What is the most important lesson to be drawn from the history of Essay

What is the most important lesson to be drawn from the history of leprosy - Essay Example This has somehow been brought over to modern times where the treatment of leprosy has often been carried out in hospitals that are separate hospitals or a leprosarium as a result of the stigmatization. The occurrence or incidences of leprosy has been so prevalent in certain areas and times throughout history, and this has inspired and influenced the cultural practices that are experienced in the world at large in the discussion over leprocy. The question then is what are the important lessons to be drawn from the history of leprosy to the current world? Leung and Liang (2009) gives the history of leprosy in China and how the obsession with the problem led to the rejection of the lepers as it was believed that the condition was incurable and contagious. While most mainstream texts in the medical field at the time were categorical about the description of leprosy, there were also social attitudes and religious views on the ailment that were at times confusing and ambiguous. In Imperial China, there was segregation of people who had leprosy as it was believed that the body of such sufferers was highly contagious. In the Fujian regions of China during the Late Imperial China, the belief was that the ailment of leprosy is transmitted through sex but the fear of being affected by the disease known by the natives as lillai led it to be seen as a social phenomenon. From Leung’s Leprosy in China we can learn that there have been diverse social, cultural and intellectual dimensions of leprosy in the world and not only China alone and it gives the significance and understanding of the disease as in the past as viewed from a religious and medical angle. The lesson is that there was also confusion as to what leprosy is as some of them referred to it as dafeng which refers to the etiological pattern of the invasion of wind or lillai which refer to the symptoms and sores on the skin. The different perceptions

Brock article 1 Essay Example for Free

Brock article 1 Essay (10) In understanding the idea presented by Brock as far as the idea of professional norms are voluntarily adopted, it is essential to point out the two elements that go together with it. The first one involves the creation of norms and values of a specific profession that is often imposed unto its members (Brock,). In this idea, the organization should also coordinate and collaborate with related agencies and institutions that specialize in such area. The second idea refers to the ability of each professional to directly adhere to the norms his/her organization provides (Brock,). It is through such entry that the individual takes on these facets accordingly. (11) The term conventional compromise provided by Brock in the article revolves around the question and issue of moral implications in the practice and facilitation of medicine. Under this facet, the term revolves around a â€Å"physician/pharmacist who has a serious moral objection providing a service/product to a patient/customer is not required to do so† (Brock, 2008, p. 194). At the same time, it is in here that there are several conditions that must also be looked into before saying that a particular case or issue has undergone a conventional compromise. These facets include (1) proper information so as to the facilitation of service/product, (2) proper referrals to other professionals who can provide, and (3) the second facet will not cause burden or difficulty for the patient (Brock, 2008). Under the first facet, there needs to be proper support and ground for the facilitation of a service or mechanism so as to fit the described example. It is in here that active communication about the practice must be given to any patient before declining its prescription or rendering of service (Brock, 2008). On the second facet, it requires the ability of any medical professional to have access to networks that have relatively opinions as theirs as far as the issue is concerned. This will then satisfy the condition that patients can seek for alternatives of providers of such device/service (Brock, 2008). Lastly, there must be careful consideration as far as its suitability and preference of patients are concerned. Since these ideas are prone to subjectivity, medical professionals must then establish these areas to connote the term conventional compromise (Brock, 2008) (12) In responding to the case of the pharmacist, Brock would probably argue against the notion set by the pharmacist. This is because this profession is part of an organization wherein the norms and objectives are stipulated accordingly (Brock, 2008). The action committed by the person is only a matter of moral conscience and does not solely revolve around the basic standpoint of the profession. Likewise, foregoing the facilitation of contraceptives as an option disregards the fact that the organization he/she is part of considers this as an option for practice (Brock, 2008). These are some tenets that is included when she agreed to be part of the institution and agency and collaborated with standards provided by concerned agencies (Brock, 2008). Seeing this disposition, Brock would then argue to the pharmacist that he/she practice a conventional compromise wherein she will actively provide and designate a professional who may think and view the issue differently from his/her perspective. This a way to protect both the opinion and value set of the pharmacist and ability of the patient to recognize the possible options available for him/her (Brock, 2008). By doing this, it can prevent conflict and questions surrounding the ability of such medical professional to provide numerous options for patients despite the differences in opinions and values. Reference Brock, D. W. (2008) Conscientious refusal by physicians and pharmacists: who is obligated and why? in Springer Science. Retrieved June 25, 2009. 187-200.

Life And Times Of Alexander The Great Essay -- essays research papers

Life and Times of Alexander the Great Introduction Alexander the great made an impact on world history that few individuals can profess to have done. He ruled all of the known world, and one of the largest empires ever. His men were the first westerners to encounter tales of the Yeti. They even discovered and classified new types of flora and fauna, such as the red mold that grew on their bread while they were in Asia, and made it appear as if it were bleeding. He expanded the Hellenist sphere of influence to the farthest reaches of the globe. When the king of Greece visited the British colony of India around the turn of the century, the colonial government had some native Indian dances displayed for him. He was shocked when he immediately recognized the dances as the same harvest dances that his fellow Greeks performed near Thessalonika. This was the breadth of Alexander's influence on hundreds of different cultures around the world. Throughout the whole of Europe, Asia, and North Africa, stories of this great man have been handed down from generation to generation throughout the centuries. In many cases Alexander has even taken on a superhuman aura, and many unbelievable legends have been based on his life. When Julius Caesar visited Alexandria, he asked to see the body of the greatest warrior of all time-Alexander the Great. Such was Alexander's reputation, able to impress even the powerful Caesar. He was, without a doubt, one of the most remarkable men that ever walked the face of this Earth. And this is the story of his life. The Life and Times of Alexander the Great The story of Alexander the Great is one of courage, genius, and great accomplishment; but it is also somewhat of a bittersweet one, ending with his tragic death during the prime of his life, at thirty-two. Alexander was born to Philip II of Macedon and Olympias, his principal wife, in 356 BCE, mpic Games. Just three years earlier, Philip had ascended to the throne after the death of his older brother, Perdikkas1, and named the city of Philipi after himself. Shortly thereafter, at the age of twenty, he met Olympias at a religious ceremony on the island of Samothrace. Olympias was of the Mystery Religions, and... ... Alexander had at last learned his lesson and began trusting Philip. Philip, though had finally had enough of Ptolemy and the rest of Alexander's friends meddling in Alexander's business, and exiled them from Macedonia "sine die". In Alexander's twentieth year, Philip was ready to begin his conquest of Persia and Asia Minor, but first he had to cement Epeiros's allegiance to him by marrying off Cleopatra (his only daughter from Olympias) to King Alexander of Epeiros. At daybreak the wedding procession began. Twelve of the Greek deities led the procession with Philip following close behind. A man posing as a guard gained access to Philip's entourage and stabbed Philip in the side before anyone could stop him. This man, later identified as Pausanias, had a horse prepared for a quick departure, but as fate would have it, he tripped over a bush, and was transfixed with a spear before he was able to rise to his feet. But there was no helping Philip- he was quite dead. Alexander was a firm believer in the saying, "The king is dead,

Every Child A Reader Program (ECARP) Essay

Goals Activity/ies Target Venue Participants Budget Allocation Funding Source Improve reading and numeracy skills of grades 1 – 3 pupils following the revised K to 12 program; Strengthen teachers’ capacity to teach and assess reading and numeracy skills effectively; Strengthen school heads basic literacy and numeracy skills as instructional managers, supervisors; Improve management and administration of  the program (includes planning, operations, sharing and implementing best practices (including action research), monitoring and networking). Set reading and numeracy standards; and  Establish a reading and numeracy program and a sustainable professional development system. Mentoring / Learning Partnership by division or by cluster following the Department of Education Model to Enhance Teaching and Learning Selection of Division School Mentors/Learning Partners (1 grade I teacher per school Direct training of mentors/ Learning partners with all Division School Administrators Trained at least 1 grade 1 teacher per school who will serve as the Learning Partner (Mentor) Region III 6,421/50 – 129 DepEd RO3 Conference Hall All Division Education Program Specialist for Mother Tongue, Filipino and English School Manager of the Selected School 1 Teacher/Mentor/Learning Partner 80% 0f the 1.1M 880,000.00/20 divisions= 44,000.00 training assistance per division Or 880,000/5 Clusters= 176,000.00 (Trainings shall be conducted by the Regional Office) ECARP funds On-the-Ground Mentoring/ Learning Partnership SLAC/ DisLAC to discuss, address, and plan the following: 1. Issues and Concerns in Teaching Reading 2. Reading Lesson Plans 3. Development of Teaching/Learning Materials Monitoring and Evaluation Provision of additional technical assistance Respective divisions All Division Education Program Specialist for Mother Tongue, Filipino and English School Manager of the Selected School 1 Teacher/Mentor/Learning Partner 20% of the 1.1M 220,000.00 (support to School-based Mentoring/Learning Partnership Program – SLAC) Ecarp Funds Total Budget Allocation 1.1 Million

“I Wandered Lonely as a Cloud” by William Wordsworth Essay

For my second test I choose the poem â€Å"I Wandered Lonely as a Cloud† by William Wordsworth because I like the imagery in it of the dancing daffodils. After reading the poem many times I had realized that most of this imagery is produced by the many metaphors and similes. In the first line, Wordsworth says â€Å"I wandered lonely as a cloud.† This is a simile comparing the wondering of a man to a cloud drifting through the sky. I think that the wandering cloud is lonely because there is nothing else that high in the sky besides it. It can pass by unnoticed, touching nothing. Also, the image of a cloud brings to mind a carefree sort of wandering. The cloud is not bound by any barriers and can go wherever the impulse of the wind might take it. The next line of poem says â€Å"I saw a crowd, a host, of golden daffodils.† Here Wordsworth is using a metaphor to compare the daffodils to a crowd of people and a host of angels. The word crowd brings to mind an image of the daffodils grouped together and being amongst one another. The word host makes them seem like their golden petals are shimmering like golden halos on angels. It is interesting to note that daffodils do have a circular rim of petals in the middle that could look like a halo. Later in the poem Wordsworth uses another simile, saying the dancing of daffodils in the wind is â€Å"continuous as the stars that shine and twinkle on the Milky Way.† This line creates the image of the wind blowing the tops of random daffodils up and down in a haphazard matter, so they appear to twinkle momentarily as their faces catch the sun. This goes along with the next metaphor of the daffodils â€Å"tossing their heads in sprightly dance.† It is also interesting how the first image of the wandering cloud contrasts sharply with the second image of the dancing daffodils. The cloud drifts in solitude slowly and placidly across the sky, whereas the daffodils hurry to and from in a lively way. This contrast seems to show that looking at the daffodils made the author feel better than he did before and that they in fact helped cheered him up. This idea is supported by the last line of poem, where he says his heart â€Å"with pleasure fills, and dances with the daffodils† suggesting that’s how he feels whenever he thinks of the daffodils. The speaker says that, wandering like a cloud floating above hills and valleys, he encountered a field of daffodils beside a lake. The dancing, fluttering flowers stretched endlessly along the shore, and though the waves of the lake danced beside the flowers, the daffodils outdid the water in glee. The speaker says that a poet could not help but be happy in such a joyful company of flowers. He says that he stared and stared, but did not realize what wealth the scene would bring him. For now, whenever he feels â€Å"vacant† the memory flashes upon â€Å"that inward eye. That is the bliss of loneliness,† and his heart fills with pleasure, â€Å"and dances with the daffodils.† This simple poem revisits the familiar subjects of nature and memory, this time with a particularly musical expressiveness. The plot is extremely simple, that shows the poet’s wandering and his discovery of a field of daffodils by a lake, the memory of which pleases him and comforts him when he is lonely, bored, or restless. The speaker is metaphorically compared to a natural object, a cloud and the daffodils are continually personified as human beings, dancing and â€Å"tossing their heads† in â€Å"a crowd.† The four six-line stanzas of this poem follow a quatrain couplet rhyme scheme ABABCC. Each line is metered in iambic tetrameter. This poem had great use of imagery which correlated and was shown by using similes and metaphors. The imagery Wordsworth uses is very influential, and made me feel as though I to was there to see the breathtaking sight of the daffodils. In conclusion I really liked this poem. The poems we had read before were not this rhythmic and pleasant to the ear. This poem sounded to me like a song. Overall this poem is very peaceful and gives off a feeling of tranquility. It is about a man confronting external nature and how with his imagination it can fulfill him. His creativity seems to be encouraged by the nature around him. I believe that the main theme of this poem was nature and the tone used was serious. The occasion was him remembering the sight of nature the daffodils and the â€Å"lonely cloud.† He is in a way showing us how he likes to reflect on nature and use it as an inspiration.

Getting the Gold †Scholarship Essay

Getting the Gold – Scholarship Essay Free Online Research Papers As the crowd cheered for me, my heart beats we anticipation, waiting in wanting the gun to the sound. The race hasnt started but i am already sweating. A drop of sweat falls for the ground, as its falling I think about how much pressure is on this race. I have trained hard for this moment in the Olympics, and id feel tremendous pain if I lost. Drip my sweat hits the hot ground and everything sounds like it’s in slow motion. Get ready set go..bang! the gun sounds and my heart feels like its now out of my body and onto the track. My first foot leaves the blocks followed by my second. I think about how I must push my self if I want to win. As I take my second stride I see my coach in my head screaming and screaming and yelling and yelling at me. go, go go he says. As I turn to see if any one is next to me, I see my coach, nothing like when I am practicing, but calm as ever, as if he knows I am going to win. He just stood there waiting, watching with this blank look on his face as if hes just there looking at a ghost run. No emotions, no sweat, not a hint of worry. This gave me confidence. I knew that I was the best in the world, I know that no one in the race could match the strength and the will that I had as an athlete, as I got ready to explode on my third stride I totally forgot where I was. I saw my self as a child again, running down the country roads of Texas. Those were the days, I told myself, and I would be an Olympian. Playing tag and racing to the lake, for most kids was just fun, but for me it was my way of testing and training myself for the future. I always knew that one day id be here, representing my country in the best way I knew how. This was my life long ambition. The goal I have waited years to accomplish. Years I have trained, just to race one race that takes less than 15 seconds. A price to pay for the goal. As I remember where I am, I feel my muscles in my body tightening, as if there going to pop. As I lunge for the tape I notice an opponent catching up to me on the right side. And as he was going faster I was going slower. My thoughts were all scrambled my body felt the urge to fight pain and take the lead. As I got closer to the tape I noticed how close my opponent was to me, I couldn’t loose. My thoughts were running wild; I knew I had to concentrate if I wanted to win. I took a deep breathe and pushed myself as hard as I could. I stretched my neck as far as I could andand. I broke a world record by 2.36 seconds. My heart wasn’t on the track anymore; it was in space some where. I didn’t really think about anything, I just walked off the track and sat down. After 4 events it finally hit me that I not only broke a world record, I got the gold. Research Papers on Getting the Gold - Scholarship EssayThe Hockey GameThe Spring and Autumn19 Century Society: A Deeply Divided EraThe Masque of the Red Death Room meaningsHonest Iagos Truth through DeceptionWhere Wild and West MeetUnreasonable Searches and SeizuresPersonal Experience with Teen PregnancyThe Effects of Illegal ImmigrationHip-Hop is Art

Explore the extent to which personality traits explain student preferences for specific learning approaches and teaching modalities The WritePass Journal

Explore the extent to which personality traits explain student preferences for specific learning approaches and teaching modalities Review of the Literature Explore the extent to which personality traits explain student preferences for specific learning approaches and teaching modalities Review of the Literature  1.1 Introduction1.2 Learning Approaches1.3 Personality Teaching ModalitiesBibliographyRelated Review of the Literature   1.1 Introduction To learn more about education and to be able to improve the system to best provide for the individual needs of its learners, this study aims to investigate the link between an individual’s personality and their preferred learning style and teaching modality. There is a shortage of current research on how a student’s personality influences their learning style and preferred teaching modality. There is however, a large body of research that analyses the relationship between personality and learning. Curry (1983) describes learning as a future focused process that involves adaptation of constructs to bring about a change in an individual’s cognitive, practical, affective, social or moral skills which can be observable as a change in behaviour. The learning approach of an individual reflects the way in which they go about the process of learning with regard to their chosen setting, their internal goals, treatment of information, and desire to succeed. Understanding the motives for these individual differences in ways of learning and how this may apply to disparities in achievement has always been a concern for those studying educational practice. Teaching modalities refer to the way in which information is delivered to the student, and the learning environment that is created by the teacher. Higher Education employs several teaching modalities, including traditional lectures, small tutorial groups and one-to-one mentoring. Teaching modalities can vary as a product of the subject being taught, assessment criteria, and the individual preferences of lecturers, who may emphasise more theoretical or more practical approaches, or a combination of the two (Chamorro-Premuzic, Furnham Lewis, 2007; Chamorro-Premuzic, Furnam, Dissout Heaven, 2005). Despite this large scope for variability, there is little research into students’ preferences for different teaching modalities, especially into what factors contribute to these preferences. Fielder (1993) suggested that for the most effective teaching, a variety of approaches to teaching should be recruited in order to appeal to the different learning styles and personalities of the students. This hypothesis is supported by a study showing that a variety of teaching modalities was beneficial in engaging more individual learning styles (Dunn Dunn, 1979). Whilst there has been debate surrounding whether there is a scientific basis for learning styles (Curry, 1983; Pashler et al., 2009), this evidence appears to highlight their relevance to teaching. The large variation in teaching style, learning approach and academic performance poses several questions. Does student personality and their preferred learning approach account for preference of certain teaching modalities? What is the relationship between personality and an individual’s learning approach? It is therefore important to ask, are certain learning approaches suited to specific teaching modalities? The following hypotheses will be tested to investigate the relationship between student personality, preferred learning approach and preferred teaching modality (a) There is a significant relationship between certain personality characteristics and learning approaches. OR Is there a relationship between student personality traits and preferred learning approach? (b) There is a significant relationship between student personality traits and their preferred teaching modality. OR Is there a relationship between student personality traits and their preferred teaching modality? (c) There is a significant relationship between students’ preferred learning approaches and their preferences for teaching modalities OR Is there a relationship between students’ preferred learning approaches and their preferred teaching modality? 1.2 Learning Approaches Recent research has emphasised the important contribution of students’ learning approaches as determinants of how much knowledge they acquire, and how this translates into academic performance (Duff, 2003; Duff, Boyle, Dunleavy, 2004). In a series of investigations, Biggs (1987, 1992) conceptualised three major learning approaches to classify the way students approach their learning. These were classified as ‘deep’ surface’ and ‘achieving’. A deep approach to learning is characterised by intrinsic motivation, engagement with subject matter, and the desire to learn more detail and thoroughly understand the subject. Deep learners will aim to make the content of a lesson meaningful and develop a thorough understanding. Conversely, students who adopt a surface approach to learning show less interest in the task, avoid any challenging activities, and aim to pass exams rather than enhance their understanding. These students tend to receive informati on superficially and memorise isolated and unrelated facts (Biggs Tang, 2007). The achieving approach to learning is characterised by goal-oriented study strategies; based on competition between other students and ego enhancement. This approach lends to students that are motivated by the desire to achieve the top grades regardless of whether they find interest in the task at hand (Biggs, 1987; 1988). Biggs (1987) further divided each of the ‘deep’, ‘surface’ and ‘achieving’ approaches into ‘motive ‘ and ‘strategy’ as student goals may differ from the ways that these students go about achieving them. Previous research shows support for a direct relationship between student personality characteristics and student’s learning approaches (Zhang, 2003; Disth, 2003;). Zhang (2003) indicated that there are positive relationships between extraversion and surface learning, and between agreeableness and surface learning. This finding is supported in a study by Duff et al. (2004), who demonstrated a positive relationship between extraversion and a deep learning approach.   Additionally, individuals with conscientious and open personalities have been shown desire to develop deep learning strategies (Zhang, 2003) and those showing strong openness to experience have shown less propensity to being surface learners. Literature has examined several models of learning styles and proposed criticisms of such tools that purport to measure learning styles. One such tool is the Kolb Experiential Learning Model (ELM) (Kolb, 1976). Kolb’s ELM has received criticism that it is neither valid nor reliable, which has detrimental implications for education that could be if employed (Bergsteiner, Avery Neumann, 2010; Geiger, Boyle Pinto, 1993). However, an alternative model, the Learning Styles Questionnaire (LSQ) (Honey Mumford, 1992) has shown good test-retest reliability. Critics have suggested limitations to the LSQ, suggesting that the tool is useful for those students already interested in a particular career choice and would not be reliable enough for students attending non-vocational courses (Reynolds, 1997). Although there has been a debate as to the scientific basis of learning styles (Curry, 1983, Pashler et al., 2009), studies in the literature have provided irrefutable evidence that learning approaches and personality traits are strongly related. It may also be possible to infer that learning approaches have a distinctive value in explaining human behaviour, as learning is such a pervasive feature of being. This is supported by research from Busato, Prins, Elshout and Hamaker (2000), who assert that a learning styles inventory has a diagnostic value for identifying both strengths and weaknesses in the individual study behaviour of students. The present study will explore the extent to which personality and learning styles influence preferred teaching modalities. 1.3 Personality   The discovery of the â€Å"big five personality traits† can be interpreted as one of the major accomplishments of psychology in the twentieth century. These traits are agreeableness, conscientiousness, culture, emotional stability (versus neuroticism) and extraversion (Goldberg, 1990). Tokar (1995) proposed that the five-factor model is the one of the most â€Å"prominent and heuristic models of personality structure†. Several studies support Tokar’s view finding that the personality traits of the big five model accounts for a large amount of the variability in personality (Goldberg, 1993; Taylor McDonald, 1999). McCrae and Costa (1995a) acknowledge that personality has many other dimensions, proposing their ‘Model of Person,’ which uses the term ‘characteristic adaptation’ to explain personality traits that are not fundamental characteristics described by the big factor five. These characteristics adaptations are proposed to develop over time and are influenced by environment and experience, yet mediated by personality traits. These include characteristics such as habits and attitudes. The learning approach construct may well be one of such characteristic adaptation. This has been emphasised by a large research base into personality and how it is influences by a variety of variables. These include intellectual satisfaction, student self-esteem, teachers’ perceptions of their control over their students, teaching effectiveness and course type (Lieberman, Stroup-Bernham, Peel, 1998; McCaffrey, 1996; Parker, 1997; Rimmer, 1997). Additionally the role and influence of thinking styles has been addressed (Zhang Huang, 2001; Zhang, 2000a; Zhang 2000b). This emphasises the many possible influences that may be at work on the development of one’s learning approach. The work of Costa McCrae (1985-1992) has been successful in accommodating the big five personality constructs already assessed by Biggs (1987) and Eysenck (1975). They investigated the NEO Five-Factor Inventory and found that it was able to reliably assess the five personality dimensions. Other research into this inventory showed that it provided both good internal validity (Holden; 1994; Furnham 1996) and external validity using Holland’s (1994) Self Directed Search (Tokar Swanson, 1995; Fuller, Holland Johnson, 1999). This is all suggestive that these five predominant characteristics are reliable, replicable and representative of distinct traits. Neuroticism (N) at the extreme end of the scale may be characterised by anxiety nervousness and emotional lability. Individuals high on the N scale tend to have a pessimistic outlook and experience negative feelings that include emotional instability, guilt, embarrassment, and low self-esteem. The extraversion (E) subscale tends to be associated with the sociable and assertive individuals who prefer to work in a team with other people. Openness to Experience (O) is characterised by preference for variety, openness to change and variety, active imagination and independence of judgement. Additionally, people who score high on the O scale tend to be less conservative and traditional, however they also value and respect other people’s beliefs and conventions. Individuals scoring high on the culture (C) scale are characterised as being strong-willed, responsive and trustworthy with a strong sense of purpose. They also tend to be focused on task and goal outcome and are achievement oriented (Goldberg, 1990). Murray-Harvey (1994) observed that some descriptions of learning approaches are best formulated in terms of individual personality. For example, Shabolt (1978) demonstrated that those showing introverted or neurotic personality traits performed in conditions of structured teaching than when exposed to unstructured teaching methods. Eysenck (1978) also noted that personality and learning are closely linked, finding that extroverts tend to socialise during learning periods, are easily distracted from academic work and find concentration more difficult. Eysenck (1978) also postulated that those showing the neuroticism trait tend to let nerves interfere with their work. Furnham (1992) expanded this work, using the Eysenck Personality Questionnaire (EPQ) (Eysenck Eysenck, 1975; 1991) and the Learning Styles Questionnaire (Honey Mumford, 1992). Findings revealed that all elements of learning style were related to at least one of the elements of the personality traits, suggesting an inext ricable link between the two. Furthering this hypothesis, Jackson and Lawtey-Jones (1996) found evidence for a reversal of the relationship, finding that whilst learning styles could be fully explained by personality scales, additionally, all learning styles correlated significantly with at least one personality trait. Furnham (1992) however, suggested that an individual’s learning approach may be interpreted as a derivative of personality rather than a separate entity. Findings from Zhang (2003) strongly suggest reason for further research into the field of personality and learning, finding that the two are related, but are individual constructs (reporting a quarter overlap), whereas Duff et. al. (2004) report an even greater relationship between learning approaches and personality traits. Duff (2004) and Zhang (2003) reported similar associations between openness and a deep approach to learning and neuroticism and surface approach. Extroverts were proposed to adopt a surface approach (Zhang, 2003), however Duff et al. (2004) found that agreeableness purported a surface approach. Furthering this, one may deduce that learning approaches act as indirect influences of personality traits on learning success. This may be highlighted by some personality traits being more strongly related to some learning approaches than others. These mediating factors may be identified through the consideration of how an individual may adapt their behaviour to suit their personality. For example, the surface approach, which accounts for a potential of failure and comparison with others, is related to neuroticism, and openness, which is associated with curiosity, imagination, and intellectual values, is related to the deep approach. Again, the personality trait of conscientiousness is reflected in the thorough nature of the deep approach. Other research highlights that it is a variety of personality traits that are associated with each learning approach and that there is not a single distinct contributing trait per approach (Diseth, 2003). There are arguments to suggest a dubious link between personality traits and learning approaches, with belief that it cannot be modelled (Zhang Sternberg, 2006) due to the dubious nature of learning approaches. Despite this resistance, others authors have found evidence and argument that the learning approach concept is associated strongly with personality (Furnham, 1992; Gelade 2002; Jackson and Lawty-Jones, 1996). Messick (1994) proposed that learning approaches, when in conjunction with other influence and constructs can be seen to provide a metaphorical bridge between cognition and personality. This implies that learning approaches can act as mediators in bringing learning material to the individual and making it relevant. The connection between personality and learning approach has been under investigation for many years (Jung 1921; Myers Briggs, 1962), which highlights the importance that has been placed on the understanding of this construct. Information on the relationship between personality and learning approaches allows for insight into the motivations and strategies that may be used by individuals when learning from a very young age. This will be especially useful for those personality traits that show persist throughout life, and will enable tailoring of education and learning advice appropriately. Additionally, it is important to know if personality and learning approaches are distinct psychological constructs and if so whether these can account for students’ teaching preferences. This is important as teaching methods are a strong influence on students’ learning and, in turn, their academic performance. Teaching Modalities Fischer Fischer (1979) define teaching style as a â€Å"pervasive way of approaching learners that might be consistent with several methods of teaching†. Conversely, Conti (1989) argued that teaching style is less pervasive, suggesting that it a construct of the personal characteristics and qualities of the teacher and remains consistent in various situations. Knowles (1970) emphasised the importance of teaching style on the learning experience, asserting that â€Å"the behaviour of the teacher influences the character of the learning climate more than any other single factor†. Teaching itself has been suggested to consist of an instructor’s personal behaviour and the media used to transmit or retrieve data to or from the learner (Gregorc, 1982). The success of teaching style and the accomplishment this data transmission and retrieval may depend largely on matching. Matching is defined in terms of a compatibility of the environment and the interactive effects of the person (Hunt 1979). Early studies carried in the US such as that by Simon (1987) aimed to determine the relationship between students’ preferred learning approaches and their preferred teaching styles of college tutors. He administered the Cranfield Learning styles inventory to 4,000 students. His studies revealed that students indicated a preference for fewer lectures and a more hands on experience. Students showed preference for less faculty directed learning and more student independence, also preferring peer and instructor affiliation. Implications from this study were that instructors should decrease the number of lectures in favour for an increase direct experience where students become more involved in the course and programme direction. One of the strongest measures of learning success is academic achievement (Zimmerman, 1990), therefore the success of learning approaches and teaching modalities may be assessed through individual performance. Personality type has been shown to be a predictor of academic performance, with those with conscientious personality types achieving academic success across a range of subjects (Busato et al. 2000). Additionally, Lieberman, Stroup-Benham and Peel (1998) found that conscientiousness, agreeableness and extraversion correlated with intellectual satisfaction at medical school. When considering this relationship, it is important to consider the influences that personality type has on learning approach and how much this may contribute to the outcome of academic success. There have been many further studies relating to personality and academic achievement, which as discussed above is likely mediated through learning style, however there is an absence of research investigating the infl uence of teaching modalities. Current studies pertaining to academic achievement, learning approaches and teaching modalities found that students whose preferred learning approaches matched with their teacher’s preferred teaching modality received higher grades than those whose did not match (Mathews 1995; Rains, 1978; Hunter 1979). This highlights the importance of matching and concordance between student and teacher. This is supported by research suggesting that teaching modalities and students’ learning approaches interact to affect student learning (Saracho, 1990; Saracho Spodek, 1994; Taylor, 1994; Wentura, 1985). The current research base would be greatly improved by further investigation into the relationship between learning approaches and students’ preferred teaching styles, especially how these are both mediated by the individual student’s personality. Recent research carried out by Furnham (1996) begins to explore this avenue. 221 students took the Neo Five-Factor Personality Inventory, were assessed on their learning approaches and also their preferred teaching modalities. Personality trait correlated with learning approach, and both of these individually had an effect on preference for certain teaching modalities. The study employed Marton and Saljo’s (1976) strategy to assess teaching modalities and covered students’ approaches, styles, motivations and study methods (Entwistle Ramsden, 1983; Entwistle, 1997). Conclusions were that emotional stability, agreeableness, and deep learning approaches were associated with preference for interactive teaching and lessons. These personality traits were also negatively related learning via a surface approach. Findings showed that those with a preference for interactive teaching were likely to have a personality which combined emotional stability and agreeableness, and these students would prefer a deep learning approach. Bibliography Bergsteiner, H., Avery, G. C., Neuman, R. (2010) Kolb’s experiential learning model: critique from a modelling perspective. Studies in Continuing Education, 32 (1), 29-46. Biggs, J. B. (1988) Assessing students approach to learning. Australian Psychologist, 23 (2), 197-206. Biggs, J. B. (1987) student approaches to learning and studying. Hawthorn. Australian Council for Educational research. Busato, V.V., Prins, F J., Elshout, J.J., Haymaker, C. (2000) Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29, 1057-1068. Chamorro-Premuzic, T.,Furnahm A., Lewis, M. (2007)Personality and approaches to learning predict preferences for different teaching methods. Learning and individual differences, 17, 241-250. Chamorro-Premuzic, T., Furnham, A., Dissout, G., Heaven. P. (2005) Personality and preference for academic assessment. A study with Australian university students. Learning and Individual Differences, 15 (4), 247-256. Conti, G. J. (1989) Assessing Teaching Style in Continuing Education. New Directions For Continuing Education. San Francisco: Jossey-Bass. Costa, P. T., Jr., McCrae, R. R. (1992) Revised EO Personality Inventory (NEO-PI-R) and NEO Five-factor Inventory (NEO-FFI): Professional manual. Odessa, FL: Psychological Assessment Resources Inc., Costa, P.T., McCrae, R.R. (1992) The NEO PI/EO-FFI manual. Odessa, FL: psychological Assessment Resources. Curry, L. (1983) An Organisation of learning styles theory and constructs. Paper presented at the annual meeting of the American Educational Research Association Quebec. Diseth, A. (2003) Personality and approaches to learning as predictors of academic achievement. European Journal of Psychology, 17, 143-155. Duff, A. (2004) The role of cognitive learning styles in accounting education. Journal of Accounting Education. 22, 29-52. Duff, A. (2003) Quality of Learning on a MBA programme. The Impact of approaches to learning on academic performance. Personality and Individual Differences. Educational psychology, 23 (2), 123-139. Duff, A. Boyle, E., Dunleavy, J. F. (2004) The relationship between personality, approach to learning on academic performance. Personality and Individual Differences, 36, 1907-1920. Dunn, R. S., Dunn, K. J. (1979) Learning styles/teaching styles: Should they : : : can they : : : be matched? Educational Leadership, 36, 238–244. Entwistle, N. (1981) Styles of teaching and learning; an integrated outline of educational psychology for students. Teachers and lecturers. New York. NY: John Wiley Sons. Entwistle, N. J. (1997) The Approaches to Study skills Inventory for Students (ASSIST). Edinburgh: Centre for Research on Learning and Instruction. Eysenck, H. J. (1978) The development of personality and its relation to learning. In S. Murray-Smith (Ed). Melbourne studies in education. Australia: Melbourne University Press. Eysenck, H. J., Eysenck, S.B. (1975) Manual of the Eysenck Personality Questionnaire. London: Hodder and Stoughton. Eysenck, H. J. Eysenck, S.B. (1991) Manual of the Personality Scales. London: Hodder and Stoughton. Fischer, B. B., Fischer, L. (1979) Styles in teaching and learning. Educational Leadership, 36, 245-254. Furnam, A. (1996) The FIRO-B the learning style Questionnaire and the Five Factor Model. Journal of Social Behaviour and Personality, 11, 285-299. Furnham, A. (1992) Personality and learning Style; a study of three instruments.   Personality and Individual Differences, 13, 429-438. Geiger, M. A., Boyle, E. J., Pinto, J. (1993) An examination of ipsative and normative versions of Kolb’s revised Learning Styles Inventory. Educational and Psychological Measurements, 53, 717-726. Gelade, G. A. (2002) Creative style, personality and artistic endeavour. Social and general Psychology Monograph, 128(3), 213-234. Goldberg, L. R. (1990) An alternative description to personality: The big five structure. Journal of Psychology and Social Psychology. Gregorc, A. F. (1982) Gregorc style delineator: Development technical and administrative manual. Columbia: Gregorc Associates. Holland, J. L. (1994) Self-directed search. Odessa, FL; psychological Assessment Resources. Honey, P., Mumford, A. (1992) the manual of learning styles. Maidenhead: Peter Honey. Hunt, D. E. (1979) Learning style and student needs: An introduction to conceptual level. In J. W. Keefe (Ed.), Student learning styles: Diagnosing and prescribing programs. 27-38. Reston, VA: National Association of Secondary School Principals. Hunter, W. E. (1979) Relationships between learning styles, grades, and student rating of instruction. Columbia, MO: Department of Higher and Adult Education. Jackson, C., Lawtey-Jones, M. (1996) Explaining the overlap between personality and learning styles. Personality and Individual differences, 20 (3) 293-300. Jung, C, G. (1921) Psychological Types. NJ: Princeton University Press. Knowles, M. (1970) Andragogy: An emerging technology for adult learning. The Modern Practice of Adult Education. Association Press: New York. Kolb, D. A. (1976) Learning style inventory: technical manual. Boston, MA: McBer 7 Company. Lieberman, S. A., Stroup-Bernham. C. A.,   Peel, J. L. (1998) Predictors of intellectual satisfaction in medical school: sociodemographic, cognitive and personality. Academic Medicine, 73 (10), S44-S46. Marton, F., Saljo, R. (1976) on qualative differences in learning 11: Outcome as a function of the learners conception of the task. British Journal of Educational psychology, 46, 115-127. Matthews, D. B. (1995) An investigation of the learning styles of students at selected postsecondary and secondary institutions in South Carolina. Research Bulletin, 60, 1-151. Mccaffrey, J. D. Jr. (1996) Instructor personality, course type and teaching effectiveness in Higher Education. Humanities and social Sciences, 56(9A), 3472. McCrae, R.R.   Costa, P.T. (1995) Trait explanations in personality psychology. European Journal of Psychology, 9, 231-252. Myers, I. B., Briggs, K. C. (1962) Myers-Briggs indicator. C.A: Consulting Psychologists Press Inc. Parker, W.D. (1997) a validation of the five-factor model of personality in academically talented youth across observers and instruments. Personality and Individual Differences. 25(6), 1005-1025. Raines, R. H. (1978) A comparative analysis of learning styles and teaching styles of mathematics students and instructors. Unpublished doctoral dissertation, Nova University, Ft. Lauderdale, FL. Reynolds, M. (1997) Learning Styles: a critique. Management Learning, 28, 115-133. Rimmer, R. J. (1997) Personality and teachers’ student control ideology. Dissertation Abstracts International- Section A: Humanities and Social Sciences, 57 (11A), 4617. Steinberg, R. J. (1997) thinking styles. New York: Cambridge University Press. Saracho, O. N. (1990) The match and mismatch of teachers and students cognitive styles. Early Child Development and Care, 54, 99-109. Saracho, O. N., Spodek, B. (1994) Matching preschool childrens and teachers cognitive styles. Perceptual and Motor Skills, 78, 683-689. Simon, W. (1987) Public school teaching: an alternative. Science 235 (4786), 267. Taylor, A. L. (1994) The relationship between graduate students growth in learning (self-perceived) and the match between their preferred and experienced methods of teaching. Dissertation Abstracts International (Section A): Humanities and Social Sciences, 54 (7A): 2423. Tokar, D. (1995) Evaluation and correspondence between Holland’s vocational personality typology and the five-factor model. Dissertation Abstracts International, 55 (9B) 4217. Tokar, D, M., Swanson, J. L. (1995) Evaluation of the correspondence between Holland’s vocational personality typology and the five-factor model of personality. Journal of Vocational Behaviour, 46 91) 89-108. Wentura, D. F. (1985) The effects of matching teaching styles and learning styles on student performance in university classes. Dissertation Abstracts International, 46 (3A): 605. Witcher, A. E., Onwuegbuzie, A. J., Minor, L. C. (2001). Characteristics of effective teachers: Perceptions of preservice teachers. Research in the Schools, 8, 45-57. Zhang, L. F. (2003) Does the big five predict learning approaches? Personality and Individual differences, 34, 1431-1445. Zhang, L. F. (2000a) University students’ learning approaches in three cultures: an investigation of the Bigg’s 3P model. The Journal of psychology, 134 (1), 37-55. Zhang, L. F. (2000b) are thinking styles and personalities related? Educational Psychology, 20 (3), 271283. Zhang, L. F. Steinberg, R. (2006) the nature of intellectual styles. London: Lawrence Erlbaum. Zhang, L. F. (2002) Thinking styles and the Big Five Personality Traits. Educational psychology, 22 (1), 17-31. Zimmerman, B. J. (1996) Enhancing student academic and health functioning: A self regulatory perspective. School Psychology Quarterly, 11 (1), 47.

Nutrients as Major Water Pollutants

Nutrients as Major Water Pollutants According to the Environmental Protection Agency, over half of the nation’s streams and rivers are polluted, and of those, 19% are impaired by the presence of excess nutrients. What Is Nutrient Pollution? The term nutrient refers to sources of nourishment supporting organism growth. In the context of water pollution, nutrients generally consist of phosphorus and nitrogen which algae and aquatic plants use to grow and proliferate. Nitrogen is present in abundance in the atmosphere, but not in a form that is available to most living things. When nitrogen is in the form of ammonia, nitrite, or nitrate, however, it can be used by many bacteria, algae, and plants (heres a nitrogen cycle refresher). Generally, it is the overabundance of nitrates that causes environmental problems. What Causes Nutrient Pollution? Some common agricultural practices lead to excess nutrients in water bodies. Phosphorus and nitrates are important components of the fertilizers used in agricultural fields – they are present in both synthetic fertilizers and natural ones like manures. If the crops do not pick up all of the fertilizer applied, or if rain has a chance to wash it away before they are absorbed by plants, the excess fertilizer is flushed into streams. Another major source of nutrients also comes from the way agricultural fields are only used seasonally. Most crops are present in the fields over a relatively short growing season, and the rest of the year the soil is left exposed to the elements. Meanwhile soil bacteria is feasting on decaying roots and plant debris, releasing nitrates. Not only do bare fields cause sediment pollution, but this practice allows the massive release and washing away of nitrates.Sewage can carries nutrients to streams and water. Septic systems, especially if older or im properly maintained, can leak into streams or lakes. Households connected to municipal sewer systems also contribute to nutrient pollution. Wastewater treatment plants sometimes function improperly, and are periodically overwhelmed during heavy rain events and release sewage into rivers. Stormwater. Rain falling in urban or suburban areas picks up nutrients from lawn fertilizer, pet waste, and various detergents (for example, the soap used to wash one’s car in the driveway). The stormwater is then canalized into municipal drainage systems and released into streams and rivers, loaded with phosphorus and nitrogen.Burning fossil fuels release nitrogen oxides and ammonia into the air, and when those are deposited in water, they can contribute significantly to the excess nutrient problem. Most problematic are coal-fired power plants and gas- or diesel-powered vehicles. What Environmental Effects Do Excess Nutrients Have? Excess nitrates and phosphorus encourage the growth of aquatic plants and algae. Nutrient-boosted algae growth leads to massive algae blooms, visible as a bright green, foul smelling sheen on the water’s surface. Some of the algae making up the blooms produce toxins that are dangerous to fish, wildlife, and humans. The blooms eventually die off, and their decomposition consumes a lot of dissolved oxygen, leaving waters with low oxygen concentrations. Invertebrates and fish are killed when oxygen levels dip too low. Some areas, called dead zones, are so low in oxygen that they become empty of most life. A notorious dead zone forms in the Gulf of Mexico every year due to agricultural runoff in the Mississippi River watershed. Human health can be affected directly, as nitrates in drinking water are toxic, especially to infants. People and pets can also become quite ill from exposure to toxic algae. Water treatment does not necessarily solve the problem, and can in fact create dangerous conditions when chlorine interacts with the algae and produces carcinogenic compounds. Â   Some Helpful Practices Cover crops and no-till farming protect agricultural fields and mobilize nutrients. The cover plants die out in winter, and the following growing season they give back those nutrients to the new crop.Maintaining well vegetated buffers around farm fields and next to streams allows plants to filter out nutrients before they enter the water.Keep septic systems in good working order, and conduct regular inspections.Consider your nutrient inputs from soaps and detergents, and reduce their use whenever possible.In your yard, slow the water runoff and allow it to be filtered by plants and soil. To accomplish this, establish rain gardens, keep drainage ditches well vegetated, and use rain barrels to harvest roof runoff.Consider using pervious pavement in your driveway. These surfaces are designed to let water percolate into the soil below, preventing runoff. For More Information Environmental Protection Agency. Nutrient Pollution.

System Analysis and Design Essay Example | Topics and Well Written Essays - 2500 words

System Analysis and Design - Essay Example With the use cases, UML enables us to study existing objects to see if they can be reused or adapted for new uses, and to define new or modified objects that will be combined with existing objects into a useful business computing application. This identification objects within the systems environment, and the relationships between those objects makes the drawing of the diagrams much faster and easier. For example, in our case we identify the objects (member), their data attributes (member no, firstname), associated behavior such as booking for a tennis court, and relationships which support the required business system functionality. Also we employ Use Case Modeling which is the process of identifying and modeling business events, who initiated them, and how the system responds to them. Another comparison comes in that SSADM adopts the Waterfall model of systems development, where each phase has to be completed and signed off before subsequent phases can begin while the use of UML the no phases of development are defined thus as long as the classes and objects are clearly identified any diagram can be drawn. Finally, SSADM uses three key techniques, namely Logical Data Modeling, Data Flow Modeling and Entity/Event Modeling. In all this modeling techniques we can use UML to produce the diagrams such as the data flow diagrams and entity relationship diagrams. The success of SSADM may lie in the fact that it does not rely on a single technique. Each of the three system models provides a different viewpoint of the same system, each of which are required to form a complete model of the system. Within SSADM each of the three techniques are cross-reference against each other to ensure the completeness and accuracy of the complete model Advantages of UML UML is window based thus it is easy to use The graphical user interface provides an interaction with the user reducing the time and effort UML helps software practitioners visualize their ideas and hence communicate and analyze them more effectively UML developed systems have reduced lifetime maintenance because of the aforementioned system quality improvements combined with better documentation Improved productivity (through automation of tasks and rapid application development) Disadvantages of UML Technical for business analysts Requires training for one to use UML With the use of UML key operational considerations are often overlooked Advantages of SSADM Appropriate for big systems such as government projects Good documentation i.e. it is document driven Systems produced are easy to maintain Consist of phases that are to be completed hence sequence and flow of modules is clear Feedback loops that ensure cohesiveness of a system being produced and also reduce errors Provide maximum management control Ensures that system requirements can be traced back to stated b/s needs Disadvantages of SSADM It is tedious User not able to visualize how the final product would look like Requirements process not well established Cannot accommodate new user

Case Study On A Patient With Necrotic Fasciitis Essay

Case Study On A Patient With Necrotic Fasciitis - Essay Example It spreads easily on the focal plane within the affected tissue. Depending on their origin, they can be categorized as poly or microbial. The monomicrobial infections occur due to group A streptococcus. It is common among the healthiest individuals, and those who historically experienced such cases such as trauma, intravenous drug, and surgery. Studies indicate that the post-operative necrotizing fasciitis accounts for twenty eight percent of all the other cases (Davis et al, 2008) . As noted by Chsn, Withey, and Butler (2006) 3 percent of wound infection occur as a result of a vein stripping, and saphenofemoral junction. Other studies showed that incidences of NF have increased and there occurance rate is thought to range between 0.4 to 0.53 each year in the U.S (Anaya & Dellinger, 2006). Worth noting, is the fact that both pre-existing co-morbidities, the young and healthy persons are affected. Various studies have explored this area, however, early diagnosis for a satisfactory tre atment is still a challenge (Balaji, 2008; Anaya & Dellinger, 2006; Cha & Falanga, 2007). With a view to close up this gap, this paper explores the case study of a twenty one year old woman with a history of Knee trivial injury (Diagram 1). The patient was first treated and admitted for septic arthritis. It was followed by diagnosing her with necrotizing fasciitis, which was treated successfully. Background information. NF or the Necrotizing fasciitis involves a soft tissue severe infection reported to rapidly progress into the human tissue (Balaji, 2008). The disease progresses into the subcutaneous and fascia tissues and in some cases can affect the skin and other muscles. From the 18th century, this rare infection has been identified by different names such as hospital gangrene, Foutnier’s gangrene, phagedena gangrenosum, and the Meleney’s gangrene (Ahn, Mulligan, & Salcido, 2008). Ahn, Mulligan, & Salcido, 2008), Anaya & Dellinger, 2006). This disease is common to individuals with immune systems that are compromised after some chronic illness. A good number of infections are as a result of organisms which can be found in the skin of an individual (Chan, Withey, & Butler, 2006). The disease occurs in those individuals having an apparent normal condition. It starts locally at the trauma site which could be minor, non-apparent, or even severe. The patients have been reported to have pain complaints, which may appear excessive even from the extern skin appearance. The patients, on the other hand, have been reported to display signs such as fever, inflammation, and tachycardia (Balaji, 2008. The Case study. A twenty one year old woman from an emergency department of a different hospital was referred to the orthopedic unit. The patient had no co-morbidities, and had a trivial injury history of her right knee. Accidentally, she hit his right knee to a wall some days back, thus sustaining an abrasion on the knee. She complained of pain on her knee th e following day hence being forced to stop working. The pain increased during the night, and was forced to attend the department of emergency the following day. She had been referred to the emergency unit with suspicions of cullulitis or sepatic arthritis. When she arrived, she had a systematically stable and a febrile though considerable pain. Her joint had reduced movements, but increased pain. The vascular and the neurological limb examinations of the patient were

CJM 321 CRIMINOLOGICAL THEORIES Essay Example | Topics and Well Written Essays - 5500 words

CJM 321 CRIMINOLOGICAL THEORIES - Essay Example because computers, mobile technologies, and the Internet are now being used to conduct cybercrimes, not to mention, deviant behaviors, such as cyberbullying, which can also lead to criminal activities. Clearly, the sources of criminality have spread and diversified to touch various aspects of human society which is why law enforcement is trying to find ways to respond to them using limited people, budget, and resources. Ensuring and preserving public safety is one of the top priorities of local governments and law enforcement agencies. People’s safety and the security of their properties are perceived as basic human rights and important to the community’s total quality of life (Plant & Scott, 2009, p.8). The main concern of the paper is to understand how law enforcement can provide the essentials for today’s communities. These essentials include crime-fighting though the police also performs other functions, such as aiding the movement of people and vehicles, helping those who cannot take care of themselves, such as the mentally ill, children, and the homeless, and resolving conflicts between individuals or groups. The paper explores the issues that have to be addressed to ensure â€Å"safety† for all, including discussing their obstacles and existing and potential solutions. The main issues to be addressed to ensure safety are crime prevention strategies that include pr evention of substance abuse that leads to crimes and accidents, gang crimes and organized ctimes, hate crimes, and terrorism. The selling, distribution, and use of drugs, including related drug crimes continue to create social problems for society. It does not help that, due to the globalization of technology and transportation, illegal drug business has expanded and become more resourceful in evading the detection of law enforcement. In 2007, law enforcement agencies across the U.S. made 1.8 million drug-related arrests (McElreath et al., 2013, p.11). In 2008, almost 100,000 inmates in

CSR of Costa Coffee Essay Example | Topics and Well Written Essays - 1250 words

CSR of Costa Coffee - Essay Example Costa coffee is an international coffeehouse corporation, which is based in Dunstable, UK. It is an entirely owned contributory of Whitebread and is the biggest coffeehouse chain in the UK and second-biggest in the world (Harford, 2012, P. 54). The company operates in 1175 channels, and as of January 2011, it was the biggest British channel in terms of stores. Globally, costa coffee operates in 442 outlets all over the world, in 28 nations. The company has introduced a brand known as costa express, which is formed by a coffee channel of self-service bars. After Whitbread acquired Coffee Nation, which is a procession of coffee machines, the nine hundred Coffee Nation machines will be substituted and re-named as costa Express. Costa coffee has acquired its roaster and hires the only three Italian superior Roasters in the United Kingdom. The mixture served in vend stores is called Mocha Italia and comprises of six sections Arabica beans and one section robusta beans (British Retail Cons ortium, 2006, P.1). The Costa Coffee product already has a first class ranking in all its market ventures. It is nearly the main profit giver of the corporation in the extensive markets of the United Kingdom. ... In addition, the strategies the company is using are questionable concerning if they provide more effectual results than other companies in terms of obtaining company name reputation (Enz, 2009, P.34). Corporate responsibility is an extremely crucial element for all businesses as it determines the reputation of a business and thus, profitability and development. It is indispensable for companies in food production to be socially responsible. This is because they are in a highly sensitive sector, which requires careful handling of both the products and customers. It is particularly valuable for companies in food production sectors, to ensure that they produce sufficient information concerning how they are socially responsible (Lury, 2011, P.17). The studies, undertaken by corporate social responsibility researchers have criticized the sustainability qualifications of Costa Coffee in areas such as recycling and waste. The study has shown that Costa Coffee gave most of its information, but did not offer a UK breakdown of its corporate social responsibility international report. The report discovered that Costa Coffee, which is possessed by Whitbread, operated better in its ventures but did not succeed in replying to requests for corporate social responsibility information. Costa Coffee also did not reveal information for its carbon tracks, but rather its environmental information is stated as section of the parent company (Lury, 204, P.37). Disclosing corporate social responsibility report is not only valuable for the purposes of fulfilling legal requirements, but also to increase customer confidence and reputation of the company. Costa Coffee customers and other potential customers are

Personal Development Plan for the Next Five Years Essay

Personal Development Plan for the Next Five Years - Essay Example ement) For my personal analysis, I used the Myers-Brigg personal indicator and the VARK learning styles assessment. Myers-Briggs assessed me as a INTJ, Introverted, focusing on my inner world, Intuitive, one who interprets and adds meaning to data, Thinking, one who depends on logic and consistency, and Judging, one who prefers things to be settledhttp://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/. The Myers-Brigg type indicator is based on C.G. Jung’s psychological character theory that classifies individuals by their introverted and extroverted attitudes as fundamental orientations to the subjective world around them (MacCrae & Costa, March 1989). Myers-Briggs used Jung as their starting point and created 16 types of attitudes and preferences to measure personality types. The MBTI measures our preference for 1) interacting with one another, 2) gathering information, 3) making decisions about what we experience, and 4) controlling ourselves and the world around us (Nicholson, 24 June 2011). Extroversion or Introversion(Energy Orientation)   According to Quenk,extroverts get their energy from the outer world of people and objects.(Quenk, 2009) Extroverts are social and outgoing, build attachments quickly and share ideas readily; introverts are personality opposites of extroverts. This type of personality is satisfied and feels energized when they spend a time alone or with a close friend.(Quenk,2009).According to Watkins,these type personalities think before they speak, are not always self-confident and are reserved and introspective(Watkins,1999).   According to my MBTI result I'm clearly the introverted personality type (84% introversion vs. 16% extroversion).The result of the first step was not surprising for me. I have been criticized many times about being introverted, but the significant way to analyze me is by giving an example about my friends and our meetings. As a friends group, we usually meet in numbers of three or four peop le and avoid activities that require interaction with other people. We prefer going to the cinema rather than talking in a pub. Even when we are giving a party we invite people that we know very well, rather than groups of strangers or classmates. According to these examples I am an introverted personality type.   Sensing and Intuition (Learning Process)   By Sensing we gather information using our five senses; Sensing is based on details of the environment surrounding us (Quenk,2009).Intuition is assimilation of ideas and theories by focusing less to the details in environment (Joyce). People who prefer sensing like problems with standard solutions, they are more realistic, practical and more interested in things happening (Bayne, 1997). Intuitive people are more futuristic, impatient to routine and they like to see the big picture (Bayne,1997).   Results of the MBTI showed that my learning style is more close to the intuitive type (intuition 74% vs. sensing 26%).   When I get bored from a book,to entertain myself I open the book at random and try to relate the events to one another then attempt to figure out the ending of the book. Sometimes I ignore details aboutan object and assign a metaphorical meaning to the story. I agree that I prefer intuition but I am questioning the high percentage that was portrayed in my evaluation. When I solve problems I

CSR of Costa Coffee Essay Example | Topics and Well Written Essays - 1250 words

CSR of Costa Coffee - Essay Example Costa coffee is an international coffeehouse corporation, which is based in Dunstable, UK. It is an entirely owned contributory of Whitebread and is the biggest coffeehouse chain in the UK and second-biggest in the world (Harford, 2012, P. 54). The company operates in 1175 channels, and as of January 2011, it was the biggest British channel in terms of stores. Globally, costa coffee operates in 442 outlets all over the world, in 28 nations. The company has introduced a brand known as costa express, which is formed by a coffee channel of self-service bars. After Whitbread acquired Coffee Nation, which is a procession of coffee machines, the nine hundred Coffee Nation machines will be substituted and re-named as costa Express. Costa coffee has acquired its roaster and hires the only three Italian superior Roasters in the United Kingdom. The mixture served in vend stores is called Mocha Italia and comprises of six sections Arabica beans and one section robusta beans (British Retail Cons ortium, 2006, P.1). The Costa Coffee product already has a first class ranking in all its market ventures. It is nearly the main profit giver of the corporation in the extensive markets of the United Kingdom. ... In addition, the strategies the company is using are questionable concerning if they provide more effectual results than other companies in terms of obtaining company name reputation (Enz, 2009, P.34). Corporate responsibility is an extremely crucial element for all businesses as it determines the reputation of a business and thus, profitability and development. It is indispensable for companies in food production to be socially responsible. This is because they are in a highly sensitive sector, which requires careful handling of both the products and customers. It is particularly valuable for companies in food production sectors, to ensure that they produce sufficient information concerning how they are socially responsible (Lury, 2011, P.17). The studies, undertaken by corporate social responsibility researchers have criticized the sustainability qualifications of Costa Coffee in areas such as recycling and waste. The study has shown that Costa Coffee gave most of its information, but did not offer a UK breakdown of its corporate social responsibility international report. The report discovered that Costa Coffee, which is possessed by Whitbread, operated better in its ventures but did not succeed in replying to requests for corporate social responsibility information. Costa Coffee also did not reveal information for its carbon tracks, but rather its environmental information is stated as section of the parent company (Lury, 204, P.37). Disclosing corporate social responsibility report is not only valuable for the purposes of fulfilling legal requirements, but also to increase customer confidence and reputation of the company. Costa Coffee customers and other potential customers are

Crime Case Study Example | Topics and Well Written Essays - 1500 words

Crime - Case Study Example In 1991, 35.7% of students in high school in the US were involved in physical fights and violations (Mass General Hospital for Children, â€Å"Violence Committed by Adolescents†). Thus, the incident which took place in the Gigantic State University can be stated as a crime. Negligence There was a negligence involved in the case from both the parties. The rise of tuition fees had resulted in violation among the students. The university could have negotiated with the Members of Students for Fair Tuition (SFT) regarding the tuition fees and the students should not have entered the President’s building by breaking the law. Laws and Rights The students broke the laws and rights of the university by taking such a violent step. They violently entered the President’s building and caused damage. Thus, the general civil laws were violated that prevents any person from causing any physical or mental damage to human beings as well as property. They also uttered bad words to the President. They were attempting to attack the President but were not successful to attack him and instead they threatened Prudence Pimply, the secretary. People Liable for Damages Students and University both were liable for the damage caused. If the university would not have raised the tuition fees suddenly, then such situation would not have cropped up. The mental damage was caused to the secretary of the president. She was not involved in this case but became a victim. Moreover, the rising tuition fees also caused physical and mental damage to the students of the university. Tort Liability and Exploration of Assault, Battery, Infliction of Emotional Distress and False Imprisonment A tort is considered as a complex legal concept that transcends to a wrong which may be restored that may not be criminal (governmental) or contractual (private) in its existence (University of South Florida, â€Å"Tort Liability†). The touching of one person without the consent of him or her with an intention to harm others is referred as assault. An assault might be committed without the assistance of battery and battery can be occurred without the help of assault. Battery means striking a person from behind without the consent of a person (Duhaime org, â€Å"Assault Definition†). Infliction of emotional distress is the cruel and disgraceful causation of extreme emotional distress. There are four planned infliction related to emotional distress. The conduct may be intentional, it can be severe and outrageous, causal association may be there between illegal conduct along with emotional distress. In addition, the emotional distress can be severe (Duhaime org, â€Å"Intentional Infliction of Emotional Distress Definition†). False imprisonment relates to ‘intentional as well as complete imprisonment of a person against his or her will and without lawful justification’. The activities of false imprisonment will lie where a person is inappropriate ly detained. Moreover, little force is associated with detention (Duhaime org, False Imprisonment Definition†). In this incident, primarily infliction of emotional distress was caused to Prudence Pimply by the protesting members. 2.0 Case 2 Negligence Negligence takes place when the activities of both parties fail to perform effectively. When each party has certain state of negligence, accident takes place. In this case, Steve Simple was sent to climb the tower for painting, but tremendous thunderstorm had exposed him to a great danger of being hit by

Herodotus Thucydides Essay Example for Free

Herodotus Thucydides Essay The accounts of what happened in the past are known as history. People who recorded history in any way are called historian. As early as 5th millennium B. C, ancient Sumerians already recorded their history, making them the earliest historians. Many great historians were produced as history was being made. But simply writing history will not produce good historians. Good historians are not only producing written accounts of what they believed happened just for the sake of recording something, but can also provide genuine material or testimonial evidences of what they claimed happened which can be inspected, tested, reviewed, or retraced by others , can accurately record the facts without incorporating their own ideas or beliefs, can effectively transmit their recorded works through succeeding generations, and can bring their reader back to the past when the event actually happened (Simkin 1). The two most common ancient historians whom works are always being compared are Herodotus of Halicarnassus and Thucydides of Athens. Herodotus of Halicarnassus was known from his work entitled â€Å"The Histories† which was divided into nine volumes and was given the name of a muse- Greek mythology Goddess- for each. In his books, Herodotus recorded mainly the events happened during the Persian and Greek wars and the accounts of his journey throughout the Mediterranean and Black sea including the place he reached, describing the geography, faunas, and floras, and the people he met, taking into accounts of the stories, claims, ideas and beliefs of each individual (Zarit 1). With his early written descriptions of history, Herodotus has been known as the â€Å"Father of History† (â€Å"Herodotus Compared with Thucydides† 1). On the other hand, Thucydides of Athens was an Athenian military general known from his work entitled â€Å"History of the Peloponnesian War† which describes the battle between the Peloponnesian Alliance- led by the Spartans- and Delian Alliance- led by the Athenians (Maxwell 1). Thucydides escaped death caused by the plague that spread in Athens. This plague killed many famous philosophers and scholars, including the elite and common Athenians. Thucydides obtained fame and respect from his fellow Athenians with less effort since he came from an aristocrat Athenian family. He served in the military and later became a general which gave him easy access to account accurate information (Zarit 3). Thucydides has been known as the â€Å"Father of Scientific History† due to the historical accounting method he used, and has been called the â€Å"Father of the School of Political Realism† due to his unbiased account of different political views in his book (Maxwell 1). Herodotus and Thucydides were both Greek historians but both wrote history on different historical perspective, analysis, and purpose as seen in the contents of their works. Herodotus wrote his book mainly for his fellow Greeks. He intended not only to inform but also to entertain them by infusing his literary writing capabilities. If some information he gathered was not too appealing and would cause disinterest to his audience, Herodotus would sometimes exaggerate or use some â€Å"artistic† words to his work to attract the attention of the audience (â€Å"Herodotus Compared with Thucydides† 1). Since Greeks considered their selves direct descendant of Gods and Goddesses, they accepted Greek God mythology as fact, believing the will of their Gods and Goddesses as valid and true. Furthermore, the Greek oracles was considered the link between them and their immortal Gods, therefore anything that the oracle said was also considered an absolute truth (Maxwell 1).. Herodotus included the prophecies and advises made by the Greek oracles in his work. He explained things or events, relying to Greek God mythology as his reasons. He usually used the prophecies and advises of the oracle to predict the outcome and to explain the consequence of a historical event. The influence of his religion and his artistry to his works could be seen when he named his book after the nine Greek God deities (Zarit 2). Herodotus took into account all information, data, and facts available to him whether these said information, data, and facts was directly connected to his subject being discussed in his book or unnecessary information. He recorded detailed account on his subject matter, sometimes too detailed descriptions that create several degrees of sub-subjects which may lead to confusion or comprehension difficulties for some readers. Furthermore, if the first hand information is not available for his access, Herodotus used second hand information. Even if the source of the second hand information was not certain with the details, Herodotus was obliging the source to pick the closest information he could remember. In some instances, Herodotus let his reader choose the most likely conclusion of an event if unexpected outcome or opposing result can occur (â€Å"Herodotus Compared with Thucydides† 1). The focus of Herodotus in writing his work was to find the cause that led to the Greek-Persian war. He tried to include all possible reasons including but not limited to religions, topography, culture, animals and beliefs of different places involved (Zarit 2). Herodotus’ â€Å"The Histories† can be summarize as a history book written in a literary way. Despite of biased and inaccurate accounts, readers still prefer to read Herodotus’ work than Thucydides’ because it was presented in an amusing way. Thucydides wrote his book mainly for the purpose of educating future generations. Unlike Herodotus, Thucydides accounted history using inductive approach. He deduced the outcome of a phenomenon based on what the accessible evidences were dictating. He was unbiased when recording information, keeping out his personal ideas and beliefs to influence his work. Despite of being a military general of Athens, he still presented his works fairly, without being impartial to Athenians or Spartans point of view (â€Å"Herodotus Compared with Thucydides† 1). Although Thucydides was raised as Greek, nurturing strong Greek ideas, beliefs, and norms, he did not let this influence him. He tried to explain phenomenon and conclude the outcome of events using logic as reason not divine intervention which was contradictory on what Herodotus did. Thucydides’ written accounts were concise and direct. His descriptions on his subject were detailed and straightforward which were usually supported by several evidences he gathered including his own observations. He did not include information or description without supporting evidences to back them up. He made sure that the proof he used can be tested, viewed or examined again by others (Maxwell 1). If proofs were not available, he preferred not to record the event. This approach of Thucydides’ explanation was similar to the method used now in scientific inquiries and investigations- the scientific method-, hence giving Thucydides the title â€Å"Father of Scientific History†. Thucydides’ perspective to history is mainly about politics as seen in his work the â€Å"History of the Peloponnesian War†. In his work, Thucydides clearly and accurately recorded facts. Thucydides described the sites where the war had taken place. He introduced the people involved in the war, their roles and goals. He accounted the outcome of several military campaigns. But most importantly, he discussed the political aspects, morals, and decisions behind each event and their corresponding consequences that led to the outcome (Zarit 3). He used these facts to synthesize theories why men go to war. He tried to explain the cause of war in the context of human reasons. Furthermore, he concluded that if man would prefer reasons to settle conflicts, war could be prevented. Thucydides’ conclusions, political perspective and analysis to history are still widely used today (Maxwell 1). Today, the validity of his ideas is still applicable and is still being taught. With this perspective and analysis to history, Thucydides was named â€Å"Father of the School of Political Realism† (Zarit 3). Herodotus’ and Thucydides’ approach in writing history were very different. Regardless of whom the audience is and what the purpose is in writing history, the historical contents should be valid, accurate, precise and true. This could be supported by evidences such as written documents, geographical validity or verbal accounts. Furthermore, the continuing relay and availability of historical facts through succeeding generations is equally important as its truthfulness, since history is written to be read by others. Since both works of Herodotus and Thucydides satisfied the successful transmission through generations, only its truthfulness could be questioned. Many evidences proved the validity of Thucydides claims. On the other hand, some claims of Herodotus were also proven valid. But in this race of who is better historian between the two, Thucydides of Athens gave more valid and accurate claims in his account, therefore making him the better historian. References: â€Å"Herodotus Compared with Thucydides. † Free Essays. 21 November 2001. 23 August 2008 http://essays.org. uk/classical-studies/herodotus-thucydides/2paper/. Maxwell, Michael. â€Å"Herodotus Thucydides. † StudentsFriends. 2001. 23 August 2008 http://www. studentsfriend. com/historians. html. Simkin, John. â€Å"What makes a good historian? † The Education Forum. 1 January 2005. 23 August 2008 http://educationforum. ipbhost. com/index. php? showtopic=2777. Zarit, Ben. â€Å"Herodotus and Thucydides Through the Lens of Aristotle. † The Perseus Project. 9 May 1995. 23 August 2008 http://www. perseus. tufts. edu/GreekScience/Students/Ben/aristotle. html.

Stereotypical Gender Characteristics

Stereotypical Gender Characteristics How Stereotypical Gender Characteristics are Shaped by Society Generally, when comparing the differences between males and females, you immediately think of their biological body parts. However, there is another way to differentiate males and females; by their behaviours. Males and females are commonly associated with opposing characteristics. That is to say, men are generally seen as being more aggressive while women are associated to being more nurturing (Shaw, 150 class lecture, Oct 19). What is it exactly that creates this difference in behaviour? Some sociologists suggest that it is due to biological factors. However, I believe that these differences in behaviour are the result of societys influences. The social process known as gender socialization is established in early childhood and further developed and supported throughout life (Shaw, 150 class lecture, Oct 19). At an early age, you are introduced to gender differences by your parents. Throughout your childhood and adolescence, these gender roles are supported by the media, the school s and your peers. If you consider some of the other cultures in the world you will notice that the behaviours of the males and females there arent the same as what we expect here in North America (Haaland Schaefer, 2009). I believe that gender isnt defined by ones biological sex but rather the stereotypical behaviours that are constructed by society. In this essay, I will be addressing a few important agents of socialization and their impact in constructing these stereotypical gender roles. Parents: The first agent of socialization From the moment you entered this world, your parents applied social and cultural stereotypes about femininity and masculinity on to you (Haaland Schaefer, 2009). They did so by pre-selecting the colours of your room, your wardrobe, the toys you play with and when you were old enough, they designated certain chores for you to do (Peters, 1994). All these factors played a crucial role in the gender socialization process. For all you girls, your parents probably gave you a pink room, made you wear dresses and gave you dolls and easy-bake ovens to play with. They probably described you as being â€Å"pretty†, â€Å"cute†, â€Å"sweet† or â€Å"angelic† rather than being â€Å"tough†, â€Å"rugged† or â€Å"strong† (Haaland Schaefer, 2009). In a study about the distribution of chores at home, the boys were more likely to end up with maintenance, yard and car work where as girls were more likely to be given housework like laundry and dish washing (Peters, 1994). Because of this designation, boys and girls grow up performing the tasks that they are more familiar with. When you consider the types of toys that parents buy for their children, you will notice a general trend. Boys tend to get cars, trucks, building blocks and action figures (Martin, 1998). The toy cars and trucks establish an early interest in vehicles. The building blocks emulate construction work and architecture. The action figures not only suggest physical play but they also illustrate the ideal body image of men. If you look at the male action figures these days, they all illustrate exaggerated muscular characteristics (Haaland Schaefer, 2009). It is likewise for the girls. However, instead of getting cars and blocks, they get Barbie dolls and baby simulation dolls. The Barbie dolls had equally exaggerated body images. They left the impression that girls needed have ultra thin figures (Haaland Schaefer, 2009). These toys all served a common purpose of establishing what it means to be a â€Å"boy† and a â€Å"girl†. Parents also had control over what movies and TV shows they wanted their kids to watch. This leads to the next agent of socialization; the media. The Subtle Messages Expressed by the Media The media has a very strong influence in gender socialization. When I say the media, I am referring to Disney movies, Saturday morning cartoons and video games. Disney movies were a huge part of every childhood. In a video regarding the gender stereotypes portrayed in Disney films, men and women were commonly portrayed in regards to their stereotypes (Shaw, 150 Lecture). That is to say, men were all illustrated as brave, muscular, aggressive people who always save the day with physical violence. Women were portrayed as being thin, delicate, helpless people who always needed to be saved by the males. Children are very impressionable, so of course they will want to be just like their favourite Disney characters. How will they go about doing this? By emulating these stereotypical behaviours. Cartoons and video games only help to support these stereotypes (Dietz, 1998). In cartoons and video games, you are more likely to see male protagonists who save the day. Also, you are very likely to see females either as the support character who cheers on the male protagonist on his goals or as the helpless damsel in distress. Video games are no different. Take the Mario brother for example. Here you see two male heroes who have to save a princess from a monster. Movies, cartoons and video games are all the same in the sense that they either lack representation or misinterpret females (Butler, Ciccone, Petrin, Rawlings, Yi, 2002). Peer Pressure and the Hidden Curriculum The next major agents of socialization are the peers and the school. It is through the parents and media that the gender roles are learned. It is at school with teachers and friends that these gender roles are reinforced. In the study conducted by Martin (1998), she observed the daily behaviours of pre-school students. Martin noticed that the boys tended to play with building blocks where as the girls liked to play dress up. When it came to clothing, boys wore primary colours, black, green and orange (Martin, 1998). Girls were commonly seen to be wearing pink. It was observed that about 61% of the girls in the class were wearing pink and roughly 25% were wearing dresses. The girls were frequently complimented by the teacher as looking very pretty and cute (Martin, 1998). Another aspect that Martin examined was the typical sitting behaviour of the children. This was classified as being either relaxed or formal. It was observed that 80% of the boys sat â€Å"relaxed† while 82% of the girls sat in a â€Å"formal† manner (Martin, 1998). Martin also noticed that the teacher reinforced formal sitting behaviour more strongly for the girls than for the boys. Not only were the teachers supporting appropriate gender behaviours but fellow peers were as well. In this situation, one little girl wearing a dress-like shirt is leaning her body over to create a â€Å"tunnel†. As she leans, her shirt rises up exposing her back. This is when another female student comes and pulls the shirt back over her bare skin and gives it a pat to keep it in place (Martin, 1998). This illustrates two things: one of them is that fellow peers reinforce the â€Å"appropriate† gender behaviours and that these â€Å"appropriate† behaviours are already imbedded into children at a very young age. These â€Å"appropriate† gender behaviours are continually followed and further developed throughout elementary, secondary and post secondary. In an experiment conducted on university students (Haaland Schaefer, 2009), students were asked to behave in ways that they regarded to be violating gender norms. Even at the university level, these students identified the same associating gender behaviours as they would have in their childhood. Cultural Differences Lead to Differences in Gender Behaviours Although you may believe that all males and females act as we expect them to, you are not entirely correct (Haaland Schaefer, 2009). Gender behaviours vary from culture to culture. An anthropologist by the name of Margaret Mead explains her findings in favour of gender socialization. If biology did in fact determine the differences between the sexes then cross-cultural differences, like the ones that Mead encountered, should not exist (Haaland Schaefer, 1998). In her studies of three different cultures in New Guinea she noticed that the behaviours of the males and females differed quite significantly (Haaland Schaefer, 2009). Mead describes the typical behaviours of the three cultures: â€Å"In one [the Arapesh], both men and women act as we expect women to act-in a mild parental responsive way; in the second [the Mundugumor], both act as we expect men to act-in a fierce initiating fashion; and in the third [the Tchambuli], the men act according to our stereotypes for women-are catty, wear curls, and go shopping-while the women are energetic, managerial, unadorned partners.† As we can see, the different cultures are a crucial factor in determining the differences in behaviours between the sexes. If males and females were biologically meant to act and think in a certain way, then there wouldnt be so much variation between cultures. Conclusion In North America, we have the perception that males need to be aggressive, macho and muscular while females are thinner, smaller and more nurturing. These perceptions are taught to us at an early age and are reinforced throughout our lives. Starting from childhood, we begin to learn about and emulate these gender behaviours. With the help of our parents, Disney movies, toy figures, school and peers, these gender behaviours are more strongly embedded into our minds. Gender differences are constructed by societys influences. Mead clearly observed the presence of cultural conditioning and its effects on the three different cultures in New Guinea. Although our sexes are biologically defined, the way we associate our behaviours and characteristics are not. Our socialized genders are defined by the culture and society that surrounds us. Bibliography Butler, A., Ciccone, A., Petrin, M., Rawlings, T., Yi, W. (2002). Gender Role Socialization and Inequality. 360-361. Retrieved from http://www.oise.utoronto.ca/CASAE/cnf2002/2002_Papers/rtbutler_aetal2002w.pdf Dietz, T. L. (1998). An Examinationof Violence and Gender Role Portrayals in Video Games: Implications for Gender Socialization and Aggressive Behaviour. Sex Roles. (38). 425-442. Retrieved from http://springerlink.metapress.com.proxy.lib.sfu.ca/content/r326135512365r40/fulltext.pdf Haaland, B., Schaefer, R. T. (2009). Sociology: A brief introduction. (3rd Canadian Ed.). Canada: McGraw-Hill. Martin, K. A. (1998). Becoming a Gendered Body: Practices of Preschools. American Sociology Review. (63) 494-511. Peters, J. F. (1994). Gender socialization of adolescents in the home: research and discussion. Retrieved from http://findarticles.com/p/articles/mi_m2248/is_n116_v29/ai_16477249/

The Carbon Footprints of Sony and Dell Essay example -- Global Warming

The Carbon Footprints of Sony and Dell Abstract The purpose of this project was to investigate the carbon dioxide emissions of Sony Corporation and Dell, Inc. through the use of resources and the manipulation of rudimentary calculations and conversions. However, this comparison was not accurate because of lack of data on Dell's part. The significance of the data produced is it shows and compares the environmental efficiency of the companies targeted by quantifying their respective carbon footprints. Virtually all of the data obtained was found online through a variety of reliable sources, including the company websites of Sony and Dell and independent environmental reports. In order to compile the data, all information had to be converted into a "carbon footprint" unit, which is equal to grams of carbon dioxide equivalent per kilowatt hour of generation. In this way, the carbon footprint was able to account for all greenhouse gases produced by the respective companies. Thus, with the gathered data, it was possible to determine which of the companies was less environmentally harmful. The collected data from this project is significant because of the impending effects of Global Warming. The information provides an insight on how such large companies can work to make themselves "carbon neutral", and thus contribute much less to the greenhouse effect. Introduction A Brief Introduction on Global Warming In recent years, the issue of Global Warming has become a heated debate topic. In abridged terms, Global Warming is defined as an increase in the temperature of the Earth as a result of greenhouse gases, solar activity and other variables that impact climate. Much of the controversy surrounding Global Warming is whether ... ... provides data on the CO2 emissions of Dell Notebooks and Dell Optiplex's. Conclusion Conclusion Potentially, both Sony Corporation and Dell, Inc. have large carbon footprints. This is because from calculating Sony's carbon footprint, we can imply that Dell, Inc.'s carbon footprint will be roughly the same because the process in which their electronic products are created are similar. Furthermore, levels of product usage are roughly equivalent. While an accurate comparison could not be made, we did manage to determine Sony's carbon footprint. Also, some information on Dell, Inc's. CO2 emissions concerning their computers was gathered. Ignoring the inaccuracy of comparison, it can be said that Sony Corporation has easily accessible information and was given a higher rating than Dell, Inc. by Greenpeace, and thus has a lower carbon footprint than Dell.