views is completely adhered to, again adding to the consistency of the methodology. The visual representation of results both allowed for the pupil understanding when they were providing commentary on the paper but it also identifies strong categories and th emes in an area where research is wholly limited. Furthermore, this will provide a strong grounding for further and future research in this particular area. Another study, Wainscot et al (2008), looks at experiences in a mainstream school of participants with Aspergers syndrome, but this focuses more specifically on the relationship with peers and the use of the school environment. Research methods included a case control design where pupils undertook a structured interview on their social interactions that day, at the end of school. This method was justified entirely by suggesting the alternative approach of using a cohort study could result in an unbalanced sample based on the kind of prevalence observed. By justifying the method the paper gains credibility and warrants why the method it chose was to all intents and purposes best for this particular research. Structured interviews provide limited scope for the participant to respond and as a result there was a lack in the depth and quality of answers. For example, a question posed was did you have a good day at school today? This is a yes or no question and reasons behind this answer c ould be vast. A pupil may not have slept well or simply was not in a good mood, but in terms of the research conducted it could be interpreted as the participant not liking school or anything the researcher interprets it as. This is a quantitative study and as such responses were entered into SPSS database and analysed. A snowball sampling strategy was used which was again justified as the characteristics required of participants are rare. The control participants were chosen with dyslexia to further investigate SEN as a risk factor for social isolation. The overall number of dyslexic pupils in the study however, turned out to be just three. The research therefore focused primarily on those with Aspergers syndrome and those without. The case-control dyad matched a whole range of variables; age, gender, academic ability, physical size, lessons attended, socio-economic background and ethnicity. The variables were matched where they could be but not all of the case control dyads were. This implies the amount of variables was perhaps too complex to allow for all true matches. The data was collected at different times, in different years to be specific. This implies a lack of reliability as data was collected over a year apart and therefore the researcher did not allow the research to be consistent; this may well have influenced the second data collection period more notably than the first. The study provides a number of limitations but in essence provides good substantial evidence, with a clear comparison between two groups. The researcher could have had more control over the study as opposed to allowing case-control matches by the schools. Again, as with the previous study discussed a need for more research in this field has been acknowledged and suggestions of peer bullying are further recommended. Barnard et al (2000) carried out a large scale study focusing on examples of inclusion in education from the National Autistic Societys members. Although this is slightly dated, it is one of a few large scale studies on inclusion and autism that has been conduc