Analysis Of F. Scott Fitzgerald - 2297 Words

How would you feel if the harder you worked to accomplish your most far-fetched goals and to advance in society, the harder you would fall and the worse you would suffer at the end of your life? Many people of that era would have been confused or even surprised by the question when, in reality, that pattern was repeated over and over again during the 1920s. After the first World War concluded in 1919, new inventions and reformations were being made, which gave society newfound optimism. However, due to bad investments made by stockholders, the stock market crashed in 1929, sending America spiraling into a crippling depression for the next decade (â€Å"A Changing Society† 96). F. Scott Fitzgerald was the most notable author of the decade, and he was largely self-created. He spent the majority of his life devoted to writing, whether as a pastime, an occupation, or a way to prove his worthiness to the love of his life. His life was ultimately molded by the success-seeking templa te of the 1920s. The most famous of his works was The Great Gatsby, which brought more success, fame, and riches than he had ever encountered. Toward the end of his hedonistic life, however, Fitzgerald suffered from long spells of depression, smoked frequently, drank even more so, and wrote less and less successfully (Doreski 114). He was a true â€Å"embodiment of the age† and a prime example of the decade’s formula for success leading to failure (â€Å"The 1920s: How Normal were the 1920s?† 175). Fitzgerald’s lifeShow MoreRelatedAnalysis Of F. Scott Fitzgerald953 Words   |  4 PagesF. Scott Fitzgerald was an American author who was known for his novels that generally take place during the Jazz Age after World War I. His use of similes add deeper imagery and to emphasize certain descriptions that are necessary to understand in his distinctive writing style. Fitzgerald incorporated a lot of his own personal life into his works; his struggles with alcoh olism, mental disorders and marital problems are generally thrown into almost all his novels. Many of his stories can be readRead MoreAnalysis Of F. Scott Fitzgerald3472 Words   |  14 PagesAlthough F. Scott Fitzgerald was not a muckraker, his fictional writing had similar goals to those of muckrakers—Fitzgerald fleshed out the issues that society was ignoring and conforming to. He is known as a mouthpiece of the Lost Generation, the generation or group of people that grappled with World War I and the devastating emotional aftermath that it left the world with. Fitzgerald’s writing tackles topics from difficult relationships to the journey of self-discovery. In particular, Fitzgerald madeRead MoreAnalysis Of F. Scott Fitzgerald2104 Words   |  9 Pagesthis assignment. Money, Power, and Glory For many years girls have been taught to find true love and get married and be happy. Happiness, something that can be so undetermined, is what one spends ones entire life searching for. F. Scott Fitzgerald, a poetic and romantic writer, shows his definition of happiness through every story he has written. Fitzgerald’s background starts as a hopeless romantic, winning over the heart of his wife by rewriting a novel he had previously started onRead MoreAn Analysis Of The Of The Night By F. Scott Fitzgerald Essay1488 Words   |  6 PagesIt s been a few days since Aaron and I almost had sex and I regret it. Not the almost sex, but the fact that we didn t have sex. However, I was also glad because unlike Hades, Aryan didn t force me to have sex. Not that Aryan is anything like Hades. Hades is a fucking monster and compared to him, Aryan is an angel sent from Heaven. I also remember when Aryan indirectly confessed his love for me but I think it was mostly the lust talking. I mean, we only know each other for a couple of weeks nowRead MoreAnalysis Of Merlin By F. Scott Fitzgerald913 Words   |  4 PagesMerlin, I never read this email, because I knew it was more of your lies and a total waste of time. Nevertheless, you deserve a response. Let’s see who starts problems. 1. I discussed something with you over email and then next day the professor talked to me terrified. Who told anything to the professor? Consequently, who is twisting things and creating trouble? How did she find out I had talked to you? Who approach her? 2. From my first email â€Å"she told me you had told her that he had fever inRead MoreAnalysis Of The Book The Of By F. Scott Fitzgerald1712 Words   |  7 PagesWaknuk is the hometown of David, Petra and Rosalind; the three had to flee their home by night when they got news of Sally and Katherine being captured. David and Petra left home and travelled down a path to the riverbank, where they met up with Rosalind. For their travel they utilized two great horses owned by Rosalind’s father to go on their journey for safety. David, Petra and Rosalind travelled in a southwesterly direction until they came to a stop in the early morning. The three started theirRead MoreLiterary Analysis Of The Great Gatsby By F. Scott Fitzgerald2128 Words   |  9 PagesLiterary Analysis of The Great Gatsby by F. Scott Fitzgerald The Great Gatsby is an incredible novel written in 1925 by F. Scott Fitzgerald, a prolific American author, and published by Scribner’s. Nevertheless, during its first release, the book sold poorly and received mixed reviews. In fact, Fitzgerald died in 1940 considering himself and his works a failure. However, the onset of the Second World War revived the novel, which later became an essential component of high school curricula and differentRead MoreAnalysis Of The Book Salvation By F. Scott Fitzgerald1057 Words   |  5 PagesNow there aren’t many things in life that are free. It seems as if everything comes with a price. And we are justifiably skeptical of anything that advertises itself as absolutely free. So it may be difficult for us to comprehend that something as significant as God’s grace comes so freely. Is has no dollar amount, no price tag on it. Paul says that salvation is given by grace, not as a result of our own works. We can t earn salvation. That seems easy to understand theologically, but we don t usuallyRead MoreAnalysis Of F. E. D. Scott Fitzgerald1005 Words   |  5 PagesCHAPTER FOUR F. E. A. R FALSE, EMOTIONS, APPEARING, REAL Now, that your eyes have begun to open about the relationship. Fear now begins to shadow you. Especially with having no one to talk with, because of his manipulation tactics. Distancing yourself from all of your family and friends. Once again convincing yourself that he was the one. Giving him full control over your life, trying to please his every want and need. Not considering yourself, as long as he was giving you the attention that heRead MoreAnalysis Of The Night Of The Flies By F. Scott Fitzgerald989 Words   |  4 PagesHeavy in the air was the scent of cherries and bourbon, the smell of a man more desperate of atmosphere and above all most desperate of a scene. A man whose breath heavily weighed the air around him searching for the laughter of all wealthy men gathered to assume his drunkedness and take heart to the fact that he so presently was just as they were; drunk and bored. Fairly as it must be said it is in wealth when one possesses the ability to have so much tha t no matter what they seek it shall never

Temptation, Blame, Forgiveness, And An Apple Essay

Katherine Springer Mrs. Lang Honors Humanities 5th Hour 10 November 2016 Temptation, Blame, Forgiveness, and an Apple Genesis-- the book of the beginning of man, according to some religions. In this book, the age old story of Adam and Eve is recorded. The book tells of the first two humans on earth performing the original sin by eating an apple from the Tree of Knowledge in the sacred Garden of Eden. While this story may seem clear cut, humans always have different perspectives on the messages to take away from stories. Sometimes, these differing views are expressed in the form of art. The paintings Adam and Eve by Michelangelo and Adam and Eve by Cranach both portray the biblical story of the first humans’ betrayal of God. As shown by the composition of the paintings, as well as the actions of the figures, Cranach’s couple seem to be unintentionally sinning, while Michelangelo s Adam and Eve appear to be purposeful in their actions. Cranach’s placement of the figures draws the observer’s eye to the apple instead of the serpent, implying that there are subtle manipulation s taking place. On the other hand, Michelangelo’s painting takes the viewer’s eye to Eve directly taking the apple from a much larger serpent’s hand, implying a much more direct intervention from Satan. Both paintings show how easily humans are influenced by temptation; this idea is a common theme across history, and it will be a theme as long as humanity continues to exist. One way both Cranach andShow MoreRelated Importance of Preserving the Union in John Milton’s Paradise Lost5579 Words   |  23 Pagespresence. Instead of leading his wife, as he was instructed to do, Adam is now an excessively doting husband (Webber 15), so much so that he is actually losing sight of himself and who he is. This change in his position in the union will be partly to blame for their downfall. Raphael tries to make Adam see what is happening to his relationship with Eve when he says to Adam, ...Of [self esteem] the more thou knowst, /The more she will acknowledge thee her Head (8.573-74). The more Adam knows, theRead MoreLogical Reasoning189930 Words   |  760 Pagesstream, and you remember that your packets of water-sterilization tablets are in 3 the pocket of your other coat—the one you left at home at the last minute. The three of you are thirsty and have only dehydrated food left, except for four apples. You wish you had bothered to haul in that twelve-pack of Dr. Pepper you decided to leave in the car’s trunk. What do you do? Nobody brought cell phones. You could yell, but that is unlikely to help; you havent seen any other hikers since theRead MoreDeveloping Management Skills404131 Words   |  1617 PagesAlternatives 199 International Caveats 202 Hints for Applying Problem-Solving Techniques 203 Fostering Creativity in Others 203 Management Principles 204 SKILL ANALYSIS 210 Cases Involving Problem Solving 210 The Mann Gulch Disaster 210 Creativity at Apple 212 SKILL PRACTICE 214 Exercises for Applying Conceptual Blockbusting 214 Individual Assignment—Analytical Problem Solving (10 minutes) 214 Team Assignment—Creative Problem Solving (20 minutes) 215 Moving Up in the Rankings 216 Keith Dunn and McGuffey’sRead MoreCrossing the Chasm76808 Words   |  308 Pagessuch relationships? That question has driven the development of Regis McKenna Inc. since its inception. We began in the 1970s in our work with Intel and Apple where we tried to set a new tone around the adoption of technology products, to capture the imagination of a marketplace whose attentions were directed elsewhere. Working with Intel, Apple, Genentech and many other new technology companies, it became xii Foreword clear that traditional marketing approaches would not work. BusinessRead MoreIgbo Dictionary129408 Words   |  518 Pagespublishers first delayed in responding and then finally admitted they had lost the copy. So only a photocopy of the original typed version exists. During the 1990s, the manuscript was partly typed without alteration into a Word processor, originally an Apple-based system. This was transferred to an IBM system quite recently, but without any conversion of the character codes. It seems that two different systems of coding diacritics were used and more than two IPA phonetic fonts. Furthermore, for some reason

Corporate Social Responsibility Corporate Citizenship

Question: Describe about the Corporate Social Responsibility for Corporate Citizenship. Answer: Introduction The companies globally are trying to project a new brand image and taking up the CSR (corporate social responsibility) route. Thus shunning the profit and economic motive, firms are strategizing to not only meet their survival needs but to last generations after that impacting societies and natural environment. The global trends show that being committed to larger causes involving stakeholders leads to aligning business goals with CSR amidst competitive forces. Corporate Social Responsibility (CSR)- Meaning and Definition CSR is defined as the continued commitment by employees to be ethical for profit making venture and improving quality of life of workforce, society. (Angus-Leppan,et al. 2010). The global trends which are found in the emerging firms who are using CSR, is also changing the expectations of the society while engaged in business. In information driven world, the ability to act on crisis of trust, inequality, sustainability is thus testing the business practices. Some of the practices, action plans used by firms are: innovation for greater good, putting people first, engage in new alliances, spreading economic activity, goal centric, leadership driven governance and performance driven, looking beyond profit. Du et al (2010) added that complying by ILO, OECD, UN regulations and framework, firms are more transparent and committed to employee rights, health and safety, human rights, environment pollution under their top leadership. CSR has evolved over the period of time and the firms integrating supply chains with stakeholders is trying to improve value chain output in partnership model. Firms are now embracing CSR with environmental reporting that tags them to be socially responsible and to feature in sustainability index. Initially a more corporate philanthropy approach, tending towards community volunteering, right now corporate social marketing for cause promotion is a part of responsible business practices. The above initiatives thus prove the utility of the Carrolls Pyramid model where the CSR definition starts with economic responsibilities, to legal, ethical domain as well (Sharp and Zaidman, 2010). Analyse arguments in favour of CSR The leadership philanthropy which is the earliest CSR has realised that CSR is the right instrument to match the corporate operations, upholding societal values. The tactical and strategic moves in the corporate operations then adopt ethical principles to guide them. Friedman and Bavmol economists by origin opposed the social approach and its contribution to the firm and the country at large. While businesses should not be a part of social game, the issue of profit and competitiveness will fail the company if they pursued social goals (Preuss, 2011). A change over several decades show that plenty of MNCs, showed how their organisational culture, values derived from the corporate are shared with suppliers, vendors, customers made them accountable and add it as a compulsory reporting element to make it ethical, transparent. However, it was later on understood that the involvement of the leader, employees to make it as a philosophy. The effectiveness of CSR therefore also linked the brand name and the corporate intentions in their annual agenda. The EU firms started incorporating both financial and sustainability to test CSR in reality found that the movement requires innovation to sustain their venture. They supported EU theories of citizenship, corporate identity and accountability with ethical commitment. The firms like Siemens and BASF from Germany maintained their CSR agenda with OECD guidelines are more holistic in their approach towards overcoming the challenges of CSR implementation (Preuss, 2011). In contrast to that, the US companies use the economics of the triple bottom line approach in their actions and corporate communication. There is more voluntary and social approach to the multi stakeholder dialogue model, as the EU governments promoted the CG (corporate governance) which has given a shape to the movement of CSR. US firms like Johnson and Johnson and Enron both from US showed stark differences with CSR more strategic than moral. The leadership and its actions therefore defines the company behaviour which affected its innovation, outlook towards environment, employee welfare that gradually became a norm (Rangan et al. 2015). The argument whether CSR benefits thus turns the discussion to understand the strategic angle and the efforts applied as the business circumstances for TNC (transnational companies) shows CSR as an indicator for corporate identity and reputation. Therefore, anything that is extrinsic cause that is affecting the firm level operations are short term gains in CSR. A more internalised approach to CSR is the value driven agenda which is committed to the social or environmental cause. The CSP (corporate social performance) of a firm therefore calls for correlation of the social and financial performance which is hard to relate. The broad and narrow views of CSR approach benefitting a firm and leading to competitive advantage needs empirical evidence. The current trend is towards sustainability that indirectly affects lower emissions of GHG, while firms are more proactive to maintain the EEO (equal employment opportunity), funding sports, shifting to green production practices. The win-win outcomes in gaining speed, time, cost efficiencies are done through engaging stakeholders while corporate philanthropy is limited to few firms. Some of them are cause related contributor (Katrina hurricane), while others are more reputation oriented. The upskilling of the employees, innovation in product/services/process is commonly seen while the risks are well managed in a CSR driven business environment (Sharp and Zaidman, 2010). Arguments against the companies practising CSR The above argument of the CSR agenda actually benefitting the firm level profits and meeting the triple bottom line approach or value creation is still a matter of debate. There have been models which are drivers of the strategic and operations metrics which are shared with stakeholders show that it does improve efficiencies of scale and profit. The concept of CSR also brings the CSV (crating shared value) element which is a social element for the business engaged into profit making. The real test is between the CSR and the trade off between CSV in the lines of cost benefit analysis. However, it has been seen that creating the competitive advantage for sustainability of a firm is based on the creating the values which is inimitable. Thus a CSR strategy needs to be tested against ethics framework that calls for stress on the strategies it follows. The ability to differentiate and find a solution has the ground rules of audits, reporting (GRI), accounting rules to be followed. The firm s however also state that there is no tangible benefit of CSR which is visible that makes Friedmans approach to be true (Du et al, 2010). The profit maximisation theory, tending towards accumulation of the wealth, therefore cannot ignore the broader environment. The failure of not meeting the audits, thus makes the firm to make it socially unsustainable which re-strategizes to achieve the business goal. It is however, evident that firms and employees who are engaged into practices also indulge into unethical practices which tarnish the corporate reputation. The motives of the corporate operations are also vital for the scrutiny as the boundary of ethics by employees or a group of employees can fail the business motive. There can be also misdirection which is what leadership thinks to use CSR in order to camouflage the wrong deeds. It is also true for controversial industries that are more prone to damage to environment and interact with the customers. There can be negative corporate psychopathy which that does not drive social responsibility tenets but use it as an eyewash. The stakeholder influence also can be barrier to the CSR being digressed from the corporate mission. The wider network of stakeholders makes the complexity of the CSR mission to be almost neutralised. There are however firm level frameworks like SA8000 to check social accountability of the business entity. In many firms, the most common actions starts with quality QMS approach, where the environmental sustainability is stressed on to comply. The next phase sees the community involvement while the last strategy is to resort to ethical or cause related marketing. This has given rise to ethical consumerism where the firm level actions are creating negative outcomes which have wider social, health, legal implications for the consumers. There is a fine line of ethics for an employee in a firm and the firm itself which engages into unethical act (Angus-Leppan,et al. 2010). These are short term approach to success and easy money that gets audited and are subject to legal actions. It shows that either way, the employee or the firm lev el actions initiated leads to the digression which have a better manner to approach CSR effectiveness, i.e. shared values. Highlight the efforts of a company leading in CSR There are MNCs traversing over the globe while many of them have a defined CSR policy. The company chosen for CSR analysis is Microsoft, the worlds leading software firm based in US. It started its company CSR agenda in the year 2005 shows how they have reduce carbon emissions in its office by adopting a strict agenda based target. It gives out $900 million in cash and in kinds (software) to people last year, setting the trends of philanthropy. Reputation wise it still tops in IT industry so it Corporate citizenship are value add ons to the social and economic well being. The above CSR fund is not the only effort, but training the needy on short term courses for employment showed its vision. It has over 600,000 business partners and stakeholders but is committed to reduce carbon emissions in IT environment which even after EU Commission fines of $899 million for Internet Explorer shows their commitment. There has been increase in employee morale, community and health development proj ects funded by the firm at distant remote parts of the world. It has been able to create jobs, and has enabled the stakeholders to make them economically viable (Microsoft making $1 creates $8.70 for the stakeholders). The model has innovation that in the IT field is also taking the scope of CSR to a level which is more holistic when compared with others (Weber, 2008). Conclusion The CSR journey after the agenda is set is too arduous as there are strict methodologies which need employees and management to believe in creating a sustainable solution. The ability to stand the test of time wading through the external challenges are for every firm and its employees while there framing of the CSR objective needs time. The argument of externalising and internalising the approach to CSR it is therefore open to top management and leadership. This has been cited as one of the key successful factors in making effective CSR work. The examples from the individual and the firm level unethical acts show how the external factors influence while the controllable ones can be done with the value driven approach. This is more long term approach that addresses the firm values to be linked to the CSR agenda. Though there has been failures and mixed results in the effectiveness of CSR implementation the firm level gain is either brand reputation or camouflage on the converse to eye wash the crowd. The tenets of triple bottom line approach or the OECD principles that are the frameworks on which the firm management can substantiate to drive its CSR however needs transparency from employees, stakeholders and management. This is a challenging task as the complex web of the relationships, motives and the business criteria between each of them thus tests the philosophy of the firm level CSR to be put to test. References: Angus-Leppan, T., Metcalf, L. and Benn, S. (2010). Leadership styles and CSR practice: An examination of sensemaking, institutional drivers and CSR leadership. Journal of Business Ethics, 93(2), pp.189213. Du, S., Bhattacharya, C.B. and Sen, S. (2010). Maximizing business returns to corporate social responsibility (CSR): The role of CSR communication. International Journal of Management Reviews, 12(1), pp.819. Preuss, L. (2011). Innovative CSR. Journal of Corporate Citizenship, 1 (3). Rangan, K., Chase, L. and Karim, S. (2015). The truth about CSR. Harvard Business Review. Sharp, Z. and Zaidman, N. (2010). Strategization of CSR. Journal of Business Ethics, 93(1),pp.5171. Weber, M. (2008). The business case for corporate social responsibility: A company-level measurement approach for CSR. European Management Journal, 26(4), pp.247261.

Understanding Economic Policy Reform free essay sample

What is the point of loudly proclaiming reforms if these are not aimed at improving the well-being of a large majority of the population? And if that is their goal, why should reforms be unpopular? In many areas of policy, there may ex1 Quoted by Jose Maria Maravall in Luiz Carlos Bresser Pereira, Maravall, and Adam Przeworski (1993). â€Å" T ist â€Å"technical† uncertainty as to what the appropriate solution is to the problems at hand. Think of President Clinton’s health care plan, for example, or of global warming. Consequently, reforms will arouse opposition if they are viewed as applying the wrong fix or if they are perceived as being primarily redistributive (that is, zero-sum). What is remarkable about current fashions in economic development policy (as applied to both developing and transitional economies), however, is the extent of convergence that has developed on the broad outlines of what constitutes an appropriate economic strategy. We will write a custom essay sample on Understanding Economic Policy Reform or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This strategy emphasizes fiscal rectitude, competitive exchange rates, free trade, privatization, undistorted market prices, and limited intervention (save for encouraging exports, education, and infrastructure). Faith in the desirability and efficacy of these policies unites the vast majority of professional economists in the developed world who are concerned with issues of development. 2 2 The convergence is not complete of course. But compared to two decades ago, the various sides have moved substantially closer to each other. One indicator of this is the recent book by Bresser Pereira, Maravall, and Przeworski (1993), which advocates a â€Å"social democratic† approach. The views expressed in this book concede an inor- 9 10 Journal of Economic Literature, Vol. XXXIV (March 1996) we observe such instances of collective irrationality. The events of the last decade have underscored the need to understand the political-economy of policy making. One of the eventual consequences of the global debt crisis that erupted in 1982 was a wave of market-oriented economic reforms, the likes of which have never been seen. The reforms were strongest and most sustained in Latin America, where countries like Bolivia, Mexico, Argentina, Peru, Colombia, and Brazil joined Chile in orthodoxy. But this was very much a global phenomenon. â€Å"Stabilization† and â€Å"structural adjustment† became the primary preoccupation of government leaders in Asia and Africa as well, even though the commitment to economic orthodoxy varied across countries and over time. These countries were in turn soon joined by the previously socialist economies of Eastern Europe and the former Soviet Union. Economists who had cut their teeth in Latin America’s economic quagmires became the advisors and analysts of these transitional economies. Even India, the giant archetype of a closed, import-substituting economy among developing countries, embarked on a process of economic liberalization in 1991 (see Jagdish Bhagwati 1993 and Arvind Panagariya 1994). These reforms were encouraging to economists and a vindication of sorts to those among them who had long advocated market-oriented reforms. But they in turn raise their own puzzles. Most fundamental of all, why are so many governments reforming now, after decades of adherence to policies of an opposite kind? This question poses a particularly important challenge to political economists: an understanding of these countries’ experiences now requires a theory that explains not only why seemingly dysfunctional policies had been initially un- Hence economists are often torn between two conflicting perspectives: on the one hand, good economic policy should produce favorable outcomes and therefore should prove also to be good politics; on the other hand, the implementation of good economic policy is often viewed as requiring â€Å"strong† and â€Å"autonomous† (not to say authoritarian) leadership. The experience of Chile, a country which has perhaps gone further than any other in implementing liberal economic policies, provides a good example. An essay on Chile’s reform strategy by Jose Pinera (1994), an economist and minister of labor and social security under General Pinochet, concludes: â€Å"[i]n the end, good policy is good politics† (p. 231). The irony is that most of the reforms the author glowingly discusses in the preceding pages required the suspension of normal politics and as heavy a dose of authoritarianism as seen anywhere. Good economics does often turn out to be good politics, but only eventually. Policies that work do become popular, but the time lag can be long enough for the relationship not to be exploitable by would-be reformers. In Chile’s case, free market policies (implemented after 1973) were eventually resoundingly endorsed in the presidential elections of 1989 and have become the envy of Latin America. 3 Conversely, bad economics can be popular, if only temporarily. President Alan Garcia’s popularity soared in Peru during his first two years in office (1985–86), thanks to expansionary fiscal policies whose medium-term unsustainability should have been obvious to anyone with common sense (see Ricardo Lago 1991). The puzzle is why dinate amount to the consensus view, and depart from it in remarkably few details. I will discuss this book in Section IV. 3 For a recent evaluation, see Barry Bosworth, Rudiger Dornbusch, and Ral Labn (1994). Rodrik: Understanding Economic Policy Reform dertaken and then maintained for so long, but also why these policies were suddenly abandoned en masse during the 1980s, often by the same politicians who had been among their most ardent supporters. Second, while the reforms were inspired at least in part by the East Asian experience, they took place much more quickly and, in many areas, are going considerably beyond those undertaken in East Asia. This raises the question of whether the new wave of reformers have internalized the correct lessons from the East Asian experience. Finally, are there any helpful rules for reformers to follow in guiding their policies through complicated political terrain? Can one hope to develop a â€Å"how-to† manual for the reformist politician? Puzzlement over such questions has led to a large and growing literature. A very short bibliography would include books by Merilee Grindle and John Thomas (1991), Robert Bates and Krueger (1993), Krueger (1993), Przeworski (1991), Ranis and Syed Mahmood (1992), Bresser Pereira, Maravall, and Przeworski (1993), Stephan Haggard and Robert Kaufman (1992), Dornbusch and Sebastian Edwards (1993), Haggard and Steven Webb (1994), Lance Taylor (1994), Williamson (1994), and Ian Little et al. (1993), not to mention countless papers. As this partial list indicates, both economists and political scientists have devoted their attention to these issues, often together in coauthored or coedited works. Indeed, no other area of economics or political science that I can think of has spawned so much interdisciplinary work. 5 In this essay, I will provide an econo4 One recent survey—Mariano Tommasi and Andres Velasco 1995—which overlaps with this one deserves special mention. 5 The litera ture on the economics of policy reform is of course even larger. For recent surveys, see Vittorio Corbo and Stanley Fischer (1995) and Rodrik (1995b). 1 mist’s perspective on the political economy of policy reform. I begin by examining the origins and analytical content of the new orthodoxy in development policy (Section II). I will focus here on two issues in particular which I feel remain in need of clarification. One of these concerns the distinction between (a) macroeconomic policies aimed at economic stability, such as fiscal, monetary, and exchange rate policies, and (b) liberalization policies aimed at structural reform and growth, such as the removal of relative-price distortions and the reduction of state intervention. It has become commonplace to conflate these two groups of policies, but for analytical purposes they are best kept apart. As we shall see, they also have different political-economy underpinnings. Moreover, maintaining the distinction reminds us that the consensus on what constitutes appropriate structural reform is based on much shakier theoretical and empirical grounds than is the consensus on the need for macroeconomic stability. The second issue concerns the appropriate lessons to be drawn from the experience of East Asian success stories. The new orthodoxy has tended to draw a somewhat biased picture that needs correction. Next, I will turn to the reforms of the 1980s and 1990s. This experience has opened an important window on the motivations of politicians, as well as on the nature of interactions between the economy and the polity. As indicated above, an important question is why so many countries have suddenly caught the reform bug. The confluence of economic crisis with reform has led to the natural supposition that crisis is the instigator of reform, a hypothesis that keeps reappearing in the literature and yet is inadequately analyzed.

Ancient Olmec Trade and Economy

Ancient Olmec Trade and Economy The Olmec culture thrived in the humid lowlands of Mexicos Gulf coast during the Early and Middle Formative periods of Mesoamerica, from about 1200–400 BCE. They were great artists and talented engineers who had a complex religion and worldview. Although much information about the Olmecs has been lost to time, archaeologists have succeeded in learning much about their culture from excavations in and around the Olmec homeland. Among the interesting things they have learned is the fact that the Olmec were diligent traders who had many contacts with contemporary Mesoamerican civilizations. Mesoamerican Trade Before the Olmec By 1200 BCE, the people of Mesoamerica- present-day Mexico and Central America- were developing a series of complex societies. Trade with neighboring clans and tribes was common, but these societies did not have long-distance trade routes, a merchant class, or a universally accepted form of currency, so they were limited to a down-the-line sort of trade network. Prized items, such as Guatemalan jadeite or a sharp obsidian knife, might well wind up far from where it was mined or created, but only after it had passed through the hands of several isolated cultures, traded from one to the next. The Dawn of the Olmec One of the accomplishments of Olmec culture was the use of trade to enrich their society. Around 1200 BCE, the great Olmec city of San Lorenzo (its original name is unknown) began creating long-distance trade networks with other parts of Mesoamerica. The Olmec were skilled artisans, whose pottery, stone tools, statues, and figurines proved popular for commerce. The Olmecs, in turn, were interested in many things that were not native to their part of the world. Their merchants traded for many things, including raw stone material such as basalt, obsidian, serpentine and jadeite, commodities such as salt, and animal products such as pelts, bright feathers, and seashells. When San Lorenzo declined after 900 BCE, it was replaced in importance by La Venta, whose merchants used many of the same trade routes followed by their forebears. Olmec Economy The Olmec needed basic goods, such as food and pottery, and luxury items such as jadeite and feathers for making ornaments for rulers or religious rituals. Most common Olmec â€Å"citizens† were involved in food production, tending fields of basic crops such as maize, beans, and squash, or fishing the rivers that flowed through the Olmec homelands. There is no clear evidence that the Olmecs traded for food, as no remains of foodstuffs not native to the region have been found at Olmec sites. The exceptions to this are salt and cacao, which were possibly obtained through trade. There appears to have been a brisk trade in luxury items such as obsidian, serpentine and animal skins, however. The Gulf Coast Olmec blossomed at a time when there were at least four other islands of expanding civilization in Mesoamerica: the Soconusco, the Basin of Mexico, the Copan Valley, and the Valley of Oaxaca. The Olmec trading practices, traced through the movement of goods produced or mined elsewhere, are key to understanding the Early and Middle Formative histories of Mesoamerica. Characteristics of the Olmec trading network include: baby-faced figurines (essentially, portable versions of the Olmec stone heads);distinctive white-rimmed blackware pottery and Calzadas Carved wares;abstract iconography, especially that of the Olmec dragon; andEl Chayal obsidian, a translucent to transparent banded black volcanic stone. Olmec Trading Partners The Mokaya civilization of the Soconusco region (Pacific coast Chiapas state in present-day Mexico) was nearly as advanced as the Olmec. The Mokaya had developed Mesoamericas first known chiefdoms and established the first permanent villages. The Mokaya and Olmec cultures were not too far apart geographically and were not separated by any insurmountable obstacles (such as an extremely high mountain range), so they made natural trade partners. The Mokaya adopted Olmec artistic styles in sculpture and pottery. Olmec ornaments were popular in Mokaya towns. By trading with their Mokaya partners, the Olmec had access to cacao, salt, feathers, crocodile skins, jaguar pelts and desirable stones from Guatemala such as jadeite and serpentine. Olmec commerce extended well into present-day Central America: there is evidence of local societies having contact with the Olmec in Guatemala, Honduras, and El Salvador. In Guatemala, the excavated village of El Mezak yielded many Olmec-style pieces, including jadeite axes, pottery with Olmec designs and motifs and figurines with the distinctive ferocious Olmec baby-face. There is even a piece of pottery with an Olmec were-jaguar design. In El Salvador, many Olmec-style knick-knacks have been found and at least one local site erected a man-made pyramid mound similar to Complex C of La Venta. In the Copan valley of Honduras, the first settlers of what would become the great Maya city-state of Copn showed signs of Olmec influence in their pottery. In the basin of Mexico, the Tlatilco culture began to develop about the same time as the Olmec, in the area occupied by Mexico City today. The Olmec and Tlatilco cultures evidently were in contact with one another, most likely through some sort of trade, and the Tlatilco culture adopted many aspects of Olmec art and culture. This may have even included some of the Olmec gods, as images of the Olmec Dragon and Banded-eye God appear on Tlatilco objects. The ancient city of Chalcatzingo, in present-day Morelos of central Mexico, had extensive contact with La Venta-era Olmecs. Located in a hilly region in the Amatzinac River valley, Chalcatzingo may have been considered a sacred place by the Olmec. From about 700–500 BCE, Chalcatzingo was a developing, influential culture with connections with other cultures from the Atlantic to the Pacific. The raised mounds and platforms show Olmec influence, but the most important connection is in the 30 or so carvings that are found on the cliffs that surround the city. These show a distinct Olmec influence in style and content. Importance of Olmec Trade The Olmec were the most advanced civilization of their time, developing an early writing system, advanced stonework and complicated religious concepts before other contemporary societies. For this reason, the Olmec had a great influence on other developing Mesoamerican cultures with which they came into contact. One of the reasons the Olmec were so important and influential- some archaeologists, but not all, consider the Olmec the mother culture of Mesoamerica- was the fact that they had extensive trade contact with other civilizations from the valley of Mexico well into Central America. The significance of the trade is that the Olmec cities of San Lorenzo and La Venta were the epicenter of the trade: in other words, goods such as Guatemalan and Mexican obsidian came into Olmec centers but were not traded directly to other growing centers. While the Olmec declined between 900–400 BCE, its former trading partners dropped the Olmec characteristics and grew more powerful on their own. Olmec contact with other groups, even if they did not all embrace the Olmec culture, gave many disparate and widespread civilizations a common cultural reference and a first taste of what complex societies might offer. Sources Cheetham, David. Cultural Imperatives in Clay: Early Olmec Carved Pottery from San Lorenzo and Cantà ³n Corralito. Ancient Mesoamerica 21.1 (2010): 165–86. Print.Coe, Michael D, and Rex Koontz. Mexico: From the Olmecs to the Aztecs. 6th Edition. New York: Thames and Hudson, 2008Diehl, Richard A. The Olmecs: Americas First Civilization. London: Thames and Hudson, 2004.Rosenswig, Robert M. Olmec Globalization: A Mesoamerican Archipelago of Complexity. The Routledge Handbook of Archaeology and Globalization. Ed. Hodos, Tamar: Taylor Francis, 2016. 177–193. Print.

ACT Score Ranges Understand Your Score vs. Class Grades

ACT Score Ranges Understand Your Score vs. Class Grades SAT / ACT Prep Online Guides and Tips Are you wondering what the highest and lowest possible scores you can get on the ACTare? And, once you receive your score, what does it mean? Many people find it difficult to understand their ACTscore because the exam doesn't usethe same kinds of grades your classes do. In this guide, we've converted ACTscores into class grades to make them easier for you to understand. What'sthe Total Range of ACT Scores? For each section of the ACT, the lowest score you can get is a 1, and the highest score you can get is a 36. The ACT contains four required sections, English, Math, Reading, and Science, and scores from each of those sections are then averaged to get a total composite score for the entire exam. The range of the composite score is also 1-36. However, that still doesn't tell you all the information you need to know. This is because it's quite uncommon for someone to get a perfect score of 36 or a low score of 1 on the ACT. Also, you're probably more used to letter grades, like A- or B+, because that's whatyou see in class. To give you a better understanding of the ACT, we've converted ACT scoresinto letter grades as well asnumericalclass grades, like 85% or 55%, that you've likely seen throughout your time in school. How Can You Interpret Your ACT Score? In the table below, we've mappedACT scores to numerical and letter class grades. We thenexplain how to interpret the results and also how we created the table. In the final section of this guide, we also discuss what a good ACT score is. Conversion of ACTScores to Class Grade Equivalents ACT Composite Score Numerical Class Grade Letter Class Grade 36 100.0 A+ 35 99.9 A+ 34 99.8 A+ 33 99.6 A+ 32 99.3 A+ 31 99.0 A+ 30 98.5 A+ 29 98.0 A+ 28 97.4 A+ 27 96.6 A 26 95.7 A 25 94.7 A 24 93.5 A 23 92.1 A- 22 90.6 A- 21 88.9 B+ 20 87.2 B+ 19 85.5 B 18 83.7 B 17 81.5 B- 16 78.7 C+ 15 75.5 C 14 71.6 C- 13 64.1 D 12 45.1 F 27.3 F 10 15.9 F 9 9.9 F 8 6.4 F 7 4.0 F 6 2.5 F 5 1.5 F 4 0.8 F 3 0.5 F 2 0.3 F 1 0.0 F How can you use this table? For example, say you got a 17 on the ACT. You'd then want to find this row: ACT Composite Score Numerical Class Grade Letter Class Grade 17 81.5 B- From the table, we can see that getting a 17 on the ACT is roughly equivalent to getting a score of 81.5% or a letter grade of B- for a class. What DoesThis Table Really Mean? Put simply, the above table takes ACT scores and converts them to class grades. This gives you a rough idea of what letter grade or percentage you would have gotten on the ACT if the exam had used those types of scoring methods. Class grades are familiar to you because you've used them your whole life, but you may not have any experience with the ACT grading scale. The table takes information you may not completely understand and converts it to something you're more familiar with. More precisely, the above table convertsACT scores to class grades based on percentiles. These percentiles were calculated based on scores of previous ACT exam-takers. The class grades percentiles were based on a large academic survey of grading trends in college (which typically closely match high school grades). So, to go from an ACT score of 17 to a class grade of a B-, we found the ACT percentile for 17, then used the survey to determine what letter grade corresponded to that same percentile. Things to Note inthe Table First, note that the distribution ofACT scores and their class grade equivalents are quite different. At the top of the ACT scale, a 36 and a 28 are 8 points apart, yet, after the conversion, they all map to an A+. That's not a typo; both a 36 and a 28 are equivalent to an A+. Why is this true? It's due to the fact that classes often don't do a great job of differentiating between great students andtruly stand-out ones. In a hypothetical class of 20 students, you might have two people earn an A+. That may seem like a small number at first, however; if that same class represented all the students in the US, only two would score a 28 or above on the ACT. This is one of the reasons the ACT is very useful to colleges, particularly highly selective colleges, because it distinguishes between great students and the very best. Another thing to note is that both class grades and ACT scores do a good job of resolving middle-of-the-pack students.Ifyou go from an ACT score of 13 to a 22 just a range of 9 that's equivalent togoing from a straight D to an A-. For students who are about average in their class or a bit below, both ACT scores and class grades have solidresolution. You may also have noted that neither ACT scores nor class grades begin at zero. Why not? Think about what you know about grading patterns and scores you and your classmates have received. When did you last hear of someone getting a 10 out of 100 as their final class grade? Failing grades are given out less than 4% of the time for class grades. Similarly, when did you last hear of someone getting less than a 10 on the ACT? Neither case is common. Even though, technically, the lowest ACT score is a 1, less than 1% of people taking the ACT get lower than a 10.Therefore, it's more realistic tothink of the ACT as starting from 13, not 1. Can You Really Convert ACT Scores to Class Grades? Yes, it's completely possible to convert ACT scores to class grades; however, it's not an exact science, and there are a few things you should be aware of. First, remember that ACTsand your school classes don't testthe same thing. The ACT is a multiple-choice exam takenin one sitting. Classes, on the other hand, require hours of learning and schoolwork over a long period of time. Additionally, you take the ACT alone, but in your classes you work with teachers and classmates every day. Because the two measure very different things, getting a B- in a class does NOT automatically equala 17 on the ACT, and vice versa. Additionally, class grades aren't as rigorous as the ACT. If you got an A- in a class, would you consider that a good grade? If half the class got an A or an A+, then your A- would be considered a bad grade. Conversely, if you were the only person to get an A in that class all year, that A- would be a great grade. Therefore, you shouldn't view the conversion too rigidly. However, those notes aside, you're correct if you think about the table as "lining up," say, different varieties of races at a track meet. For example, you can't compare someone's performance in the 100-meter dash with a marathoner, but you could say that someone who completed the 100-meter dash in 10 seconds was at an Olympic level, while 2 hours 10 minutes would also be considered an Olympic level marathon time. What’s Next? Not sure what ACT score you should be aiming for? Read this guide to figure out your target ACT score. Want to begin or continue prepping for the ACT? We have a guide that explains every single question type on the ACTso that you're completely prepared for the test! Looking for an easy way to boost your ACT score? Learn aboutthe most common mistakes students make when guessing on the ACTand how you can avoid them. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Strengths and Shortcomings of REBT Essay Example | Topics and Well Written Essays - 1750 words

Strengths and Shortcomings of REBT - Essay Example Human beings are dynamic beings and there does not seem to be a simple way they become emotionally disturbed, and there does not seem to be a simple way for them to be helped from feeling defeated (Ellis, n.d). The psychological issues which come up often arise from a client’s misperceptions, including his emotional underreactions or overreactions to unusual events or circumstances; and his dysfunctional patterns of behaviour also lead him towards repeating responses even if he knows he is behaving poorly (Ellis, n.d). The framework or model for the REBT is based on the ABC model where A=the activating event; B=the belief; and C=the consequent emotion which may include anxiety or depression (Philippe, 2010). The process may extend to include letters D and E which refer to disputing of irrational beliefs and effect (Stolear, n.d). REBT is based on the premise that our reactions are based on our unconscious interpretations and philosophies. We feel anxious or sad because we strongly believe that it is terrible for us to fail or be rejected (Ellis, n.d). We also feel hostile or angry towards other people because we believe that people behave unfairly towards us. For therapists in this field of practice, they often use the first few sessions with the client in order to place a finger on the main irrational philosophies which the client passionately adheres to. Afterwards, they attempt to show to the clients how these philosophies lead to emotional problems and inevitably, to clinical symptoms (Ellis, n.d). The goal of the therapist, in this case, is to uproot the client from such set philosophies and to try to replace them with more rational theories and hypotheses about themselves and the world around them; and eventually, to conceptualize how such rational theories can be used to understand the world and to de al with their issues (Ellis, n.d). There

HRD Essay Example | Topics and Well Written Essays - 500 words - 2

HRD - Essay Example She somehow managed to spend the meeting with her client as they asked numerous questions. As soon as she returned to her job, she contacted her director and mentioned that she is shocked to note that she was rather introduced to the company as a CQI practitioner for which she was not hired. Since there were fewer consultants at work, it came to understanding that Kindred had to take their client. It is for this reason that Kindred had to consult academic researchers at the library as well as her class mates who were specialist. Also, she had to take help from a friend who pretended to be an assistant (Cummings & Worley, 2009). Herein, it should be noted that Kindred had to face dilemma at her job. There were three types of dilemmas which were noted in the case of Kindred namely dilemma of self, competence and confidence. Firstly, the dilemma of self notes those kindred was confused about her identity which was falsified by her director in front of clients showing her as a CQI specialist for which she was not even hired. Secondly, the dilemma of competence level was that she became doubtful about as she was skilled in different area (Cummings & Worley, 2009). The question remains that whether her lack of CQI specialty was because she didn’t aspire to learn or because of her director who presented her wrongly. And finally, dilemma of confidence which marked that she was not sure for whom she was working. The question remained in her mind that whether her director is an honest person or not. She was making many assumptions in her mind that even in the future; her director would have done similar acts by sending to clients for which she would not have been competent at all (Cummings & Worley, 2009). If I was in her position, I would have done the same because ethics are to be followed. A career growth is not expected until or unless there are subjected clauses and ethics which are

The Iroquois myth Essay Example for Free

The Iroquois myth Essay Throughout time there have been many myths about creation and the balance of good and evil in the world.   Examining an Iroquios, Penobscot, and Christian myth there are striking similarities. By taking a look at the beliefs behind these myths we are also taking a look at how people have viewed creation, the balance of good and evil, and human sacrifice over time. The Iroquois myth, â€Å"Skywoman†, shares beliefs about the creation of the world.   It first speaks of the heavens above and the miraculous conception of Skywoman.    Skywomen’s father is the first to die in this world and she in only able to be consoled by visiting his body or grave.   Father’s spirit tells her to take a dangerous journey to the village of her soon to be husband.   Once there she, like her mother, becomes pregnant without having intercourse.   Her husband becomes extremely jealous and kicks her through a hole to the next world.   She is saved by flying ducks and a turtle and gives birth to a daughter. This daughter grows and becomes pregnant with twin boys to the spirit of the turtle. The boys symbolize the beginning of good and evil.   The evil twin kills his mother in birth.   The grandmother believes the good twin killed her daughter and he is exiled from their home.   The good twin creates a new world consisting of mortal humans, straight rivers, edible plants, and animals who sacrifice themselves for human consumption.   The bad twin does everything he can to make life hard for the humans including making maize hard so it has to be ground before it can be eaten, making some animals predators to humans, and making rolling hills and winding rivers to make travel harder.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Penobscot myth is also about creation.   In this myth the people are born from the elements of the earth; the man is born from the ocean, â€Å"the foam of the wave† and his wife is born â€Å"because a drop of dew fell on a leaf and is warmed by the sun.†Ã‚   The husband and wife have children, who have children, and the people survive by hunting.   One day the animals are gone and the family is starving.   The wife tells her husband that she must be sacrificed if the family is to survive.   She gives him specific instructions and she is sacrificed.   Her body is used to nourish the land and after seven moons there are edible plants and tobacco at her resting place.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are many myths throughout the world and throughout history about the creation of the world as we know it.   It is interesting that so often these myths from many different cultures and religions have similar ideas.   I find one of the most common stories of creation to be that of Christian nature with the story of Adam and Eve.   In this story Adam and Eve are living in the Garden of Eden, a pure world.   In this world there is no shame and plenty of food and water.  Ã‚   The world as we know it comes to an end when the evil snake steps in and creates temptation.   Thus the world as we know it is now is created with good and evil both playing a role.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find it fascinating that across time, oceans, and cultural boundaries people have had such similar ideas about creation, the presence of good and evil in the world, and sacrifice.   In many myths about creation the world is created from heaven and hell, or in the case of the Iroquois myth from the sky world and the underworld, or from the earth as seen in the Penobscot myth.   In the Iroquois and Christian myth there is always a struggle to find the balance between good and evil, the Iroquois twins or the snake tempting Adam.   There is also the reoccurring theme of sacrifice.   In the Iroquois myth the twins’ mother was sacrificed at birth.    The animals in this myth originally offered to be sacrificed for human consumption.   The first mother sacrificed herself in the Pencobost myth to the earth and to create food for her children.   I believe that it has been known for quite a while that once these necessities are fulfilled then we can move on to fulfill our psychological needs such as acceptance and love.   Human nature crosses generations upon generations of people.   In essence I feel that people have always known what they need and want out of life.   The balance of good and evil comes into play because of the ways of which people choose to go about obtaining their wants and needs.

The Most Important Thing In Communication Is Hearing Communications Essay

The Most Important Thing In Communication Is Hearing Communications Essay Good communication is important, but what is communication anyway? The exchange of information? Many people think that communication is the same as the use of language. An understandable thought, because without a language it would probably be impossible to pass on information for this assignment. People spend about seventy percent of their day on language, this means talking, listening, reading and writing. Therefore language is very important for people to pass on information. A man with a red head, throbbing veins and a clenched fist, crying out: ‘Are you kidding me, I am not angry. This shows that we are not only communicating in languages (verbal communication), but also through body language (nonverbal communication). In this case, the nonverbal communication includes the red-faced head, throbbing veins, clenched fists, his volume and the tone of voice. Verbal and nonverbal expressions have different communication powers. The person from the example claims that he was not angry, but most people will not believe him. Because his body language ‘says something else. In cases in which language and body language contradict each other, the body is believed rather than the spoken word. Types of nonverbal communication Facial expression Emotions can be found throughout the whole body, posture and by gestures, but especially on the face. You can read a lot of emotions from the position of the eyebrows, mouth and particularly the lips. Non verbal communication can be a huge difference in cultures. But the facial expression for happiness, sadness, anger and fear are similar throughout the whole world. Gestures Some people support their story with many movements. Sometimes they need to beckon the people to make something clear. For example, you would specify how big or small something is or you have to make a move. This includes movement of the hands, face, or other parts of the body. Sometimes simple gestures are symbols, as the fist with the thumb up: ‘Well done or with the thumbs down. ‘Really bad. Eye-contact Eyes are the mirror of the soul. The most deep and intense emotions are expressed through the eyes. Therefore eye contact is almost a synonym for personal contact. It is also very sensitive, because when you look someone too long to attract attention, this can be seen as rude or even intrusive, this is only the case when the other side doesnt want any contact. It can also be nice to have eye contact and it might be interesting to see how the other responds. Maintaining eye contact while both speaking and listening is a sign of confidence and interest. Posture Your body language can give you an individual status or power. It says something about who you are. For example, when you are a little shy, you will probably look to the ground. The movements of your hands and feet can be a bit slow. If you are a proud person you will walk with your head up, shoulders back, chest forward and with a lot of enthusiasm. Communication through object communication In our culture, the choice of clothing is an important way to communicate without words. Someone who will apply for a job will generally watch carefully what he wears and if anyone should give a presentation to a group of important people he will not normally do that in a pair of jeans. It is therefore surprising to see that relatively little research has been conducted to see a person clothing. It does appear that someones clothing should not underestimated the importance for the picture others have of him and the impact that his words are. But it is very difficult to cover general rules. What we can say is that people respond more positively to someone wearing similar clothing than someone with a totally different style. An American student had to interview farmers as vacation work. The first day he dressed in a suit with tie. He received little cooperation from the farmers. When he decided to wear jeans and a working shirt, he got considerably more response from the farmers. Someone appears to be believed better when his clothes and hair are better cared. But this is only the case when people do not know each other, so they have to make a good first impression. In the business world there are usually very strict dress rules. Not (well) aware of these rules can have a major impact on how others respond to you. Wrong choices in this area may therefore be harmful to your career. If you are underdressed or overdressed it may have a result in falling out of place. Appearance When you look at someones appearance, you can see how someone feels or what they want to radiate. For example, if someone has a hair bun it radiates neatness and meticulousness. Short shaven hair and spines radiate an easy and modern behavior. A beard may indicate wisdom, but also someone who is slovenly or it has to do with religion beliefs. If a woman has shaved hair it can arouse the suspicion that she is a lesbian, which is often a prejudice. Clothing Clothing can also be a form of communication. For example, you can see what kind of job the person has. When he/she wears a suit, he or she probably has an office job. You can also see what kind of music someone loves, (Punk, hardcore, RB) by the clothes they are wearing. For a lot of people branded clothing is often an important factor. It gives a certain status and suggests a certain quality. It often can characterize a particular group. Colors When you pay attention to colors you can see how someones life is. For example, someone wearing lots of bright, cheerful colors, is often an optimistic person. And someone with all-black clothes radiates sadness or just wants to make a statement. When and how to make eye contact in different cultures Like all mammals, the behavior of the eyes of people is very important. We have already seen that people respond positively to pupil expulsions. However, if someone sees something unpleasant, pupils will be smaller. The preference for the eyes seems to be a natural feature. Babies that are an hour old show a strong preference for forms that strongly resemble a face compare to other forms. Another very important sign is eye contact with the eyes. People who love each other are looking with pleasure to each other. If someone looks at another person for a longer period, so that is seems not be functional, will look aggressive. This applies much more for men than women. Men who have too much eye contact are more experienced as dominant or even aggressive compared to women. This is probably because too tightly is associated with rage and anger. Many teachers use the viewing behavior as an indicator if they want to select students whos homework they will check. After the teacher asks a question, he or she looks around the classroom. Students know the answer, will look to the teacher, while students who do not know the answer will often avoid eye contact. By looking at eye movements of people, you can see how people think about issues.  § If someone thinks visually and he will look left or right or look right through the center tail.  § If someone thinks phonetically, he or she will move their eyes to the right center, left center or lower left part of the eye.  § If someone thinks kinesthetic, he or she will look to the bottom right. Different Angles Here are a few different angles. These angles are for right-handed people. For the left-handed people it can be the other way around. A. Visually constructed images If someone looks to the right center, he tries to imagine something visually that hasnt actually occurred. He thinks from his imagination. According to the forecast, people could respond in this way to questions like: How do you spell your name backwards? (People can only do this if they are trying to see their name) B. Visually remembered images If someone looks to the left center, while talking, this means that he is trying to remember it visually. In this case his memory is very important. People will respond to a question like: What do you see when you are walking to the station? C. Visualization When people are looking right through the middle, without focusing, they often try to illustrate something. This is often by asking for examples of abstract concepts: Give me an example of social inequality. D. Constructed noise Middle right means that someone is trying to make noises that he had not previously heard: How would Mozart on a synthesizer sound? E. Remembered sounds Eye movements to the left center indicate that someone is trying to remember a word or sound: Is the second note of that song lower or higher than the third? F. Internal dialogue Bottom left represents the internal dialogue: What do you say to yourself when you are trying to talk courage to yourself? G. Kinetic When people look to the bottom right, it refers to feelings and bodily sensations: How does it feel when you are feeling very hungry? Can you see when someone is lying? Some people are hard to catch on a lie, even if they lie. Facial expressions are not always a reliable source of information to identify the lie. Some people smile while they lie, while another just has a quiet expression. Some evidence that people lie:  § People who lie often take a closed attitude. People who lie, uses their language differently and they often leave holes in their conversation, presumably to prevent what they say might betray them.  § The voice of people who lie usually goes higher than when those same people tell the truth.  § Liars often though their face or playing with pencils or other objects. The FBI can look at peoples eye movements. People who describe a situation or condition that have occurred here are their eyes to move left (remember for pictures) or to left center (for recalled words). When people think of words as they contrast to the right center and made statues the right to be here. But if someone constantly fumble with items in his hands, after a question, it obviously cannot be concluded that he is lying because he is fumbling. And if somebody has suddenly a closed attitude, this does not mean that he is lying. It may be that he just tells the truth, but it is so painful that he signed an attitude. Body language In general, people pay more attention to someones body language than to their words. Words determine the topic, but the way those words are expressed, determines how the message is interpreted. One explanation for the credibility of non-verbal communication besides verbal communication is that words are much easier to control than our behavior. Many people who lie find it difficult to keep eye contact and start to blush. Sometimes nonverbal communication is not difficult to control. Someone who likes another person, often get ‘caught because of the fact that their pupils grow bigger when he or she looks at that person. Sender and receiver are both not aware of this pupil reaction, but the receiver picks up the information unconsciously. This person gets positive and warm feelings for the person with the enlarged pupils. 1 So it may be interesting to watch the body language of people around you. Did we learn nonverbal behavior? Most of our nonverbal behavior we have learned through the years. Some of the gestures may have completely different meanings in different countries.If someone in France points to his head he finds you pretty smart. But if the Frenchman points his hand to his sleep, he wants to say that you are crazy in a negative way. And if we are accepting something we make a circle with thumb and forefinger. ‘Ok. But in Brazil this gesture means a contempt notion. Some nonverbal behaviors are probably not learned but self thought. Facial expressions for interest, joy, surprise, fear, anger, pain, disgust, contempt and shame have the same meaning in all cultures of the world. This strongly suggests that at least some facial expressions are congenital standards. Another proof that some expressions of emotions are self thought, is that deaf and blind children have the same basic facial expressions for emotions as people who do not have disabilities (e.g. crying, smiling, fear and anger). These emotions cant be wrong interpreted by looking at their faces. Although certain facial expressions are innate, it does not mean that they are always shown by people. Our education can ensure that certain expressions are not appropriate for adults to be shown. By culture and growing up, the expression of an innate emotion itself is changing. Thus, the innate facial expression for anger is showing the teeth and frown the eyebrows, in order to protect the eyes. In many cultures it shows the innate expression of anger openly. Instead, those oppressed by the teeth and the lips to be pressed. This also prevents people verbalizing their anger to continue swearing. If people who are angry no longer protect their eyes by frowning, but just dilate their eyes and show their teeth, this is usually a sign that someone is no longer in control. He even not thinks anymore about protect himself. And if he gets a fair complexion which is transported through blood to the muscles, it is time for you to find a safe place to hide. Because these people are really dangerous. 1 Hess, 1975 2 Eibl-Eibesfledt, 1970 Also for other emotions, cultures can add to those feelings to show the other non-native form. Japanese and American students were shown pictures of very bloody operations. If the students thought they were no longer observed, the facial expressions of Japanese and Americans are identical: the horror on their faces was plain to see. However, if they knew they were observed, unlike the Japanese. Americans were to hide their horror by smiling. In Japan it is rude to show your emotions openly in presence of others.3There are also differences in culture is often seen between men and women. For example in western cultures it is much more common for women to openly demonstrate sorrow compared to men. Men are more expected that they control their emotions (Real men do not cry!). People seem to be quite aware of their facial expressions. As already shown by the example of Japanese and American students, facial expressions, like languages, can be controlled. This has not always the best facial expressions (nonverbal indicator of what people really feel). 3. Research of Paul Ekman Meaning of the arms and hands Hands are frequently used to support verbal communication. Gestures often have a logical and traceable meaning. Some gestures are very clear in meaning. So we all know the insulting gesture of the middle finger. Other gestures have a meaning that is rooted in history. In England, for example, there are two gestures that are very similar: Everyone knows the famous V-sign of victory, made famous by Winston Churchill: the index and middle fingers of the right hand raised with the palm, but with the palm facing inwards. The main difference is the direction of the palm. With the palm directed toward the other has a positive meaning. With the outside of the hand addresses to the other is an offensive gesture. It is impossible to map all signs in the world. Here are some examples:  § Making a fist usually has an aggressive or offensive meaning.  § Showing the back of the hand is often referred to as being offensive. It usually has a negative signal value for the other.  § Showing open hands, palms up often has a submissive pleading or meaning. It generally has a non-aggressive signal value for the other.  § Showing open hands, palms towards the other, often has a bowing, submissive or defensive meaning. It usually has a non-aggressive signal value for the other.  § The downward keeping the palms often has a calming, enchanting sense.  § The further the hands held together, the less vulnerable a person feels himself generally speaking. The hands The hands are sometimes busy moving body parts or hidden in a trouser pocket. Hands tells people always something. It can show feelings and moods. They tell their own interpretation of events. But how to recognize certain feelings and attitudes? Here are some examples, feelings of the hands:  § Uncertainty: Someone has his hands all entangled. The palms are fully hedged. Soft fingertips rubbing against each other to indicate that a person has a conflict, challenge or prefer to avoid discussion going.  § Dominant: A person has his hands behind his back. The person is confident of himself and feels dominantly.  § Apparent dominant: An individual has his hands behind his back. The person wants the world to convince that he feels dominant.  § Hide: A person has his hands hidden in his pockets. He wants no positive nor a negative reaction, he takes the role of an observer. Examples, attitudes of hands:  § Open palms: This is a reliable measure of whether someone is honest.  § Questioning hand: The hand with the palm facing upward with your fingers is more or less a ‘bowl shape.  § Stop sign: During a conversation one person raises his hand, together with the palm facing out. The person indicates that it is ‘enough.  § The commanding hand: The hand points to the palm as if the hand down any rebellion from below suppressed. The arms †¦. How to improve your nonverbal communication skills? Some people dont believe that you can learn nonverbal skills, but you can. It will lead you to a few surprises. When you pay attention to nonverbal aspects of communication it will improve your communication skills. It can help you in both your personal and professional life. It can also enhance your own ability to communicate effectively because people are not always aware of the signals of nonverbal communication. It is very important to pay attention to nonverbal signals, like eye contact, gestures, postures, and body movements. It can help you to understand some difficult words or meanings. In some cases words do not match nonverbal behavior. The other person can say that he or she is happy but the look on their face will show you that he or she is unhappy. Also the tone of the voice can give you information of that person. People can say some words in an enthusiastic, disinteresting or even angry manner. So if you want to show interest in something or someone, express your enthusiasm by using your enthusiasm in the tone of voice. When people are evading or trying to hide something or someone, you can see it in their eyes. Eye contact is an important part of communication, its important to remember that good eye contact does not mean staring constantly into someones eyes. Your eye-contact may last up to four or five seconds. Different interpretation Behavior in other cultures can be interpreted very differently. For example, in Arabic countries men greet another with a handshake. Men, however, may not handshake with women. In many Asian countries the handshake is not so common. They use an alternative way of greeting such as nodding one hand on their chest or bend in different degrees of depth. Habits and conducts, for example from different religions can have a big influence on the physical presentation of people from other cultures. Another difference between Arabic and European people is that the left hand in Arab cultures is unclean. Also crossing your legs is an insult for Arabic people because if you show your foot sole, you are disrespectful. Cross-cultural misunderstanding of nonverbal communication The three-step method of Intercultural communication (dr. pinto). Culture and culture models People do not exactly know what the meaning of culture is. But it has something to do with values, habits, history, knowledge, experience, beliefs, attitudes, meanings, hierarchies, religion, roles, relations and manners of people behaving, that are different from other cultures. It is very difficult to find the definition for culture. Therefore it is probably easier to explain culture by discussing a number of theories. Theory 1. The fishbowl Model The Fishbowl Model describes the natural instinct humans have to act upon our own perceived short-term individual benefit, rather than long-term benefit or the benefit of others. The Fishbowl offers the class an opportunity to closely observe and learn about social interactions. You can use it in almost every area. Theory 2. The Iceberg Model This model is about the visible and invisible cultural aspects; The practices described above are the tip of the iceberg, the things we can see, hear, observe. The small part above the water level is visible. In it, we can include manners, customs, and languages: all things we can observe and learn. We also talk about the explicit aspects of culture, those aspects that we can easily describe. However, the larger chunk, is hidden under water, and we cannot see it. This is where we find the values and the vision of the world, the way of thinking and the assumptions we have. All these aspects are hidden; we cannot easily express our values. Theory 3. Union Model of Culture The Onion Model of Culture shows how culture has a number of layers. There are a number of interpretations of this model out the most easy one consists of four key layers. ‘Culture is a system that can be peeled, layer by layer, in order to reveal the content. Imagine the whole onion as ‘culture and as you peel on, you see different levels which work on and influence culture, in any particular society.4 Significant conversations are those that move beyond the material and behavioral levels (first two rings) to consider values, beliefs and worldview. This means that the goal is to move beyond comments about our environment (for example weather, sports) and behavior (our preferences for schools, holidays, church) to consider values (appropriate behavior, sexual morality), beliefs (value of human life) and worldview. 4. Geert Hofstede Conclusion Answer to the main question What does nonverbal communication exactly means and what kind of effect has nonverbal communication on people from different cultures. Literature Internet  § http://iwp.cs.utwente.nl/Vaardigheden/G-Nonverbaal/Koefening/koefening.html  § http://en.wikipedia.org/wiki/Nonverbal_communication  § http://en.wikipedia.org/wiki/Body_language  § http://www.spring.org.uk/2007/05/nonverbal-behaviour.php  § http://www.spring.org.uk/2007/05/busting-myth-93-of-communication-is.php  § http://psychology.about.com/od/nonverbalcommunication/a/nonverbaltypes.htm  § http://psychology.about.com/od/nonverbalcommunication/tp/nonverbaltips.htm  § http://www.innerned.org/nvc2.html  § http://www.psychowerk.com/Woordenboek/N/nonverbaal%20gedrag,%20de%20gebaren%20en%20hun%20betekenis.htm  § http://humanresources.about.com/od/interpersonalcommunicatio1/a/nonverbal_com  § htm http://www.spring.org.uk/2007/05/education-reduces-cross-cultural.php  § http://womeninbusiness.about.com/od/businessetiquette/a/making-eye-contact.htm  § http://www.lichaamstaal.com/cultuur.html  § http://www.gilde-samenspraak.nl/sitebuilder/index.asp?nodeid=235  § http://library.thinkquest.org/04oct/00451/nonverbalcom.htm  § http://helpguide.org/mental/eq6_nonverbal_communication.htm  § http://www.lichaamstaal.com/cultuur.html Books  § Basisprincipes van communicatie, Klaas Wiertzema Patricia Jansen  § Communicatie handboek, Drs. W.J. Michels Planning and logbook Not ready yet, (plan of action) Number Activity Starting date Deadline Estimated Workload (hours) Actual Workload (hours) 1 . Making Project Plan 12/03/10 17/03/10 4 1.1 First draft 12/03/10 17/03/10 3 1.2 Revision 18/03/10 18/03/10 1 2 . Pre-research 23/03/10 02/04/10 68 2.1 Orientation 23/03/10 26/03/10 5 2.2 Internet search 24/03/10 02/04/10 28 2.3 Literature search 24/03 31/03/10 28 2.4 Television series 23/03/10 01/04/10 5 2.5 Search for visual aids 26/03/10 31/03/10 2 3. Definition of research question 05/04/10 25/05/10 55 3.1 Select subjects 06/04/10 09/04/10 4 3.2 Select information for each subject and create structure 07/04/10 19/04/10 3 3.3 Write information about every subject 19/04/10 25/05/10 43 3.4 Add visualization with captions 15/05/10 20/05/10 5 4. Final things to do 28/06/10 16/06/10 17 4.1 Rewrite after first check 28/05/2010 11/06/10 16/06/10 12 4.2 Final touch of the script 11/06/10 16/06/10 5 Total hours 144

Course Project †Privacy, Security & Confidentiality Training Essay

As we are all aware the Medical Records department has changed by leaps and bounds over the past 20 years with The Health Insurance Portability and Accountability Act of 1996 (HIPAA) and The American Recovery and Reinvestment Act/The Health Information Technology for Economic and Clinical Health Act (ARRA/HITECH) Act 2009 the face of HIT is forever changed. Told we as Health Information Professionals have a plethora of individual patients’ private information at our fingertip and it is paramount that we handle this information with the utmost care. During this training session we are going to go over some of the most important privacy and security components to insure that everyone knows what the rules are, and how to protect the not only the patients information, but also the HIT department and you as the HIT professional. Today we will cover the high points on: * Privacy, Security, and Confidentiality * Regulations that have impacted privacy and security * The Privacy Rule The Security Rule * HITECH Privacy and Security * HIM Role in Privacy, Security, and Confidentiality Privacy, Security, and Confidentiality It is our jobs as health information management (HIM) professionals to ensure the privacy, security and confidentiality of our patients’ personal health information. This has been the fundamental principle for the health information profession throughout its eighty year history. Today the HIM professional must continue to face the challenges of maintaining the privacy and security of the patient information. Although this might sound like a simple task, it grows in complexity as information becomes more and more technical and is distributed through electronic systems. The challenge of this responsibility has also increased due to the constantly changing legislative and regulatory environment. Regulations that have impacted privacy and security  The two regulatory acts that have impacted the health information department the most are: * The Health Insurance Portability and Accountability Act of 1996 (HIPAA) * The American Recovery and Reinvestment Act of 2009 (ARRA) * Modifications to the HIPAA Privacy, Security, and Enforcement Rules the Health Information Technology for Economic and Clinical Health Act; Proposed Rule According to the Department of Health and Human Services (HHS) â€Å"the major goal of the HIPAA privacy rule is to assure that individuals’ health information is properly protected while allowing the flow of health information needed to provide and promote high quality health care and to protect the public’s health and well-being. The Rule strikes a balance that permits important uses of information, while protecting the privacy of people who seek care and healing. Given that the health care marketplace is diverse, the Rule is designed to be flexible and comprehensive to cover the variety of uses and disclosures that need to be addressed. † (Summary, 2003) Where HIPAA was written in an attempt to protect the patients’ medical records by imposing regulation to address the patient confidentiality the HITECH Act added the necessary requirements concerning the privacy and security for the health information that is so frequently being passed through technology in more diverse ways through third party administrators, businesses and individuals. With the rapidly growing use of technology it became necessary to write rules that would also address the information being sent to all business associates as well. The Privacy Rule The privacy rule set the floor in the necessary safeguards to be implemented in protected health information (PHI) across all media. It protects individuals’ medical records and other individually identifiable health information created or received by individuals or others. It protects the individuals’ health information by regulating the circumstances under which covered entities may use and disclose protected health information and by requiring that everyone have safeguards in place to protect the privacy of the information. In addition it states that covered entities are required to have contracts or other arrangements in place with business associates that perform functions for or provide services to the covered entity, and that required access to protected health information to ensure that these business associates likewise protect the privacy of the health information. Lastly it gives individuals rights with respect to their protected health information, including rights to examine and obtain a copy of their health records and to request corrections. The Security Rule The security rule applies only to protected health information in electronic form. It requires covered entities to implement certain administrative, physical, and technical safeguards to protect this electronic information. And also that covered entities have contracts in place with their business associates that the business associates will appropriately safeguard the electronic protected health information they receive, create, maintain, or transmit on behalf of the covered entities. HITECH Privacy and Security The purpose of the HITECH act was to strengthen the privacy and security protections through * Extending privacy and security protections to business associates of covered entities * Establishing new limitations on the use and disclosure of protected health information for marketing and fundraising purposes * Prohibiting the sale of protected health information Requiring the consideration of a limited data set as the minimum necessary amount of information * Expanding individual’s rights to access of their protected health information * Expanding individual’s rights to receive an accounting of disclosures of their protected health information * Expanding individual’s rights to obtain restrictions on certain disclosures of protected health information to health plans HIM Role in Privacy, Security and Confidentiality As the demands for health information become more diverse, health information management (HIM) professionals use their expertise to protect health information and ensure the right information is available to the right people at the right time. Successful privacy, security, and confidentiality programs depend on HIM professionals, the experts on the applicable rules and regulations who are skilled in managing healthcare data. For example, HIM professionals ensure privacy and security programs meet regulatory requirements. Once a program is in place, HIM professionals use their expertise to monitor and audit the program to ensure compliance. HIM professionals hold diverse roles such as organizational and corporate privacy officers, compliance officers, and are change agents in policy development. Sample job descriptions include: Privacy Officer and Security Officer. HIM professionals advocate for strong privacy and security programs as electronic health record (EHR) systems are implemented and upgraded. HIM professionals provide the functional requirements for electronic health information, taking into account federal and state laws, including e-discovery, to ensure appropriate access, use, and disclosure of health information. HIM professionals also impact privacy, security, and confidentiality standards, laws, and regulations outside of their organization. Volunteering on state HIT and HIE initiatives, responding to public comments periods, and looking for ways to participate on standards development groups such as HL7 and HIEs are a few ways HIM professionals may influence and affect change. Organizations count on HIM professionals’ skill sets. The convergence of people, processes, regulations, structure, standards and system design is vital to the organization. Sound privacy, security, and confidentiality practices lead to more effective management of health information, contributing to safe, high-quality patient care. (AHIMA, 2011) Conclusion: We as health information professionals are given the task of protecting thousands of individuals’ private health information every year. We have taken an oath to protect this information and to show the patient respect and reverence when relaying any amount of information to other individuals, be it an inside entity or a business associate. It is up to each of us to do our duty and insure that we follow the guidelines to the letter. We must be vigilant in our daily tasks as well as seeing that we are constantly learning new things to help us do our job better. The Code of Ethics each HIM professional must adhere to states that â€Å"The HIM professional has an obligation to demonstrate actions that reflect values, ethical principles, and ethical guidelines. The American Health Information Management Association (AHIMA) Code of Ethics sets forth these values and principles to guide conduct. The code is relevant to all regardless of their professional functions, the settings in which they work, or the populations they serve. These purposes strengthen the HIM professional’s efforts to improve overall quality of healthcare. † (American Health Information Management Association Code of Ethics, 2011)

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1. 1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities I work for Dorset County Council (DCC) as an Area Youth Worker, where I run a Youth Centre in North Dorset. The centre provides a variety of provision and projects within the local community. As part of DCC we are governed by various legislations, regulatory requirements and codes of practice. This could relate in a variety of situations such as the buildings or staff we manage, working with young people in groups or lone working or even with the activities and provisions we provide.These guidelines and requirements are put in place to help protect not just those that we work with but also my staff, visitors and myself. It is important to have a good working understanding of these factors as the below legislation is there to help promote inclusion within the work place and for those that we teach and work with. I will endeavour to go over the key legislat ion that affects my work place below. The Children Act 1989 – The current child protection system is based on the Children Act 1989, which was introduced in an effort to reform and clarify the existing plethora of laws affecting children.Hailed at the time as â€Å"the most comprehensive and far-reaching reform of child law which has come before Parliament in living memory† by the then Lord Chancellor Lord Mackay of Clashfern, it enshrined a number of principles. The paramountcy principle means that a child’s welfare is paramount when making any decisions about a child’s upbringing. The Children Act 1989 sets out in detail what local authorities and the courts should do to protect the welfare of children. It charges local authorities with the â€Å"duty to investigate †¦ f they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm† (section 47). Local authorit ies are also charged with a duty to provide â€Å"services for children in need, their families and others† (section 17). It is section 31 of the Children Act 1989 that sets out the NSPCC’s â€Å"authorised person status† which means the NSPCC has the power to apply directly for a court order if it believes a child is suffering or likely to suffer significant harm.The Special Educational Needs and Disability Act 2001 – This makes it unlawful to discriminate against people in respect of their disabilities in relation to employment, the provision of goods and services, education and transport. It also imposes upon public authorities a positive duty to promote disability equality. This will ensure the inclusion of disabled students within all group activities, and also to ensure that their disabilities are fully considered when planning such activities.They must receive full and equal access to education and all associated activities and resources. The Human Rights Act 1998 – (also known as the Act or the HRA) came into force in the United Kingdom in October 2000. It is composed of a series of sections that have the effect of codifying the protections in the European Convention on Human Rights into UK law. All public bodies (such as courts, police, local governments, hospitals, publicly funded schools, and others) and other bodies carrying out public functions have to comply with the Convention rights.This means, among other things, that individuals can take human rights cases in domestic courts; they no longer have to go to Strasbourg to argue their case in the European Court of Human Rights. The Equality Act 2010 – simplifies the old? laws and puts them all together in one piece of legislation. Also, it makes the law stronger in some areas. So depending on your circumstances, the new Act may protect you more. The Equality Act 2010 protects you from things like racial or religious discrimination, harassment, sexual orien tation, gender discrimination or if you have a disability.The Health & Safety at Work Act (1974) – Every individual must be mindful of the following responsibilities. They must take reasonable care for the health and safety of him/her and of other persons who may be affected by his/her acts or omissions at work. They must Co-operate with employers or other persons so far as is necessary to enable them to perform their duties or requirements under the Act. They must not intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare.It is clearly vitally important for a teacher/tutor to be vigilant and mindful of health and safety issues. Some hazards and the issues which surround them will be constant to all environments. Examples include tripping hazards (laptop cables, bags), and fire safety hazards. Other hazards are going to be very much dependant on the type of environment in which training is taking place and the lear ner group with which the tutor is working. The Education & Skills Act (2008) – was introduced and aimed to increase participation in learning for young people and adults.It puts in place a right for adults to basic and intermediate skills, giving adults a second chance to gain the skills they need to thrive in society and throughout their working lives. As a worker we deal with a number of details regarding the young people and families we work with DCC have use the below guidelines with regards to data protection. The Data Protection Act 1998 (amended 2003). This act covers the protection of personal data.The most important elements to be aware of are the following data protection principles outlined in the act: Data may only be used for the specific purposes for which it was collected. Data must not be disclosed to other parties without the consent of the individual whom it is about, unless there is legislation or other overriding legitimate reason to share the information. Individuals have a right of access to the information held about them, subject to certain exceptions (for example, information held for the prevention or detection of crime).Personal information may be kept for no longer than is necessary and must be kept up to date. Personal information may not be sent outside the European Economic Area unless the individual whom it is about has consented or adequate protection is in place. The departments of an organisation that is holding personal information are required to have adequate security measures in place. Those include technical measures (such as firewalls) and organisational measures (such as staff training). Subjects have the right to have factually incorrect information corrected. . 2 Explain own responsibilities for promoting equality and valuing diversity As a Youth Worker a core value of our work is not only dealing with promoting equality and diversity but also teaching others how to understand and work alongside those with dif fering opinions and values. These values are at the core of the work undertaken within youth work and underpin the standards; recognising that at the heart of all youth work is a young person led approach. The National Youth Agency describes the key purpose of youth work is to†¦Ã¢â‚¬ ¦ Enable young people to develop holistically, working with them to facilitate their personal, social and educational development, to enable them to develop their voice, influence and place in society and to reach their full potential’ The following statements, views and vaules are underpinned by the principles of equity, diversity and interdependence, Participation and active involvement Young people choose to be involved, not least because they want to relax, meet friends, make new relationships, to have fun, and to find support.The work starts from where young people are in relation to their own values, views and principles, as well as their own personal and social space, It seeks to go b eyond where young people start, to widen their horizons, promote participation and invite social commitment, in particular by encouraging them to be critical and creative in their responses to their experience and the world around them, ? Equity, diversity and inclusion: Youth workers teach and treat young people with respect, valuing each individual and their differences, and promoting the acceptance and understanding of others, whilst challenging oppressive behaviour and ideas.We promote as well as learn to respect values individual differences by supporting and strengthening young people’s belief in themselves, and their capacity to grow and to change through a supportive group environment. Partnership with young people and others Youth workers actively respond to the wider networks of peers, communities, families and cultures which are important to young people, and through these networks seek to help young people to achieve stronger relationships and collective identitie s, through the promotion of inclusivity.We work in partnership with young people and signposting to other agencies which contribute to young people’s social, educational and personal development. In turn we are able to recognise the young person as a partner in a learning process, complementing formal education through informal education leading to, promoting access to learning opportunities, which enable them to fulfil their potential, ? Personal, social and political development: How young people feel, and not just with what they know and can do, It is through facilitating and empowering the voice of young people, encouraging and? nabling them to influence the environment in which they live. We help promote and lead on safeguarding issues of young people, and provide them with a safe environment in which to ? explore their values, beliefs, ideas and issues. 1. 3 Explain own role and responsibilities in lifelong learning My key role in the LLS will be to help promote youth w ork and deliver items such as 1st aid training. I will help to provide a set of skills, knowledge, understanding and behaviours necessary for any function that a youth work role is likely to perform.This is also underpinned by a set of agreed values and a key purpose in learning. I would hope to promote good practice for my learners so that they would have transferable skills and the confidence to sell themselves positively to employers, education establishments and their peers, setting a benchmark for the experience and competence that is required for them to grow as an individual. 1. 4 Explain own role and responsibilities in identifying and meeting the needs of learners How? As a trainer in the LLS we have a key responsibility in educating others.It takes more than just a well typed up lesson plan with all the fancy thrilly bits and bobs. In order to educate others we need to go through several steps as educators ourselves. I have been on courses where the tutor â€Å"talks the talk† but then doesn’t follow up or put into practice what they are teaching. They are fixed by timings, curriculum’s and other pressures faced when teaching and forget the fundamentals of teaching. By using the above Training Needs Analysis (TNA) as an example of process, it clearly helps us as trainers to identify areas of need and training delivery needed for pupils to succeed.Stage 1 – this stage allows us to gather the information needed on each learner and class sizes. It also allows us to look into appropriate venues and training aids. It would also allow us to signpost to other agencies if you could not meet their needs. Stage 2 – This is for me where the fun begins. As a trainer using stage 1 I’m able to explore and think of new and different techniques and delivery styles, to mix and match activities that I haven’t tried before using the information to hand. This not only revives me as a trainer but I would hope this would al so promote a practical learning environment.Other key areas to consider would be resources need, H&S issues and timings Stage 3 – My preferred way of training style is EDIP; Explanation, Demo, Imitate and Practice. I find this helps promote learning and evolves repetition. I believe repletion is the key to getting students to understand what the aims and objectives are We must also make sure that is inclusive to all, that best engages students, ensuring that ground rules are established and maintained that helps to provide a safe, friendly teaching environment that inspires and motivates students to learn and take part.By using ice breakers enables a safe learning enviroment and back up plans/lessons, as each group will be different. Stage 4 – This is the area that keeps me up all night. It’s not the thought of evaluating, as it is key to get the views and opinions of others; peers and students. Its’ the reflective work I undertake, even when I’m b uzzing from delivering a great session. When using evaluating tools (and there’s 100’s out there) in my experience it’s only a small majority that give you the information needed to improve. Most will tick boxes quickly at the end and put N/A or â€Å"great session† or even â€Å"no lunch provided† in boxes for comments.The best form of evaluation is to try and spend some time at the end or during the course to meet your students and hear what they have to say, this could even happen during a session where you will go off topic or away from your thrilly lesson plan as it meets the current learning needs of the group, but being mindful not to stray to far. The reflection work is key to progression as it allows you to work on improvements, you can also help students with progressive areas or even pat yourself on the back once in a while. 2. Explain the boundaries between the teaching role and other professional roles Working alongside other agencies or governing bodies can create professional barriers. In my opinion governing bodies are there to help maintain good standards within your profession as well as promote good quality assurance. It’s when changes are made/forced upon workers and learners where professional barriers become indistinct. Making sure communication is clear between others is key. Another factor which some professionals are unwilling to admit, is the fear of change. Change can be good if managed well.Unfortunately even if the change is managed well if the workers involved are not inclined to accept this, boundaries and relationships can be fragile. 2. 2 Describe points of referral to meet the needs of learners Within our organisation there are various referral points for learners or people that access our centres. These referral points are a valuable part of what we offer as a service to users of the centre. I would also offer extra help and support to those that I work with by outlining at the start and the end that there is additional support and help to suit your needs.We would try and be as flexible as possible and help with further progression if learners would need it. Likewise some learners are unable to see their potential and I would encourage further learning if I deemed this necessary and appropriate. 2. 3 Summarise own responsibilities in relation to other professionals When working within other professional work places, I work to a very professional standard keeping all parties aware of what it happening. I act in a way that I would expect other workers to conduct themselves if they came to my work place.I would strive to meet all needs required by other professional such as contracts or learning agreements made. Having the title â€Å"professional† doesn’t mean I or others aren’t infallible. We all make mistakes, it’s how we as â€Å"professionals† deal with those mistakes and what learning can be taken from any mistakes made. Lik ewise it is important to share successes with other professionals. 3. 1 Explain own responsibilities in maintaining a safe and supportive learning environment As a trainer you are responsible for a number of key areas as mentioned in from 1. through to this section. Without a safe and supportive environment learning can not take place effectively. To give you an example of this Maslow introduced a ‘Hierarchy of Needs’ (Below) in 1954 after rejecting the idea that human behaviour was determined by childhood events. He felt that there are five needs which represent different levels of motivation which must be met and he also believed that people should be able to move through these needs to the next level provided they are given an education that will promote growth.Self-actualization – morality, creativity, problem solving, etc. Esteem – includes confidence, self-esteem, achievement, respect, etc. Belongingness – includes love, friendship, intimacy, family, etc. Safety – includes security of environment, employment, resources, health, property, etc. Physiological – includes air, food, water, sex, sleep, other factors towards homeostasis, etc. 3. 2 Explain ways to promote appropriate behaviour and respect for others This is an important part of any work that I undertake with students of all ages.I’m sure that at every training session you go to there will be the â€Å"ground rules flipchart†. Now although ground rules are important, this exercise cannot just promote a healthy and safe learning environment, it can act as an ice breaker too. But how many times has the ground rules sheet been referred to again. With adults very rarely as we should all be aware of the boundaries needed with a group situation. With young learners you may need to refer to the ground rules chart on more than one occasion.But with a whole list that the learners came up with at the start of a daunting first session, will they remember what was said? A process that I have found to be highly successful is after the learners have come up with their long list of do’s and don’ts is to summarize this process with an easy process that is not only practical but effective as well. HARmony – â€Å"For people to get along with one another† is just one definition If you take the 1st three letters of harmony you have Honesty – if your honest with yourself and othersAwareness – If you aware of your feeling or what you say and aware of other thoughts, opinions and beliefs Responsibility – take responsibility for yourself and others Just these 3 key words can summarize any ground rules and allow you as a trainer to refer to these key words within any positive or negative situation and also allows others to get on with one another. References: NSPCA – http://www. nspcc. org. uk/Inform/research/questions/child_protection_legislation_in_the_uk_pdf_wdf48953. pdf The Da ta Protection Act 1998 (amended 2003) – http://www. legislation. gov. k The Equality Act 2010 – http://www. homeoffice. gov. uk/equalities/equality-act/ Special Educational Needs and Disability Act 2001 – http://www. ukcle. ac. uk/resources/directions/previous/issue4/senda/ Education & Skills Act (2008) – http://www. legislation. gov. uk Employment Equality (Sexual Orientation) Regulations 2003 – http://www. legislation. gov. uk The Gender Recognition Act 2004 – http://www. legislation. gov. uk Health & Safety at Work Act (1974) – http://www. hse. gov. uk/legislation/hswa/ National Youth Agency http://www. learning-theories. com/maslows-hierarchy-of-needs. html