Imperial Chemical Industries Essay Example | Topics and Well Written Essays - 2000 words

Imperial Chemical Industries - Essay Example The technology could either be innovative products that satisfy customer needs and wants or technology that offers cost competitiveness (Annual Report and Accounts 2005, 149; Science & Technology, online). A few factors in the economical environment are influential on profitability, especially since ICI operates worldwide in over 50 countries. They include domestic and international recession, tariffs and trade barriers, exchange controls, fluctuations in national currencies, foreign exchange exposure, and cyclical fluctuations of the industries and economies in which its businesses operate (Annual Report and Accounts 2005, 149-150; Investor Relations: Financial Performance: Risk Management, online). There are many factors in the legal environment that are particularly influential on profitability. They arise from worldwide operation, exposure to consumer markets, rules governing fair competition and corporate governance, and contractual obligations. ICI worldwide operation requires compliance with a range of foreign laws, regulations and standards that are expensive. Moreover, the difficulty of enforcing legal claims and agreements through some foreign legal systems will also affect profitability. Lastly, unforeseen changes in local laws, regulations, and standards in developing countries could affect ICI's profitability (Annual Report and Accounts 2005, 150). ICI's exposure to consumer markets exposes it to legal risks, regulation and potential liabilities from product liability claims asserted by consumers, which could have an adverse effect on profitability. A significant proportion of ICI's products is sold directly or indirectly to end-user consumers, even if ICI does not itself provide these products directly to consumers. Specifically, the laws and regulations to which ICI are exposed are environmental, health, and safety. Environmental, health, and safety laws and regulations include those concerning pollution, the health and safety of employees, protection of the public, protection of the environment and the generation, storage, handling, transportation, treatment, disposal and remediation of hazardous substances and waste materials. These regulations and standards are becoming increasingly stringent. ICI is also subject to inspections and monitoring by the relevant enforcement authorities. ICI also requires relevant permits and a pprovals for its operations that require compliance with their terms and which may be subject to renewal, modification and, in some circumstances, revocation. Violations of applicable laws, regulations and standards, could result in losses in the form of damages, fines or other sanctions, increased costs of compliance as well as reputational damage (Annual Report and Accounts 2005, 151). With regard to environmental laws and regulations, ICI is subject to soil and groundwater remediation, that in the future may require it to take action to correct effects on the environment of prior disposal or release of chemical substances. With regard to safety and health laws and regulations, The Glidden Company (Glidden), a wholly owned subsidiary

The Neurobiological Basis of Major Depressive Disorder (MDD)

The Neurobiological Basis of Major Depressive Disorder (MDD) Family name:  Batty Personal Name:  Therese Major depressive disorder (MDD) which is also known as either unipolar depression or major depression is a common yet disabling mental disorder affecting over 400 million people worldwide with a higher incidence in women than men (World Health Organisation, 2012). Depression may be endogenous where there is no discernible cause or reactive whereby the depression is a result of an incidence such as the loss of a parent, loved one or stress. Some of the emotions that individuals may experience with depression are, feelings of sadness, anger, bitterness and resentment, emotions which can last a few days or in some cases, months and have a huge impact on the individuals life. Some individuals suffering from MDD are also more likely to have a substance abuse problem, other mental and physical problems, and are likely to have a greater suicide risk. MDD is a widely researched topic with a sense of urgency to find the exact aetiology and pathophysiology behind the disease so that a more tho rough understanding can be reached and treatment can be uniquely designed for each individual. Researches surmise that various factors are involved such as the chemical changes in the brain, genetic predispositions and environmental factors. The aim of this essay, although not comprehensive enough, is to try and bring together research material from various sources and highlight some key areas around MDD such as a synopsis of the aetiology, pathophysiology, risk factors, treatments and test available today. Aetiology The underlying aetiology (causes) of MDD is so complex with many gaps that it appears that no-one is quite sure what causes depression, however much research done to date into this condition suggests that a combination of factors are involved, such as genetics, an individual’s biochemical environment, personal experiences and psychological factors. According to Dr Michael Miller, a Professor of Psychiatry at Harvard University (2013), several forces interact to bring on depression including faulty mood regulation by the brain, medications, medical problems, genetic vulnerability and stress. In as much as age related brain changes, disease related changes , for example, cerebrovascular disease, Parkinson’s disease, and epilepsy, lead to disruptions in the circuitry of emotion regulation and can cause the onset of depression (Wryobeck, Haines, Wynkoop and Swanson, 2013). Areas of the brain underpinned by major depressive disorders such as the thalamus, the hippocampus and the amygdala (Limbic circuitry) (Figure 1. Miller, 2013 ) include several groups of neurons and white matter. Cell connections, nerve cell growth, and the functioning of nerve circuits in the brain have a major impact on how the brain functions, particularly in the way they communicate with each other. Several different chemicals and hormones working within and outside these nerve cells play a key role, with reduced levels of serotonin and noradrenaline posit to be a huge factor associated with the disease (Miller, 2013). Similarly, Villanueva (2013) through the construct of a survey used to assess the neurobiology of MDD, found that brain-derived neurotrophic factor (BDFN) along with expressions of miRNA’s (involved in neural plasticity), abnormal gastrointestinal signalling peptides and proinflammatory cytokines are all causative factors of major depressive disorder. What proinflammatory cytokines do, is stimulate the hypothalamic-pituitary-adrenal axis, activate secretion of growth hormone and inhibits the thyroid stimulating hormone secretion, all of which are associated with depression. Whereas gut microbiota (flora), specifically leptin, ghrelin and cholecystokinin (signalling peptides), influence the central nervous system including modulation of neurogenesis which can influence brain chemistry and consequently an individual’s behaviour. According to Lopresti, Hood and Drummond (2013), as seen in figure 2 below, a bi-directional relationship is likely to exist between depression and lifestyle factors with key symptoms including changes in appetite, general energy levels, motivation levels and sleep, which in turn affect diet, exercise and sleep thereby creating a cycle of influence. A vicious cycle, all of which point to the necessity of promoting lifestyle changes Figure 2. Potential mechanism of diet, sleep and exercise on major depression. In Lopresti et al. (2013). Another avenue suggested by Dr Miller (2013), is that research has identified that genetics play a role, in that not only do certain genes make individuals more vulnerable to low moods, but it can influence how individuals respond to drug therapy. Likewise, Stanford school of medicine surmise that through its research on the study of identical (100% genetically identical) and non-identical twins (50% genetically identical) and major depression as a heritability factor, heritability shows to be a huge contributor in the development of this disease. Each individual inheriting a unique combination of genes, with a predisposition to certain illnesses (Levinson and Nichols, n.d.). Genes controlling either the production or utilization of serotonin plays and important role in the pathogenesis of depression and in particular with serotonin reuptake due to the fact that depressed individuals have a lower rate of serotonin uptake. In depression of the elderly or late onset depression, genetic s is less common or does not appear to play a role as genetic markers are not present (Halverson, Bhalla, Bhalla and Andrew (2014). In so saying then, non-genetic factors, many of which are not known, also need to be taken into account, as Levinson and Nichols (n.d) suggest, these factors also increase the risk and progression of depression. Pathophysiology Progression of the illness as indicated by Treadway et al.(2014), is linked to biological changes. Due to over-stimulation of steroidal and inflammatory signalling molecules by stress, structural abnormalities within the prefrontal cortex and hippocampus, known for regulating behaviour and endocrine responses to stress, can be damaged. Moreover diet, sleep and exercise not only play a significant role in the development and progression of the illness, it also impacts on the treatment. One research analysis undertaken by Maletic, Robinson, Oakes, Lyengar, Ball and Russell (2001), summarised that MDD involved structural, functional and molecular alterations within the brain. Similarly research conducted by Halverson et al. (2014), speculates that although the underlying pathophysiology of MDD has not been clearly defined, studies show a strong interaction between the neurotransmitter availability and receptor regulation, with emphasis again on serotonin activity disturbances in the cen tral nervous system. Other neurotransmitters such as epinephrine, dopamine, glutamate and brain derived neurotrophic factor (BDNF) are also implicated in depression. Cells within the hypothalamus are responsible for an individual’s emotional state which in turn link to the stress responses. Several studies , in particular Lopresti et al. (2013), show that during stressful times, the hypothalamic – pituitary-adrenal axis (HPA), the neuroendocrine circuit that manages stress in the body, becomes activated. This then leads to the release of epinephrine and glucocorticoids (cortisol) to assist the body in its adaptive response to stress. However, if the body remains under a constant state of stress, excitotoxicity of neurons, particularly in the hippocampus can occur leading to dendrite atrophy and apoptosis of neurons (Wryobeck et al. 2013). Research shows that while cortisol helps the brain to cope with stressful situations, it also damages and kills cells in the hippoca mpus. So it can almost be said that stress excites brain cells to death. Furthermore research shows that individuals experiencing depressive disorders have a smaller hippocampal volume than individuals who do not from depression and that positron emission tomographic (PET) showed a diminished activity in the area of the prefrontal cortex in individuals with depressive disorders. Thereby underlying the functional and structural abnormalities in the brain regions of individuals suffering from depression (Halverson et al. 2014). Most individuals with MDD present with normal appearance however, individuals with more severe symptoms may present with more significant signs such as, poor hygiene, poor grooming and changes in weight. Individuals with MDD have a distorted view of their life whereby negative attitudes make it more difficult to see a positive outcome from a difficult situation. Other symptoms such as psychomotor retardation, agitation or restlessness, suicidal thoughts or atte mpts, social withdrawal and in the elderly somatic complaints may also be evident. These however are only some of the underlying signs and symptoms as individuals vary from one to the next. Risk factors / causal agents It is a widely held view that there is an unambiguous relationship between physical, psychological, environmental, genetic and social factors as well as a dysregulated response to chronic stress as risk factors for depression. Halverson et al. (2014) infer that stress plays a dominant role in depression due to the chemicals involved throughout the body such as adrenaline and cortisol which in abundance, leads to other health complications. With the various types of onset of stress being for example, the loss of a parent prior to the age of 10 years, parent-child relationships, due to poor interaction between the two and child stressors, which can contribute to depression or thought to be associated with both early and late abuse and neglect. In addition, stressful changes in life patterns such as a serious loss, difficult relationships, trauma or financial problems can trigger a depressive episode. Women with a previous history of depression are at higher risk of menopausal depressio n while low testosterone levels in older men also aid in onset of depression (Halverson et al. 2014). Likewise Martin (2014) highlights that women may experience more episodes of depression than men due to hormonal changes such as during premenstrual phases, pregnancy, postpartum and menopause. Coupled with this is the additional stress of work-life balance where women take on the added responsibility of tending to children and or aging parents whilst still trying to forge a career for themselves. Individuals with a family history of depression tend to be at higher risk of developing depressive disorders. Psychosocial risk factors according to Halverson et al. (2014) can include impaired social supports, caregiver burden, loneliness, bereavement and negative life events. Abused substances and pharmacological agents can increase depression risks due to altering brain chemicals. These include pain relievers, sedatives, sleeping pills, cortisone drugs and seizure drugs, to name but a few. Whilst in the elderly, neurodegenerative diseases particularly Alzheimer’s and Parkinson’s, stroke, macular degeneration (vision) and chronic pain can all contribute to higher rates of depression (Martin, 2014). Treatment strategies First and foremost, education plays an important role in the treatment of MDD as individuals may become aware of the signs of relapse thereby allowing them to seek early treatment. Family and support members also need to be educated about the nature of depression and the treatment involved so as to be able to give the support needed, ensure medication compliance and encourage a change in lifestyle such as keeping active (Halverson et al. 2014). Wryobeck et al. (2013), posit that with depression being a multi-factored illness, treatment should encompass a combination of therapies such as psychotherapy, electroconvulsive therapy, lifestyle management, psychosocial therapy and pharmacotherapy. Pharmacotherapy such as anti-depressants being one method affects the neurotransmitters. Selective serotonin re-uptake inhibitors (SSRIs), a new class of antidepressants, which allow for the increase of serotonin by blocking the re-uptake of serotonin into the presynaptic neuron, is according to Clarke and Gordon (2011), used as the first line of treatment. SSRIs allow for autoreceptors to be desensitised or down-regulated, nerve transmission and serotonin levels are normalised and mood is elevated. Figure 3 below, illustrates how the amount of neurotransmitters in individuals with depression are reduced and postsynaptic receptors are increased as a response to these lower levels. The re-uptake of serotonin adding to the decreased amount of neurotransmitters. When treatment of SSRIs take place, serotonin levels increase due to the blocking of the re-uptake and down-regulation of postsynaptic receptors occur (Clarke Gordon, 2011). Figure 3 Action of selective serotonin re-uptake inhibitor drug. In neurobiology of mental illness Clarke Gordon (2011). Psychotherapy can include behaviour therapy, cognitive-behaviour therapy, family therapy, interpersonal therapy, psychodynamic psychotherapy and supportive psychotherapy. Psychosocial therapies according to Halverson et al. (2014) and supported by The American Psychiatric Association (APA) is often a first-line of treatment for mild cases of depression however, in more severe cases this should be combined with antidepressant medication. Other approaches according to Wryobeck et al. (2014) and Halverson et al. (2014), can include electroconvulsive therapy (ECT) which is thought to increase neurogenesis, reversing degeneration and decreased proliferation of nerve cells, regulate neurotransmitters and correct dysregulation of neuropeptides. Stimulation techniques such as vagus nerve stimulation which involves the nerve to be stimulated with electrodes resulting in the assumption that it may alter norepinephrine release and elevating levels of inhibitory GABA. Transcranial magnetic stimulation concentrates magnetic energy over parts of the brain allowing for either an increase or decrease in cortical excitability depending on the frequency. Stimulation over the right frontal lobe apparently reduces the symptoms of depression. Talk therapy as well as exercise are more non-invasive forms for dealing with MDD allowing the individual to develop problem solving skills, coping mechanisms and in some instances to form a suppor t group. Relevant tests To date there are no physical findings that are specific to MDD, instead diagnosis is dependent on the individual’s history and mental state exam. As depression may be linked to an underlying physical problem, both a physical exam as well as thyroid function blood tests can be done. A psychological evaluation is also of benefit to gather information around an individual’s feelings and behaviour pattern. In New Zealand a wide range of tools are available such as the Kessler 10 (K10) for assessing depression, anxiety and general mental health, the patient health questionnaire (PHQ-9) for depression and the GAD-7 for anxiety assessment. According to the Best Practice Advocacy of New Zealand [bpac z](2009) these tools also allow for monitoring the response to an individual’s treatment regime to ensure that optimal health is being met. In conclusion, to date the specific causes of major depressive disorders (MDD) is still unknown, however a substantial amount of research has gone into and still continues in this area with a consensus that depression appears to be a multifactorial and diverse group of disorders involving the chemical reactions and nerve communication in the limbic circuitry of the brain and both genetic and environmental factors. Progression of MDD is linked to biological changes, diet, sleep and exercise. Treatment strategies appear to be multi-factored with underlying assumptions based on individual research results. Education is still an important element focusing on the individual and support structures while more up to date pharmacopeia such as serotonin re-uptake inhibitors, lead the market as the go to drug for antidepressants. Most literature to date however, underlines the need for more research to take place, in particular, within the area of the aetiology / pathophysiology of the disease and likewise specifically structured individual treatment strategies. References Clarke, G. Gordon, C. (2011). Neurobiology of mental illness. In J. Craft, C. Gordon A. Tiziani (Eds.), Understanding pathophysiology (pp. 1177-1180). Chatswood, NSW: Elsevier. Halverson, J. L., Bhalla, R. N., Bhalla, P. M. Andrew, L. B. (2014). Depression. Retrieved from http://emedicine.medscape.com/article/286759. Levinson, D.F. Nichols, W.E. (n.d.). Major depression and genetics. Retrieved from http://depressiongenetics.stanford.edu/mddandgenes.html. Lopresti, A. L., Hood, S. D. Drummond, P. D. (2013). A review of lifestyle factors that contribute to important pathways associated with major depression: Diet, sleep and exercise. Journal of Affective Disorders 148 (2013), 12-27. Maletic, V., Robinson, M., Oakes, T., Lyengar, S., Ball, S. G. Russell, J. (2007). Neurobiology of depression: an integrated view of key findings. International journal of Clinical practice, 61 (12), 2030 – 2040. doi: 10.1111/j.1742-1241 Martin, B. (2014). What are the risk factors for depression? Retrieved from http://psychcentral.com/lib/what-are-the-risk-factors-for-depression. Miller, C. M. (2013). What causes depression. Retrieved from http://www.health.harvard.edu/newsweek/what-causes-depression.htm. The Best Practice Advocacy centre of New Zealand. Assessment of depression in adults in primary care. (2009). Retrieved from www.bpac.org.nz/BPJ/2009/adultdep/assessment.aspx. The world health organisation. (2012). Depression fact sheet. Retrieved from www.who.int/mediacentre/factsheets. Treadway, T. M., Waskom, M. L., Dillon, D. G., Holmes, A. J., Park, M. M., Charavarty, M. M., ‘†¦Ã¢â‚¬â„¢, Pizzagalli, D. A. (2014). Illness progression, recent stress and morphometry of hippocampal subfields and medial prefrontal cortex in major depression. Society of Biological Psychiatry. Retrieved from http://dx.doi.org/10.1016/j.biospych.2014.06.018 Villanueva, R. (2013). Neurobiology of major depressive disorder. Neural Plasticity, volume 2013. doi: 10.1155/2013/873278 Wryobeck, J. M., Haines, M. E., Wynkoop, T. F. Swanson, M. M. (2013). Depressive disorders. In C. Noggle S. Dean (Eds.). The Neuropsychology of psychopathology (pp 201-220). New York, NY: Springer Publishing. List of illustrations Figure 1. Miller, C. M. (2013). What causes depression. Retrieved from http://www.health.harvard.edu/newsweek/what-causes-depression.htm. Figure 2. Lopresti, A. L., Hood, S. D. Drummond, P. D. (2013). A review of lifestyle factors that contribute to important pathways associated with major depression: Diet, sleep and exercise. Journal of Affective Disorders 148 (2013), 12-27. Figure 3. Clarke, G. Gordon, C. (2011). Neurobiology of mental illness. In J. Craft, C. Gordon A. Tiziani (Eds.), Understanding pathophysiology (pp. 1177-1180). Chatswood, NSW: Elsevier.

Outside the Law: Women Criminals in Arizona History :: Essays Papers

Outside the Law: Women Criminals in Arizona History Throughout history, men and women have often been stereotyped into specific roles. Men have frequently been characterized as being more forceful and violent than their female counterparts. Men have also often been portrayed as adventurous pioneers while women were considered to be more frail and delicate. Nowhere has this stereotype been more prevalent than in Arizona history. In the years before statehood, Arizona's reputation as part of the "Wild West" was legendary. From stagecoach robberies and saloon fights to the shootout at Tombstone, the early days of the Arizona territory are filled with stories of the good, the bad, and the ugly. Of course, most of these stories involve the men of Arizona history. Men were typically cast both as the mysterious bad guys who robbed the stage, and as the noble sheriffs who struggled to uphold the law. Women, when they were remembered at all, were most frequently cast as virtuous pioneer women, struggling to retain femininity in the rough Arizona frontier, or as wanton saloon women with few redeeming characteristics. As can be expected, however, most of these stereotypes of women in Arizona history are sorely misguided. It is true that women in the nineteenth century were expected to abide by certain standards of 'womanhood'. According to Paul Knepper in his article, "The Women of Yuma: Gender, Ethnicity, and Imprisonment in Frontier Arizona, 1876-1909", these standards were "...the cardinal virtues of submissiveness, piety, purity, and domesticity" (241). Women in the Arizona territory had the doubly difficult duty of being expected to abide by these standards of womanhood while simultaneously fighting an undeveloped territory where any signs of weakness were shunned. There was a group of women in nineteenth century Arizona who did not fit this stereotype of female passivity and decorum. These were women who, for one reason or another, broke the law and were branded as criminals. Some of these women broke the law deliberately with shocking disregard to personal life or property. Others broke the law reluctantly, only trying to feed themselves or their families. Yet others were victims of an unfair morality bias against women. When they were punished for their crimes, some of them received leniency from the court based on their gender, while others were made to suffer horrible indignities because the system had no place for women criminals.

Feminism in Education: Gender Equality

Prior to 1870 education was not formally recognised and only available to the elite few who could afford to educate their children privately or at private schools. The poorer people of society would have to rely on the education of the church and its moral teachings rather than academic teachings. Although the 1870 Forster Act was to bring education to all children between 5-10 years old, it was not welcomed by everyone. Some thought it would lead to the masses ‘thinking’ for themselves and see their roles in society as unfair, causing them to revolt.Others such as the church were funded by the state with public money to provide education for the poor and these churches did not want to lose that influence on youth. Although this gave children a few years of formal education , still only the richer children had the opportunity to further their education until they were 18/19 years old, thus education still being based on social class until the 1944. The 1944 Butler Educat ion Act saw the introduction of a three stage structure that is still in place today and gave all pupils an equal chance to develop through education.It introduced primary education, up to the age of 11, Secondary education, from 11 to 15, and further education which was non- compulsory after the school leaving age. One of the ground-breaking results of the Act was to educate and mobilise women and the working class. It opened secondary school to girls, and the working class, and as a result, a far higher percentage attended higher education after secondary school. This newly found education increased working class awareness of their disadvantaged social position and created a bitter class division between the working and middle class.The most present act of education is the New Labour. The Labour government famous with its motto, â€Å"Education, Education, Education† focused their campaign on a better education system but kept many old policies such as consumer choice leagu e tables and competition. They mainly focus on market choice and value for money in today’s education. Education, since is formal existence, has always seen a gender divide in the achievement of young people and there is many studies that link gender to education and achievement.Feminists analyse the school curriculum from a gendered perspective. Feminist argue that education plays a major role in promoting gender inequalities in society through classroom interactions, labeling and school curriculum. They highlight the existence of a gendered curriculum within schools. Since the 1944 Butler Act they have been concerned with the discrimination of girls and the difference in exam results between boys and girls The different branches within feminism offer different degrees on how this is.Liberal Feminists see that sex discrimination should be tackled through education legislation and policies and has had some success in highlighting these inequalities through the work of the Equ al Opportunities Commission. They see this as being enough to combat the problems within education due to gender but Radical and Marxist feminists feel this is only the surface of the problem and it is much deeper. Radical feminists emphasise a conflict between men and women.They see men as in the dominant position within the education system to further their own interests and this patriarchy is their main problem. Their main goal is to eradicate patriarchal control and free women. They believe that inequality will be brought to an end when women are free from physical and emotional suppression. Marxist feminists believe that social class has its part to play in inequalities and that education is their to support the needs of the ruling class.As the ruling class do this the womens role is therefore to support men so are the lowest rung of society within a Capitalist society. They argree with Marxist about the hidden ciricullum but they feel that both the formal and the hidden are wa ys of enforcing these unequal roles within education A study that supports the feminists point of view would be Sharpe (1976) ‘Just like a girl: how girls learn to be women. This study involved interviewing 249 working class girls who lived in London.It found that many of the girls held traditional views of their role within society- motherhood , marriage and family life. Through the education system they were being set up for these roles or for jobs that were classed as womens work, ie shop assistant, office work, work with little or no promotion opportunities or job satisfaction. To support this study, Kelly (1982) also found differences with reagards to gender in the t oys that were being given to children.Although these studies did prove there were some equality between the sexes with regards to the way they children were being educated, they really investigate more the issue of stereotyping. As it is from a feminists point of view if fails to recognise that males were als o underachieving at the time of Douglas’s study. It also may be a bit dated as it was conducted again in the 1990’s with vast differences. Females were now placing much more emphasis on their career and independence.This emphasises the way society has moved on and there is less of a role perception today. Also the data may have been subjective and open to interpretation as they used the method of interviews. As the studies do show some equality between the sexes, I think these theories may be a bit dated. When these studies were conducted boys were achieving more than girls, roles have changed in today’s society and feminists fail to recognise this or offer an explanation.

Lawrence and Dobyns Essay Revision

The human mind is a complex and often mysterious force. While it has a great capacity for logic and reasoning, there is also a part of it that reacts in a more primal, emotional way. It not only controls what we think, but how we think, and often this can lead us to do things that we would not otherwise consider doing. These actions can become so much the center of our thoughts that we can think of nothing else. We are forced to follow a course of action that can prove to be quite detrimental, and often even deadly. It is possible for us to convince ourselves that there is only one possible solution to a dilemma, and because of that, we can find ourselves spiraling out of control and into an abyss of destruction with little chance of steering away from it. Both â€Å"Rocking Horse Winner† and â€Å"Kansas† illustrate this fact in different ways. D.H. Lawrence, in â€Å"Rocking Horse Winner,† uses the desire of a child, Paul, who wants desperately to gain the luck that he has been told his entire life that his parents have lacked, and in so doing help stop the whispers of a house that demands money. His mind sets on the need to acquire this luck however he must, and once he starts on the course to gain it, his fate falls into place. In his mind, gaining the luck seems to be a course for gaining his mother’s love instead of the sham with which he has lived his entire life. If only he can stop the whispers of the house, the â€Å"hard little place† (340) in his mother’s heart will dissolve and she will feel a genuine warmth and caring for her children. This hope becomes his obsession, and his mind locks on the solution that he sees, and nothing can deter him from his goals. Conversely, Stephen Dobyns, in the short story â€Å"Kansas,† writes about a farmer who sets his mind on the destruction of wickedness demonstrated by his wife and the man with whom she runs off. His mind is so set on this course of action that the boy who rides with him finds â€Å"the strength of his resolve† (109) more frightening than the gun that lies between them. The boy perceives it as possible that the farmer will do anything to achieve his goal, and the fear that this instills him in prevents him from taking actions that, later in life, he regrets not taking. In his old age, as he is dying, his mind plays over the scene and various possible results if only the boy of so many years before had tried to steer the course of the farmer’s resolve in another direction. Both of these stories by D.H. Lawrence and Stephen Dobyns demonstrate the power of the human mind to make one thought overcome all others so completely that there seems to be no other resolution. The thought becomes an obsession, and, while it is possible that the obsession could be diverted, the task is a difficult one. While Paul and the farmer share the fact that their minds have resolved that they have one way, and one way only, to accomplish their goals, those goals take vastly different forms. Paul wishes to acquire something, and he reaches out with his mind into a realm of fantasy in which riding his rocking horse will help him reach his dreams and make things right. The farmer is more practical in a way, keeping his thoughts focused on a more tangible way of solving his problem. However, while Paul wishes to create, the farmer wishes to destroy. Paul’s desire to grab onto luck and hold on and the farmer’s desire to rid the world of wickedness are both quite logical in their minds, while the futility of these desires is obvious to the reader. However, those who are obsessed can rarely, if ever, realize that such futility is present. They have to learn it on their own, but too often the results of their obsession are tragic. The stories also diverge in their similarities when considering other important characters. In â€Å"Rocking Horse Winner,† while others are allowed to see brief glimpses of Paul’s obsession, no one really knows to what lengths it has gone. Bassett and Oscar only know that Paul wishes to continue to gain money for the benefit of his mother. They don’t see the obsession until it is too late for them to do anything about it, if such a thing is possible. However, the boy in â€Å"Kansas,† quickly gets insight into the obsession of the farmer. While his time is more limited during the short ride he is given, he has a chance to try and divert the farmer from his murderous goal. The task is difficult, but the possibility is there, although his fear keeps the boy from giving it more than a weak attempt. He even goes so far as to promise not to talk to the police, which takes away the one other chance that he has to put a stop to the farmer’s plans. This leads to a dying obsession of the old man that the boy has become to ponder all of the other possible outcomes of his encounter from so many years before. He will never know what really happened, however, and this leads to his last moments being overcome by thoughts of what might have been. Love, or perhaps the lack of love, plays a part in both stories as well. It is obvious that this emotion is what spurs the boy in Lawrence’s story on to his obsession. He sees the chance to gain real love from his mother, and that chance taunts him and pulls him in to his obsession. While it is luck that he convinces himself that he really wants, and even needs, it is the lack of love from his mother that haunts him, and the desire to fill the void in himself becomes all encompassing. He effectively fools himself into thinking that luck is his great desire. In the end, perhaps he acquires his mother’s love, but by then it is too late. Dobyns demonstrates how love can be perverted and turned into something dark and evil. One can assume that the farmer loves his wife, but her betrayal of him, if it does not destroy that love, certainly twists it and makes him want to kill that which hurt him. He convinces himself in his mind that he is doing it to destroy the wickedness that he sees represented in this betrayal, and only by killing the objects of this wickedness will he set things right. Perhaps he believes that by destroying the object of his love he can destroy the pain that he surely feels because of the betrayal. He must â€Å"stomp it out† (108) because that is what he believes he is supposed to do and he resolves that it is something that only he can do, because he is the one who was betrayed, and his wife is his own business and not that of outsiders who he likely sees as interlopers who will rob him of his final resolution. While one might write off the actions of Paul as youthful ignorance, it is more difficult to excuse the farmer. His life experience should tell him that his intended actions are wrong, but his mind finds a way to twist this knowledge and turn it into something that seems justtified and even acceptable. Paul is his own victim, but the farmer has other victims in his sights, who seem right in his mind, for he was a victim of the wickedness exhibited by his targets. So we see in these two stories the power of the mind to destroy those that it rules. It can turn thoughts into overwhelming obsessions which lead people into actions that they would not normally consider. When paired with deep emotion, the possibilities of what a person will do to feed those obsessions increase to degrees that might not seem possible to that person or those people close to him or her.

Positive vs. Negative Commands in Spanish

Positive vs. Negative Commands in Spanish Spanish uses a different verb form for positive direct commands (such as do it) than it does for negative direct commands (dont do it) in the familiar second-person form, that is, when speaking to tà º or vosotros. Note the differences with the following regular verbs, all of them in the imperative mood. Pronouns in parentheses are optional and are included here for clarity: habla (tà º) (speak, you singular); no hables (dont speak, you singular); hablad (vosotros) (speak, you plural); no hablà ©is (vosotros) (dont speak, you plural) come (tà º) (eat, you singular); no comas (dont eat, you singular); comed (vosotros) (eat, you plural); no comis (vosotros) (dont eat, you plural) vive (tà º) (live, you singular); no vivas (dont live, you singular); vivid (vosotros) (live, you plural); no vivis (vosotros) (dont live, you plural) The same endings are usually used for most of the irregular verbs as well. Note that the negative form of familiar second-person commands is the same as the present subjunctive form. Here are some examples of sentences showing the difference with irregular verbs: Ve a casa. (Go home, singular) No vayas a casa. (Dont go home.) Id a casa. (Go home, plural) No vayis a casa. (Dont go home, plural.) Hazlo. (Do it.) No lo hagas. (Dont do it.) Hacedlo. (Do it, plural.) No lo hagis. (Dont do it, plural.) Dime. (Tell me.) No me digas. (Dont tell me.) Decidme. (Tell me, plural.) No me digis. (Dont tell me, plural.)

Persuasive Essay

Persuasive Essay The primary purpose of persuasive essay is to persuade or convince the reader that a certain claim or viewpoint is right. A persuasive essay can be written from either a subjective or an objective point of view simply because persuasion is found in a variety of settings: from informal communities to large formal groups. What Is a Persuasive Essay A persuasive essay is one of the common types of essays. As its name suggests, the primary purpose of this essay is to persuade or convince the reader that a certain claim or viewpoint is right. A persuasive essay can be written from either a subjective or an objective point of view simply because persuasion is found in a variety of settings: from informal communities to large formal groups. Therefore an assumption can be made that persuasive essays are given to students of all educational levels to hone their persuasive and argumentation skills. Obviously, persuasive essays train written skills, allowing students to read around, search for proper arguments or think carefully what points should be brought up by in a persuasive essay. HOW TO WRITE A PERSUASIVE ESSAY The next step in persuading your audience is oral persuasion, which refers to oratory skills. The latter are harder to master but are an essential skill to acquire. Therefore, a persuasive essay can be viewed as an assignment that is given to students during their later high school or early college/university years to help them better master the art of conviction. Persuasive Essays vs. Argumentative Essays These two essay types resemble each other like two identical twins. However, there is a slight difference that allows you to tell those twins from one another. That difference stems from the purpose of each essay, so lets review them briefly. The main goal of the persuasive essay is to persuade the audience, while the primary purpose of argumentative essays is to bring up the argument, voice the pros and cons, the strengths and weaknesses and generally to describe things or events in their duality. As an illustration, compare the way a persuasive essay topic sounds to how the argumentative essay topic is put: Persuasive Essay Topic: Smoking  should be banned. Argumentative Essay Topic: Should smoking be banned? TOP 101 PERSUASIVE ESSAY TOPICS As seen from the example above, in the persuasive essay the topic is introduced in the form of a declarative sentence. It implies the reader that the statement is true and text in the body of the essay will support the topic. The argumentative essay topic is actually a question, which prompts the discussion. The question invites the author and the reader to look for all possible choices and all possible arguments. Respectively, contents of each paper will differ depending on its topic. Persuasive Essay  Outline Unless specified otherwise, persuasive essays will take the 5 paragraph format. This means that the persuasive essay will contain the following structural elements: the introduction with the topic sentence, two to three body paragraphs, and a conclusion. The introduction will present the problem to the reader and will simultaneously serve as an attention getter. Body paragraphs will elaborate in greater detail on the information presented in the introduction. The language in your persuasive essay can be either formal or informal that depends entirely on your audience. We have a great article that explains essay structure in the greater detail. The language in your persuasive essay can be either formal or informal that depends entirely on your audience. If you are trying to convince a friend or a relative, the informal language would make sense; however, if you are writing for a formal group (teacher, unknown people), then it would be best to use the formal style. Transition Words for Persuasive Essay Agreement and Comparison: also, and, likewise, in addition; Opposition and Contradiction: rather, but, and or; Cause and Purpose: in that case, as a result, under those circumstances; Effect and Outcome: accordingly, thus, consequently, then; Result: as shown above, as can be seen, in the final analysis, all things considered. If you are looking for persuasive essay examples, here is a great one below: FREE PERSUASIVE ESSAY EXAMPLE Persuasive Essays by has completed persuasive essays on various topics. The experience we have accumulated in the process allows us to work on a virtually endless number of topics within all complexity levels. If you want a top notch persuasive essay, youve come to the right place. Simply email us your requirements, place an order and we will provide you with an excellent persuasive essay written up to the standard. Our writers always stay in touch with customers to make sure their needs are fully met.

Golden Lion Tamarin Facts

Golden Lion Tamarin Facts The golden lion tamarin (Leontopithecus rosalia) is a small New World monkey. The tamarin is easily identified by the reddish gold hair that frames its hairless face like a lions mane. Also known as a golden marmoset, the golden lion tamarin is an endangered species. So far, the tamarins have been saved from extinction by captive breeding in zoos and reintroduction into their native habitat. However, the outlook for this species in the wild is grim. Fast Facts: Golden Lion Tamarin Scientific Name: Leontopithecus rosaliaCommon Names: Golden lion tamarin, golden marmosetBasic Animal Group: MammalSize: 10 inchesWeight: 1.4 poundsLife Span: 15 yearsDiet: OmnivoreHabitat: Southeastern BrazilPopulation: 3200Conservation Status: Endangered Description The most obvious characteristic of the golden lion tamarin is its colorful hair. The monkeys coat ranges from golden yellow to red-orange. The color comes from carotenoids- pigments in the animals food- and the reaction between sunlight and hair. The hair is longer around the monkeys hairless face, resembling a lions mane. The golden lion tamarin is the largest of callitrichine family, but its still a small monkey. An average adult is about 26 centimeters (10 inches) long and weighs about 620 grams (1.4 pounds). Males and females are the same size. Tamarins have long tails and fingers, and like other New World monkeys, the golden lion tamarin has claws rather than flat nails. New World monkeys, like the tamarin, use elongated fingers with claws to catch and eat prey. Steve Clancy Photography / Getty Images Habitat and Distribution The golden lion tamarin has a tiny distribution range, restricted to 2 to 5 percent of its original habitat. It lives in three small areas of coastal rainforest in southeastern Brazil: Poà §o das Antas Biological Reserve, Fazenda Unio Biological Reserve, and tracts of land set aside for the Reintroduction Program. Golden lion tamarin range. Oona Risnen IUCN   Diet Tamarins are omnivores that eat fruit, flowers, eggs, insects, and other small animals. The golden lion tamarin uses its elongated fingers and toes to catch and extract its prey. Early in the day, the monkey feeds on fruit. In the afternoon, it hunts for insects and vertebrates. The golden lion tamarin has a mutualistic relationship with nearly a hundred plants in the forest. The plants offer the tamarins food, and in return, the tamarins disperse seeds, helping regenerate the forest and maintaining genetic variability in the plants. Nocturnal predators hunt the tamarins when they are sleeping. Significant predators include snakes, owls, rats, and wild cats. Behavior Golden lion tamarins live in trees. During the day, they use their fingers, toes, and tails to travel from branch to branch in order to forage. At night, they sleep in tree hollows or dense vines. Each night, the monkeys use a different sleeping nest. Tamarins communicate using a variety of vocalizations. Reproductive males and females communicate using scent to mark territory and suppress reproduction of other troop members. When the dominant female dies, her mate leaves the group, and her daughter becomes the breeding female. Displaced males can enter a new group when another male leaves or by aggressively displacing one. Tamarin groups are highly territorial, defending themselves against other golden lion tamarins in their range. However, the practice of changing sleeping sites tends to prevent overlapping groups from interacting. Reproduction and Offspring Golden lion tamarins live together in groups of 2 to 8 members. A tamarin group is called a troop. Each troop has one breeding pair that mates during the rainy season- usually between September and March. Gestation lasts four and a half months. The female usually gives birth to twins, but can have anywhere from 1 to 4 infants. Golden lion tamarins are born with fur and with their eyes open. All members of the troop carry and care for the infants, while the mother only takes them for nursing. The babies are weaned at three months of age. Females become sexually mature at 18 months, while males mature at 2 years of age. In the wild, most golden lion tamarins live about 8 years, but the monkeys live 15 years in captivity. Conservation Status In 1969, there were only about 150 golden lion tamarins worldwide. In 1984, the World Wildlife Fund for Nature and National Zoological Park in Washington, D.C. started a reintroduction program that involved 140 zoos around the world. However, threats to the species were so severe that the tamarin was listed as critically endangered in 1996, with a total of 400 individuals in the wild. Today, the golden lion tamarin is categorized as endangered on the IUCN Red List, but its population is stable. An assessment in 2008 estimated there were 1,000 mature adults and 3,200 individuals of all ages in the wild. Despite the success of the captive breeding and release program, the golden lion tamarins continue to face threats. The most significant is habitat loss and degradation from residential and commercial development, logging, farming, and ranching. Predators and poachers have learned to identify monkey sleeping sites, affecting the wild population. Golden lion tamarins also suffer from new diseases when they are translocated and from inbreeding depression. Sources Dietz, J.M.; Peres, C.A.; Pinder L. Foraging ecology and use of space in wild golden lion tamarins (Leontopithecus rosalia). Am J Primatol 41(4): 289-305, 1997.Groves, C.P., Wilson, D.E.; Reeder, D.M., eds. Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.). Baltimore: Johns Hopkins University Press. p. 133, 2005. ISBN 0-801-88221-4.Kierulff, M.C.M.; Rylands, A.B. de Oliveira, M.M. Leontopithecus rosalia. The IUCN Red List of Threatened Species. IUCN. 2008: e.T11506A3287321. doi:10.2305/IUCN.UK.2008.RLTS.T11506A3287321.enKleiman, D.G.; Hoage, R.J.; Green, K.M. The lion tamarins, Genus Leontopithecus. In: Mittermeier, R.A.; Coimbra-Filho, A.F.; da Fonseca, G.A.B., editors. Ecology and Behavior of Neotropical Primates, Volume 2. Washington DC: World Wildlife Fund. pp. 299-347, 1988.

Retailer Relationships Essay Example | Topics and Well Written Essays - 1000 words

Retailer Relationships - Essay Example Out of all the different brands of retailers in the US, the most influential brand that has affected my life and the life-style of millions around the world is Wal-Mart. This is the main reason why I choose Wal-Mart for this study. Wal-Mart has grown to become the market leader with 4,423 stores and with yearly sales of $307.73 billion, being tripled the total sales figure of the second largest retailer- The Kroger Co (Stores.org, 2012). Its dynamic management strategies and most importantly the business success have influenced me to become a fan of Wal-Mart in its Facebook page and this has made me choose the company for this study. Customer relationship is an antecedent to the value creation and sharing of consumer-seller interaction (Varey, 2002, p. 1). In recent years, building relationship with customers has become an extremely important marketing strategy to help a firm attract, retain and maintain customers for longer period. Wal-Mart has successfully used several social media networks such as Facebook and Twitter to create stronger relationship with its customers. According to recent reports, Wal-Mart continues to tap social media to create stronger relationship with tech-savvy customers with a view to establish stronger brand equity among its customers. Building customer relationship will certainly help the company maintain long term advantages of customer loyalty, which is basically customers’ commitment to repeated purchase and re-patronization for a preferred goods or service. Konrad (2012) found Wal-Mart as the first topper in social media starts since it has more than 15 million fans on the social network. The company has set specific guidelines for its Facebook and Twitter users, asking its customers to strictly adhere to the social media rules and giving them instructions such as be polite and courteous, stay on topic, keep it real and encouraging customers complaints, feedback and opinions (corporate.walmart.com, 2012). Prior to

Bullying Essay Example | Topics and Well Written Essays - 250 words - 4

Bullying - Essay Example Bullying is a leading cause of serious health problems; emotional, physical and emotional problems especially to victims. This in the long run increases the chances of depression, withdrawal due to poor relationship management and anxiety related disorders. There is a strong association between bullying and suicide cases (Hertz & Wright S2). Surprisingly, it gives way to increased substance abuse which escalates the chances of an individual committing suicide. This can be as a result of post-stress and self denial after a bullying incidence Newman et al 352). Among students, bullying has a direct link to poor performance. An exact instance is a change in reading habits due to a reduction in concentration, attention, ability to remember information and creativity. The inability to maximize on these cognitive resources is because a student lives in fear and channels a lot of efforts on strategies that can offer security against further bullying (Schafer et al, 382). The best way to stop bullying is by avoiding situations that always lead to such a negative act. This a nice adaptive behavior that a victim can use in reducing bullying instances. Learning institutions, where bullying is very rampant, administrators can come up with prevention programs that involve counseling the bullies and victims, offering correctional punishments and teaching students on how to co-relate. Bullying occurs without force but considered a negative act because of the effects it brings with it. It causes health problems that may permanently cause damage to people; it can lead to change in behavior such as substance abuse and increase chances of people committing suicide. In schools, bullying can affect performance. The best way to stop it is by avoiding it and implementation of prevention

A Comparison of two poems based on the same thematic concern Essay

A Comparison of two poems based on the same thematic concern - Essay Example All these are used differently by poets to portray the message that they intend to even when the subject matter at hand is the same. Both Dylan Thomas and Wilfred Owen have based their poems, ‘Do Not Go Gentle into the Good Night’ and ‘Disabled’ respectively, on the subject matter of death. To portray this theme, both poets have effectively used language and different literary devices like repetition and similes. Despite the fact that they portray the same thematic concerns, the literary devices have been used in different ways to signify different aspects. This paper will compare and contrast the two poems based on the use of literary devices. Similes have been used as literary devices in both poems. In the poem ‘Do Not Go Gentle into that Good Night’, the use if simile is evident in the line ‘blind eyes could blaze like meteors and be gay’. Here, Thomas compares blind eyes to meteors, the word blaze signifies the fact that blind m en burn with a zest for life and do not give up. The simile shows that even though blind men may be helpless, they still strive to live and not die. This contributes to the theme in that many people do not wish to die. ‘Saddening like a hymn’ is the simile in the poem ‘disabled’. Sadness is being compared to something so happy like a hymn.

Frederick Douglass Research Paper Example | Topics and Well Written Essays - 1000 words

Frederick Douglass - Research Paper Example Some others are of the view that his autobiographies and speeches were like his audacious attempts to publicly declare his renegade status. Regarding his personal life, one can see that he was born in a slave cabin, in February, 1818, near the town of Easton, on the Eastern Shore of Maryland (A Short Biography of Frederick Douglass). He was separated from his mother from the very tender age itself and was under the care of his grandparents. Like many other slaves during his time, he was also taken to a plantation master by his grandmother who left him to work there. Though he was betrayed, unlike the other slave children, he was lucky enough to learn the alphabet with the help of his mistress. This kindled his life that he sharpened his knowledge in every possible ways and used his words as the powerful weapon to retaliate against the forces that suppressed the black community for a long time. Reading through Douglass’ chronology, it is understood that as a slave, during his life-time, he had to undergo various kind of physical and mental torture. Those bitter experiences and certain other factors like the ‘horrifying conditions that plagued slaves during the 270 years of legalized slavery in America’ (A Short Biography of Frederick Douglass), provided him the energy to pursue his studies earnestly and secretly. He conducted classes secretly for slaves which in turn caused for the displeasure of plantation owners and were often severely punished. Some of the notable occurrences of his life include his escape to New York in 1838, publishing of Narrative of the Life of Frederick Douglass in 1841, meeting with Lincoln to discuss the treatment of the black soldiers during civil war in 1863, becoming of U.S. Marshall in 1877 and the posting to the position of American consul-general to Haiti (Chronology). Douglass passed away on 20th February 1895 in

Explain the early development of the geocentric model of the universe Essay

Explain the early development of the geocentric model of the universe according to ancient greek cosmology - Essay Example Or else they are like the mind as it seeks mastery over the moving parts of its own body; or like a craftsman who does the best he can with whatever raw materials are available. The most influential thinker who had the most convincing notions of cosmology before Copernicus was Aristotle (384-322 B.C.). Aristotelian assumptions about place, space, matter, motion, and time served as the foundation for the Ptolemaic system, which dominated in the West for more than a thousand years. The plainness and unstrained authoritativeness of Aristotle's style may give us a glimpse into the sources, both rhetorical and philosophical, of his authority (Ross, 1930). Proposing the geocentric model of the universe, Aristotle focused his study on the earth's position, shape, and rest or motion as the center of the universe. His discussion by no means operates in a philosophical vacuum, but accounts briefly for other views in competition with his own. The line of argument is instructive for any who have imbibed the old clich, according to which geocentric cosmology is "said to locate the earth in the place of greatest importance in the universe." In Aristotle's geocentric model of the universe, each planet was attached to a transparent sphere of its own, and all spheres were turning round the earth.

Soft Skills employers look for Essay Example | Topics and Well Written Essays - 500 words

Soft Skills employers look for - Essay Example Although I am confident I can work alone, I also know that I can be an asset to a team. I am capable of collaborating with other people to achieve a common goal. I also get along well with people so there will be no problems associating with the other team members. I have a positive attitude and I believe this can also help in motivating the team to feel good about the task we are working on. #3 – Attitude. I consider this the least of my strengths because I do not let this influence my performance at work. Nevertheless, I think of my attitude as a strength because at times it challenges me. For example, if I am having a bad day, I resist the temptation to give in and be short with everyone around me. I can easily blame my bad behavior to just being in a bad mood but I do not. Instead, I try and keep a professional attitude. This practice helps me accomplish my tasks at work. Moreover, it shows my colleagues that I am mature enough to limit how my attitude affects my performance and relationship with them. For my presentation skills, communication skills and leadership skills, I indeed have plans of developing myself in these areas. The most immediate one I would like to work on are my communication skills. I think being adept in communicating with people will help me advance in my studies, and consequently in the work environment. Right now, I believe I still need to improve my writing skills. Even though I can express myself well in spoken English, I still find it difficult to elaborate on my ideas when I do it on paper. In my opinion, a person can only be a fluent speaker if the individual is able to not only speak but write well. â€Å"Effective communication skills are the most basic building block when it comes to making sure things move forward.† (Noone, 2011) It is my belief that to be a productive employee or employer one should have sufficient communication skills to enable social and work interaction. This is

Explain the early development of the geocentric model of the universe Essay

Explain the early development of the geocentric model of the universe according to ancient greek cosmology - Essay Example Or else they are like the mind as it seeks mastery over the moving parts of its own body; or like a craftsman who does the best he can with whatever raw materials are available. The most influential thinker who had the most convincing notions of cosmology before Copernicus was Aristotle (384-322 B.C.). Aristotelian assumptions about place, space, matter, motion, and time served as the foundation for the Ptolemaic system, which dominated in the West for more than a thousand years. The plainness and unstrained authoritativeness of Aristotle's style may give us a glimpse into the sources, both rhetorical and philosophical, of his authority (Ross, 1930). Proposing the geocentric model of the universe, Aristotle focused his study on the earth's position, shape, and rest or motion as the center of the universe. His discussion by no means operates in a philosophical vacuum, but accounts briefly for other views in competition with his own. The line of argument is instructive for any who have imbibed the old clich, according to which geocentric cosmology is "said to locate the earth in the place of greatest importance in the universe." In Aristotle's geocentric model of the universe, each planet was attached to a transparent sphere of its own, and all spheres were turning round the earth.

Event study Essay Example | Topics and Well Written Essays - 2000 words

Event study - Essay Example A plausible explanation for these findings is that changes in the optimal dividend and debt levels stem from changes in, expected cash flows, and thus, signal a change in firm value. Efficient Market Hypothesis Researchers have developed a hypothesis known as the Efficient Market Hypothesis (EMH) which states that the market prices reflect all information known to the public. Market react to any new information available in the market immediately as reflected in stock prices rather than gradually adjust it. The term ‘efficient market’ was coined by Eugene Fama in 1965. He described an efficient market as a market where at any point in time, actual prices of individual securities already reflect the effects of information based both on events that have already occurred and on events which, as of now, the market expects to take place in the future. The efficient market prices represent the intrinsic value of the securities. The EMH along with the Random Walk Hypothesis (RW H) flies in the face of Wall Street financial analysts. Financial analysts despise even hearing those terms. This is because these hypotheses suggest that there are no future predictions that can be made about how a market will behave. The suggestion that all the information known about past, present and future events is reflected in the current market prices means that the financial analysts are snake oil salesmen. This is why the EMH is such a controversial hypothesis. Types of Market Efficiency There are three primary categorization of EMH given by Fama (1970) according to the type of information reflected in the stock price – 1. Weak-form efficiency - Share prices reflect all past information and thus, rules out the possibility of predicting future stock prices on the basis of past price data alone. 2. Semi strong-form efficiency - A market is semi strong-form if share prices reflect all the relevant publicly available information. It also includes earnings and dividend a nnouncements, technological breakthroughs, mergers and splits, resignation of directors, and so on. 3. Strong-form efficiency -Market in which share prices reflect not only publicly but also the privately available information. It is assumed that all the information is available to everybody at the same time. Even an insider who has private information about a company cannot earn abnormal profits in strong form of market efficiency. Literature Review Event studies have a long history, including the original stock split event study by Fama, Fisher, Jensen, and Roll (1969). Inconsistent evidence with the efficient market, hypothesis started to accumulate in the late 1970s and early 1980s. Evidence on the post earnings announcement effects (Ball and Brown, 1968, and Jones and Litzenberger, 1970), size effect (Banz, 1981), and earnings yield effect (Basu, 1983) contributed to skepticism for Capital Asset Pricing Model as well as market efficiency. According to the theory of information efficiency, security prices should reflect immediately all information available to the efficient capital market. As positive information and trading cost can be expected, this extreme efficiency hypothesis cannot be held. Fama (1998) in his survey studied the various event studies that intend to validate if the stock prices respond to new information. The events studied include announcements such as earnings surprises, stock splits, dividend, mergers, new

Leadership in a Health Organization

Leadership in a Health Organization Introduction The development of existing and future leaders is significant to driving the innovation and change essential to the continuity and sustainability of the healthcare system in Australia. The 2012 publication Leadership for the Sustainability of the Health System released by Health Workforce Australia (HWA) suggests that the â€Å"momentum towards health service redesign must increase, and the workforce reform and innovation necessary to support it must also increase (HWA 2012).† The healthcare system is challenged by diverse and varied complications which limit growth in key areas essential to sustainability. Immense pressure is being applied to the health workforce as Australia’s population ages, the presentation of patients with chronic disease increases, and the expectations of the community become more resolute. Subsequently, new challenges exist such as â€Å"†¦rapidly changing technology; new approaches to training and education; an uneven distribution of the workforce across metropolitan, rural and remote areas; looming shortages in some professions and specialties; entrenched work practices; and constricted professional roles (HWA 2015).† The HWA stated that the â€Å"quality of leadership in the health system directly and indirectly affects the quality of patient care, and is shown to be an important factor supporting best practice (HWA 2012).† Clinical leadership which is effective and progressive is vital in the current Australian setting and in healthcare reform, innovation and change. Whilst many theories exist which emphasise personality, behaviour, context or relationships as key elements impacting the effectiveness of a leader, the Five Practices of Exemplary Leadership propose those which are influential to fostering innovation and supporting the change management process necessary to sustain the Australian healthcare system. Background In a separate publication released by HWA in 2012, the organisation concluded that without nationally coordinated reform Australia is likely to experience workforce limitations in the delivery of high quality health services by the year 2025 (HWA 2012). The National Health and Hospitals Reform Commission (NHHRC) have recommended targeted measures for clinical leadership to enable the development of a long-term health reform plan for a modern Australia (NHHRC 2015). Future healthcare systems will develop, implement and foster a leadership strategy which systematically addresses priorities and is supported by leadership practices which achieve organisational goals, adapt to changes, and stand unwavering in the face of uncertainty (Browning, et al., 2011). The current challenge facing the Australian healthcare system is to instil within the current and future workforce the leadership skills necessary to reach the forecasted future. In my experience, I have come to an understanding that individuals promoted, appointed, or recruited into leadership roles require support, encouragement, and development prior to and after commencement in the roll to ensure that they can be as effective as possible. Further, recruiting practices witnessed within the healthcare sector have indicated that often the most clinically proficient individuals (or, subject matter experts) amongst medical professionals are those promoted into leadership roles with less regard placed upon the individual’s ability to self-reflect, their emotional intelligence, their strategic perspective, their ability to inspire others, or other key capabilities characteristic of an effective leader. â€Å"Credibility is the foundation of leadership† (Kouzes et. al, 2007 p. 37) In an environment where individuals are promoted into leadership roles based on clinical expertise as opposed to the individual’s ability to effectively lead, credibility of those in these positions can be an issue perpetuating negative workplace culture and personal attitudes. Leaders within the healthcare system must develop and maintain a level of credibility to be successful. A team of clinicians is influenced significantly by the level of trust and authority awarded to their leader. Susan Oliver (2006) suggests that a consensus of the workgroup is necessary for a leader to inspire and work with those they lead. However, consensus can be difficult to achieve in a climate where trust and authority are absent and the credibility of the leader is in question. Achievement of consensus is possible with Kouzes et. al (2007) posing that admiration is attained from individuals where the person being admired believes strongly in something and are willing to stand up for those beliefs. Admiration begets trust, confidence and respect which are then precursor to consensus. Further, Kouzes et.al (2007) states that persons who aim to become leaders must be persons of principle if they want people to willingly follow them. The principles, values, and ethics that leaders innately possess or adopt will dramatically influence their level of credibility. Consensus would be difficult to achieve in a leadership situation where the incumbent has poor moral values, inconsistent standards, or unclear principles. For leaders to attain consensus and impact change, those they lead must be able to recognise, support, and adhere to the level of authority held by the leader. The level of authority associated to a leader is significantly different to the level of authority associated to a manager. Whilst the same person can occupy these two roles concurrently, there is a vast difference in the connotations of a â€Å"leader† and that of a â€Å"manager†. Maxwell (2011) presents the argument that leadership is a process as opposed to a position. In his work, he continues with stating that management at its best is when things stay the same whilst â€Å"leadership deals with people and their dynamics, which are continually changing† (Maxwell, 2011 p. 10). For managers to be effective leaders they must be honest and be able to do what it is they say they will do (Kouzes et.al. 2007) Kouzes et. al (2007) and Maxwell (2011) indicate in their writings that the credibility of leaders is fundamentally grounded in their behaviour characteristically driven by deeply held beliefs. Leaders must be able to commit to a set of values and function consistently within them to be effective. Ewens (2002) states that clinicians cannot elude the recognition of effective leadership as an important element of the healthcare environment. This critical element within the system is rooted deeply in an institutional need for strong leaders to exist, for them to be able to model desired behaviour, build credibility and â€Å"align actions with shared values.†( Kouzes et. al 2012 p. 96) â€Å"†¦By Imagining what might be possible† (Kouzes et. al, 2012 p. 104) Visionary leaders are needed within healthcare organizations to encourage and nurture employees, establish and maintain relationships, and stimulate multidisciplinary teams. Further key accountabilities are applied as the context, nature, situation, and environment are considered in application of the associated skills attributed to a visionary leader. Future healthcare leader will need to recruit talented individuals who can be developed into visionary leaders who have the potential to foresee and apply innovations and solutions which drive transformational change (Browning et.al 2011). Fostering leadership talent is achieved through diverse methods; however, healthcare organisations should adopt a comprehensive strategy for the sustained retention of potential leaders. Browning et. al (2011) continues to state that â€Å"healthcare organizations need comprehensive strategies for identifying, hiring, developing and retaining leadership talent.† Workforces which are culturally rich employ personnel which foster the established culture with reciprocal benefit. Exploration of personal and individual beliefs, motives, and interests is among the transactional activities undertaken by effective leaders. Those leaders which inspire are those who are able to clearly convey their vision of the future, lead change management processes within organisations, and align the efforts of the workforce with the mission statement of the business. Further, inspirational leaders have the capacity to inspire their constituents into achieving results which are greater than expected (HWA 2012). Challenging Inspirational leaders are faced with challenges just as is the lay manager. â€Å"Clinicians should have an insight into leadership styles and responsibilities in order to gain a deeper understanding of the attributes required of being, or supporting, ‘leaders’ within the organization† (Oliver 2006 p. 39). The Australian healthcare system is faced with challenges driven by the increasing population, aging workforce, and demanding societal expectation. However, how these challenges present in the workplace will be varied and diverse depending upon the local context. Browning et. al, (2011) stated that political, regulatory and marketplace factors drive forces which impact on healthcare reform resulting in uncertainty towards the future healthcare landscape. Change is inevitable in the current climate of technological advances, social networking, and immediate access to information. Effective leaders within the healthcare sector will be able to address the challenges ascribed of change. Further, leaders provide access to knowledge, skills, and the environment where change occurs whilst mitigating risks of the process and learning from unsuccessful attempts (HWA 2012).

Human Genetic Screening Essay -- Genes Science Papers

Human Genetic Screening What is genetic screening? Genetic screening is the testing of cells to check for certain kinds of genes, or for potentially damaging changes to those genes. It may be defined as a systematic search for persons with a particular genotype in a defined population. Genetic screening serves as an important adjunct of modern preventive medicine. The usual approach is to identify persons whose genotype places them or their offspring at risk for genetic diseases. Such screening has the potential to lessen the devastating impact of genetic diseases. Genetic screening may be undertaken for research purposes unrelated to disease or the improvement of health. The National Academy of Sciences recommends that genetic screening is an appropriate form of medical care only when certain conditions are met. These include: (1) evidence of substantial public benefit and acceptance, (2) the benefits outweigh the costs; (3) appropriate public education can be carried out; (4) informed consent is feasible; (5) the means are available to evaluate the effectiveness and success of each step in the process (Blank, 1982). Some screening is aimed at the general population, while others are targeted at selective high-risk population; screening can also be conducted at various stages of life. There are three principal types of genetic screening. (1) Newborn screening identifies serious genetic disease at birth, permitting prompt treatment to prevent mental and physical retardation. (2) Fetal screening and prenatal diagnosis identify genetic disease in the fetus permitting selective termination of pregnancy and the opportunity to have children free of defects detectable in uterus. (3) Carrier screening identifies individuals hete... ...5. Fost, N., 1993. Genetic diagnosis and treatment, American Journal of Diseases of Children. 147(11):1190-1195. 6. Knoppers, B.M., 1986. Genetic information and the law: constains, liability and rights. Can Med Assoc J. 135(12):1257-1259. 7. Markel, H.M., 1992. The stigma of disease: implication of genetic screening. The Americal Journal of Medicine 93:209-214. 8. Rowley, P.T., 1984. Genetic screening: marvel or menace? Science 225(4658) Jul 13: 138-144. 9. Waugh, D., 1994. The human-genome project and pandor's box. Can Med Assoc J. 151(1):73. 10. "What is genetic screening" obtained from the WWW: http:/www.scicomm.org.uk/biosis/human/whatis1.html 11. "The principles of genetics and heredity" obtained from the WWW: http:/www.eb.com:180/cgi- bin/g?docF=macro/5002/57/50.html&DBase=Articles&hits=10&context=all ¶gra phType=1&indexremove=off#0102

two different countries Essay -- essays research papers

It is said that technology is turning our world into a global village, and this is true to some extent but even now if we move from one city to another, one can feel the difference in language, culture, life style and many more. In my case I moved thousand of miles from my country, Pakistan. The differences are unimaginable. I was born in a very big house with 5 bedrooms, 2 living rooms, 2 kitchens, big lawns in front and back, servant quarters and couple of servants serving my family. This wasn’t like this because we were filthy rich or millionaires. It simply portrays a middle class home in my country. My grandmother was used to wake up before sunrise and opened all the windows and doors for fresh air, and for the voice of rooster. Then she was used to sit on a very low table with lots of colorful round pillows, directing servants what to do and peeling vegetables or cleaning rice. The house was cleaned from top to bottom everyday. For lunch a long red and white-patterned tablecloths was laid on the floor and all the ladies in home use to eat together. My mother use to make bread in a special underground oven. Men usually came home by the evening and dinner was an important event since everybody was supposed to be there for it. Things haven’t changed a lot now. I grew up in a very conservative city where girls have fewer rights and are raised with the concept that our essential goal is to get married and serve our husbands, making sure our household runs in the best way po...

Err for Level 2 Childcare

Task A AII * to research employment laws on goggle * to contact a law firm * To visit business link online and to search for employment laws. Aii a) * Time off & holidays * pay * working hours b) * Employment rights * Health & safety * Discrimination & equalities Aiii, employment laws exist to provide protection for the employee and for the employer. Task B Bi, The terms and conditions of my employment are: the date in which I commenced my employment. My job title, this explains what my title is and has a brief description of what my roles will be.My place of work, this explains where my main place of work will be and that I may be needed in other branches. It also explains that I will be given a months notice if my place of work changes. My salary, this explains what my hourly rate will be and how it will be paid into my account. It also states that my salary will be reviewed each year and that I will be notified in writing if there is any change to my pay. My hours of work, this ex plain what my hours of work will be and what I am required to work each week.This also tells me when my hours are i. e. times and days. It also states that I am required to work additional hour’s holiday & holiday pay. This gives a brief explanation of when the holiday year begins and ends. When holiday can and cannot be taken. It also states that on the termination of my employment during a holiday year I will be entitled to holiday pay in lieu if it is outstanding. Trial periods/notice. This explains when my trial is and for how long and that it will be reviewed at the end of the trial period.It also explains that the company can extend the trial period and can dismiss you is they feel you are not capable of doing your job. They will give one weeks notice within the trial period of dismissal or extension of the trial. During the trial period or extension of this employees are not entitled to holiday. sickness and unavoidable absence, this section explains that if you are un able to attend work for any reason and it has not been authorised by the company you need to contact your line manager by a certain time and you must speak with them as you cannot leave a message.If you are unable to attend work for more that 7 days which includes weekends then you must provide a medical certificate, after the 8th day of sickness a medical note must be provided to the company on a weekly basis. Sick pay. this section explains that if you are absent from work due to sickness or injury that you will not be entitled to sick pay unless you have paid national insurance then statutory sick pay is entitled. It is also saying that if you qualify for statutory sick pay that this will be paid in accordance with the provisions of the social security contributions and benefits act 1992. pensions.This gives a brief explanation that there is no pension’s scheme applicable. Termination of employment, in this section it is briefly explaining that the period of notice will be given to me in writing. The period of notice will change depending on how long I have been working for the company. It is also explaining that if I wish to terminate my contract that it must be in writing and that the minimum notice period is a month, which does not include holidays. Company policies and procedures, this section explains that I will comply with the companies policies and procedures and those copies have been made available. raining, this section explains that all employees are expected to train to the level of their job role, and need to hold several certificates within the first 6 months of employment. confidentiality, in this section it explains that I shall not during or after my employment disclose any information about the company or its clients. Deductions from salary, this explains that the company reserves the right to reclaim monies from overpayment, holiday pay, or costs incurred for failure to attend training. It states that this will be deducted from sa lary payments or if the employee has left will be asked for payments in cheque or cash. hanges to your terms or employment, this explains that the company reserves the right to make any changes to the terms and conditions of employment and that no less that one months notice will be given of any changes. Grievance procedure, this explains that if I have a grievance relating to my employment that I should raise this is writing in accordance to the grievance procedure. disiplinary & dismissal procedures. This explains that any disciplinary action relating to employment or dismissal procedure will be handled in accordance with the correct procedure.Bii, the information which needs to be shown on my pay slip is: * the companies name, * The department or branch that I work in. * the payment method * payment period * the description i. e. basic pay * the amount of hours * the hourly rate * the amount I have been paid * the amount of tax that I have paid for that week/month * the amount of national insurance I have paid for that week/month * the total gross pay TD * gross for tax TD * tax paid TD * Earnings for national insurance to date * national insurance to date the earnings for that week/month for national insurance * the gross for tax for that week/month * total gross pay for that week/month * National insurance number. * net pay * The week/ month number that it is. * the date * your tax code * your employee number * employee name Biii * change of your name i. e. getting married * Change of address. Biv, stage 1 If an employee has a formal grievance then they should produce this complaint in writing addressed to their supervisor. If their complaint is against their supervisor they should then address it to a manager.A manager will then organise a meeting within 5 working days of the complaint, with the employee to discuss their grievance. The employee has the right to bring with them to the meeting a colleague. The colleague chosen to accompany will be able to take paid time off for this meeting. The employee with the complaint must take all steps to attend this meeting. The company will then respond to the grievance as soon as possible normally within 5 working days of the meeting. If it is not possible to respond within the 5 working days the employee will be notified of the delay and told when the response will be.The employee will then be told in writing of the company’s decision and of the employee’s right to appeal against this. Stage 2 If the employee with the grievance is not satisfied with the company’s decision they can appeal in writing to the manager within 5 working days of the company’s decision. When the employee has received the appeal letter a chairperson will make plans to hear the employee’s grievance at an appeal meeting. The employee may be accompanied by a colleague of their choice as in the perilous meeting. Again the employee must take all steps to attend this appeal meeting.As in step 1 the company will respond as quickly as they can to get the matter resolved. If there is as delay it employee will be informed in writing. In the grievance procedure this is the final stage and the company’s decision will be final and cannot be raised again. Bv The agreed ways of working with my employer in relation to data protection are: I have signed my contract to say that I will not share any information about the company's employees or the clients, and that I am aware of the implications of the data protection act 1998 as it affects my roles and responsibilities within the company.I have been given a copy of the grievance procedure and understand this fully I have also signed in my contract to say that I understand the procedure. I have read through the complaints procedure as it is explaining about conflict management, which I fully understand. By working with my employer I can help to resolve any complaints by following this procedure. I have read the dealing w ith racial harassment policy which outlines discrimination against anyone on the grounds of race, colour, nationality or ethnicity. I have also read through the equality ; diversity policy.By reading through these policies I can help my colleagues deal with any situation, I now also know the correct procedure in dealing with any discrimination situation. I have read through the health and safety policy and fully understand it. By having this knowledge I now know what to do when any health or safety issues arise. I now know how to deal with them and what the correct procedure is in respect of documenting the issue. I have read through the confidentiality policy and fully understand that that the information used on our clients will only be used for their welfare and will not be passed onto anyone else.By having this knowledge I can help to keep our clients information’s confidential. I have read through the whistle blowing policy ~; procedure and understand that it is importan t to raise any issues that are whistle blowing to management so that the issue can be dealt with quickly to ensure the safety of our employees and clients. By having this knowledge I now know the correct procedure to raise any issues or concerns that relates to the company. BVi My role contributes to the overall delivery of the service provided by assisting with planning, preparing and delivering play opportunities within a safe environment.Providing care, collection and delivery of children. Providing drinks and snacks and making sure that hygiene and health and safety procedures are met. Giving first aid when required. Asking the children and inviting them to help with activity planning. Also going to appropriate and relevant training courses to help with any issues. To keep the place of work healthy safe and secure. BVii a) By following best practice within my work role I can set a good example to less experienced employees and to the clients.By showing best practice I can create confidence within the setting to ensure that clients continue to come back to us. b) By not carrying out the requirements of my role I could damage the service that the company provides. If a client were to see me not carrying out the requirements it would leave a bad impression on the company and result to the client leaving. It could also teach less experienced employees that this is acceptable behaviour and they could then follow suit and the quality of the service would be non existent. BViiiMy own work must be influenced by national factors because it is the agreed way of working. The government has set up different national factors to help us to provide a safer and happier learning environment and this should be followed in every workplace. Bix a) OFSTEAD ; Social Services b) Ofsted's role is to make sure that all childcare providers meet the requirements of the EYFS ( early year’s foundation stage). ofsteads also make sure that the childcare providers are protecting c hildren, help children to be healthy safe and enjoy and achieve, make positive contributions and develop key skills. o promote high quality care, learning and development and to reassure parents. Social Services role is to provide advice and emotional support and to arrange care services to help people, this could be parents and children under pressure. people with physical or learning disabilities and people with mental health problems. Task C to be able to work as a play worker I need to train in First Aid, Child Protection, Food & hygiene, Health & safety, Manual Handling. I will also need to complete my N. V. Q level 2 certificates for the children. nd young people's workforce. once I have completed this I would like to continue to work towards my N. V. Q level 3. once I have completed my level 3 I would like to work towards becoming a play leader within my branch. I would also like to work to becoming a classroom assistant and looking for the correct qualifications to do this. I will need to be level 2 certificates for teacher assistants. there is a wide range of different certificates to choose from and I can also work towards level 3. which I would like to do. nce I have gained these qualifications I can then branch out to work with children that have disabilities. I think that this would be something that I would like to do. Task D The issue raised is: are children safe at nursery? the case that I am going to look at is when a three year old girl was attacked at her nursery by a two year old. the little girl was taken to hospital with a suspected broken eye socket. the police were called to investigate the attack but could not proceeded as the child was below the legal criminal age, which is ten in this country. he adults that were supervising the children six of the eight staff was in a separate room drinking tea and chatting. the staff knew that this child had attacked other children before and had left her unattended. the negative points of view in this case are that if the child were to continue to attack children then why the parents weren’t notified. Also why weren’t the children’s parents giving a warning. if this child continued to miss behave why didn't the nursery staff expel the child? why wasn’t the nursery staff there to oversee the children and make sure that they were playing safely? he other points are that they child is only two, therefore is not aware of their actions and how it could hurt someone. I think that with this case there are several other cases that are similar. I think that people within the childcare service need to be fully qualified to deal with children that have bad tempers and are badly behaved. that staff should be watching the children of a young age at all times. I think that people’s opinions are affected once a negative story has been brought to attention. eople are not going to want to put there children into care at this nursery because this could happe n to their children. the fact that the staff was also not doing their jobs properly will bring a negative vibe to the nursery and parents will not want to leave their children in the nurseries care. I think that people are persuaded by negative stories rather than positive. people will be able to remember the negative things rather than the positive which is why doing everything right is good as it sets a positive example of the place of work.

Plantation Society and Creolization Essay

The ‘self-image is the key to human personality and human behaviour. Change the self image and you change the personality and the behaviour. (Maxwell Maltz) Sociology is a systematic way of studying the social world. It seeks to discover the causes and effects of intercommunication and interaction that in social relation. While the functionalist provided a static view of society. Functionalism views society like a biological organism. The parts or institutions of the organism or society function appropriately to ensure the whole structure works efficiently and effectively. They believe that the whole has greater power than the individual parts. The three main aims and objectives of functionalism are to maintain order, stability and equilibrium in society. (Functionalist and Marxist Perspective) Max Weber (1864-1920), a German sociologist and a contemporary of Durkheim’s, also became a professor in the new academic discipline of sociology. Weber also believed in social actions as an action responsible by the individual. He believed that the individual need to take account for his own actions to be considered social. Weber defined social action as an action that an individual takes and attaches meaning and is conscious of the action. The individual must also take into consideration how others react to their actions. If the individual is not conscious of their action then it cannot be termed as social action and if they do not pay attention to the reaction of others for their action then it’s not social. On the stand point of the socialist, they need to find out the meaning of the action of the individual. From this, Weber took on the realization of social actions into social interactions – the interaction of individuals. He did not take into account religion, family, work or school. Marx, on the other hand believed that social actions leaned heavily on economic structures, but Weber did not agree because he believed they influenced the response of the action. Weber also had his views on religion as an influence on social action. He believed that religion stemmed what is called the spirit of capitalism or protestant ethic. Religion once believed that since they were the only true religion that they had no worries and will always be saved. Protestants came in with the idea opposite to this belief and then changed people’s perception of being saved. They then believed that financial success is a blessing from God and so began living frugal lives, investing money to make more money. Hence this brought about the view of capitalism. On the other hand, Weber however had a different view on social actions as to functionalism. Functionalism believed that society is a whole unit made up of interrelated parts that work together. Functionalism believed that for a society to work in harmony they must work together as a whole. Durkheim believes that society is composed of many parts, each with its own function. When all the parts of society fill in their function, it’s a normal state. If they do not then it’s abnormal or pathological. This major difference of these perspectives of society is their level of analysis which is micro-sociological and macro-sociological. Micro-sociological examines small scale patterns of social interaction which is the view of interactionism, whereas macro sociological examines large scale patterns of society which is the view of functionalism. The micro-sociological aspect of society, like Weber, believes in the individuals and what influences or causes their actions and the reactions of others based on the actions. The macro-sociological aspect, like Marx, believes in the larger picture of society as a whole with each part working together to achieve a function. Both functionalism and social interactionism has their varied views of gangs in society. Functionalism does not support gangs because it makes society unstable. Functionalism believes in society as a whole which makes it stable. Functionalism looks at gangs and how they contribute to or detract from society. Gangs contribute to society since they classify people into different identifiable groups, provide an example of defiance, and inspire the development of institutions of social control and total institutions. They detract from society in that they separate individuals from the main stream of society and there is a lack of social integration. Socialists like Weber, would look deeper into the reason behind gangs. Gangs, although part of society, but not considered a part of society since it has no function which shapes a stable society. Gangs are made up of small groups of people as little and three individuals. According to The Oxford Study Dictionary, â€Å"A gang is a number of workmen working together or a band of people going about together or working together, especially for some criminal purpose. † They form a gang for a reason and act upon it. Their action is as a result of their beliefs and they are accountable for their actions. It becomes a social action as the reaction of gangs form a negative part of society as determined by many. The social action, as Weber describes, gives a better understanding of gangs, since functionalism looks at gangs as a negative part of society. Social interactionism views gangs as a means to society achieving a goal, whether negative or positive. They look deeper into the individuals who make up the gang and the purpose of the gang. People in our poor urban Caribbean centers will be encouraged to join gangs because they are unable to achieve socially accepted goals through legitimate means. Gangs could be seen as innovators or achieving social goals through an illegitimate process. Individuals in the Caribbean join gangs for a variety of reasons, example for identity recognition that is achieving a level of status that cannot be achieved within the society; for protection because gang members protect their members; fellowship or brotherhood since gangs serves as an extension of the family where the members are called their brother; intimidation and peer pressure as being forced to join a gang to prove a point; the fact that gangs causes the individual to feel important especially if this is lacking at home; where they actually join a gang to perform criminal acts since they are assured protection and profits of the group. Because of the vast reasons for joining a gang, it is to be considered mainly by the socialism since they look into the reasons or underlying meaning behind the action of the individual. In the Caribbean people join gangs for many reasons and since Weber look at the action behind the individual for their action I think he best explain a better understanding of why people in the Caribbean join gangs. According to The Jamaican Gleaner people join gangs for a sense of purpose, belonging and value, hence the individual reasoning behind it all. We all face the ills of society yet only a few join gangs yet the majority does not. We are all a byproduct of our environment; however we do have an individual choice of conformity. So, what makes a few join and the majorities abstain. It boils down to the individual’s reaction to the situation that propels them to join a gang. Weber’s social action theory of one’s own individual conscious choice of joining a group is the driving force here. True, society does affect one’s actions to act in a certain way but if this provides a better understanding of why people in the Caribbean join a gang why not the majority join a gang? Why only a few join gangs in the Caribbean? I believe that it is the individual own personal conscious decision to join a gang provides a better understanding. Weber looks deeper into why the individual join a gang. If it is the society then according to Durkheim our society should be in a pathological state since the majority does not join a gang. The problem in the family is the one major driving force behind young people joining gangs. They do so for a sense of belonging according to the Jamaican Gleaner. The individual own conscious decision come to play here as to why they join a gang. They do so in an effort to fill in the void. The gang provides them with a new family and brotherhood. Peers pressure people to conform to a certain way of life and a gang is no different. One’s peers are part of the people whom they associate with because they are at school or workplace and so forth. Peers tend to have a great influence on the individual decision they are face with on a daily basis, so they have to make that choice of succumbing to the pressure or overpowering it. They must each make that conscious choice in accord with Weber theory of social action. As mentioned in the introduction, Greg is an example of why people join a gang for protection. Greg was well on his way of making a conscious decision to join a gang; again leading to the point that people make an individual reason for joining gangs in the Caribbean. In conclusion, It is my belief that both the functionalist who believes that society should work as a whole, one unit and the sociologists who states that its all about the action of the individual both contribute to the way people behaviour and the impact each theory has on society.