Economic issues Essay Example | Topics and Well Written Essays - 250 words

Economic issues - Essay Example This is true owing to the two groups of spectators being charged $ 150 for lower-yard customers and $ 50 for upper-deck customers in professional sport stadia (Dobson and Goddard, 169). The discrimination method used in this case is the location of the seats of the spectators in the stadium to result in the different prices being charged for different spectators exemplifying a case of price discrimination. 2. Limiting property right on new buildings to 20 years will discourage investment in new buildings, as this will limit the benefits associated with investment in new buildings. The benefits that would be accrued from investment are property rights forming the main reason to augment the incentive to invest in new buildings. These advantages will be reduced when property rights are limited to 20 years reducing the incentive for investment in new buildings. The need to have property rights on new buildings spanning more than 20 years augment the incentive for people to invest in new buildings as they can be able to access rights from their investment in buildings increasing the number of houses being built by

HOW VIDEO GAMES ARE POSITVELY AFFECTING AMERICA'S YOUTH Research Paper

HOW VIDEO GAMES ARE POSITVELY AFFECTING AMERICA'S YOUTH - Research Paper Example Cartridge based consoles were introduced by Atari during this period which will pave way to the second generation video gaming. The early eighties were called the golden age of gaming industry as space invaders developed by Taito set new benchmark in gaming industry in terms of revenue. At the same period the home gaming console industry was also blooming with the advent of personal computing. Other major highlight of this decade is the release of Super Mario by Nintendo. During nineties arcade games saw a decline and paved way for home game consoles. Also at this point of time handhelds were becoming popular because of its ease to carry around and play but declined before the end of nineties. From mid nineties saw major transition in several aspects such as the games became three dimensional from two dimensional and also CD ROM’s started to replace the traditional cartridges. Popular and powerful gaming consoles like PlayStation were released by Sony.2010 saw Nintendo emergin g as leaders based upon software revenues followed by Activision Blizzard, Electronic arts, Sony and Microsoft respectively. On the other side in gaming consoles arena Sony with its Playstation series and Microsoft with its Xbox series of consoles are competing each other fiercely for leadership. A separate genre of games which were less in complexity flourished during this period after associating it with social networking sites such as Facebook and MySpace. Also with the advancement of mobile phone technology several gaming applications were developed for advanced gaming and multimedia phones. Nokia introduced N-gage series mobiles with an in-house built gaming platform which did not take of as expected. At present days with the introduction of motion sensing mobile phones, more motion sensing games are becoming popular. Will the invention of new motion sensor technology games help against the fight of childhood obesity? The new motion sensor technology detects the entire body mov ement and provides it as inputs for the game. Using these technology users can engage themselves in virtual games physically as in real life. There lies a potential for users to use virtual gaming as a way to reduce obesity and diabetes. There exists a mass that prefer video games over real games. Motion sensor technology can benefit these people who can enjoy video games at the same time engage in various kinds of physical activities. The real challenge lies in developing games that is interesting for users and also burns enough energy from body to serve the purpose. In future, game developers can develop less complex but more physically engaging games solely for daily exercising purpose, so that users can replace current exercising instruments such as treadmills with motion sensor gaming cum exercises. Therefore scientific research need to be conducted which will lead to better games, better consoles aimed at reducing obesity. Is there a direct link between violent video games and violent behavior in children? Establishing a direct link between violent video games and behavior of children require very comprehensive studies. Looking at simple statistics it’s evident that at the same period of time when video game sale have undergone a boom, there has been decline in juvenile crime in US. Similarly there are critics who suggest that by playing violent video game it acts as substitute to actual world aggression thus

Cognitive behavioural therapy treatment for severe depression

Cognitive behavioural therapy treatment for severe depression The essay starts with a short definition of the term depression and continues with an abstract about the main basics of Cognitive Behavioural Therapy for the treatment of depression. The focus is on CBT as it is practised according to Aaron Beck. Due to the shortness of the essay I decided to focus on Beck, rather than on the behavioural approach of Albert Ellis, although Ellis contributed a lot to CBT as it is practised today. Beck is especially useful for the theme of the essay because the treatment of depression was a lifelong focus in his therapeutic work. Most authors refer to him rather than Ellis. In the third part of the essay I want to discuss the benefits and limitations of CBT as a treatment for depression, comparing it with some ideas and strategies of Family Therapy and Hypnotherapy. What is Depression? The terms Depression and being depressed are very common and frequently used. We use them in every day life to express that we are unhappy, in a low mood, disappointed or feel a lack of energy. It seems as though every human being gets to know feelings of depression during his life time and it is within the human range of experiences to get through times of deep disheartenment. So, when does Depression becomes a serious disorder and reaches the state of an illness? The boundaries seem to be fluid, but the usual description of feelings, like being sad, anxious or desperate doesnt capture the depressive experience. It is often described as rather an absence of emotions, a total blankness. (Hell, 1992 p.61) Psychiatrists today mainly use the number of symptoms and the length of their appearance for the classification. According to the ICD-10 criteria, diagnosis of a depressive episode requires at least two, out of the following three core symptoms for most of the day, nearly every day, for a minimum of two weeks:  [1]   Low mood (feeling low, unhappy, sad or miserable) Fatigue (feeling tired or having little energy) Anhedonia (lack of interest or enjoyment in things) Whether a depressive episode is classified as mild, moderate or severe depends on the number of associated symptoms: Sleep disturbance Change in appetite and weight Anxiety Poor concentration and irritability Suicidal thoughts Feelings of guilt and worthlessness These symptoms may occur in a one-off episode (a major depressive episode), can recur more than once (a major depressive disorder) or be less severe but more persistent, which is then called dysthymia. The periodic appearance applies to 50% of the cases. (Hell, 2008 p.49) Depression is often associated with other disturbances such as addiction, anxiety, compulsive disorders or eating disorders. (Brunnhuber and Frauenknecht, 2005 p. 148) It can be masked by fatigue, insomnia, a burn out syndrome and can also appear in conjunction with a physical illness. In addition to the clinical definition of depression I would like to mention Dorothy Rowes assessment that people suffering from depression describe themselves as feeling trapped and isolated from the rest of the world. (1994, p.xxi) Not being in contact with others is in my eyes important because it has an major impact on therapy. The number of people being diagnosed with depression is still increasing. It is said that about 15-20% of the population is likely to suffer from a diagnosable depression once during his life time. Women are two to three times more likely to be diagnosed with depression than men. 15% of the people who have been treated in hospital because of depression, later commit suicide. (Brunnhuber and Frauenknecht, 2005 p.147) Despite a great deal of research there is still no evidence of a single cause for depression. Early life experiences, hereditary factors, social risk factors, a chemical disturbance in the brain, all are still said to contribute to the development of a depressive episode. Although I do not intend to address these theories in detail in this essay, the question what causes depression is vitally important to every school of psychotherapy in dealing with the problem. CBT as treatment for depression One reason for NHS to choose CBT as the favoured form of treatment is, that it has been subject to intensive scientific testing for many years and has been found as effective as antidepressant medication and other forms of therapy. (Mulhern et al., 2004 p.185) I dont want to challenge these results in my essay, instead want to understand how CBT works. The CBT explanation of depression derives from the work of Aaron Beck and focuses on the relationship between unhelpful thinking, emotions and behaviour. The proposition is, that negative early life experiences make some people vulnerable to depression, which can be activated later in life by stressful events. Our early experiences decide how we view ourselves, others and the world. The individual develops rules and compensatory assumptions, which have the function to prevent the activation of the negative and painful core beliefs. For example someone who grew up in a family without warmth and approval might have the core belief: Im unlovable. Over the years he might develop a rule, how to get the desired response from others: If I put the needs of others first, then they will love me. Beck called that type the sociotropic personality style, with a greater need to be accepted, placing their self-worth and individual needs after those of others. In contrast autonomous personality types place a greater value on independence and the achievement of individual goals. The autonomous personality may experience depression as a result of failure in achieving goals and external stressors like unemployment, debt, a failed exam etc. The sociotropic style will be vulnerable to depression when interpersonal relationships are threatened or lost. (Mulhern at al, 2004 pp. 184-5) The underlying psychological vulnerability is assessed by using different kinds of questions for detecting the core beliefs and negative automatic thoughts (e.g. Im not good enough). Automatic thoughts are usually outside the conscious attention of a person, but so familiar that they seem to be the ultimate truth. According to Beck it is not a negative event that causes depression, but the interpretation of the event, based on our core beliefs. After detecting the wrong beliefs the client learns to work out for himself, how these thoughts affect his feelings and behaviour. When insight in the mechanism is achieved, the therapist and client work collaboratively to change the dysfunctional thoughts. It is an essential part of the session to clarify the difference between feelings and thoughts. For example the client learns to say I think I am a bad person instead of I feel I am a bad person. CBT therapists have a circular understanding of the relationship between cognition, emotions and behaviour. For example cognitive processes can influence behaviour and feelings, and vice versa, changed behaviour can influence cognitions and feelings. As in other schools of Psychotherapy, warmth, genuineness and empathy are important components of the therapeutic relationship. But cognitive therapy does not use the relationship as the focus of therapy. The aim is to create a therapeutic milieu in which the specific cognitive techniques will be accepted by the client and can be applied most efficiently. (Beck et al, 1997 pp. 45-9) The therapist explains all techniques, how they work and their purpose. Beck uses the picture of two scientists observing the presented problem. Therapist and client are partners in the process of problem-solving. The therapist is directive in the beginning of the process, but the client is supposed to take more and more responsibility for developing his own strategies. Nevertheless there is always a script which leads through the session. The client shall remain emotionally independent from the therapist and the number of sessions is limited. NHS usually pays for 6-20 sessions of CBT, dependent on the severity of the depression. (NCHP, 2009 p.182) Beck himself worked with an average number of 15 sessions over an 11-week period. (Beck et al., 1979 pp. 104-5) The setting of homework is a key stage in CBT, which transfers the learning and changed behaviour into the clients every day life. It also activates the client and may give him first feelings of achieving something. Homework assignments are often presented in the form of behavioural experiments. The activation of the depressed client is one of the most important tasks in CBT. The client is monitoring his activities and rating them as to the pleasure he gets from them. The usual idea of the depressive client of doing and enjoying nothing at all can be altered into a more reasonable view. The patient becomes more sensitized to feelings of satisfaction and thus experience and recalls more pleasurable sensations. (Beck et al., 1979 p.125) The technique of activity scheduling is used to increase step by step the number of activities the client takes part in. Scheduling is also used for breaking down big tasks, which the client feels unable to work on, down into smaller bits and pieces. Rather than ruminating on the cause for the depression, monitoring and later changing thoughts, feelings and behaviour is the goal of therapy. The more objective data shall allow the client to get rid of his self-judgement and feelings of worthlessness. Discussion In the beginning I was really reluctant to write about CBT. It was never very appealing to me and I have no personal experience with it. The books I read seemed to be very schematic and strict, written without empathy and inspiring ideas, a bit too educational and directive. It was the CBT-Weekend at NCHP with Jeannie Bruce, which encouraged me to delve a bit deeper into the subject. Being such an enthusiastic and empathetic therapist, she convinced me that the techniques of CBT are working for people suffering from psychological problems like depression or anxiety. She uses Hypnotherapy as well and I think most CBT-therapists today use additional techniques and borrow from other therapeutic schools. This is probably one of the advantages of CBT today: The openness to integrate with whatever technique is useful for the client. To keep it manageable I want to stay close to the original theories of Aaron Beck about depression, when starting the discussion about the benefits and limitations.  [2]   CBT is not focusing on the cause of depression. The explanation why depression exists is more functional. A kind of protection, when we are in a high-stress environment, like a safety switch or fuse on an electrical circuit environment (Gilbert, 1993 p.33) or evolutionary: Go to the back of the cave and stay there until it is safe again (Gilbert, 1993 p.43) People suffering from depression tend to have a low self-esteem and are very self-critical. The client is supposed to learn, that with his continuous self criticism he is constantly stimulating his natural threat system. Through this permanent stress he is maintaining the depressive state, getting deeper and deeper into exhaustion and inactivity. With that explanation CBT focuses on how the client is maintaining his depression, rather than what causes it. The idea is offered that the individual, who usually feels powerless against the almighty depression, might still have some influence on it. The individual is taking more responsibility for changing his behaviour and thoughts and works his own way out of depression. If you want to bring a change as quickly as possible, this is probably a very straightforward and good approach. As a family therapist Im familiar and mostly agree, with the idea that for initiating a change, it is not necessary to go deeply into the causes of the pronou nced problem. Problems are best solved in the here and now. In Hypnopsychotherapy we use this approach as well. CBT assumes it is the clients thinking that produces his low feelings. Beck even calls it a thinking disorder (1979, p.14) I think this is a very simplistic idea, maybe too simplistic for the complex human psyche. Nevertheless it is true that the way we think can influence our feelings. And it is much easier to change willingly the way we think than the way we feel. Gaining back control will be a big relief. CBT claims, that this is more helpful and longer lasting than the relief a client may get from expressing his feelings. (Beck 1979, p.42) I do have a problem with telling people that what they are thinking and feeling is wrong. It sounds a bit contradictory to explain to someone that his belief that Im not ok, is not o.k. Can that unconsciously consolidate the core belief, Im not ok, despite consciously being trained to say Im a good person? Will stable self-esteem and valuation result from this message? Hypnotherapists believe that core beliefs exist mainly in the subconscious mind and need to be addressed there. Not in simply abandoning them, but in carefully changing them, displacing them step by step with new suggestions. I have more sympathy with an approach that accepts all feelings and thoughts as a part of the individual, and tries to integrate them, rather than declaring them simply wrong. I find CBT techniques helpful in breaking the vicious circle of withdrawal and inactivity, which maintains and even boost the low mood. Withdrawing from people, staying in bed and constantly ruminating would probably also depress a well balanced person. It is difficult to find a way out. With the direct approach to change behaviour CBT can be a useful emergency-tool to escape from the prison of depression. Nearly all experts agree that if client is suffering from a severe depression a therapeutic communication is quite difficult. To improve the mood in the first place is preferable. A CBT session is well structured and follows a fixed script. The script may keep a secure distance between therapist and client. The so called together as scientists approach, signals that the client isnt forced to engage deeply with the therapist. It might be wise not to focus on the therapeutic relationship if the client is deeply withdrawn and distrustful or scared of others. There is another benefit for the therapist. In my experience, working with people who are depressed may easily lead to an atmosphere of emptiness and hopelessness during the session, which could easily infect the therapist as well. If you have a fixed script to follow and concentrate on it, you may be able to avoid being stuck in a problem-trance.  [3]   From a more critical point of view I would like to ask what happens after the case of emergency is accommodated? The individual engages in activity again and is able to follow his everyday chores. Will the change last, if the underlying problems are not addressed? Is a long lasting effect possible without insight? Will the client be able to find more satisfaction in his relationships? There is no answer to the question whether the wrong thinking is really causing the depression or whether it is just the other way round: because the individual is depressed, his thinking is negative and irrational. If you see it as circular not linear, it does not matter from which side you approach the problem and initiate change. But for the individual whos looking for deeper insight into his problem this approach may be unsatisfying. In the view of CBT, depression is an unwanted experience. It causes suffering and therefore is to be eliminated. Other Psychologists were asking: Is there any sense in depression? For example Dorothy Rowe criticizes CBT for ignoring the major questions of life, which deserve to concern us: Why am I here? What is the purpose of life? What happens after death? (1994 p. xviii) The thinking about these questions makes us human beings. It could help the client to talk these through in Psychotherapy.  [4]  An existential fear of death for example, which can appear after an important loss and lead to depression can not simply be rationalised. In my eyes it must be taken seriously and addressed with respect and time. There may also be environmental or social circumstances, which may raise the question, whether it is not reasonable to be depressed and has nothing to do with wrong thinking at all. There is a strong connection between social problems like poverty, unemployment and social exclusion, and the appearance of depression.(Hell, 2008 pp.33-34) Acknowledging that distressing incidences can legitimately cause depression doesnt stop us from looking for solutions. I also have an objection to the way CBT deals with ambivalence. People are complex and able to think, feel and believe two opposite things at one and the same time. For example: Im a talented person and Im a failure. CBT is labelling the negative thinking as wrong and simply tries to eliminate it with changed cognitions, reality testing and training. As a future Hypnotherapist I know that the unconscious mind has many possibilities to store something away, and it might come up with the next challenge or disappointment again. It makes sense for me to address the negative thoughts directly in the unconscious state, rather than with rational techniques. Addressing the unconscious mind can be helpful, especially if we talk about the type of depression which seems to arise out of the nowhere, without an obvious cause. The unconscious mind might give us some answers about unfulfilled needs, hidden wishes and former painful experiences which may contribute to the state in which we are now. Schmidt points out, that it is often the attempt to eliminate ambivalences that leads into depression. The black and white thinking of the depressive individual may cause the trouble. (2004, p.284) Isnt the good and wrong labelling of thoughts and behaviour in CBT supporting this categorical thinking? Im a bit suspicious about the success rate in CBT, because depressed people are often described as being adaptive and well-behaving. (Linares and Campo, 2003 pp. 14-5) The moderate depressed client might follow the instructions and homework assignments willingly, holding back other feelings of anger and resistance. He is more likely to show guilt in case of a relapse and usually blames himself for it. While reading the CBT manuals for depression I sometimes think: That sounds like good parenting to me. For example, scheduling the day with your depressed client, advising him in detail how to start the day, brushing teeth, take a shower, have some breakfast, go to work. Depression is also described as a kind of regression and maybe CBT meets the need of a client to have a good and caring parent in therapy, as compensation for neglect in childhood.  [5]  This can heal a wound, but can also provoke being a good child again, pleasing others, adjusting to the tasks. Without question it depends on the quality of the therapist to recognize and address this. Another thing could be missed if the depressed client is characterized solely as someone with low self-esteem and a negative self-perception. This part of the personality shows up first and is presented quickly. In my eyes it is only one side of the coin. Unipolar depression occurs often later in life, when we realize that we didnt live up to our expectations and we see no solution for that. It is a time when we may have to say goodbye to dreams, fantasies and wishes which helped us to survive as a child and young person. I would always carefully explore whether there are hidden feelings of self-aggrandisement. Between the two poles of devaluation and delusions of grandeur the individual may oscillate. In that case depression could make sense to him as a reason for retaining his delusions of grandeur, and even as an excuse for why he is not able to live up to his (unreasonable) expectations. Depression may also protect us from making further decisions and taking full responsibility f or how we live. It could also simply be a break, for getting some rest and protecting the individual from his own excessive demands. It can transfer information about legitimate and so far neglected needs. (Schmidt, 2004 p.283-285) If depression is a kind of protection, the question should not be how to get rid of it as quickly as possible, but how to protect oneself in different ways, which causes less suffering. Another interesting idea I would carefully explore as a therapist is, whether the client has a problem with regulating closeness and distance. Depression can be a tool in keeping at a distance from other people. It can be a form of withdrawal into ones inner self, if we do not feel allowed to leave an unbearable situation, or to express our needs. Family therapy is looking for the sense in showing yourself depressed in connection with our environment. The assumption is that all human behaviour makes sense and all behaviour is communication. Because it is impossible not to communicate, even a behaviour which consists of withdrawal and bleak silence (how the depressive person is often presenting himself ) is communication. It is a message to the people around and provokes reactions. Depression arises in our relationships. It is not a process inside the individual, but a symptom in the communication between two or more people. Although it appears to be dysfunctional there is an underlyi ng intention for the behaviour. Eliminating the depressive symptoms as quickly as possible could be overhasty, if you dont respect their meaning and function first. The development of other strategies and an improvement in communication would be the prior goals. I find this approach helpful, when the depressed person is living in a constant relationship and obviously the depression interferes with the partner or the whole family.  [6]   Depression is a very complex psychological problem and I hope I was able to show a variety of reasonable approaches and theories which are all based on practical therapeutic experiences and research. Probably no two depressions are the same and every case needs to be explored carefully. As it is such a complex theme, it is a loss that the NHS, mainly for economic reasons, decided to promote CBT as the only treatment of choice. One suits all, that is wishful thinking. There are much more helpful and interesting strategies which would be worth a try. One client may want a quick fix only, another may want to explore the underlying causes and a third may respond to hypnosis rather than to rational approaches. At this moment, we are far from having found the one and only treatment for depression. Working with depressed people is probably one of the biggest challenges as a therapist. If we have in mind the high number of recurrent depressions it might be more economic to pay once for an individualised therapy than for the short term and relatively cheap CBT, as a treatment for all. Words: 3804

pollock :: essays research papers

Pollock also became very interested in nature. Jackson Pollock only studied under Thomas Hart Benton for about two year but they remained friends until Jackson’s early death. The mid 1930’s were a bit of a hard time for Pollock. He had a hard time finding a job because America was in the middle of the Great Depression. In 1935 Jackson Pollock joined the Federal Art Project of the Works Progress Administration. He, along with five thousand other artists were hired at one time or another by the project to paint murals in public buildings to make art part of everyday American life. The influence for this was the Mexicans mural program, which â€Å"hired artists for workmen’s wages† (Cernuschi, 29). The primary Mexican muralists were Diego Rivera, Jose Clemente Orozco, and David Alfara Siqueiros. Pollock had been interested in Orozco’s work since the 1930’s and in 1936 he took a course called A Laboratory of Modern Techniques in Art with Siqueiros. Jackson explored powerful expressionism through experimentation of different techniques in this class. They painted in large scale, used poured, drip, and splatter techniques and Siqueiros taught them about Futurism and how to paint using emotional impulses. Futurists believed that you must not only move the spectator physically but you must also move them emotionally. The style of the Mexican Muralists Orozco and Siqueiros influenced Jackson’s technique in later paintings such as Bald Woman with Skeleton, which he painted in 1938. In 1937 Jackson met artist-critic John Graham after writing him a letter requesting they meet. Graham had become a great influence to Pollock after he wrote an article titled Primitive Art and Picasso. Graham stated in the article that, â€Å"an evocative art is the means and the result of getting in touch with the powers of out unconscious† (Fineberg, 88). Graham believed that â€Å"the unconscious mind provided essential knowledge and creative powers for the artist† (Fineberg, 88). Pollock had become very interested in inner content of paintings rather then figurative content, which was also known as Surrealism. Picasso and Miro were the most popular Surrealists of this time and Pollock’s work began to move away from the ideas of Benton and the Muralists and began to reflect their style.

The Congressional Medal of Honour

The Medal of Honour is the highest military decoration awarded by the United States government. It is given to a member of the United States armed forces who distinguishes himself â€Å"conspicuously by gallantry and intrepidity at the risk of his life above and beyond the call of duty while engaged in an action against an enemy of the United States†. Because of the nature of its criteria, the medal is often awarded posthumously. Members of all branches of the U. S. military are eligible to receive the medal, and each service has a unique design with the exception of the Marine Corps and Coast Guard, which both use the Navy's medal. The Medal of Honour is often presented personally to the recipient or, in the case of posthumous awards, to next of kin, by the President of the United States. Due to its high status, the medal has special protection under U. S. law. The Medal of Honour is one of two military neck order awards issued by the United States Armed Forces, but is the sole neck order awarded to its members. The other is the Commander's Degree of the Legion of Merit and is only authorized for issue to foreign dignitaries comparable to a US military chief of staff. While American service members are eligible for the Legion of Merit, they are awarded the lowest degree, â€Å"Legionnaire†, which is a standard suspended medal. The medal is frequently, albeit incorrectly, called the Congressional Medal of Honour, stemming from its award by the Department of Defence in the name of Congress. The first formal system for rewarding acts of individual gallantry by American soldiers was established by George Washington on August 7, 1782, when he created the Badge of Military Merit, designed to recognize any singularly meritorious action. This decoration is America's first combat award and the second oldest American military decoration of any type, after the Fidelity Medallion. Although the Badge of Military Merit fell into disuse after the American Revolutionary War, the concept of a military award for individual gallantry by members of the U. S. armed forces had been established. In 1847, after the outbreak of the Mexican-American War, a Certificate of Merit was established for soldiers who distinguished themselves in action. The certificate was later granted medal status as the Certificate of Merit Medal. Early in the Civil War, a medal for individual valour was proposed by Iowa Senator James W. Grimes to Winfield Scott, the Commanding General of the United States Army. Scott did not approve the proposal, but the medal did come into use in the Navy. Public Resolution 82, containing a provision for a Navy Medal of Valour, was signed into law by President Abraham Lincoln on December 21, 1861. The medal was â€Å"to be bestowed upon such petty officers, seamen, landsmen, and Marines as shall most distinguish themselves by their gallantry and other seamanlike qualities during the present war. Secretary of the Navy Gideon Welles directed the Philadelphia Mint to design the new decoration. Shortly afterward, a resolution of similar wording was introduced on behalf of the Army and was signed into law on July 12, 1862. This measure provided for awarding a Medal of Honour, as the Navy version also came to be called to such non-commissioned officers and privates as shall most distinguish themselves by their gallantry in action, and other soldier-like qualities, during the present insurrection. The Medal of Honour has evolved in appearance since its creation in 1862. The present Army medal consists of a gold star surrounded by a wreath, topped by an eagle on a bar inscribed with the word â€Å"Valour. † The medal is attached by a hook to a light blue moire. There is a version of the medal for each branch of the U. S. armed forces: the Army, Navy and Air Force. Since the U. S. Marine Corps is administratively a part of the Department of the Navy, Marines receive the Navy medal. Before 1965, when the U. S. Air Force design was adopted, members of the U. S. Army Air Corps, U. S. Army Air Forces, and Air Force received the Army version of the medal. The Coast Guard Medal of Honour, which was distinguished from the Navy medal in 1963, has never been awarded, partly because the U. S. Coast Guard is subsumed into the U. S. Navy in time of declared war. No design yet exists for it. Only one member of the Coast Guard has received a Medal of Honour, Signalman 1st Class Douglas Munro, who was awarded the Navy version for action during the Battle of Guadalcanal. In the rare cases, 19 so far, where a service member has been awarded more than one Medal of Honour, current regulations specify that an appropriate award device be cantered on the Medal of Honour ribbon and neck medal. To indicate multiple presentations of the Medal of Honour, the U. S. Army and Air Force bestow oak leaf clusters, while the Navy Medal of Honour is worn with gold award stars. A ribbon which is the same shade of light blue as the neckband, and includes five white stars, pointed upwards, in the shape of an â€Å"M† is worn for situations other than full dress uniform. When the ribbon is worn, it is placed alone above the centre of the other ribbons. For wear with civilian clothing, a rosette is issued instead of a miniature lapel pin (which usually shows the ribbon bar). The rosette is the same shade of blue as the neck ribbon and includes white stars. The ribbon and rosette are presented at the same time as the medal. On October 23, 2003 a Medal of Honour flag was to be presented to recipients of the decoration. The flag was based on a concept by retired Army Special Forces 1SG. Bill Kendall of Jefferson, Iowa, who designed a flag to honour Medal of Honour recipient Captain Darrell Lindsey. Kendall's design of a light blue field emblazoned with thirteen white five-pointed stars was nearly identical to that of Sarah LeClerc's of the Institute of Heraldry. LeClerc's design, ultimately accepted as the official flag, does not include the words â€Å"Medal of Honour† and is fringed in gold. The colour of the field and the 13 white stars, arranged in the form of a three bar chevron, consisting of two chevrons of 5 stars and one chevron of 3 stars, replicate the Medal of Honour ribbon. The flag has no set proportions. The first Medal of Honour recipient to receive the official flag was Paul R. Smith. The flag was cased and presented to his family along with his medal. A special ceremony presenting this flag to 60 Medal of Honour recipients was held onboard the USS Constitution Template:WP Ships USS instances on September 30, 2006. There are two distinct protocols for awarding the Medal of Honour. The first and most common is nomination by a service member in the chain of command, followed by approval at each level of command. The other method is nomination by a member of Congress and approval by a special act of Congress. In either case, the Medal of Honour is presented by the President on behalf of the Congress. Several months after President Abraham Lincoln signed Public Resolution 82 into law on December 21, 1861, a similar resolution for the Army was passed. Six Union soldiers who hijacked the General, a Confederate locomotive were the first recipients. Raid leader James J. Andrews, a civilian hanged as a Union spy, did not receive the medal. Many Medals of Honour awarded in the 19th century were associated with saving the flag, not just for patriotic reasons, but because the flag was a primary means of battlefield communication. During the time of the Civil War, no other military award was authorized, and to many this explains why some seemingly less notable actions were recognized by the Medal of Honour during that war. The criteria for the award tightened after World War I. In the post-World War II era, many eligible recipients might instead have been awarded a Silver Star, Navy Cross or similar award. During the Civil War, Secretary of War Edwin M. Stanton promised a Medal of Honour to every man in the 27th Regiment, Maine Infantry who extended his enlistment beyond the agreed upon date. Many stayed four days extra, and then were discharged. Due to confusion, Stanton awarded a Medal of Honour to all 864 men in the regiment. In 1916, a board of five Army generals convened by law to review every Army Medal of Honour awarded. The commission, led by Nelson Miles, recommended that the Army rescind 911 medals. This included the 864 medals awarded to members of the 27th Maine, 29 who served as Abraham Lincoln's funeral guard, six civilians (including Dr Mary Edwards Walker, the only woman to have been awarded the medal), Buffalo Bill Cody, and 12 others whose awards were judged frivolous. Dr. Walker's medal was restored posthumously by President Jimmy Carter in 1977. Cody's award was restored in 1989. Early in the 20th century, the Navy awarded many Medals of Honour for peacetime bravery. For instance, seven sailors aboard the USS Iowa received the medal when a boiler exploded on January 25, 1904. Aboard the USS Chicago in 1901, John Henry Helms received the medal for saving Ishi Tomizi, the ship's cook, from drowning. Even after World War I, Richard Byrd and Floyd Bennett received the medal for exploration of the North Pole. Thomas J. Ryan received it for saving a woman from the burning Grand Hotel in Yokohama, Japan following the 1923 Great Kanto earthquake. Between 1919 and 1942, the Navy issued two separate versions of the Medal of Honour, one for non-combat bravery and the other for combat-related acts. Official accounts vary, but generally the non-combat Medal of Honour was known as the Tiffany Cross, after the company that manufactured the medal. The Tiffany Cross was first issued in 1919 but was rare and unpopular, partly because it was presented both for combat and non-combat events. As a result, in 1942, the United States Navy reverted to a single Medal of Honour, awarded only for heroism. Since the beginning of World War II, the medal has been awarded for extreme bravery beyond the call of duty while engaged in action against an enemy. Arising from these criteria, approximately 60% of the medals earned during and after World War II have been awarded posthumously. Capt. William McGonagle is an exception to the enemy action rule, earning his medal during the USS Liberty incident. A 1993 study commissioned by the Army described systematic racial and religious discrimination in the criteria for awarding medals during World War II. At the time, no Medals of Honour had been awarded to black soldiers who served in World War II. After an exhaustive review of files, the study recommended that several black Distinguished Service Cross recipients be upgraded to the Medal of Honour. On January 13, 1997, President Bill Clinton awarded the medal to seven African American World War II veterans. Of these, only Vernon Baker was still alive. A similar study of Asian Americans in 1998 resulted in President Bill Clinton awarding 21 new Medals of Honour in 2000, including 20 to Japanese American members of the 442nd Regimental Combat Team, among them Senator Daniel Inouye. In 2005, President George W. Bush awarded the Medal of Honour to Jewish veteran and Holocaust survivor Tibor Rubin, whom many believed to have been overlooked because of his religion. This medal’s history stretches back into our bloody war history, it has seen its own trials and tribulations and like America is has grown and melded itself into the prestigious award that it is today. I believe the medal has been properly issued to service members and at the same time given away freely, but that does not take away from the honour and respect each recipient deserves. These recipients are text book example of perfect military stature and then some. All of them go above and beyond anyone’s expectations that even they themselves had. The most surprising thing is that all of them did these marvellous and mind blowing deeds of service at such a young military age, the same and even younger age of my own. It not only blows my mind at how they accomplish or even began to go through with what they did but they did it without an order or a self doubt, to me they got in the perfect mindset of selfless service and their one goal was to help other and complete the mission. My first pick of recipients is Private First Class Willy F. James, U. S. Army, Company G, 413th Infantry near Lippoldsberg, Germany, 7 April 1945. Private First Class Willy F. James, Jr. distinguished himself by extraordinary heroism at the risk of his own life on 7 April 1945 in the Weser River Valley, in the vicinity of Lippoldsberg, Germany. On 7 April 1945, Company G, 413th Infantry, fought its way across the Weser River in order to establish a crucial bridgehead. The company then launched a fierce attack against the town of Lippoldsberg, possession of which was vital to securing and expanding the important bridgehead. Private First Class James was first scout of the lead squad in the assault platoon. The mission of the unit was to seize and secure a group of houses on the edge of town, a foothold from which the unit could launch an attack on the rest of the town. Far out in the front, Private First Class James was the first to draw enemy fire. His platoon leader came forward to investigate, but poor visibility made it difficult for Private First Class James to point out enemy positions with any accuracy. Private First Class James volunteered to go forward to fully reconnoiter the enemy situation. Furious crossfire from enemy snipers and machine guns finally pinned down Private First Class James after he had made his way forward approximately 200 yards across open terrain. Lying in an exposed position for more than an hour, Private First Class James intrepidly observed the enemy’s positions, which were given away by the fire he was daringly drawing upon himself. Then, with utter indifference to his personal safety, in a storm of enemy small arms fire, Private First Class James made his way back more than 300 yards across open terrain under enemy observation to his platoon positions, and gave a full detailed report on the enemy disposition. The unit worked out a new plan of maneuver based on Private First Class James’s information. The gallant soldier volunteered to lead a squad in an assault on the key house in the group that formed the platoon objective. He made his way forward, leading his squad in an assault on the strongly-held enemy positions in the building and designating targets accurately and continuously as he moved along. While doing so, Private First Class James saw his platoon leader shot down by enemy snipers. Hastily designating and coolly orienting a leader in his place, Private First Class James instantly went to the aid of his platoon leader, exposing himself recklessly to the incessant enemy fire. As he was making his way across open ground, Private First Class James was killed by a burst from an enemy machine gun. Private First Class James’s extraordinarily heroic action in the face of withering enemy fire provided the disposition of enemy troops to his platoon. Inspired to the utmost by Private First Class James’s self sacrifice, the platoon sustained the momentum of the assault and successfully accomplished its mission with a minimum of casualties. Private First Class James contributed very definitely to the success of his battalion in the vitally important combat operation of establishing and expanding a bridgehead over the Weser River. His fearless, self-assigned actions far above and beyond the normal call of duty exemplify the finest traditions of the American combat soldier and reflect the highest credit upon Private First Class James and the Armed Forces of the United States. Private First Class James is a prime example of what a man should be. He ran through enemy fire, and then while in the midst of the fire still had the discipline and the bravery to observe fire positions and any other useful information that he could see from his position. On top of that he still was able to fall back to his platoon 300 meters behind him.

Principle of teaching Essay

Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin & McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research – and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

Definition and Examples of Semantic Narrowing

Definition and Examples of Semantic Narrowing Semantic narrowing is a type of semantic change  by which the meaning  of a word becomes less general or inclusive than its earlier meaning. Also known as specialization  or restriction. The opposite process is called broadening or semantic generalization. Such specialization is slow and need not be complete, notes linguist Tom McArthur. For example, the word fowl is now usually restricted to the farmyard hen, but it retains its old meaning of bird in expressions like the fowls of the air and wild fowl (Oxford Companion to the English Language, 1992). Examples and Observations Narrowing of meaning . . . happens when a word with a general meaning is by degrees applied to something much more specific. The word litter, for example, meant originally (before 1300) a bed, then gradually narrowed down to bedding, then to animals on a bedding of straw, and finally to things scattered about, odds and ends. . . . Other examples of specialization are deer, which originally had the general meaning animal, girl, which meant originally a young person, and meat, whose original meaning was food.(Sol Steinmetz, Semantic Antics: How and Why Words Change Meanings. Random House, 2008)Hound and IndigenousWe say that narrowing takes place when a word comes to refer to only part of the original meaning. The history of the word hound in English neatly illustrates this process. The word was originally pronounced hund in English, and it was the generic word for any kind of dog at all. This original meaning is retained, for example, in German, where the word Hund simply means dog. O ver the centuries, however, the meaning of hund in English has become restricted to just those dogs used to chase game in the hunt, such as beagles. . . .Words may come to be associated with particular contexts, which is another type of narrowing. One example of this is the word indigenous, which when applied to people means especially the inhabitants of a country which has been colonized, not original inhabitants more generally.(Terry Crowley and Claire Bowern, An Introduction to Historical Linguistics, 4th ed. Oxford University Press, 2010) Meat and ArtIn Old English, mete referred to food in general (a sense which is retained in sweetmeat); today, it refers to only one kind of food (meat). Art originally had some very general meanings, mostly connected to skill; today, it refers just to certain kinds of skill, chiefly in relation to aesthetic skill - the arts.(David Crystal, How Language Works. Overlook, 2006)StarveModern English starve means to die of hunger (or often to be extremely hungry; and dialectally, to be very cold), while its Old English ancestor steorfan meant more generally to die.​(April M. S. McMahon, Understanding Language Change. Cambridge University Press, 1994)Sand[M]any Old English words acquired narrower, more specific meanings in ME as a direct result of loans from other languages. . . . OE sand had meant either sand or shore. When Low German shore was borrowed to refer to the land itself along a body of water, sand narrowed to mean only the granular particles of disintegrated rock that cov ered this land.(C.M. Millward and Mary Hayes, A Biography of the English Language, 3rd ed. Wadsworth, 2012) Wife, Vulgar, and NaughtyThe Old English version of the word wife  could be used to refer to any woman but has narrowed in its application nowadays to only married women. A different kind of narrowing  can lead to a negative meaning  [pejoration] for some words, such as vulgar (which used to mean simply ordinary) and naughty (which used to mean having nothing).None of these changes happened overnight. They were gradual and probably difficult to discern while they were in progress.(George Yule, The Study of Language, 4th ed. Cambridge University Press, 2010)Accident and FowlAccident means an unintended injurious or disastrous event. Its original meaning was just any event, especially one that was unforeseen. . . . Fowl in Old English referred to any bird. Subsequently, the meaning of this word was narrowed to a bird raised for food, or a wild bird hunted for sport.​(Francis Katamba, English Words: Structure, History, Usage. Routledge, 2004)

Social Function and Classification essays

Social Function and Classification essays In the high middle ages, what a person did for a living did not always determine there social classification. There were three different social classes, but they were not always so boldly separated. There were those who fought, prayed, and worked; and under these were more subclasses. For the workers, there were two subclasses, serfs and slaves. They were both hard workers on the farm except that one could achieve freedom and one could not. Serfs only had one way to buy their way out; giving money to a third party to buy them only to let them go free, although most serfs could never get their freedom. Slaves, on the other hand, could not be, they could only work. Priests and monks fall under the clergy class. Priests were sometimes considered peasants and were often poor. Many times the priests would help the peasants work the field. There were, however, the high-priests who lived in nobility. There were also the monks who had a life mission to serve and pray. And the highest class was those who fought. The nobles were the knights, although not all the knights were nobles. The knights were those leading the army; however you also need the foot soldiers. The foot soldiers were not as wealthy as the knights, or as high in class, but were considered in the noble class all the same. So there were three social classes but many social functions. People back in the high middle ages did not believe they were categorized into three social classes. Even though there were many subclasses were not widely separated, function did determine social classification; all with the exception of some of the lower clergy, which blend with the peasants. ...

Battle of the Bismarck Sea in World War II

Battle of the Bismarck Sea in World War II Battle of the Bismarck Sea -Conflict Dates: The Battle of the Bismarck Sea was fought March 2-4, 1943, during World War II (1939-1945). Forces Commanders Allies Major General George KenneyAir Commodore Joe Hewitt39 heavy bombers, 41 medium bombers, 34 light bombers, 54 fighters Japanese Rear Admiral Masatomi KimuraVice Admiral Gunichi Mikawa8 destroyers, 8 transports, approx. 100 aircraft Battle of the Bismarck Sea -Background: With defeat looming in the Battle of Guadalcanal, the Japanese high command began making efforts in December 1942 to reinforce their position in New Guinea. Seeking to shift around 105,000 men from China and Japan, the first convoys reached Wewak, New Guinea in January and February delivering men from the 20th and 41st Infantry Divisions. This successful movement was an embarrassment to Major General George Kenney, commander of the Fifth Air Force and Allied Air Forces in the Southwest Pacific Area, who had vowed to cut off the island from re-supply. Assessing the failures of his command during the first two months of 1943, Kenney revised tactics and embarked on a rapid training program to ensure better success against maritime targets. As the Allies set to work, Vice Admiral Gunichi Mikawa began making plans to shift the 51st Infantry Division from Rabaul, New Britain to Lae, New Guinea. On February 28, the convoy, consisting of eight transports and eight destroyers assembled at Rabaul. For additional protection, 100 fighters were to provide cover. To lead the convoy, Mikawa selected Rear Admiral Masatomi Kimura. Battle of the Bismarck Sea - Striking the Japanese: Due to Allied signals intelligence, Kenney was aware that a large Japanese convoy would be sailing for Lae in early March. Departing Rabaul, Kimura originally intended to pass south of New Britain but changed his mind at the last minute to take advantage a storm front that was moving along the north side of the island. This front provided cover through the day on March 1 and Allied reconnaissance planes were unable to locate the Japanese force. Around 4:00 PM, an American B-24 Liberator briefly spotted the convoy, but the weather and time of day precluded an attack (Map). The next morning, another B-24 spotted the Kimuras ships. Due to the range, several flights of B-17 Flying Fortresses were dispatched to the area. To help reduce the Japanese air cover, Royal Australian Air Force A-20s from Port Moresby attacked the airfield at Lae. Arriving over the convoy, the B-17s began their attack and succeeded in sinking the transport Kyokusei Maru with the loss of 700 of the 1,500 men on board. B-17 strikes continued through the afternoon with marginal success as the weather frequently obscured the target area. Tracked through the night by Australian PBY Catalinas, they came within range of the Royal Australian Air Force base at Milne Bay around around 3:25 AM. Though launching flight of Bristol Beaufort torpedo bombers, only two of the RAAF aircraft located the convoy and neither scored a hit. Later in the morning the convoy came into range of the bulk of Kenneys aircraft. While 90 aircraft were assigned to striking Kimura, 22 RAAF Douglas Bostons were ordered attack Lae through the day to reduce the Japanese air threat. Around 10:00 AM the first in series of closely coordinated aerial attacks began. Bombing from around 7,000 feet, B-17s succeeded in breaking up Kimuras formation, reducing the effectiveness of the Japanese anti-aircraft fire. These were followed by B-25 Mitchells bombing from between 3,000 and 6,000 feet. These attacks drew the bulk of the Japanese fire leaving an opening for low-altitude strikes. Approaching the Japanese ships, the Bristol Beaufighters of No. 30 Squadron RAAF were mistaken by the Japanese for Bristol Beauforts. Believing the aircraft to be torpedo planes, the Japanese turned towards them to present a smaller profile. This maneuver allowed the Australians to inflict maximum damage as the Beaufighters strafed the ships with their 20 mm cannons. Stunned by this attack, the Japanese were next hit by modified B-25s flying at low-altitude. Strafing the Japanese ships, they also made skip bombing attacks in which bombs were bounced along the surface of the water into the sides of enemy vessels. With the convoy in flames, a final attack was made by a flight of American A-20 Havocs. In short order, Kimuras ships had been reduced to burning hulks. Attacks continued through the afternoon to ensure their final destruction. While the battle raged around the convoy, P-38 Lightnings provided cover from Japanese fighters and claimed 20 kills against three losses. The next day, the Japanese mounted a retaliatory raid against the Allied base at Buna, New Guinea, but inflicted little damage. For several days after the battle, Allied aircraft returned to the scene and attacked survivors in the water. Such attacks were viewed as necessary and were partially in retribution for the Japanese practice of strafing Allied airmen while they descended in their parachutes. Battle of the Bismarck Sea - Aftermath: In the fighting at Bismarck Sea, the Japanese lost eight transports, four destroyers, and 20 aircraft. In addition, between 3,000 and 7,000 men were killed. Allied losses totaled four aircraft and 13 airmen. A complete victory for the Allies, the Battle of the Bismarck Sea led Mikawa to comment a short time later, It is certain that the success obtained by the American air force in this battle dealt a fatal blow to the South Pacific. The success of Allied air power convinced the Japanese that even strongly escorted convoys could not operate without air superiority. Unable to reinforce and re-supply troops in the region, the Japanese were permanently put on the defensive, opening the way for successful Allied campaigns. Selected Sources HistoryNet: Battle of the Bismarck SeaLong Lancers: Battle of the Bismarck SeaPacific Wrecks: Battle of the Bismarck Sea

Differences between a persons head size and their intelligence Assignment

Differences between a persons head size and their intelligence - Assignment Example The researcher states that one of the primary assertions of Broca’s research is that ‘eminent’ men have significantly greater brain size than their ‘mediocre’ counterparts. The elucidation of the claim with data on Bostonian criminals from differing vocations articulated Broca’s argument that a person’s intelligence had a direct relation to the person’s brain size. Data on brain sizes with factorial categorizations on vocational backgrounds of the persons under study gave the impression that brain size and intelligence bear a relationship. The observation stirred considerable interest among researchers, who sought to establish how the human intelligence researchers had successfully pushed the possibility to the periphery in favor of intelligence tests. However, statistical tools, and in particular one-way ANOVA, which is a handy statistical tool for comparison of means and determining interrelations between data values, the data m ight lead to a different conclusion. Through tentative statistical analysis on the data purporting to illustrate Broca’s claim of brain correlation to intelligence, a number of importance issues come to notice. Firstly, what the researcher labels as standard deviation is in fact standard error, which are two different terms, and have differing impacts on the test of hypothesis for Broca’s argument. Secondly, it becomes apparent that there was omission of some groups from the final data, which may completely reverse the findings of the study. (Gould, 1981). Finally, the listing of the data items suggests suspicious agenda, as it might very well lead a statistical analysis to lead to the acceptance of a contrary

Importance of Education Essay Example | Topics and Well Written Essays - 750 words - 1

Importance of Education - Essay Example Through their individual stories, Rodriguez and Rose confess how they manage to relieve themselves of discomfort in learning and struggle forward with passionate heart for studies the moment they came across instructors and academic settings which have altogether brought their mood to relish the learning experience. Both Rose and Rodriguez give account to how education has gradually shaped their immature attitude to adopt scholastic behavior upon deriving inspiration from educators who serve as their key models in the course of establishing the right habit and fascination to study. In the light of understanding â€Å"The Achievement of Desire†, Rodriguez attempts to make central the theme of invoking a comparative perception between his education at school and the degree of parental intervention that he expects to coincide with it. Rodriguez expresses that their family belongs to a working class and it is the state of his original culture and economy as being of Mexican descen t that prevents him at first to study English. However, since he becomes subjected to an interactive classroom environment facilitated by an articulate instructor, he gets accustomed to English as the medium of instruction and further loves reading to the extent that he locks himself away from all external cares at home. Apparently, the more that Rodriguez gets deeply engaged with curricular activities at school, the more that his parents get less involved in constituting his academic foundation despite the fact that he acquires a growing appreciation for the subjects. Because Rodriguez has found an ample sense of fulfillment in books and intellectual discourse in his class with an encouraging teacher, he comes to the realization that the lack of education of his hard-working parents forms a potential ground why whatever he learns at home occurs to have insignificant worth. As a consequence, he ends up with a student character who greatly looks up to the teaching figure of the forma l institution yet feels indifferent in communicating with his mother and his father, feeling embarrassed that they have not reached the same level of education that could have made his parents a non-academic community capable of enhancing his confidence over academic needs. On the other hand, one comprehends Rose in â€Å"I Just Wanna Be Average† as he acknowledges his confusion with the educational process of the vocational track and observes how other students like him are merely taking chances in passing their subjects, knowing that such status merely earns them an opportunity of landing a job with some economy of average value. Rose mentions particular names of batch-mates and faculty staff like Ted Richard, Dave Snyder, Ken Harvey, Brother Slattery, and Brother Clint with brief information in the process of his observation to determine how the system of education works and finds out that it is rather useless to study courses such as mathematics and physical science when students have very low inclination to these areas of learning especially if they cannot seem to designate connection of these subjects to the practical aspect of living. It turns out that unlike Rodriguez, Rose does not hold his parents accountable for the path he takes in education though they seem to have exhibited negligible attention on this matter for Rose admits in the story that they themselves fall short in

EMOTIONS AND HOW COMPANIES UNDERSTAND AND USE IT TO INFLUENCE ON Essay

EMOTIONS AND HOW COMPANIES UNDERSTAND AND USE IT TO INFLUENCE ON CONSUMER BEHAVIOUR - Essay Example Consumer emotional behavior is a mixture of elements of economics, sociology, psychology and social anthropology. It attempts to examine the behavior processes behind decision making of buyers at groups and individual level (Arora 2013, 53). In addition, it studies the characters of individual buyers, for example, their location and behavior changes to understand people’s need and wants. It also assesses the impact family, reference groups, friends and society have on the consumer. The study of customer emotional behavior depends on the consumer buying conduct. The customer plays three important roles: user, buyer and payer. Research conducted by Foxall shows that it is difficult to predict the behavior of consumers (Foxall 2013, 24). Relationship marketing best analyzes the behavior of the customer because it focuses on the importance of the buyer or customer. It emphasizes on customer relationship management, customization, consumer retention, one-to-one marketing and person alization. Social function is divided into welfare function and social choice. One of the most difficult and important task is to understand why consumers make decisions. For example, a teenager drinks Pepsi from Pepsi Company and not Coke from Coca-Cola Company, or the choice to drive a minivan car and not an SUV. In the examples, the product feature (De Cremer 2008) rarely drives the consumer’s emotional choice. The consumers’ choice is deeper than the features of the product, and so marketers need to understand the drivers of consumers at an emotional level in order to create a persuasive message. To understand what triggers this emotional decision, marketers do qualitative research and quantify the result. The method is effective though the managers are asking the researchers what to do to make the consumers buy their products and not wander away. The traditional method fails to analyze what triggers the consumers’ emotions and focus more on the products and their benefits (Saad 2011, 64). The research ends up with a result that is not sufficient because they fail to get what captures the mind and the heart of the buyers. Researchers also employ Means-end Approach method, which applies interview technique. The method uncovers consequences, personal values and emotions that trigger the choice of the consumers. It consists of full-trained interviewers who gather quality data and get it coded for analysis (Foxall 2008, 32). The researchers gets to understand consumer choice and put advertising messages of their brands or products to get their consumer choice. The message is persuasive and drives consumers’ behavior. There are six methods to get customers to buy products. Customers buy products because of their benefits not the features associated with them. Most marketing and sales adverts talk about features leaving out benefits for customers to figure them out. The first way is letting the customers differentiate between a featur e and benefit. A feature is what a service or product does while a benefit is what the service or product means to the customer. The second way is avoiding use of big difficult words. This leaches off emotion. For example, this advert is wrong: Robust implementation of 347986protocol. Something like this is more appealing: One can connect nearly everywhere. The third method is using clear but plain language. A customer is able to recollect the benefits of product if simple strong words that trigger emotions are used. The fourth way is making your benefit concrete .This means making your

Impact of micro and macro policies on the elderly with dementia Essay

Impact of micro and macro policies on the elderly with dementia - Essay Example For instance, the kind of policies governing the care of children would be very different from those governing adults especially the elderly. Therefore, sensitivity on the handling of these two classes of people is essential to reflect on the absolute care required by them. In this regard, this paper will take a keen look into the micro and macro policies surrounding the provision of quality healthcare in relation to adults with special needs. Moreover, its emphasis will be on the elderly people in the society whose needs appear to be unique as compared to other groups of people. A key eye will be on the elderly especially those with dementia by raising their safeguarding alerts (East Lancashire Hospitals NHS Trust 7). Lastly, it will also be in contact with the effects of one macro policy through the implementation of the micro level processes. Introduction Dementia is a brain related complication characterized by reduced function on the brain’s responsibilities that may incl ude thinking, speech, behavior, and memory function. Mainly, its experience is due to the occurrence of certain brain diseases that create imparity in the normal brain function. Some of the diseases that this loss of brain functionality associates with are Parkinson’s disease, Huntington’s disease; Alzheimer and in some cases AIDS. ... Additionally, this condition interferes with a person’s routine and daily function, as their brains no longer respond to brain commands. Unfortunately, this condition is irreversible therefore; the individuals affected require high attention and care. Further, the condition it has two categories; either being Alzheimer or Non Alzheimer related. Alzheimer is the leading cause of dementia in people who are in their late stages of life. The policy statement formulated around the vulnerable adults outlined that maintenance of the patients health was at the focus of quality delivery of health care services. Each health providing facility’s dedication was on maintaining the dignity and privacy of their patients. The achievement of this heavily relies on ensuring that no possible avoidable harm comes to them. This macro policy realization was to be through trust committees charged with delivering reasonable accommodation for this special group of people. The most vulnerable in this case would be the elderly affected by dementia. Therefore, this made up the Macro policy regulating the code of practice around the provision of specialized care for them. As a micro policy, the Trust committee in East Lancashire’s responsibility was to oversee the latter implementation of the Macro policy. Certain mechanisms came in place to meet the requirements. Concerning accommodation, they have to make sure that each gender has its own place for accommodation to uphold privacy. These include same gender toilet and bathroom facilities other than the bed area. However, same gender interactions would only occur in specialized cases like intensive care and not under any other circumstance. This is subject to choice and preference of the patients and if

Client's Brief Assignment Example | Topics and Well Written Essays - 1750 words

Client's Brief - Assignment Example In the recent times, the number of civilian arrests that has been made on the lines of substance abuse is increasing. As of the year 2011, the first 6 months of the year witnessed an increase of drug abusers arrest by 20% as compared to that of the previous year. Also, the number of first time drug users has also gone up over the years on a steady basis since the year 2008 (Kirkland, 2011). The charity based organization, The Turning Point, which has its financial funding and support from the local government, provides the female victims of substance abuse the opportunity to recover by making them stay and participate in its indoor program for a period of 6 months. The last 3 months of the abuse removal program enables the respondents to participate in working and studying outdoors. The service offering of the charity comprises of residential rehabilitation programs as well as counselling services to the affected victims. Internal environment – TOWS analysis The TOWS analysis is often used to analyse the competitive position and advantage of the company. It is of considerable importance to mention that the TOWS matrix is a conceptualized framework that helps in a great way in matching the external opportunities and threats with the factors of company or organization specific strengths and weaknesses. Threats Old residents might contact new outdoor residents for selling of drugs. Competition with other organizations in regards to staff availability and volunteers Donor organizations moving to fund other non profit organizations. Opportunities Expanding the charity based organization in to new locations. Increasing awareness among schools and universities in regards to the problems of drug abuse Create union ship with other non profits organization for fund raising activities. Weakness Re-entering of completely healed patients in the world of drug abuse Problem of arranging education and sustainable lifestyle for the cured residents Difficulty in arranging for shelter for the resident females after their exit from Turning Point. Strengths Highly empowered staff and large number of volunteers. Stringent laws to take care and prevent the possibility of running away of residents. Exemption of tax by the corporate of around 2.5 times to the amount donated to Turning Point External environment The external environment comprises of stakeholders, competitors as well as macro and micro based factors of political, economic, social, technological, environmental and legal. Stakeholders Talking about the stakeholders associated with the charity based organization, it can be said that in general lines the entire society is the stakeholder. The reason behind making that statement is the fact that The Turning Point is non profit government funded charity and hence the entire society of Singapore is bound to benefit from a drug addict free environment developed by

The impact of short staffing on qualityof care and safety of the Essay - 1

The impact of short staffing on qualityof care and safety of the patients - Essay Example In addition, a critical analysis of the effects of short staffing of nurses in various hospitals in United Kingdom is established in the research paper (Bullock, Clark and Rycroft-Malone, 2012). The essay utilises existing literature regarding the influence short staffing of nurses on the quality of the services and the safety of the nurses. The issue of the relationship between patient’s safety and short staffing of the nurses remains controversial in the healthcare sector. The safety of the patients refers to the conditions that contribute to infections, death and ineffective treatment. Most healthcare facilities in the world focus on promoting the safety of the patients by acquiring adequate number of nurses in various preventive health and treatment department. In addition, the safety of the patient is the critical determinant of the effectiveness of the treatment criteria at the hospital. A safe healthcare facility tends to attract more clients because of the trusts and confidence patients have on its services. Nursing scholars and managers have explored the concept of the correlation between the patient’s safety and staffing (Barron, 2009). According to the research, short staffing refers to availability of inadequate number of personnel in a particular organisation. Most of the researchers focus on the negative influences of short staffing of the nurses on the safety and wellbeing of the patients. According to various studies in the healthcare sector, the safety of the patients correlates directly with short staffing of nurses in hospitals (Vincent, 2010). In this case, short staffing of the care giving personnel results to adverse effects on the patients health in a healthcare environment. In addition, research indicates that patients suffer minimum complications and recuperate faster when they obtain adequate nursing care at the hospital. Furthermore, a

Client's Brief Assignment Example | Topics and Well Written Essays - 1750 words

Client's Brief - Assignment Example In the recent times, the number of civilian arrests that has been made on the lines of substance abuse is increasing. As of the year 2011, the first 6 months of the year witnessed an increase of drug abusers arrest by 20% as compared to that of the previous year. Also, the number of first time drug users has also gone up over the years on a steady basis since the year 2008 (Kirkland, 2011). The charity based organization, The Turning Point, which has its financial funding and support from the local government, provides the female victims of substance abuse the opportunity to recover by making them stay and participate in its indoor program for a period of 6 months. The last 3 months of the abuse removal program enables the respondents to participate in working and studying outdoors. The service offering of the charity comprises of residential rehabilitation programs as well as counselling services to the affected victims. Internal environment – TOWS analysis The TOWS analysis is often used to analyse the competitive position and advantage of the company. It is of considerable importance to mention that the TOWS matrix is a conceptualized framework that helps in a great way in matching the external opportunities and threats with the factors of company or organization specific strengths and weaknesses. Threats Old residents might contact new outdoor residents for selling of drugs. Competition with other organizations in regards to staff availability and volunteers Donor organizations moving to fund other non profit organizations. Opportunities Expanding the charity based organization in to new locations. Increasing awareness among schools and universities in regards to the problems of drug abuse Create union ship with other non profits organization for fund raising activities. Weakness Re-entering of completely healed patients in the world of drug abuse Problem of arranging education and sustainable lifestyle for the cured residents Difficulty in arranging for shelter for the resident females after their exit from Turning Point. Strengths Highly empowered staff and large number of volunteers. Stringent laws to take care and prevent the possibility of running away of residents. Exemption of tax by the corporate of around 2.5 times to the amount donated to Turning Point External environment The external environment comprises of stakeholders, competitors as well as macro and micro based factors of political, economic, social, technological, environmental and legal. Stakeholders Talking about the stakeholders associated with the charity based organization, it can be said that in general lines the entire society is the stakeholder. The reason behind making that statement is the fact that The Turning Point is non profit government funded charity and hence the entire society of Singapore is bound to benefit from a drug addict free environment developed by