3 Reasons Why I Chose Tarc University College free essay sample

I finished my secondary study, and I get a good and satisfactory result in SPM. I didn’t went to any education fair ,because I already decided my further study place ,it is TAR University College. The reasons why I chose TAR University College is because there have many facilities, like gymnasium room ,swimming pool ,tennis court and etc, we are not just study at here ,we also can do exercise during the class break. Student who have energetic and intelligent are the excellent student , because they study well and also good in sports. So student in TARUC got healthy body and wealthy in knowledge. Secondly, TAR University College have low school fees, because TARUC is supported by government, so student no need carries so many burden. Other than that TARUC also provided student loan and PTPTN loan. All this loan can help those students have finance problem , so they can continue their studies and have a brighter future. We will write a custom essay sample on 3 Reasons Why I Chose Tarc University College or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page TAR University College also provided many courses ,example diploma in multimedia design , business study , sport science and many other. Next , transportation to go to TARUC is not a problem, because we can easily go to , TAR University College with public transports ,like buses ,cab ,LRT . TAR University College also provided bus service to all student . All of the public transport are straightly send u to the front gate of the college, it is a way can kill two bird with one stone. We can reach college easily , safety , and we can save our environment from air pollution ,and sound pollution, people who taking public transport can decrease the cars quantity on the road . lastly , im proud to be a TAR University College student ,because the lecturers and tutors are nice , and im so lucky I become the class represent in my class . I will fight for my brighter future.

There Are No Children Here Essays - There Are No Children Here, Gang

There Are No Children Here Essays - There Are No Children Here, Gang There Are No Children Here The West side of Chicago, Harlem, Watts, and almost any major city in the U.S., What do all of these areas have in common? These areas, along with many others have become mine fields for the explosive issues of race, values, and community responsibility, led by the plight of the urban underclass. Issues such as violent crime, social separation, welfare dependence, drug wars, and unemployment all play a major role in the plight of American inner-city life. Alex Kotlowitz's book; THERE ARE NO CHILDREN HERE, confronts America's devastated urban life; a most painful issue in America. Kotlowitz traces the lives of two black boys; 10-year-old Lafayette, and 7 year old Pharaoh, as they struggle to beat the odds growing up in one of Chicago's worst housing projects. Their family includes a welfare dependent mother, an alcoholic-drug using father, an older sister, an older brother, and younger triplets. Kotlowitz describes the horrors of an ill-maintained housing project completely taken over by gangs, where murders and shootings are an everyday thing. He succeeds at putting a face on the people trapped inside the housing projects with virtually no hope of escape. One can truly feel a sense of great loss for the family, and a great deal of hope for the two young boys. You can truly feel yourself hoping that things will work out for them, and you can really feel like you know these young men on a personal basis. All through their lives Pharaoh and Lafayette are surrounded by violence and poverty. Their neighborhood had no banks, no public libraries no movie theatres, no skating rinks or bowling allies. Drug abuse was so rampant that the drug lords literally kept shop in an abandoned building in the projects, and shooting was everywhere. Also, there were no drug rehabilitation programs or centers to help combat the problem. Police feared going into the ghetto out of a fear for their own safety. The book follows Pharaoh and Lafayette over a two year period in which they struggle with school, attempt to resist the lure of gangs, mourn the death of close friends, and still find the courage to search for a quiet inner peace, that most people take for granted. Kotlowitz portrays what life is like at the bottom, and the little hope there is for the poor which makes it virtually impossible for the young lives in the ghetto to grow up. Also at the same time Kotlowitz wants the reader to know that not all hope is lost, but something must be done before hope is truly lost. The mother was portrayed as a woman who lacked self-esteem, and was not prepared to enter the job market. She had no skills, and was completely dependant on welfare. She also liked to gamble, and sometimes actually won. The biggest and most pervasive problem of the young children's lives was the dominance of the gangs at Henry Horner Homes. The gangs were dedicated to violence, and children were compelled to join for their own safety. The gangs in the Homes were of a retreatist sort, in that they focused mainly on drugs, and their gang related activities, and would use whatever force necessary to keep their activities afloat. Drugs were a part of the boys every day life, and brutal drugs wars surrounded their apartment. With the gangs so close to home, the children had a constant fear of death. The violence never let up. The children lost many friends to either drugs or the gangs. When they lost a friend, they felt sorrow for a while, but reality would set in, and they knew that it w as an every day part of their life. It was these feelings that made the Rivers children hesitant to get close to anyone. If they did not get close, they would not feel the loss as much. It made them feel that there was no way out, and death was their unyielding fate. Their feelings of loss also caused them to have a tremendous distrust in the police. In a way they looked to the police for guidance, but at the same time did not trust them. Residents of the homes

European Union Legislation Essay Example | Topics and Well Written Essays - 1500 words

European Union Legislation - Essay Example According to the report findings European social model has been directed toward new investments in the skills of Europeans so they will be able to compete more efficiently in national and global labor market. According to Barcelona European Council, sound social, policy is based upon several elements: economic performance, steadfast social protection and social dialogue. The welfare state should induce its citizens to work as the work according to the statements of Barcelona Council is the best guarantee of social participation. As the paper stresses many aspects of the social policy are defined by individual states: the question is whether it is possible to establish effective common social policy of the European Union. As the Union consists of many nations with various historic past and consequently different economic and social conditions, it is imperative to take into account these differences in the developing of social policy of the European countries, however at the same time some basic common social standards that must be followed by all European members are also required, as these states face many common social problems as well. Ageing of the population. Some persons claim that it is one of the greatest social challenges that EU countries currently face. European countries try to resolve these problems by implementing new programs aimed to increase labor participation of older people and reforming new social protection legislations. In spite of the fact that EU countries are trying to promote active ageing of its workforce, (attracting more people to enter and stay in employment) recent protests in several EU countries show that this decision will not be accepted universally. As population of EU continue to grow and fewer younger workers will be entering labor market, another possibility of resolving this crisis-immigration is being studied. However, in order to be successful more active approach is needed as EU still lacks common immigration policy as well. With high level of emigration from new EU countries, this problem has been partly resolved in few states with booming economies such as UK and Ireland. Social rights of migrant workers, who work in various countries have been protected by Regulation 1408/ 71 and 574/72. 3 In order to resolve the second problem, European Social Fund has been created. The main goal of this fund is to increase participation rates of population in labor markets in various countries.4 However, one should take into account the fact that regulations mentioned do not substitute national ones, but rather coordinate them. All nations have right to determine specific elements of their national social systems, provided that they are based on the equality of the treatment and non discrimination approach. EC treaty provides several levels of legislation aimed to guarantee equal treatments of all persons- men and women in the labor market, assure anti-discrimination approach, facilitate free movement of people and protect workers from various hazardous working conditions as well as provide them with detailed information on various

Home Depot VS Lowe's Essay Example | Topics and Well Written Essays - 750 words

Home Depot VS Lowe's - Essay Example Such conditions only intensify the inability of the customers to improve their homes by making purchases in Home Depot or Lowe’s. This is a big risk for both companies (Good fellow, 2013). However, in such a complicated time, Home Depot overcomes financial barriers, and if one compares the change in capitalization, then Home Depot will have more than seventy billion dollars, that is approximately thirty- five percent of the increase in selling. At the same time, Lowes states about thirty billion and fourteen percent of decrease of its selling availabilities. Moreover, the prices at Home Depots were lower, while at Lowe’s they stayed an edge. However, the online availabilities showed that a certain store had lower prices in one area or the item; the other store had the advantage. A price variation, at the same time, revealed great difference between the two retailers and here one could give the edge to Home Depot, especially when the current economic environment squeezed out profits. However, the higher margins give Home Depot possibility to pressure the returns of Lowe’s. Since the return on assets  is essential for discount retailers it is practically impossible to raise prices easily, asset turnover gives the possibility to enhance one’s profitability. ROA indicates how effective one can turn assets into benefit for further profit. While, one wants to see the ROA minimum of seven percent, the advantage here is for Home Depot. For the business the return on equity  measures the way the company is generating good returns of the shareholders’ money. Here again persistence is an important and any number over fifteen percent is determined as exceptional. Other words, the higher percent of persistence, the better the company develops. This is a considerable advantage for Home Depot (Stock, 2013). In addition, according to the Net Promoter Score, special measures that determine a

Teams in organizations Essay Example | Topics and Well Written Essays - 250 words

Teams in organizations - Essay Example Cross-functional teams include employees from different work areas who come together to complete a particular task. Such teams are usually effective in bringing people from various specialties and diverse areas together. Virtual teams rely on technology to bring together physically dispersed members to accomplish a task. The technologies allow members to collaborate online even when they are physically separated (Daria, 2015). Teams are important in organizations because they bring together member from diverse backgrounds and experiences hence wider points of view. The diversity in teams enhances decision-making, performance, and productivity. Teamwork ensures that tasks can be done faster and efficiently because many people are involved. However, there are some disadvantages of using teams in organizations. Conflicts may arise within teams because of individual difference and affect the organization. Communication may also be problematic due to diverse backgrounds and experiences of members hence lower productivity. Teams can also suppress individual creativity and thinking. The most effective teams within my organization are the cross-functional and self-managed teams. The diversity within cross-functional teams allows people from diverse specialties to exchange information, develop ideas and solve problems. Such teams are effective because early coordination among various specialties enhances innovation, speed, and quality. According to Kozlowski & Bell (2001), the ability of self-managed teams to work on their own without supervision increases their efficiency (p.

How Does Social Class Affect Life Chances?

How Does Social Class Affect Life Chances? LIFE CHANCES SOCIAL CLASS CONTINUES TO HAVE A SIGNIFICANT IMPACT ON LIFE CHANCES OF INDIVIDUALS IN THE CONTEMPORARY UK. DISCUSS THIS VIEW, USING APPROPRIATE EVIDENCE. In a modern western society individuals strive to achieve the things that are labelled as desirable, the best phone, a big house and a nice car. These are all known as commodities alongside education, health and housing but these commodities are very rarely distributed equally and so actually achieving these things can be difficult (Stroud, 2001). The ability and opportunity a person has to achieve these commodities is known as a person’s life chances. There are various factors that can determine a person’s life chances including genetic inheritance, social class of parents, education, childhood poverty, family, attitudes and discrimination, plus many more (Aldridge, 2004). A person’s life chances will often be determined by their social class within their society. Social class is one of the oldest and possibly one of the most persistent inequalities in British society. Classes are groups of people that all share the same ideals, opportunities and cultural belief s. These class systems can be defined by achieved or ascribed status. Achieved status is status that has been worked for, whereas ascribed status is from birth. Some class systems have social mobility, which gives individuals the opportunity to move up or down classes. Throughout history there have been records of many different class systems, including slavery, the feudal system and the Hindu caste system. Some of these class systems still exist even in today’s modernised world. Despite many adaptions taking place as life continues to change according to the National Equality Panel the UK is still a long way from being a society of equal opportunity. There has been a lot of change over the last two decades that have indeed improved the life chances of many; these changes have narrowed the inequalities in earnings, gender and education for ethnic minorities (Timmins, 2010). The biggest inequality that can be seen within the UK would be with income, with the majority of the UK’s wealth being owned by only a small percentage. Within the contemporary UK there appears to be a class system divided into three categories, upper class, middle class and working class. For each of these three classes there will be differences in the kind of advantages or disadvantages the people within them can have. These differences may be recognised by obvious inequality with commodities such as council housing or privately owned housing in select locations, education at select schools compared to state education, private healthcare opposed to NHS healthcare and highly paid occupations against poorly paid or no occupation opportunities. There could also be disadvantages due to a person’s accent and dialect, appearance and clothing and the leisure activities that person indulges in. There may also be other less obvious inequalities, from social class, that can affect a person’s life chances. In a modern society social class and life chances depend largely on economic differences between groups, such as wealth and income, possession of goods, and a person’s position in society (SFEU, n.d). The biggest differences in social class within the UK can be seen through a person’s occupation. The upper classes can live off unearned income, such as land rents or inheritance. There are not many upper class people living off unearned income, despite there being some very wealthy people. In the UK most people fall into middle class or working class categories. The middle class is broken down into the higher middle class and the lower middle class. The higher middle class hold occupations in professional work such as law, medicine or owning businesses. This type of work requires education, qualifications and skills. While the lower middle class hold occupations such as teachers and opticians. At one time lower middle class occupations were sought after and would have bee n regarded as higher middle class, but due to these professions now being stable well paid positions they have decreased in class standing (Mills, 1956, cited in Anon, n.d). Working classes hold manual labour occupations and although this can often require a lot of skill it is not generally well paid (Anon, n.d). It is more than obvious to say that if a child has a good education and achieves high qualifications then that child is most likely to gain a high paying job. A person born into a family living in poverty would obviously not have the same opportunity to attend a top quality private school as a person born into a wealthy family. There is also the consideration of catchment areas with education that could prevent a person being able to attend a better school than provided in their local area. A lot of the best schools in the UK do have scholarship and bursary opportunities, however these do not always apply as some of the individuals from poorer societies are unable or unaware of how to apply for this assistance and if they do they could still be refused. For instance, a child from a council estate, living with unemployed parents on the outskirts of a city would not be able to go to a private funded school in a big city. Whereas a child with parents as actors will almost always be inst antly enrolled to the best private schools available. The main factor that affects health inequality in the UK is social class. There are many studies that show people born in to poor families have less chance of survival, grow up with poor health and may die at an early age. NHS waiting lists at an all time high, those individuals with either low incomes or no incomes are increasingly waiting longer for potentially lifesaving treatment. In contrast to this those people in what is considered the upper classes are able to pay to have treatment privately and almost immediately, also having the opportunity to choose the best surgeon/doctor to perform the treatment. There is also the fact that many working class occupations cause illness but the people suffering are unable to take time away from their employment for fear of dismissal. Health inequalities may not be directly caused by social class itself but more as a result of social class inequality. Poor health can be a result of poor living conditions, bad eating habits, behavioural habi ts such as smoking and drinking and lack of exercise (Macintyre, cited in Burton, 2014). Another difference between life chances and differing social classes is the way crime is handled. A lot of national statistics state that most crime is committed by working class males. This is not necessarily true as a lot of wealthy people often commit crimes but are not prosecuted. Even when they are prosecuted there are major differences in the treatment involved. For instance a white working class male arrested for fraud will find himself face down on the pavement and handcuffed behind his back. He will then be taken to a local police station, thrown in a cell and eventually interviewed for hours before having DNA, fingerprints and photographs taken before being released. In total contrast to this a wealthy public figure such as a politician or celebrity would be contacted through their PA or agent with a request to attend the police station at a time suitable and convenient for them. They will not be handcuffed, put in a cell or subjected to many hours of interrogation. They ma y have to provide DNA, fingerprints and photographs but this could also depend on the person in question. REFERENCES Aldridge, S. (2004) Life Chances Social Mobility: An Overview of the Evidence [online]. Available from: http://www.swslim.org.uk/documents/themes/lt10_lifechances_socialmobility.pdf [Accessed on: 25th February 2014]. Anon. (n.d) Social Inequality Class War [online]. Available from: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=4ved=0CE4QFjADurl=https%3A%2F%2Fhwb.wales.gov.uk%2Fcms%2Fhwbcontent%2FShared%2520Documents%2Fvtc%2F2009-10%2Fsociology%2Fj-griffiths-a2%2F08%2520Class%2520inequality.docei=cwUNU9qYGoLC7AaH0YGADQusg=AFQjCNHztbBO4TkYV-B6XSNIwk_jZoTLiAsig2=Jpwtyqz8c6wbtXevFwkpBwbvm=bv.61725948,d.ZGUcad=rja [Accessed on: 25th February 2014]. Burton, J. (2013) Class and Stratification Access Sociology [Class Hand-out]. Access to Social Science: Life Chances, Northampton College. 1st March. Crossman, A. (n.d) Sociology of Social Inequality [online]. Available from: http://sociology.about.com/od/Disciplines/a/Sociology-Of-Social-Inequality.htm [Accessed on: 27th February 2014]. Scottish Further Education Unit. (n.d) Sociology Social Stratification Intermediate  ½ [online]. Available from: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=5ved=0CFYQFjAEurl=http%3A%2F%2Fwww.educationscotland.gov.uk%2FImages%2FSocialStratInt12_tcm4-335917.docei=cwUNU9qYGoLC7AaH0YGADQusg=AFQjCNFy43tMDIvoc1psuuKEX06umWxxgQsig2=5lS1A_bga4yStmZ-aZ4NxAbvm=bv.61725948,d.ZGUcad=rja [Accessed on: 25th February 2014]. Sparknotes. (n.d) Social Stratification and Inequality. Modern Stratification Systems [online]. Available from: http://www.sparknotes.com/sociology/social-stratification-and-inequality/section3.rhtml [Accessed on: 27th February 2014]. Stroud, A. (2001) How Social Class Affects Life Chances [online]. Available from: http://www.markedbyteachers.com/gcse/sociology/how-social-class-affects-life-chances.html [Accessed on: 27th February 2014]. Timmins, N. (2010) Social advantages still shape life chances [online]. Available from: http://www.ft.com/cms/s/0/72110f9e-0ab1-11df-b35f-00144feabdc0.html axzz2ujHY6eXs [Accessed on: 1st March 2014]. BIBLIOGRAPHY Angel, L. (2007) Sociology (Analyse the relationship between social class and life chances)? [online]. Available from: http://uk.answers.yahoo.com/question/index?qid=20070121091107AADtlDM [Accessed on: 27th February 2014]. Bancroft, A. Rogers, S. (2010) Introduction to Sociology. Max Weber – Class, Status and Power [online]. Available from: http://www.cf.ac.uk/socsi/undergraduate/introsoc/weber11.html [Accessed on: 27th February 2014]. Rafaelz5. (2008) Does social class still influence people’s life chances and lifestyle? [online] Available from: http://answers.yahoo.com/question/index?qid=20080810055743AA8X0wM [Accessed on: 27th February 2014]. S-cool. (n.d) Class [online]. Available from: http://www.s-cool.co.uk/a-level/sociology/inequalities/revise-it/class [Accessed on: 1st March 2014].

Victorian Era Fashion Essay examples -- Fashion

Introduction The Victorian Era is a remarkable time in history with the blooming industries, growing population, and a major turnaround in the fashion world. This era was named after Queen Victoria who ruled United Kingdom of Great Britain and Ireland from June 1837 until she passed away 64 years later in January 1901.When Victoria received the crown, popular respect was strikingly low. The lack of respect for the position she had just come into did not diminish her confidence. Instead she won the hearts of Britain with her modesty, grace, straightforwardness, and her want to be informed on the political matters at hand even though she had no input. She changed Britain into a flourishing country. She also impacted how women interacted during this era based on her personality. Body In the time period of Queen Victoria's reign the population alone of Britain had grown from 10 million at the start of the 1800's to over 26 million by 1870. The British Empire grew and now held over a quarter of the world's population. When the empire was at its climax, it was the largest in history. The industrial revolution in Britain came with fantastic outcomes, such as huge technological revolutions and production of iron, coal, and cotton cloth increased dramatically. This increase in population and industrialization flooded the cities with peasants looking for jobs. Most of these people were living in poverty and hazardous conditions. This was when the first railway took form, allowing people to spread out and not crowd in the cities. Although people spread out, many still lived in slums and working conditions at the time were atrocious. Around 1833 through 1844 the Factory Act was finalized controlling child labor. Now children could not work... ...ation needed an inspiration, and she filled the position with ease. Works Cited Bernier, Jane, and Ruth E. Adomeit. Women's Fashion of the Victorian Era, 1837-1901. Cleveland Heights, OH: Borrower's, 1983. Print. Strachey, Lytton. Queen Victoria,. New York: Harcourt, Brace and, 1921. Print. "The Life & Times of Queen Victoria." Victorian Station-Victorian Decorating Ideas and Information about the Victorian Era. Victorian Station, 2001. Web. 10 Mar. 2012. . Thomas, Pauline W. "The Victorian EraFashion History." Victorian Era 1837-1901 Victorian Fashion History, Costume Social History. Fashion-Era.com, 2011. Web. 10 Mar. 2012. . "Victoria Biography." Bio.com. A&E Networks Television, 2012. Web. 10 Mar. 2012. .

Context and principles for early years provision Essay

1.1 Within a setting practitioners have to follow and refer to all relevant early years framework. This framework is relevant to all children aged 0-5 who attend a playgroup, preschool or a nursery/ reception class at school. The framework clearly sets out all the legal requirements that the practitioners must meet. In section 2 of the framework the legal requirements relating to a child’s learning and development are explained and set out. This section explains the early learning goals, educational programmes and assessment arrangements. Section 3 of the EYFS framework explains the legal requirements regarding a child’s welfare. This section sets out principles and requirements about safeguarding and promoting a child’s welfare, what suitable environment, setting and equipment would consist of and the organisation/ documentation regarding the child and their education. This framework provides guidance for practitioners which allows them access to useful advice and detailed information when supporting a child’s learning, development and welfare. This help them to improve their practice which helps give children a better start to their life in education as the practitioner will understand how to help them move forward with their learning and development yet still be safe and comfortable within the setting. Practitioners would be able to refer to national guidelines such as Ofsted. Guidelines are used by practitioners to help them bring out the best and care for the children in their care. The guidelines such as the EYFS framework set out clear information and cover all aspects of a child’s safety, health, development, welfare and so on. They help to point practitioners to success and efficient practice when working with children. 1.2Â  There are different approaches that can be taken by a practitioner when they are working with children in the early years. There are theories that were carried out by educational pioneers that stood up for what children need. These theories are still referred to and used in practice today. One of the educational pioneers is Maria Montessori and she worked with children who had learning difficulties. She spent a lot of her time observing children. Her theory was that every child is unique, in comparison to adults and other children, and that their individuality must be respected throughout the education process. She believed that if a child was placed in the correct environment they children would ‘normalize’. This means that they will develop into whole, peaceful adults with love of learning. She devised a structured teaching programme based on her observations. By doing this she designed, what she called, didactic materials. These encouraged children to use their hand and help them move onto more complex exercises. Maria thought it was important that children learnt how to work independently when they were young so that they can maintain that skill throughout their lives. Maria Montessori theory is used more in private schools. A way that schools use her theory is by teaching the children to become independent and learn to do things for themselves and by themselves at a young age. They send children home with homework so that they work independently at home away from the teachers or other children’s help and are encouraged to only seek the help of their parents when the y need help to understand the homework. This then helps the practitioner assess the child’s knowledge and helps them become aware of the areas they need more help with. Observations are used within a school regularly to determine what stages a child is at. Practitioners will then evaluate these observations to come up with teaching programmes and ways in which they can promote certain areas of development and learning. The high scope approach encourages children to make their own decisions when it comes to activities within a setting. This helps to encourage independent and active learning getting the children involved when practitioners are planning, carrying out and reviewing activities. The key features of the high scope approach are active learning- children learn best by being involved and being active; personal initiative- children have a desire to learn and develop; consistency- this helps children to become confident, independent learners; Relationships- children need to feel happy, comfortable and secure; Partnership- practitioners need to be able to build a strong relationship which children parents and to achieve and the appropriate curri culum- children need to be guided by a curriculum that suits their development and learning. All of these features are used within a setting every day. My setting follows all the key features of the high scope approach. For example the practitioners are always vibrant, enthusiastic and warming allowing them to build effective relationships with children and their parents. They carry out all sorts of activities and follow a curriculum that promotes all areas of development and learning. They have a range of different toys, materials and resources to help them make fun but educational ways of encouraging a child’s development and learning. This helps a child to blossom and grow the best way they can yet still be excited about continuing their learning. 1.3Â  Every child within a setting has individual needs and between children these needs will vary. A child’s individuality, ideas and feelings need to be valued and respected by practitioners as well as other children. This is an important aspect of developing a personal and individual approach to a child’s learning and development. There are needs that apply to all children within in a setting. Some of these are physical needs such as food, drink and shelter so that they are healthy, warm and safe. They also have psychological needs such as affection, comfort and love as these feelings will allow the children to build stable relationships and friendships. This will help the child develop a personality and will allow them to let their individuality shine and develop and share their own ideas and feelings. Intellectual, stimulation and independence are all needs that need to be full filled by every child. However, children have independent needs. For example, a child that has got a cough may have been to the doctors and been prescribed some medicine to help them recover. This child would then have to rely on the practitioner to remember when they need to take the medicine and how much they need to take. When practitioners are recognising and attempting to meet a child’s needs they have to take into consideration the child’s age, gender, maturity, their emotional development, intellectual abilities, social skills, past experiences and the relationships they have built with others. Practitioners should experiment different activities and ways to full fill children’s needs; this will help them to decide what they enjoy. It will also give them the chance to be imaginative and develop in different areas in several ways.

Therapeutic interventions Essays

Therapeutic interventions Essays Therapeutic interventions Essay Therapeutic interventions Essay Definition Therapeutic Interventions encompass not Just the nursing profession but each nurse as an Individual. Whether realized or not, every Intervention a nurse Implements Is therapeutic. Sometimes these Interventions can have a good or bad effect. Through research and continuing knowledge, a nurse can learn or Improve these Interventions so that the highest quality of care Is given to each and every patient. Therapeutic interventions can be defined as actions or behaviors involving clients that is scientifically evidence-based and caring to assist patients in meeting his or ere needs and accomplishing optimal outcomes (PAN handbook). Through therapeutic communication, a nurse can set the tone for a safe and caring environment. Beginning a trusting relationship will provide the patient with comfort, allowing them to heal and to feel free to express his or her feelings. For example, deprivation of meaningful relationships and colonization have detrimental effects on the physical and psychosocial wellbeing of older clients. Having a trusting relationship with nurses, alleviates feelings of loneliness and helplessness (Brownie, S. , Horsemanship, L. 2012). Implementing safe and accurate care that Is evidence-based Is an Important therapeutic intervention. The five steps of implementation are imperative to avoid unwanted errors from occurring to patients. The five steps include asking a question, finding the best evidence, evaluation of the evidence, applying the information with experience and patient values, and evaluation of outcomes. These five steps always surround the patients values and beliefs. It is also important for the nurse to collaborate with fellow coworkers when help is needed. Sometimes other nurses ay have an answer that could solve a current problem (Johnson, 2008). To provide optimal care to patients, nurses must be aware of cultural diversity. Every culture has their own values and beliefs, Including the care that each culturally diverse patient receives. For example, a female Arabic client will not make eye contact or speak with male nurses or physicians. This Is not the clients way of being rude, it is her cultural beliefs and the nurse must be aware of this. It is crucial for the nurse to be aware of these cultural differences before providing care so care is not affected (Taylor, C.. Allis, C. , Lemon, P. , Lynn, P.. 2011). It is important to prioritize care based on the patients needs. For example, a postoperative patient needs care of an incision. The nurse knows that care of this incision and pain control are top priority. When the patient starts to have trouble breathing and goes into respiratory distress, the nurse needs to be aware that difficulty breathing takes higher priority over an incision. Support Is a crucial therapeutic intervention. When It comes to end of life decisions, families Like to be Involved. The nurse should physically and mentally purport the family, as well as the patient, through this difficult time. After the death of a patient, the nurse could ask the family If they would Like to spend time with the patient to assist them in coping. The nurse could also ask the family if they would therapeutic and/or as a way to care for a loved one, one last time (Assignations, D. D. , 2013). There are many types of therapeutic interventions. Pharmacological interventions involve the use of medications to prevent and/or treat disease and relieve pain. It is important to monitor peak and trough levels of medications administered. This is to verify that all medications are therapeutic and not causing damage or harm to the body (Lilly, L. L. , Collins, S. R. , 2014). Non-pharmacological interventions include music therapy, exercise, art, and dance. These interventions are also referred to as psychosocial interventions. These therapies are used to improve self-esteem and self-achievement, as well as, an alternative method of relieving pain without the use of medications. On occasion, these interventions have helped patients to talk about repressed feelings they may be experiencing (Hayes, N. , 2003). A nurse could use hermeneutic touch (healing touch) as an intervention. A massage is a great way to rebalanced the patients energy field or relieve pain without pharmacological intervention. A healing touch positively affects the patient physically, mentally, and emotionally (Lilly, L. L. , Collins, S. R. , 2014). This author defines therapeutic interventions as a way to help heal in a manner that is patient-centered. Helping a patient to heal does not always mean medical interventions. Sometimes, it is being a support person for a patient to express their feelings or an advocate when the patient cant speak. Therapeutic interventions involve helping the patient whether it is though administering medications or giving a massage. In Conclusion, therapeutic interventions are an important aspect of the nursing profession. It involves more than Just administering medications to help a patient heal. Helping the patient to self-actualization, love and belonging, and self-esteem are a huge step in the healing process. A depressed patient may take longer to heal, where as a patient who is content and happy will heal faster. It should be a priority of the nurse to make sure that each and every patient receives optimal therapeutic are. Explanation For this explanation, I chose my presentation on encyclopedias. Encyclopedias are a classification of drugs that have their own specific way of killing bacteria that cause infection, more specifically gram negative bacteria. Encyclopedias are a form of a therapeutic intervention and can be used in combination with non-pharmacological interventions. These interventions might include music therapy, acupuncture, deep massage, etc Encyclopedias are an important therapeutic intervention. Patients may have a serious infection that requires an antibiotic. Through the administration of this class of medication, the patient is able to begin the healing process from their infection. In addition to this broad intervention, there are several non-pharmacological therapeutic interventions that can be used along with encyclopedias treatment. A massage would be great for patients experiencing muscle cramps caused by the reduction of potassium in the body or for pain experienced from an infection. Another intervention could be acupuncture. Acupuncture is an intervention that allows body mind to relax and heal. It has been useful for treating nausea, vomiting, main and ailment. Through distraction a patient can take their mind off of the things that are bothering them. Increasing fluids is also an important therapeutic intervention with the administration of encyclopedias. Through increasing fluids the body can reheated itself. Encyclopedias are known to cause problems with the kidneys and by advising the patient to increase their fluid intake, the body can maintain hydration and allow for proper kidney function. Without proper kidney function, the body is unable to remove the medication itself; therefore, potentially causing toxicity and harm to the body. In conclusion, encyclopedias are an important therapeutic intervention. Without the use of antibiotics patients could become seriously ill with infection or face the possibility of death. While this antibiotic drug class is a therapeutic intervention towards the treatment of infection, there are additional therapeutic interventions that must be followed to keep patients from unwanted and adverse effects. Through my research, as a future nurse, I am able to provide the proper education about encyclopedias and to implement the proper interventions needed to make this therapy a success.

The Behavioral Model Essays

The Behavioral Model Essays The Behavioral Model Paper The Behavioral Model Paper Current discourse into human development and learning seeks to motivate teachers, health and social care workers to develop their own theories of learning, and to evaluate such theories within the classroom using an evidence-based approach (Bigge, Morris, Shermis, 1998). This paper aims to encourage education facilitators across disciplines to draw on learning theories to enhance their understanding of students/participants, and to foster an experimental attitude toward modifying delivery methods to optimize the learning experience of teenagers. It is clear that the discipline of psychology is essential to further the understanding of developmental, learning and teaching processes. Firstly, a critical review of the two major developmental learning theories will be presented, these being the behavioral model and the social construction model. Secondly, a proposed research design for a substance abuse prevention workshop for teenagers will be presented, with reference to the theories critiqued. Finally, a conclusion shall synthesize the main points of this paper and demonstrate the viability of using a social construction model to approach learning interventions for teenagers. Review of Developmental Learning Theories The Behavioral Model Bigge and Shermis (1998) identify the two major learning theories of relevance to current education as being the behaviorist and the cognitivist schools of thought. The behaviorists focus on observable behavior and reduced the learning experience to a process of stimulus and response. This psychology approach to learning was adopted in the USA during the early 1900s, when science and technology were experiencing a time of accelerated growth. Hence, the concept of studying measurable, objective, human behaviors aligned with current values of a modernized society embracing standardized production methods. For the extreme behaviorist, all human behavior can be understood through the processes of conditioning, these being classical and operant in form. Skinner (1938) pointed out that a positive, negative or neutral consequence following a behavior influenced whether a particular behavior was repeated in the future, or if it was not. So, a person learns new behaviors, or is able to modify existing behaviors, as a function of environmental events that either reward or punish that behavior. In this way, Skinner’s learning theory is a move away from the traditional behaviorist approach of stimulus and response, as he differentiated between types of responses. When a response was elicited by a known stimulus is considered to be associated with the known stimulus. Alternatively, responses that do not require a specific stimulus, which he termed operants, are independent of the stimulus. Skinner emphasized that it was the operant response that could be strengthened or weakened by use of personal, social or environmental rewards or punishments respectively. Skinner’s principles advocated the idea that learning could be ‘programmed,’ which fit with the 1960s initial explorations into computer aided instruction. All that was required was for the student to practice, and to be provided with the ideal reinforcement (i. e. , reward or punishment). Students were perceived to learn through processes of rote memorization and amount of practice. Education has been greatly influenced by Skinner’s principles of reinforcement in terms of being better able to regulate student behaviors and learning achievements (Bigge et al. , 1998). Information is reduced by the teacher into smaller components, and organized by the teacher into a format believed that the student would understand and could systematically build on. The information is presented in a logical and sequential way, as an ‘instruction’ which step-by-step aims to shape the behavior of students to a predetermined outcome. His principles also contributed to the concept behavioral objectives in lesson plans and standardization of exams. Hence, achievement outcomes were evaluated by way of the student providing the correct response (i. e. , answer) to a prompt (i. e. , exam paper question). However, Skinner’s theory ignored the contributions of cognitions, with mental activity being considered a ‘black box’ devoid of meaning in that the activity could not be objectively observed and so reliably measured. Additionally, his behavioral approach did not seek understand why a student learnt in the way that they did, or acted out behaviors that they did. Skinner has been criticized for placing too much emphasis on the prediction and control of behavior (Bigge et al, 1998). Especially given that from his viewpoint that control comes from external sources, and not from within the individual. Skinner’s learning theory also highlights the behaviorist approach to the concept of reality, in that it is considered to be ‘absolute’ and so perceived in the same way by everyone, universally. In this way, Skinner’s theory was paternalistic and so negative in the sense that one person could set themselves up as ‘more knowing’ than another. Social Construction Model Alternatively, the cognitive approaches of challenged the concept of behavioral theory that it was the environment that determined a person’s behavior (Buner, 1983). Cognitive learning theorists advocated that a person actively participates in the acquisition of new knowledge. Additionally, cognitivists highlighted that not all learning is observable, such as with mental representations within the mind of a person, and the processes of memory and thinking, which could be measured by way of interviews or surveys of people, as well as observations of external behaviors. The cognitive approach pointed to the learning development of children, wherein they do not just respond to their environment, but actively engage in making sense of the world and their experiences within it, and using their own guesswork as to how the world is structured and functions (Bigge et al, 1998). Many behaviorists ignored initial cognitive theories because they focused on the subjective and mental processes of individuals, which, at the time, could not be observed or measured by way of controlled experiments. The early cognitive theorists such as Piaget (1952) and Vygotsky (1962) were the forerunners of constructivist theory. Constructivist learning theory maintains that a person actively engages in the learning process. As such, the individual constructs their understanding of the world, and the meanings that they ascribe to their experiences. Further, this construction of reality occurs by way of a person reflecting on their personal experiences within the world. It is assumed that the physical world can never be known directly, rather that each person constructs their own interpretation of it. Hence, there is no absolute reality, and each person’s understanding of the world is relative to their biopsychosocial experiences. It is the social interactions, and environmental engagements, that on a daily basis contribute to how each person constructs their interpretation of reality. Importantly, constructed knowledge need not correspond to an external reality in order for the knowledge to be useful, because knowledge is useful when it ‘fits the needs of the learner (Bigge et al, 1998). Thus, knowledge is subjective, according to the experiences and interpretations of each person. Bruner’s (1983) cognitive-interactionist approach to learning, the student is expected to actively interact with their learning environment, including their social environment. Bruner’s approach here encourages the teacher and learner to be exploratory, experimental, and investigative as well as reflective in their acquirement of knowledge. The learner takes a reflective approach by first identifying the current problem, forms a hypothesis as to the optimal course of action to solve the problem, and then examines the implications of the chosen solution. The learner then tests their hypothesis, and draws conclusions as to whether the solution answers the problem as required. Bruner’s approach endorses the student’s efforts to go beyond the provided information, and to manipulate current knowledge to fit with new tasks and novel situations. The cognitive-interactionist approach encourages the student to develop a critical thinking style that draws on past experiences and stored knowledge to solve problems that may not have been encountered before, or to see old problems in a new and creative way. Integrating Theory Analysis with Substance Abuse Prevention Research Design With reference to the critique of the theories provided a proposed research design for a substance abuse prevention program for young people has been developed. Particularly, drawing on the constructivist approach, it is suggested that participants be viewed as purposeful beings which are capable of making situational choices. This will empower the participants sense of autonomy and independence and foster their self-belief, self-concept and self-confidence to make responsible choices with regards to their well being and quality of life. Using a pre-post survey design with a three-hour preventative workshop as the intervention it is believed that this study would enable participants to have opportunities to actively construct and represent knowledge. In this manner, new knowledge would become more concrete for the participant. This approach would suit teenagers aged 12-16 as interactive activities, such as hands-on practical application of new understandings, as well as incorporation of classroom discussions, encouragement of experiments and open-ended classroom objectives are some of the ways in which they could express their own opinions and growing sense of independence (Kail Cavenaugh, 2004) and would align with their cognitive stage (concrete operational; Piaget, 1952). Unlike younger age groups, teenagers would be better able to conceptualize concepts that would be presented on a survey (e. g. , I understand how peer pressure can influence the decisions I make). Also, they would be able to actively engage with substance abuse prevention material at a higher level due to their cognitive ability to reasons logically, to make inferences, and to create and test hypotheses (Piaget, 1952; Kail Cavneaugh, 2004. Compared to an older age group, young people would be less likely to be motivated by large amounts of text-based materials, peer-reviewed studies, and issues that are not relevant to their lives (e. g. , work stressors and relationships to substance abuse) (Kail Cavenaugh, 2004). A group workshop is highly suited to teens as their identity is constructed by way of the opinions of those they consider to be significant in their lives (Boyd, 2006; Kail Cavenaugh, 2004). In this case it would be their peers, as at this developmental stage young people draw away from their parents as confidents, and turn instead to their cohorts for opinions about some of lifes issues. The distinct advantage of this method of learning is that the participants are not required to just memorizes a set of facts and strategies, as meaning making is seen as understanding the ‘whole picture’, as well as the elements that comprise the picture. Hence, the teen becomes a seeker of meaning. This in turn reflects an important feature of the teenage years, where a search for the meaning of life has usually begun, as they seek to understand themselves, the world, and their place in it (Jessor, Colby, m Shweber, 1996; Kail Cavenaugh, 2004). Further, the student comes to understand that as knowledge is constructed they have the ability to construct their own interpretations of the world, and this parallels the cognitive abilities present at this stage of development. An open-ended learning format encourages the learner to appreciate that there is more than one right answer to a question, and that each possible solution has both strengths and weaknesses that are relative to the problem at hand. The use of a questionnaire pre and post to the workshop will allow for a standardized measurement of learning experiences (Howell, 2000). Within the workshop intervention there will be opportunities for formative feedback of learning in the form of group discussion and reflective practices. Formative feedback will provide a qualitative assessment at more of an individual level, although dominant themes during discussions and reflection will be recorded for thematic analysis to provide evidence-based data (Shank, 2002). However, to draw evidence-based conclusions at the quantitative level it will be necessary to gather numerical data to better understand the effects of the intervention for the group as a whole (Howell, 2000). The systematic method of a pre-post design is suited to teenagers as they are able to accommodate and assimilate cognitive information and to reflect on their past experiences to draw conclusions. It is anticipated that this design can best show conceptual change (if it does occur) among teenagers with regard to a substance abuse prevention program. Conclusion The two dominant developmental learning theories are the behavioral model and the social construction model. Whilst the behavioral model has traditionally been the mainstay of education systems, 21st century understandings of the essential input of socio-cultural factors has been growing in popularity. The social construction model suits teenagers as they are at a developmental stage where they are questioning themselves and the world around them in their search for identity and meaning. They are also able to conceptualize, hypothesize and reason logically, and so are ideally suited to the active engagement, discussion and reflective activities that such a model could provide during intervention. References Bigge, Morris L. and Shermis, Samuel S. Learning Theories for Teachers, 6th ed. (1998) Allyn Bacon. Boyd, D. (2006). Identity production in a networked culture: Why youth Heart MySpace. Presentation for the American Association for the Advancement of Science, 2006, St Loise, USA. Retrieved April 18, 2007, from danah. org/papers/AAAS2006. html Bruner, J. S. (1983). In Search of Mind. New York: Harper and Row. Jessor, C. , Colby, A. , Shweber, R. A. (1996). Ethnography and Human Development: Context and meaning in social inquiry. Chicago: University Of Chicago Press. Howell, D. C. (2000). Statistical Methods for Psychology, 5th ed. Belmont, CA: Wadsworth Publishing. Kail, R. V. Cavanaugh, J. C. (2004). Life-Span Development. New York: Thomson Wadsworth. Levine, M. (2006). All kinds of minds. Retrieved June 6, 2006, from the All Kinds of Minds website allkindsofminds. org/index. aspx Piaget, J. P. (1952). The Origins of Intelligence in Children. International Universities Press, New York. Schein, E. (1990). Organizational culture. American Psychologist, 45 (2): 109-119. Skinner, B. F. (1938). The Behavior of Organisms: An experimental analysis. New York: Appleton-Century, 1938. Shank, G. D. (2002). Qualitative Research: A personal skills approach. Columbus: Merrill/Prentice Hall. Vygotsky, L. S. (1978). Mind in Society. Cambridge: Harvard University Press.

Computer H Essay Example | Topics and Well Written Essays - 2250 words

Computer H - Essay Example The statutes and charters in these industries do not distinguish the variations in such technologies. This advocates for the frequent lawsuits between companies and transnational organizations. Moreover, the patent laws in the industry emphasis on flexibility due to the vast growth and development of new technologies (Jordan, 2012). Competition is always a significant element in all industries but in computer technology production sharing ideas on areas such as graphic user interface and operating systems is not a major issue because novelty and innovation are the key determinants of success in such an industry. Relatively, the flexibility aspect of the patent laws and system in general only give protection on a neutral perspective hence making it easy for a company such as Apple to sue Samsung (Grandoni, 2013). Due to the constant lawsuit in the last decade, some of the recent advancements in the computer industry entailed the expansion of a wide scope of the patent laws in different technologies. A good example is on software development where firms like Apple, Microsoft or even Google have no idea on the patents they overstep because they operate at an international level (Goldman, 2012). The patent laws in the United States might not be the same in places like India or Japan. Currently, statistics show that software patents are in hundreds of thousands especially with over 30,000 new ones developed in 2014 alone. With such as wide scope, most of the infringement companies involve in is usually unintentional (Jordan, 2012). Additionally, the multi-billion dollar companies such as Google, IBM and Microsoft have their own patents based on their products; not software development. This patents or charters act as a threat towards their competitors and it is the duty of all these companies to know the regulations/ patents set by competing rivals in the industry or else it can lead to lawsuits (Megan, 2012). For instance, Yahoo has around a thousand patents

Event study Statistics Project Example | Topics and Well Written Essays - 1750 words

Event study - Statistics Project Example Market capitalization entails a multiplication of the total number that a company owns by the price of each share. With respect to the perspectives of the efficient market hypothesis and the PEAD, this paper aims at testing the PEAD phenomenon on a non-American market, Greek market. The paper considers the availability of 80 companies selected randomly for assessment on how PEAD affects the Greek market. The data for the 80 companies has been obtained from secondary sources especially the internet (Vaios). Considering available statistics, the Athens’ Stock Exchange a daily announcement of earnings effect on the markets. The data used in this paper considers four SUE portfolios based on events’ quoted prices as one method of testing the PEAD phenomenon and examination of whether market over and under reaction usually exist through the use of event study methodology. Finally, this paper also classifies the sample firms regarding their response or exposure to the PEAD phenomenon. In this paper, the selection of the used sample was based on the consideration of all companies listed in the ASE. Out of the 264 firms listed in the ASE, 80 were selected from which their reporting of earnings from the year 2001 to 2008 (Vaios). Among the data sets that will be considered in this case include the quarterly earnings per share, corresponding announcement dates of the quarterly returns per share, and the closing prices of the stocks (Brown and Warner, 328). Besides the random selection of the companies, all without quarterly earnings per share were excluded (Vaios). The exclusion in this case involves the dates of announcements and, therefore, the consideration of annual returns per share as this would not show the major changes that occurred after each announcement. For instance, considering that positive announcements can affect markets for as long as 40 days in the Greek market, it is clear that annual EPS may not reflect any major