How Advertising Affects Our Society free essay sample

Our Society Advertising has been stereotypically known as an exploitation of unsuspecting consumers and was created to promote products, ideas, and events. Advertising does have positive and negative effects on our society, but it allows any individual to protect everyones freedom to enjoy their own freedom of choice. Advertising has had some strong, everlasting effects which changed how society view certain subjects. This type of advertising is referred to as exrreme propaganda as it leaves a scar in our society which is very difficult to recover from. Cigaratte companies manipulated the public for years saying that smoking isnt a serious health hazard and also saying cigaratees are a kind of remedy for a persons life. Despite countless research data proving smoking is extremely unhealthy, people are trapped in an unhealthy addiction which even affects their own lives. Advertising also misled people to thinking that certain luxuries are needed for your own life. We will write a custom essay sample on How Advertising Affects Our Society? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The big companies try to gain an individuals attention toward their own product saying that their product is the best in the market available. An example is like the Iphone or Windows Computer which is a common decision for most consumers to buy. Mostpeople think that advertising can be used mainly for companies who can afford it, however, they dont question when it can be used for the good of the people. When a greedy corporation, which is usually the top companies, uses these underhanded tactics, people dont see how much it helps special causes and charities. Advertising has helped many nonprofit and charities such as Red Cross and Pink Ribbon raise the awareness of troubles that many are sufferring right now. On the internet, advertising has helped issue of Kony 2012 raise their awareness and made the U. S. government get involved into the issue. Advertising helps maintain websites, the radio, tv, and helps many individuals who work online like Youtube sensations and bloggers. Advertising also helps inform the public of events that are going that affecting them and also effects which other coutries are going under. Advertising has been a great way to improve our society and can be used not only for greed but also for highly moral purposes. Advertising also lets people know what is going on and lets individuals convery what information they have. Advertising allows people to tell information on an event or their opinion which shows their own voice. This type of advertising allows people to protect their own freedom of speech and open discussion which is mandatory in our society. Individuals usually discuss serious issues brought to them upon by advertising in forums and also in socratic seminars in schools. People are able to convey their own opinion and which information is highly exaggerated or is just. SOPA, a law to stop piracy online by being able to close any site caused many people to discuss upon the laws words and advertise everywhere online of how it is going to threat their freedom of speech. Later on after mass protesting online, SOPA was ended and is now being rewritten containing the opinions and recommendations of the people. This shows how advertising has been a major power in our society which allows us to spread our opinions and caused major rise in support for that cause. One side says that advertising is only for greedy corporations while the other side says it helps people everywhere but, they dont see the actual reason for advertising. Adverising allows us to share our opinions and also for open discussion. Results from advertising shows how influential advertising is to our society-both good and bad. The important thing to know is that mainly the content is responsible but bnot the advertisement itself.

Effective Manager in the Global Context

Effective Manager in the Global Context Introduction The world has witnessed radical changes in information and communication technology. As of now, through teleconferencing, individuals from different countries are able to hold a conference from the comfort of their homes or offices without having to travel. Changes in the transport industry has also made is possible for individuals access every part of the globe very fast.Advertising We will write a custom report sample on Effective Manager in the Global Context specifically for you for only $16.05 $11/page Learn More Fast jets have made it possible that one can manage to visit all continents of the world within one day. All this changes translate into a different approach to management. Unlike in the traditional setting where geographical constraints limited management scope, the modern manager requires skills to be able to respond to global concerns. In this report, I intend to examine competencies and skills of an effective manager in the glo bal context. Through the analysis in this report, I will evaluate my management skills, in order to determine whether I am an effective manager or not. Moreover, based on the analysis of my management skills, I formulate an action plan that I am to implement towards becoming a more competent and effective manager in the global context Time Management Most of the managers, who have excelled in their duties, are efficient time managers (Dalziel Schoonover, 1988). Organizations operating across the globe can only succeed if managers pay close attention to time management. This requires taking into account time zone differences and being able to plan so that there are no inconveniences in operation. Efficient time management means that one is able to allocate time properly both in their professional life and in their personal life. I used to be a victim of poor time management. I was generally a last minute person, which could make my work strenuous and poorly executed. However, over t ime and through lessons from this module, I have been able to realize the power of excellent time allocation. Currently, am able to work stress free due to planning. Consequently, I am able to execute tasks well in my work place. Time management is an important component in personal organization. Personal organization dictates the manner one assigns oneself to tasks (Dalziel Schoonover, 1988). Proper personal organization is not possible without scheduling or time budgeting. However, personal organization goes beyond time management; it encompasses even dressing and how one plans own work desk or home.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Proper personal organization skills help one to accomplish tasks in a systematic manner, and in a timely way. I have always taken personal organization seriously because through it I am able to deal with activities and schedules prop erly. From experience, I know that time management skills are important towards good emotional as well as physical health and stability at work. In all the places that I have worked, I have excelled because of excellent time management. I manage to balance my social life with work life due to proper time management. Through the management module, I am now armed with more scientific ways that I can apply towards enhancing my time management skills. I realize that proper time management helps busy employees to create enough time to address to other personal needs e.g. social and emotional needs. Even though I am excellent at time budgeting, I realized that I would plan but fail in following through with the plans. From the module, I have learned that it is important to have a diary that allows me to plan and stick to the plan made. Moreover, in case I do not meet my diary specifications, I am able to strategize on how to make up for lost time. Critically, I have learnt to differentiat e plans in terms of short-term plan, middle-term plans, and long-term plans. By so doing, I am able to avoid mixing issues and prioritizing. This aspect is very significant because it has enabled me to have a daily time management strategy that does not jeopardize my long term or midterm needs. Project Management In this module, I have managed to learn more on the management functions, which are vital to the field of project management. As Witzel (2003, pp.96-101), discusses, project management is a very dynamic undertaking. There are many project management tools that I have been able to learn from this course. For example, I have leant how to apply Gantt charts, mind maps, as well as knowledge development to ensure project success. Project management is taken seriously globally due to increased demand for managers to respond to competition and other market trends (Meredith Mantel, 2010).Advertising We will write a custom report sample on Effective Manager in the Global Co ntext specifically for you for only $16.05 $11/page Learn More Apart from the tools used in project management, the module has helped to appreciate the dynamics of managing an international project. In day-to-day operations of an organization, managers often rely on ad-hoc information to make tactical decisions on matters that require immediate response. In a global context, this means managers have to institute proper feedback mechanisms and invest in information technology. Information technology tools would help a project manager of a widespread project to remain in touch with project assistants. This is pivotal, as there are often urgent decisions that have to be made. Stress Management Another critical skill I have learnt during the model is how to go about stress management. I realize that many people labor with effects of stress and yet as Lazarus and Folkman (1984) point out, stress is something that one can control. From the module, I have learnt that stre ss comes because of many factors. The common causes of stress include problems in personal relationships, financial difficulties among others. Stress can emerge due to insecurity in one’s jobs, problems in controlling staff, or other issues to do with family or work roles. Learning on how to manage stress is mandatory for every effective manager because normal day to day work experiences translate into forms of stress (Bower Segerstrom, 2004, pp.9-11). As illustrated in the module classes, planning is central to the management of stress. Therefore, to avoid stress, I ensure that I plan and handle my assignments in good time. Further, I have come to understand different ways of coping with others especially when working in groups. Sometimes, working in groups may lead to delays in the accomplishment of the required assignments. In dealing with others, I have learnt ways of detecting signs of stress and thus I am able to act upon them fast before they turn me into a stressed i ndividual. Interpersonal Skills Management in a global context often means working with people from different nations. A cultural difference across nations means that different people approach business and even social interactions very differently. Therefore, managers in a global context have the challenge of being able to transform cultural diversity into a strength rather than a weakness; cause of conflicts in the organization.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Effective management is about weaving together a dream team or being part of a dream team than helps an organization to achieve its objectives (Dixon, 2004). Interpersonal skills are poignant in ensuring a good working relationship with others. I belief I have very excellent interpersonal skills that I have demonstrated through my various encounters with people at organizational level. In my daily encounters, I find it easy to communicate freely in groups. I am also capable of establishing rapport quickly with people, which always puts me at an advantaged position in as far as working with others is concerned. However, this module has endowed me with deeper insights into the realm of interpersonal skills, by making me realize that I can as well use my interpersonal skills to enable other group members who are introverts to express themselves and share their own opinions before any group. Furthermore, I have learned about the various barriers to effective interpersonal relationships, and ways to overcome those barriers. Another aspect that normally puts individuals at loggerhead with others is not knowing how to ask questions in groups (Dixon, 2004). This is because at times some questions can send out negative signals, hence barring effective interpersonal relationships. I have realized that what I need to improve on is my listening skills so that I can be able to learn from other people. Conclusion Managing in a global context requires one to have dynamic skills due to the challenges resulting from global diversity. It is imperative for a manager in the global context to have sharp interpersonal, project management, time management and stress management skills. As presented in this report, it is clear that I have learnt a lot from the management module. From the module, I have come to appreciate the complexity of a global managing context. However, I am encouraged because I have also learnt a number of techniques that will help me become a competent and effec tive manager in the global context. In line with the course content, I have been able to reflect on my strengths and weaknesses. Based on such an analysis, I have come up with an action plan, which will enable me to improve and increase my competence. Action Plan I appreciate that I can be an effective manager but there are areas in which improvements are necessary. The following action plan looks at what steps I am going to take to ensure the journey of growth continues. To better appraise my strengths and weakness, below is a SWOT model of the same. Strengths I plan my time I have learnt different project management tools I have capacity to identify stressors I am an extrovert and always engages others Opportunities I have learnt how to use diary and other tools in time management I have learnt about many project management tools e.g. Gantt charts I have learnt about stressors and organizational stress management programs Opportunity to learn more about others Weakness I do not follow through on plans Lack experiences in using project management tools Lack experience developing stress management programs for big organizations I tend not to listen to other in interpersonal interactions Threats Cultural animosity in the world Ever changing project management tools minimizing my competence Numerous stressors in global context People who do not appreciate value of interpersonal relations; hardliners in the global arena Growth Objectives Based on the SWOT model presented above, the following are my growth objectives To work on time management skills To improve my listening skills thus improve my interpersonal skills To practice with project management skills so as to become competent in their use To learn more about how stress management programs are organized in multinational corporation Short Term Actions Interpersonal skills are elementary for any effecting manager. I believe that I am an extrovert and thus I tend to dominate others whene ver in groups. To start with, when it comes to performance management there is the temptation to manage people’s performance from a personal perspective. This means that they regard their own competencies and skills as perfect. However, owing to the class module, I have learnt that it is critical to open up to others’ ways of doing things as long as they stick to the organizational objectives. Consequently, I will work tirelessly towards being someone who appreciates other people’s point of view. I will begin this through, on a daily basis, trying to empathize and understand others in the context of their competencies. Rather than manage performance by harassing others based on their capability, I have to learn how to motivate them and encourage optimism so they may bring their best to the fore. This I kind of disposition I plan to build by practicing the same consciously until I internalize the same. Reflecting on my capability to manage stress, I also have eno ugh that I ought to look into. I am happy that I have learnt a lot about how to identify stressors and manage stress at a personal level. However, I need to learn more in terms of how to design and institute stress management mechanisms in organizations that are operating internationally. All managers have to learn not only how to effectively deal with stress at a personal level but also in an organization. On a daily basis, I plan to come up with a personal program of managing stress. If the program works for me, then I could easily transform the same into an organization wide stress management program. However, I am well aware that people are different. Away from stress management, my action plan is not complete without considering how I am going to improve my project management skills. In the module, I learnt more about how to handle projects. However, effective use of given tools comes with experience. I have to start practicing how to employ tools like balanced scorecard and ot her qualitative tools necessary in management. Using readily available scenarios, I plan to continue applying the tools with the aim of internalizing the same. While the other activities require daily efforts, on the use of the tools, I plan to exercise using them at least once every week. Long Term Action I need to grow interpersonal skills especially in appreciating how cultural diversity may become a barrier to effective management. In the globalizing management setting, managers have to interact with people of different nationality and cultural backgrounds. Therefore, I have to continually learn about other people and their way of life. By so doing, I will be able to know how to approach and interact comfortably with them. I plan to start reading more about how people from other cultures do business and how they respond or interact. When it comes to time management, my long-term plan is augment long-term planning in my time management schemes. Through strategic planning, I am ab le to take a panoramic approach to operations thus guaranteeing that nothing of value is excluded from my priorities. In relation to stress management, my long-term plan, as an effective manager, I will keep learning more about stressors and what kind of programs can help in eradicating the given stressors. I plan to take time to identify case studies on stress management towards better understanding of how the same is handled in other companies. Finally, in relation to project management skills, my long-term plan is to enroll into institutions o learning at a later stage to augment my knowledge and skills in the use of different skills. References Bower, J. E, Segerstrom, S. C., 2004. Stress Management, Finding Benefit, and Immune Function: Positive Mechanisms for Intervention Effects on Physiology. Journal of Psychosomatic Research, vol. 56, no. 1, pp 9–11. Dalziel, M., Schoonover, S. C., 1988. Changing Ways: a Practical Tool for Implementing Change within Organizations. Amacom: New York Dixon, R., 2004. The Management Task. 3rd edn. Butterworth-Heinemann publications: London Lazarus, R. S., Folkman, S., 1984. Stress, Appraisal and Coping. Springer: New York Meredith, J. R., Mantel, S., 2010. Project Management: a Managerial Approach. 7th edn. John Wiley and sons: New York Witzel, M., 2003. Fifty Key Figures in Management‎. Routledge: New York

Outsourcing is either harmful or beneficial for American economic Essay

Outsourcing is either harmful or beneficial for American economic - Essay Example This activity assists companies in lowering their costs as the cost of production in US is quite high due to high cost of labor. With the economy development, more and more U.S companies would rather to choose outsourcing than the local service. To a certain extent, it is acceptable for America and American companies to be dependant on the labor of other countries. The activity of outsourcing of jobs conducted by US companies is not only beneficial for them, it is even beneficial for other nations because in these nations, there are low amount of jobs and the amount of salary they are paid is even low. Because its lower cost can help the U.S companies develop and can save the money for local customers. Also with more working positions are moving out of the country, there will create higher income jobs for local citizens. The several benefits associated with outsourcing of jobs include higher level of creativity in production, low cost of production, higher quality of service and incr eased number of jobs and wages for the workers of other nations. Outsourcing is a term used to refer to the act of obtaining goods and services from suppliers that are not located in nations that produce those goods and services. Murray Weidenbaum, a very famous economist and ex-chairman of President Regan’s Council of Economic Advisers, once announced that companies located throughout the US outsource their economic activities for several reasons. He feels that reasons for outsourcing include entrance into international markets, decrease the production cost, and to gain a competitive advantage while they compete in the global markets. The main benefit that a business within U.S obtains from outsourcing is the low cost of production as the product is produced at much lower cost in other nations as compared to the same product produced in the U.S. The U.S is importing raw materials from foreign nations, and the transfer of raw materials to the destination where they are used t o produce goods may increase the cost of production. If U.S manufacturers open their production line in areas where they obtain their resources, they no longer have to worry about the cost of raw materials transportation, and can direct deliver their products from the industry. It will become more profitable for businesses. For example, if in U.S organizations are importing raw materials from China and producing goods in the U.S. They not only have to pay the cost of the shipment fee but also need to afford the high wages in the state. If the company decide to move the manufactory into China, the wages over there are much cheaper than the U.S and set China as a delivery center, and the company doesn’t need to pay for the raw material transportation fee and only needs to pay the shipment fee of production sale which the company always have to pay either they located the manufactory in China or U.S. With this decision making, the company can save lots of money from the labor an d transportation fee, it can definitely help company to use the rest of money to expand the market and develop the company. Also once the company less their cost on producing the product, they would also cut down the price attract the consumers to make more sales revenue. Therefore the US companies are not the only one benefiting from outsourcing, even the consumer side is positively

Sustainable Development Through Green Growth Research Paper

Sustainable Development Through Green Growth - Research Paper Example This study discusses that lack of environmental sustainability could .consequence into water scarcity, air pollution, restricted access to the availability of limited natural resources, and even the danger of more regular severe climate conditions and remarkable climatic modifications. Such environmental impacts will put economic development and sustainability at danger of an unduly high share of the burden on the humanity. Insufficient environmental sustainability will mostly affect the poor economies which still have not been able to develop in many parts of the world. Â  From this paper it is clear that the research should start with finding relevant sources of information and previous studies on topics of environmental sustainability. Other foundation activities must include the identification of possible global organizations and contributors who has helped or is presently helping the act of sustainability through rigorous efforts. Such stakeholders may include the list of infor mation users, labor representatives, business associations, civil society organizations, and experts. Keeping in mind that a balance needs to be established between different stakeholder groups and regions covered under the study. If the study focuses on a particular region in USA, then other developing economies like Africa and its environmental sustainability aspects might get ignored. Hence, following the background of the research and the literature review.

Compare and Contract Essay Example | Topics and Well Written Essays - 250 words

Compare and Contract - Essay Example The methodology is an evolutional process is which the findings change and evolve throughout the study. In contrast using a quantitative research approach starts with a specific research objective and through the process of gathering statistical data confirms the initial objectives of the study. In quantitative research collection of statistical data is used to investigate and answer research questions (Christensen, et al, 2011, p. 29). Researchers using a quantitative research approach will interpret and format numerical data systematically to produce evidence to support the research objective(s). In using the template for analyzing research both the Zoo Research Study and the Event Path Research for Professionals were similar in that each contained the majority of the items suggested allowing for a thorough examination. The problems and/or objective of the study (ies) were identified and verifiable citations were presented throughout the reports. The studies identified the specific populations targeted, the data collecting methods used; the studies presented the hypothesis, findings, limitations, and suggestions for future research studies to broaden the knowledge base on the subjects studied. Even though the populations of the individual studies were different with the Zoo Study focused primarily on children in grades K-12, and the Event Path Research examined adults, both studies sought to understand cognition, how to increase critical thinking, and enhancing problem solving skills. In contrast the research methodologies and approaches were different. The study involving the impact of field trips to aquariums, zoos, and nature parks on children used a â€Å"mixed† research design in which qualitative and quantitative methods were combined. The use of interviews and observations along with statistical data helped researcher form conclusions and base

Employment Of People With Mental Illness Social Work Essay

Employment Of People With Mental Illness Social Work Essay There is no health without mental health (Ki-Moon, 2010, para.2; World Health Organisation, 2005, p.11) and this is why this topic has become at the heart of many discussions. The World Health Organisation (1948) in WHO (2003), approaches this concept holistically and defines mental health as the balance between all the aspects of life; a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity (p.100). Barry Jenkins (2007) add that mental health is an attitude that fosters in the individual a sense of control, hope, optimism and the capacity to build and sustain relationships in the society. Thus, mental health is said to be a measure of how people, organizations, and communities think, feel, and function, individually and collectively (Keyes, 2007, in Mc Collam, Mukkala, OSullivan, Rowe, Stengard, 2008, p.6). For this reason, Phillips (2008) affirms that the well-being and mental well-being, in particular, [are] a new frontier in the fight for social justice in the creation of a society which is fair; communities which offer the individual dignity and respect; the evolution of a people confident in their diversity. Given that mental illness has become the leading cause of disability in the European Community, with more than 130 million people expected to experience some kind of mental illness in their life (EUFAMI, 2004), many nations are acknowledging that they cannot ignore mental health and mental illness in their communities and workplaces anymore. As Gauci (2010) argues, countries that adopt legislations, policies and systems that protect vulnerable citizens, including people with mental illness reflects a society that respects and cares for its people (p.7). Extensive is the research carried out about mental illness, but for a common terminology of the different types of disorders, the Diagnostic and Statistical Manual of Mental Disorders (DSM) has been developed. The DSM-IV states that mental disorders are conceptualized as a clinically significant behavioural or psychological syndrome or pattern that occurs in an individual and that is associated with present distress (e.g., a painful symptom) or disability (i.e., impairment in one or more important areas of functioning) or with a significantly increased risk of suffering death, pain, disability, or an important loss of freedom. (American Psychiatric Association, 2000, p.xxxi) Thus, for behaviour to be considered a disorder, it must be originally caused by a behavioural, psychological, or biological dysfunction in the individual (American Psychiatric Association, 2000, p.xxxi). Conversely, expectable responses to particular events (e.g. the death of significant other), deviant behaviour (e.g. political, religious, and sexual behaviour), conflicts between the individuals and the society are not mental disorders. These only fall into the latter category when the deviance or conflict is a symptom of a dysfunction in the individual (American Psychiatric Association, 2000, p.xxxi), as aforementioned. There is vast spectrum of mental disorders, each having their specific criteria, but for general use, Goldberg Huxley (1992) categorize mental disorders in two ways, namely, common mental illnesses and severe mental illnesses. The former are mostly evident in the community whilst the latter refers to disorders which are more common amongst people who receive mental illness services and thus, contrary to the above, may need special care to convalesce. Goldberg Huxley (1992) add that severe mental illnesses are associated with much greater social disability and are much less likely to resolve spontaneously with time. (p.5) At this point it is important to understand that despite its severity, mental illness does not lead to mental disability, and the two are different from each other. As aforesaid, mental illness impacts a persons behavior and feelings, however, the symptoms can be managed (Inclusion Europe and Mental Health Europe, 2007). On the other hand, mental disability, also known as intellectual disability refers to people who have difficulties in learning and understanding and whose skills in areas such as cognition, language, motor, and social abilities can be permanently impaired (Inclusion Europe and Mental Health Europe, 2007, p.2). Therefore, mental illness is not a disability, but the difficulties derived from the illness, can result in functional disability (Richmond, 2011). Functional disability is defined by the WHO (1976) as disability in which functional limitation and/or impairment is a causative factor, is defined as an existing difficulty in performing one or more activities which, in accordance with the subjects age, sex and normative social role, are generally accepted as essential, basic components of daily living, such as self-care, social relations, and economic activity. (para. 1.2 iii) 2.2 Employment In its simplest definition, work means the exchange of labour for wages (Danto, n.d, p.14). But employment has always had a higher value for humanity. Indeed the Ancient Greeks held that work formed part of the sphere of necessity (Haralambos Holborn, 2004, p.619). Notwithstanding the changes and revolutions that the world went through, work still remained a defining value of our culture (p.12) and this is so because the need to work is deeply rooted in our psychology and social existence (Dante, n.d, p.14). Work can take many forms but its benefits are rather homogenous. Cameron Conley (2010, in Topp, 2010) assert that work is meaningful because it connects individuals to their values and to their community. It is also acknowledged that good working experiences affect the individuals wellbeing and development, leading them to adopt more positive perspectives and attitudes. This is further reinforced by Finch Moxley (2003), who declare that employment offers much promise to people and is fundamental to their development as fully realized human beings (p.10). Underlining all this is the truth that employment is a human right. Hence, all people have the right to work; to free choice of employment; just and favourable conditions of work and protection against unemployment (Article 23, 1948, in United Nations, n.d). In the convention on the rights of persons with Disabilities, the United Nations (2006) accentuate that people who experience disability are also entitled to human rights and f undamental freedoms in the political, economic, social, cultural, civil or any other field (Article 2) and discrimination is proscribed, including the failure to provide reasonable accommodations for those who need it. This is sustained by Bassett Llyod (1997) in Bassett, Bassett Llyod (2001), when they claim that involvement in paid employment is a significant life occupation for many people and is a realistic goal for people who have experienced a mental health disorder (para.2). 2.3 The benefits of employment for people experiencing mental illness Therefore, work is not only important to maintain good mental health but also to enhance the improvement of those who are experiencing mental health difficulties. Enabling people to retain or gain employment has a profound effect on more life domains than almost any other medical or social intervention (Boardman, Grove, Perkins Shepherd, 2003,p.467). This is so because employment harbours inclusion, yields a sense of security, happiness and comfort; a sense of living needed for recovery. Recovery from mental illness is a reality nowadays and it has become a goal for many people. Recovery does not mean that symptoms disappear, but it is all about getting on with life beyond the disability (Deegan, 1988). Having experienced it herself, Deegan (1988) adds recovery does not refer to an end product or result. It does not mean that my friend and I were cured. In fact our recovery is marked by an ever-deepening acceptance of our limitations. But now, rather than being an occasion for despair, we find that our personal limitations are the ground from which spring our own unique possibilities (p.56). Work is central to the process of recovery (Canadian Mental Health Association, 2005; HM Government, n.d). This is so because it provides both the financial means for living and also latent benefits. Olsheski Schelat (n.d) assert that employment is beneficial because it provides structures to daily activities, an identity, a sense of achievement, socioeconomic status and a sense of belonging. This is sustained through Hertzbergs theory who believed that work meets human needs in two ways. The acquisition of a salary, the working conditions and interpersonal relationships established at the working site make up the hygiene factors. According to Herzberg, their absence creates dissatisfaction in the individual, but does not lead him to feel satisfied and motivated (Herzberg, 1959, in Gawel, 1997). At this level, any changes towards job performance are only short-lived. Conversely, motivator factors produce long-term positive outcomes which appear to be a consequence of job satisfying events such as appraisals, achievements and advancements (Herzberg, 1959, in Gawel, 1997). Job satisfaction and longer job tenure have been found by Resnick Bond, (n.d) in URBIS (2007) to be co-related. As it is acknowledged above, the benefits of employment for people with mental health difficulties are various, yet the barriers for work are still a reality. In fact, people experiencing mental health difficulties rank low in employment when compared to other disabled groups (Organisation for Economic Co-operation and Development, 2009; Duncan Peterson, 2007), despite that many of them have the aspirations to work (HM Government, n.d). In addition, Catalano et al (1990) claim that people with mental illness are many often employed in part-time work, characterized by little pay and possible insecurities. The reason behind this is that accessibility of the workplace most often is only associated with the adaptation of the physical environment through the use of various adaptive equipment, and adaptation of the social and emotional environment is often neglected. Accessibility also means opening up the labour market to facilitate participation in the economic activity and social funct ioning. While it is true to say that the illness often acts as an obstacle (Frado, 1993) and may create problems for the employee whilst in employment, but the working environment also lacks the tools to accommodate their interests, abilities and support needs (Bill et al, 2006, in URBIS, 2007, para.4.3.4). Some of the most severe forms of mental illness have their onset in late adolescence and beginning of young adulthood, whilst others strike in middle adulthood. As a matter of fact, both a persons education and working life could be significantly impacted; resulting in fewer credentials which are needed for employability and the disruption of employment for those who are already employed (WHO, n.d, in Richmond Foundation, 2011). Penrose-Wall Bateman (2007) in URBIS (2007) add that people with mental illness may experience a downfall in their confidence, motivation and social skills as a result of the episodic nature of the illness, and as a matter of fact, their employment is understandably disrupted (para.4.3.1). Once again, a persons educational and occupational attainment may be at a disadvantage (Robdale, 2008). Moreover, the level of severity of the illness has been linked to unemployment, with a percentage as high as 85% for people with severe mental illness (Crowther et al 20 01, in Duncan Peterson, 2007). Additionally, the medication used to treat the illness may pose some difficulties for the person whilst on the job. Some of which include drowsiness, tremors, blurred vision, nausea, agitation, bladder problems, dry mouth amongst others (National Institute of Mental Health, 2008). Despite the struggle to cope with the illness, people may also have to deal with bad financial issues that arise when their ability to work is affected. Thus in order to make ends meet, people with mental illness may force themselves back to work before they would have gained their health (Canadian Mental Health Association, 2005). In the light of such delicate situations, Cappe (1999) avows that it is no longer enough to do the right thing, but we must also ensure that we are doing things right. It is no longer sufficient to be a place where people work-the workplace itself must be built around the people and give them the support they need (para.1) A place of work that is built around people is one that welcomes diversity. It signals the enthusiastic acceptance of the value to organizations of workforces that are diverse in terms of gender, age [and] (dis)abilityà ¢Ã¢â€š ¬Ã‚ ¦ (Jackson Joshi, 2001, in Arnold, Burnes, Cooper, Patterson, Robertson Silvester, 2005,p.35). Mental illness is no longer a rare condition but it is has become one of the most common causes of disability with the World Health organization claiming that by the year 2020, depression will become the second leading cause of premature death and disability (Canadian Mental Health Association, 2005). In the light of these statistics, employers cannot fail to acknowledge the concepts of mental health and mental illness in their workplace. It is time to do away with the misconceptions that people with mental illness are violent and have low intellectual abilities. To the contrary, they are usually the victims of violence and their intelligence and abilities are not dissimilar to the rest of the populace (Frado, 1993). Many people experiencing mental illness are able to work, want to work and can carry out their job successfully (Cook ODay, 2006). 2.4 Stigma But stigma has the power to erode this willingness. As HM Government (n.d) outlines, barriers to employment and sustainability of employment for people experiencing mental health difficulties are also found to be derived from society itself, with stigma acting as one of the major obstructions. Stigma can be described as severe social disapproval due to believed or actual individual characteristics, beliefs or behaviors that are against norms, be they economic, political, cultural or social. It is characterized by a lack of knowledge about mental health, fear, prejudice and discrimination. (Mc Daid, 2008, para.2.1) These are also the prevailing beliefs amongst certain employers, who are still afraid to employ and support people with mental illness (Waghorn Lloyd, 2005, in URBIS, 2007; Canadian Mental Health Association, 2005; Mc Daid, 2011). They may have unwarranted fears and see persons with psychiatric disabilities as unskilled, unproductive, unreliable, violent or unable to handle workplace pressures (Fenton Payne, 2005, p.8). But mental illness does not always encroach with the workers job performance or it may affect the ability to work only for a certain time, during which, some limitations may arise (Frado, 1993). These may include consistent late arrivals or frequent absences, decreased productivity, frequent complaints of fatigue or unexplained pains, difficulty concentrating, working excessive overtime and expressions of strange or grandiose ideas, amongst others (Fenton Payne, 2005, p.7). In view of these limitations, the untrained employer and colleague may fail to recognize men tal illness, and interpret inappropriate behavior negatively, thinking that their work mates are violent, dangerous and erratic (Harnois Gabriel, 2000). This is further manifested in incorrect and discriminating behavior as people with mental illness are often given insulting names, refusals by their colleagues to work with them and not considered for promotions (Fenton Payne, 2005). Just like students who tend to see themselves as bright or dull according to their teachers definition of them, people with mental illness may come to believe that they are truly no good. This negative general idea about mental illness is then often internalized within the individual himself, leading to self-stigma. Self-stigma refers to the negative feelings about oneself; manifesting itself into feelings of hopelessness, difference and unworthiness (Barnes, Duncan Peterson, 2008). As a matter of fact, people with mental illness may not be so willing to try new job tasks, opportunities and promotions (Frado, 1993). The media is said to have a profound effect in all this. As findings indicate, Coverage of mental health issues that was biased, negative, sensationalized, or incorrect was seen as contributing to the negative stereotypes that surround mental illness. These in turn influence the attitudes and behavior of the people who believe them, including people with experience of mental illness. (Barnes et al, 2008, p.60) 2.5 Maintaining employment In the essence of a holistic policy that targets mental illness, Maltese citizens who experience functional disability due to mental illness can in the meantime benefit from the provisions of the Equal Opportunities (Persons with Disability) Act (2000). In the light of this situation, Dr. C. Pace, social policy consultant and lecturer at the University of Malta, divulges that while we clearly and strongly distinguished mental health problems from intellectual or learning disability, I think it would be a disservice to persons with mental health problems if we fail to tell them and society that, in the case of a long-term impairment, they can have specific and important legal rights. (in a personal communication, January 2011, regarding how this was dealt with in a recent project) Therefore, under the provisions of this article, people with a mental illness who exhibit functional disability are to enjoy the protection against discrimination as well as reasonable accommodations in their working environment. It is the latter concept which encapsulates the commitment of employment corporations to create the necessary structures, be them legal, administrative or institutional, which facilitate both employability and adaptability at the place of work for persons with mental illness. As the Transition Strategies, LLC (2010) contend, Although the law prohibits discrimination against mentally disabled persons in the workplace, the economic impact of these numbers is so compelling that regardless of any concerns about disability discrimination lawsuits, employers cannot afford to ignore the problem. Even when a problem worker is fired, the odds are excellent that his or her replacement will be one of the remainingà ¢Ã¢â€š ¬Ã‚ ¦.The solution? (para.2) In view of these emerging needs, the workforce is pressured to understand that people with mental illness may have certain needs to be met. However this does not imply that their skills and capabilities are of a substandard (Boardman, Grove, Perkins Shepherd, 2003). Employers and colleagues are suggested to increase their knowledge about mental illness and respond with anti-discriminative measures and reasonable adjustments so that people with mental illness can function in the working environment like their colleagues counterparts. Indeed, Frado (1993) claims that the antidote to stigma in the workplace is for the environment to be positive, encouraging and welcoming (p.6). However, there are people whose experience of mental illness does not affect their ability to work (Frado, 1993), and thus may not need help to maintain their job. Accommodation measures are in effect some of the tools which the employer can use to help bring about adjustments to the workplace. An accommodation is any change in the work environment or in the way things are customarily done that enables an individual with a disability to enjoy equal employment opportunities, claims the U.S. Equal Employment Opportunity Commission, (2002, para.2). Research shows that that workers with mental health difficulties does not necessarily cause any excessive burden on the employer (Diksa and Rogers,1996; Tetrick Toney, 2002) but with practical modifications in the social and organizational structure, they can act capably and competently in their work and as contributors to the society (Frado, 1993). Starting a new job may be a stressful experience to people with mental illness (Mc Kee, 1996). This is so because they may be faced with certain challenges and thus may need accommodation to maintain the employment. In fact, Shankar (2005), states that keeping a job is more exigent than obtaining it. This is sustained by a personal disclosure of a person who says that Because of my medication, its really difficult for me to keep to a schedule I mean to get up on time. My employer is happy with my work and as long as I put in my eight hours, she doesnt mind if I dont make it on time every day. This is the first job Ive been able to keep without being fired for lateness. (as cited in Frado,1993, p.15) People experiencing mental illness may find it hard to follow the demands of daily living such as waking up early but a positive and constructive principle like this provides a strong foundation for accommodation. Additional policies include allowing people to work flexible hours or to work at home, enable frequent breaks, allow workers to shift work hours to attend hospital appointments, allow telephone calls to doctors or others for support, and permit a self-paced workload amongst others (Loy, n.d). A working place is not solely run by the manager, but people at different levels constitute different roles and all are important in the running of the company. Thus, even the attitude of the supervisors, colleagues and other staff adds to providing a climate that supports accommodation. Given that people still make negative connotations with mental illness, it is important to address these misconceptions by educating staff and colleagues about these illnesses, its course and consequences. Moreover, supervisors closely working with the employees should be given training on how to improve ones approach and teaching methods. Examples include giving constructive feedback, offering praise and providing direction (Frado, 1993). Nonetheless, in order for the employer to provide such accommodation measures tailored for the specific needs of the employee, people need to disclose about their difficulties but this is not an easy task given the stigma that exists. They may think that the advantages of disclosing about these difficulties are very little compared to the disadvantages and thus they may choose to remain silent. Others may have worked so much to restore their health that they do not want to be categorized as disabled (Frado, 1993). But as Mc Kee (1996) claims, the employee does not necessarily have to give a specific diagnosis of his illness. To the contrary, she suggests people with mental illness to focus on how the disability impacts upon [their] ability to do the job and what positive steps can be taken to accommodate [their] needs (p.7). Such a disclosure can potentially reduce tension whilst increasing support and help on the job. Employing people with mental illness is not only beneficial for t heir health but as the Canadian Mental Health Association, 2005 outlines, it also bring[s] a new perspective to the workplace, and a new level of sensitivity among all employees to one another (p.23). The supported employment scheme is another benchmark in the commitment to provide people with mental illness the necessary services to find and keep employment. It was originally known as the place and train approach which embarked on the idea that people with mental illness shall first be placed in the job and then offered training (EUSE, n.d). The job coach has the imperative role to provide the service users with the necessary support to perform ordinary work requirements such as accompanying them to and from work, training and education of the employee, advocacy, assistive technology, behavioral training skills and other support to make the employment a positive experience both for the employee and the employer (Parent, 2004). The European Union of Supported employment defines this scheme as providing support to people with disabilities or other disadvantaged groups to secure and maintain paid employment in the open labour market (EUSE, n.d, p. 13). Family members and friends may not be able to help in acquiring the skills needed for employment, but they can be a source of support and hope for people with mental illness along their working life experience. These social support networks are described as a nexus of interpersonal ties consisting of family, friends, or other individuals who provide some type of support that leads one to believe that he or she is cared for, loved, valued, and belongs to a network with mutual obligations (Milardo, 1988, in Pernice, 2010, para.2 ). These can aid in making long-term employment a reality (Canadian Mental Health Association, 2005) and recovery a lived-experience (Pernice, 2010). 2.6 The Social Model and Medical Model of disability The measures outlined above are aimed to provide assistance for people with mental illness in finding and retaining employment in the mainstream workforce. However, as aforementioned, difficulties that arise in this scenario are not only a responsibility of the employee, but also of the society at large. Therefore this calls on the need to not view difficulties as the result of the individuals disorder only; as anchored in the medical approach, but to also consider societal factors responsible for difficulties encountered (Mor, 2005). This is the social model of disability which focuses on the complex ways that economic relations, cultural meanings, social practices, and institutional settings participate in the disablement of persons (Mor, 2005, p.22). This shift in locus on the integration of people with mental illness in the society did not happen instantaneously. Although change in the beliefs, perceptions and attitudes towards mental illness seem to be taking a gradual pace, much improvement has been done along the years. Before the means of acquiring knowledge and information increased, people were not educated about mental health. This goes back to few centuries ago when mental illness was thought to be caused by supernatural forces. They were thought to be moonstruck and thus were referred to as lunatic (Pritchard, 2006, p.3). In fact, Mount Carmel Hospital, currently responsible of the rehabilitation of mental illness in Malta, was called the Lunatic Asylum in the 1800s (Savona-Ventura, 2004). These perceptions of madness and possessions lead to the abuse of many people with mental illness. As Cauchi (1999) reported, people with mental illness were beaten and treated badly. People with mental illness were made to believe that they were incurable and insane and were even denied civil rights (Daub, 2006). This is the medical model which rooted in its teachings has the basic ideology that mental illness is just a chemical imbalance or a biological malfunction of the brain (Daub, 2006,p.2). In this period, the mental health practice suggested that people with mental illness who were interested to work should stay away from working in the community. Instead, they were suggested to work in highly protected and isolated settings like the sheltered workshops (Becker Drake, nd). These gave the individual the opportunity to work without having to risk competition and failure experiences which, it was assumed, would occur in normal work environments (Bussone, Cramp, Dakunchak Rosen, 1993,para.2). Activities in this category were meant to shelter persons from normal problems while exposing them to normal task requirements such as time clocks and supervision (Beck er Drake, n,d). But as years passed by, sheltered workshops became less popular because work was demeaning and it offered no prospects since people always remained in an institutional setting (Bussone et al, 1993). Then focus was shifted on teaching people the necessary skills for employability. This was referred to as the train and place approach in which people mental health difficulties were given training in order to find employment. Once trained, they were free to find themselves a job. However this probability was not plausible since the acquisition of the skills alone were not sufficient to gain and maintain employment (EUSE, n.d). The concept of supported employment was the last to be introduced but it is the one which offers much promise to people with mental illness as it emphasizes the need for integration into society and engagement in open paid employment. Whereas before, people with mental illness were only seen in the context of health services, now their strengths are being recognized and are considered to be potential contributors to our society (Frado, 1993). Supported employment schemes and accommodation measures both provide the employee with the opportunity to enjoy a working life that best meets their needs. 2.7 The Current situation It could be that people are no longer beaten and retained due to their illness and sheltered workshops gain less endorsement, yet it is still a struggle for people with mental illness to find and keep jobs. As Gauci, (2010) says, the lack of flexibility at the work place and the stigma and fears, which still exist in our society; most frequently results in the violations of peoples right to work(para.5). Unfortunately, circumstances that defy the rights of persons with mental illness are not always given the prominence that they require (Gauci, 2010). Locally, supported employment services are very limited, even if they proved to be successful. In fact, the Richmond Foundation (2009), in Richmond Foundation (2011) asserts that in the year 2009, a total of twenty six persons with mental illness benefited from this scheme. This service has been unavailable for a period of time but is currently in the process of being re-introduced. Also, the Maltese mental health Act needs to be update d as it continuous to result in the violations of the rights of people experiencing mental illness (Ameen, 2009). To further stress this point, Mc Sween (2002) claims that mental health still receives less government support than general health care (para.1). Indeed, Gauci (2010) avers that it is very basic and superficial when a country has policies and legislation which promote community care when in practice community services are inadequate, scare, uncoordinated, understaffed or staffed by persons who are not trained to deal with persons with mental health difficulties in the community. ( para.4) These support lacking systems are also a major concern to many parents who fear that their children will become unemployed, poor and homeless, with no one to look after them, rotting away and walking around the village looking dirty and alone(Calleja, 2010b, para.16). 2.8 Social work and mental illness Social Work has an imperative role in all this since its core values are crafted to address social problems and challenge social injustices (Johnson Yanca, 2007). Not only should social workers provide people with mental illness with the support and skills needed to help them overcome disadvantage but also seek to transform the society for the benefit of their clients (Payne, 2005). This is so because the social work profession calls on its associates the need to consider the person in environment as sometimes there is a tendency to ignore environmental factors responsible for social problems (Johnson Yanca, 2007, p.60). It is this aspect of social work that moves in line with the social model of disability, as it too takes into consideration the societys attitudes that act as a barrier for people with mental illness to maintain employment. Th

Representation of a Great Ruler :: Queen Elizabeth Ruler Essays

Representation of a Great Ruler In such a tumultuous time of England’s history, a ruler that could protect his people and also give them intellectual stimulation was no easy task. However, this is what the people expected from their ruler. This emblem is a basic representation of what the English people valued from the people that ruled them. The title says it all. â€Å"A Princes most ennobling Parts,/ Are Skill in Armes and Love to Arts.† If someone took this emblem and changed all the words from â€Å"he† to â€Å"she,† and then replaced the words â€Å"prince† to â€Å"queen,† we would have a perfect description of Queen Elizabeth I and what made her so great. Before we go into the text, it is worth analyzing the picture of the emblem. Though the huge discrepancy is that it is a man in the picture, there are still many parallels we can draw between him and Elizabeth. Appearance wise, the man in this picture seems to have a regal robe on, but pants that look like tattered rags. Making the comparison with Elizabeth, one can point out the time that she spent in prison. She had to don rags for a while, and then when she was released, she was made queen and she got to wear royal, exquisite dresses. In the picture, the man has a sword in his right hand and a book in his left. Obviously, the sword represents the military might and physical strength. The book represents wisdom and knowledge. Though it is at an angle, it still seems that the man is holding the book higher than the sword, showing that they value a wise ruler more than a mighty one. A great ruler however, must contain both of these qualities to be successful. After the emblem, we get a poem about qualities the people desire in their ruler. As stated earlier, from what we know of Elizabeth, this poem describes her qualities well. Before Elizabeth, England was in constant war with Protestants and Catholics fighting each other for power. In this time of constant conflict, the people looked for a ruler that would bring them tranquility.

Education of the Middle Ages Essay

Education, as we know it today, did not exist in the Middle Ages. Illiteracy was dominant among the population. Scribes were the exception to the rule. Churches were the main source of knowledge and schooling. Real interest in learning grew along with the development of towns. The towns’ officials needed to be educated. At the same time a need for legal institutions was created and so started the university phenomenon. Modern education was on its way. There were few schools in the Middle ages, so everyone had limited education. Even the Lord of the Manor was often unable to read or write. Some of the first schools were Cathedral schools. As well as Parish, Monastic, and Palace schools. Here people learned a particular role in society. Naturally the primary job was training the clergy in their professional duties as priests of the Christian people. The bishop was the head of the complex and he had a staff of priest to help him with the several of the diocese. These skills that were taught here were reading, singing of hymns, church law, writing of documents and the performing of Church duties and sacraments. An example of educating for a specific role in life were the Knights who had learn how to fight with various weapons so that they could fight for their king. The common people, however, had no way of being educated other than going a monastic school. However, if they did this, they had to donate their property to the church. The people who went to this school later become monks or nuns. They had to follow three important laws: chastity, obedience, and the law or the lord if not followed they would be thrown out of the monastery. Most monasteries had a rule of silence: monks could not talk which other except for a short period of time. During meals one monk might read passages from the bible while the others mediated. Even though monks’ lives seem to be so hard it was the best place to go for a good education for anybody from a king to a beggar (Monasteries 488-499). Women took part in monastic life by living in a convent under a direction of an abbess. Known as nuns, they wore simple clothes and wrapped a white cloth called a wimple around their face and neck. They alternated prayer with spinning, weaving, and embroiling items such as tapestries and banners. They also taught needlework and the medicinal use of herbs to daughters of nobles (Couglin A6). Although monks and nuns lived apart from society, they were not completely isolated. Indeed, they played a crucial role in medieval intellectual and social life. Since few people could read or write, the regular clergy preserved ancient and the classical writings. Scribes copied all the books by hand working in a small drafty room with one candle or a small window for light. Illuminated manuscripts decorated with rich colors and intricate pictures indicate that, although the task was done with hard work, it was also lovingly done (Monastaries 499-501). Monasteries and convents provided not only schools for young people, but hospitals for the sick, food for the needy, and a home for travelers who need a place to stay (Monasteries 499-501). Cathedral schools were there to train higher-member of the Church in their professional duties as ministers of the Christian people. The bishop in whose Cathedral complex the school was located needed a group of trained priests to administer the various needs dioceses. The Cathedral school largely emphasized practical skills, effective reading, singing, and knowledge of Church Law, public speaking and the administration of the holy sacraments (Corbishely 28). At first the university was not so much a place as it was a group of scholars organized like a guild for the purpose of learning. Classes were held in rented rooms or churches even in the open air. Books were scarce. In most classes teacher read the text and discussed it, while students took notes on slates or memorized as much information as possible. Classes did, however meet regularly schedule. University rules established the obligations of the students and the teachers toward each other. To qualify as a teacher students had to pass an exam leading to a degree, or a certificate of completion (Cantor 58). By the end of the 1200’s universities had spread throughout Europe. Most southern European universities were modeled after the law school at Bologna, Italy, and specialized in law and medicine. Universities in Northern Europe on the contrary, specialized in liberal arts in Theology. These were generally modeled after the University of Paris (Bailey 89). At medieval universities, scholars studied Latin classics and Roman law in depth. They also acquired knowledge from the works of the Greek philosopher Aristotle and from the Islamic scholarship in the sciences. This interest in the physical world eventually led a rise of western science (Schools 291-292). Many church leaders opposed the study of Aristotle’s works, fearing that his ideas feared the Christian teachings. In contrast some scholars thought that new knowledge could be used ideas. The applied Aristotle philosophy to theological questions and developed a system of thought called scholasticism. This new type of learning emphasized reason as well as the faith in the interpretations of Christian doctrine. Scholastic sought to bring back classical philosophy along side with the teachings of the Church. They believed that knowledge could be integrated into a coherent whole (Schools 295). One scholastic teacher, Peter Aberlard taught theology in Paris during the early 1100’s. In his book Sic et Non, he collected statements from the bible writings of early Christian leaders that showed both sides of controversial questions. Abearld then had his students reconcile the difference though logic. In the 1200’s the most important scholastic thinker was Thomas Aquinas a brilliant theologian and philosopher who taught philosophy in Naples and France. In his work Summa Theolgica Aquinas claimed that reason was a gift from god that could provide answers to basic philosophical questions. The catholic later accepted and promoted Aquinas’s way of teaching and thinking (Schools 310). The education of a knight proceeded in a way similar to that of many medieval occupations. At an early age the prospective knight was apprenticed to serve as a page, or attendant, in a knight’s household. In his teens the page graduated to the status of a squire and received more responsibilities. As a squire the boy tended his knight’s horses and armor, but he also gained his first battle experience. Several squires were usually apprenticed to a knight at the same time and on the battlefield they might fight as a small band of infantry around their master. Here they acquired the many skills in arms necessary for their profession. To graduate to the status of a knight, a squire usually performed some heroic deed in battle. The squire was welcomed into the order of knights by being dubbed with a sword or slapped in the face by his lord. Afterwards the new knight would receive his fief, or gift of land. As the cult of chivalry developed in the 12th and 13th centuries, knighting ceremonies became more involved. Often they occurred at court, and a knight’s dubbing might be preceded by a religious vigil in which the knight vowed to uphold Christian and chivalric principles (Davies 12-13). Finally the Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features that is, the secular or worldly rather than the religious aspects of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important (Renaissance 228-229). Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archeology, astronomy, mythology, history, and Scripture (Renaissance 220). The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates. But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools (Bailey 112). Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing (Couglin, A8). As it shows education the Middle Ages seems to be so diverse and a starting point for modern education. But the reader must always keep in mind only about five percent of the whole population did all of these educational activities.

The Many Meanings of Sweat

The Many Meanings of Sweat The Many Meanings of â€Å"Sweat† The Many Meanings of â€Å"Sweat† By Maeve Maddox Sweat is one of those Old English words that has dwindled in meaning since Anglo-Saxon times. Back in those sword-swinging times, sweat mean blood. By Middle English times sweat had acquired its modern meaning of â€Å"perspiration.† In addition to its current literal meaning, sweat enjoys a rich figurative life: sweat of one’s brow This expression comes from Genesis 3:19: In the sweat of thy face shalt thou eat bread, till thou return unto the ground; for out of it wast thou taken: for dust thou art, and unto dust shalt thou return. The expression has been used with a legal meaning in discussions of copyright law: â€Å"the effort expended in labor, and the value created thereby.† sweat equity value added to a house by means of the unpaid labor of owner or tenant. sweatshirt a collarless long-sleeved pullover made of cotton jersey with a smooth-finished face and a heavily napped back Merriam Webster sweat pants athletic pants made of the same fabric as a sweatshirt sweatband/sweat-band: can be either the band of leather or other material that forms the lining of a cap, or a band of terry cloth or other absorbent material worn around the head to absorb perspiration. sweat bee a bee attracted to the salt in human perspiration night sweats Excessive sweating during sleep. Medical term: Sleep hyperhidrosis sweat shop a small factory that does not conform to local standards of safety, sanitation, length of workday, or payment. sweat lodge an enclosed area heated by steam from water poured on hot stones; used especially by American Indians for spiritual and/or health purposes. sweater girl a model or actress who wears tight-fitting sweaters for publicity photos. The first â€Å"sweater girl† was Lana Turner. no sweat This idiom means â€Å"no problem.† â€Å"Can you fix this wretched computer for me?† â€Å"No sweat,† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive Interjections60 Synonyms for â€Å"Trip†25 Favorite Portmanteau Words

Mandatory Birth Control Welfare Requirement Debate Essay Example

Mandatory Birth Control Welfare Requirement Debate Essay Example Mandatory Birth Control Welfare Requirement Debate Paper Mandatory Birth Control Welfare Requirement Debate Paper The American welfare system began in the 1930s, during the Great Depression, to aid families with little or no income. The welfare system expanded over the following six decades. Allegations of welfare fraud and abuse increased proportionally. Some welfare recipients were staying unmarried, unemployed, or acquiring more children to manipulate the system and qualify for more aid (Welfareinfo.org, 2013). In 1996, President Bill Clinton signed a bill turning control of the welfare system over to the individual states. Thus, allowing states to choose their preferred mechanisms to modify the requirements and restrictions of welfare applicants and recipients to minimize the abuses. Both sides of the aisle have introduced bills to eliminate funding to chronic welfare abuses and preserve the limited welfare funds for families and individuals in genuine need of temporary financial assistance. Despite sounding like an oxymoron, political officials have the most appropriate career competency for understanding state laws and determining the better courses of action for preserving state tax revenues. On June 20, 2013, The US Congress led by Rep. Stephen Finchers (R-Tenn) put forth a bill that would require states to perform random drug tests on 20% of the people receiving benefits from the Temporary Assistance for Needy Families (TANF) program. The bill did not pass the Congress. Rep. Fincher intends to revise the bill and submit for a vote later. On February 2, 2009, the Obama administration revised the TANF program adding a requirement that welfare recipients must take an active role in searching for employment, and to remain employed when possible. Numerous other bills have been introduced in Congress over the years to address the issues of drug use, intentional unemployment, and fraud in state or federal subsidized programs. Adding children to a family already in welfare programs increases the amount of welfare payment and extends the amount of time a person can be unemployed and receive taxpayer funded welfare. Some welfare recipients have additional children simply as a way to profit from the system. The topic of this debate will be: Should individuals, enrolled in a government assistance programs, be required to be on birth control to receive benefits? This debate paper will begin with three arguments from the pro perspective, followed by three arguments from the con perspective. The merits of these debate arguments will be discussed, followed by a conclusion based on the team’s determination of the stronger set of arguments. Lastly, the weaker perspective will offer a rebuttal to the team’s conclusion. Pro Arguments Foster Child and Adoption Programs A person qualifies for welfare when he or she does not have the means, or ability to provide adequately for them self. Social service agencies will not place foster or adoptive children in economically unstable household to ensure the child’s needs are adequately met. As a ward of society and for the protection of unborn children, a welfare recipient should be required to be on birth control and meet the same standards required for adoptive or foster parents before mandatory birth control can be suspended. Doing this would mirror the social service guidelines already established, which ensure children’s need can be adequately met by their guardians, and also prevents additional burdens on the welfare system. Social Responsibilities and Constitutional Rights The Constitution holds an individuals rights to be inalienable. The Supreme Court has ruled that citizen rights are exercised only to the extent that they do not infringe on the rights of another. Therefore, irresponsible reproduction by welfare recipients infringes upon the rights of fellow Americans, by forcing them to support the reckless behavior of the welfare recipient. Further, welfare is an entitlement program, not a constitutional right. The government has numerous restrictions and requirement for social security, unemployment, education, and every other entitlement program. Those restrictions preserve the intent of the programs and reduce abuses. This requirement is simply asking potential mothers and fathers to take responsibility for their own actions. Having children should not be forbidden; however, temporarily restrictions while a potential mother or father is dependent upon taxpayer backed state assistance should be required. This should help eliminate many of the cases of welfare abuse by decoupling the desire to have children and the current financial incentive of welfare recipients to have more children. This creates a further incentive for seeking employment and self improvement of potential mothers or fathers wanting children and should reduce the amount of time a recipient stays in the welfare system. Universal Health care and contraception A person should be required to use birth control to receive government assistance if he or she is cannot to support and feed themselves and any children he or she already has. If this person refuses to participate in preventative measures for religious or other reasons then monetary assistance should eliminated if they were to have another pregnancy. The state should provide free contraception to them as part of their assistance. Free vasectomies to the men should be offered as part of this program. Con Arguments Religious conflict to birth control A person should not be forced to take birth control to receive assistance if he or she chooses not to. Many religious beliefs do not permit contraception to be used. The Catholic Church, for example, is one. If God wants a person to have a child, what right does the state or federal government have to override His will? Social Responsibilities and Constitutional Rights The Constitution of the United States of America gives the same rights and protections to all persons regardless of their employment or income status. The government has no authority to regulate when, why, or how often any person procreates. Requiring that welfare recipients submit to birth control to receive welfare benefits is a violation of that person’s constitutional rights. Such a draconian measure will harm families and promote suffering of innocent children who welfare recipients already have. For the government to cut off a citizen’s rightful assistance for the very natural and inalienable right of procreation is tyrannical and stands in stark contract to every principle that this great country was founded. Universal Health Care and Contraception Before an individuals reproductive rights are taken away, we must speak of global access to birth control. Does a welfare recipient pose a higher long-term risk, compared to a teenage mother? Focusing birth control mandates on citizens who are already struggling with hard times will not address the broader issues of decreasing the demands on the welfare system. Planned Parenthood, one of the largest sources of free and low-cost birth control, and has experienced countless budget cuts, year after year. These budget cuts make providing services to the neediest participants extremely difficult. What other services will need to be provided in the long term to young mothers. Better funding of family planning programs is a better use of tax payer dollars. Providing more funding to family planning clinics provides solutions to individuals who are actively seeking family planning rather than infringing on the rights stereotyped group who find themselves needing help, not oppression. Welfare Requirements Debate In an evaluation of the arguments presented, Team D has determined that the pro side of this debate presented stronger arguments. Several logic errors or fallacies were noted in the con arguments, which further weakened the strengths of the con side of the debate. There were two direct parallels between the pro and con arguments. One of the set of arguments is not directly paired, but did overlap with some relevance. The team determined at the con argument of religious belief is a fallacy, shifting the burden of proof. The con argument of universal health care addresses the religious argument without side stepping the issue. The team evaluation also determined the con argument is an argument from popularity. Further, the separation of church and state should not allow or require that state welfare policies cater to individual religious concerns. There are numerous legal precedents, such as Roe v Wade that establish government policy despite conflicting religious perspective. On the issue of constitutional rights, the team opinion again found the pro argument better reasoned. The most convincing aspects of the pro argument were welfare is an entitlement program, not a constitutional right, and entitlement programs can place restrictions. This was viewed as the pro side providing legal precedent. The con side is a statement of faulty comparison and does not provide any counterargument to pro side’s establishment of the legal precedent. The arguments of universal health care were also determined stronger on the pro side. While neither side had a particularly strong argument, the pro side did provide a rebuttal to the religious argument of the con side. The con argument is not substantive to the debate and is considered to be a red herring. The team concludes the pro side presented a strong case for each of the arguments. Since, welfare benefits are not constitutionally mandated, and individual’s rights to procreate freely are not protected under the Constitution. States should have the liberties to decide requirements that must be met to use welfare benefits, including use of mandatory birth control. Rebuttal The government has the responsibility to protect its citizen’s rights and responsibilities, not remove them. Regardless of whether welfare is an entitlement program or a right, the government does not have the authority to make family planning decisions for its citizens. Such actions would be a clear and blatant violation of constitutional rights. Imposing such requirements on welfare recipients is not simply a slippery slope, but an avalanche of issues that have not been discussed or evaluated by the proponents of mandatory birth control. What recourse will women have if they suffered any of the potential side effects of birth control such as decreased fertility, hormone regulation, depression, mood disorders? What happens to the people kicked off the welfare system? Are they left to starve? The moral wrongs of this requirement far outweigh any tax saving biased statisticians can produce. Abuses and fraud may exist in the welfare system, but mandatory birth control is not an effective approach to try to address that. The many who depend on the welfare system would be undeservedly punished for the crimes of a few that take advantage of it. Mandatory birth control is a one-size fits all approach, like using a nuclear bomb to swat flies. There are many other approaches that can and should be taken that can achieve the goal of reducing fraud and protecting the rights of families. Many mothers cannot work because the cost of childcare is greater than the income they can earn. Creating more affordable childcare programs would aid to get mothers in the workforce and off the welfare roles. Sick children cannot go to school or daycare, which means mothers cannot work and cannot earn money when their children are sick. Health care is prohibitively expensive. Affordable health care or access to universal health care would create healthier children and allow them to stay in school or daycare. This cycle of mothers having to leave work to stay at home with their sick children has been the very cause of many mothers losing steady employment and end up dependent on welfare. These are just a few of many alternatives that would create a positive impact on all parties involved and reduce dependence on the welfare system. There are better ways to preserve and protect the welfare system and families. For these reasons and many more, birth control should not be made as a mandatory part of receiving welfare benefits. References huffingtonpost.com/2013/03/04/ welfare-drug-testing-bill-congress_n_2806450.html

Journal from Reading Essay Example | Topics and Well Written Essays - 1250 words

Journal from Reading - Essay Example It can also mean that the social worker, reviewing her clients’ affairs, comes to the conclusion that there is something structurally amiss at the workplace and that something must fundamentally change in the company’s organization if systematic absenteeism is to be further prevented. The aim is always to help clients to help themselves, to develop new prospects for the future or to simply accept a reality that is difficult to alter.† (p. 141) In order for a social worker to be successful in her career, her broad knowledge of various organizational and networking systems that provide support and services to their clients must be matched with her own vast understanding of how a person’s mind and emotions operate especially in times of crisis. Most of the time, counseling sessions are conducted with her client, or members of her client’s family. Here, the social worker’s communication skills are put to the test. â€Å"In conversations with the professional, clients speak out about their pains and sorrows, and about their hope and beliefs.† (Van Nijnatten, 2006, p.133) It becomes an avenue where both the social worker and the client brainstorm on ways to express these emotions so they construct new meanings and new perspectives. Coming from an objective frame of mind, the social worker helps the client distance himself to the concern at hand and explains that such overwhelming emotions that the cl ient is undergoing are normal and can cite cases of others who have survived through the same. Then ways to resolve the problem are discussed. In my current studies in Social Work, I realized that various clinical approaches have been developed by renowned psychologists and the social worker has a plethora of choices to use in a particular casework. One is the Task-Centered Model. In this model, the client is expected to carry out some tasks

Hearing, Deaf and Hard-of-Hearing Students' Satisfaction with On-line Essay

Hearing, Deaf and Hard-of-Hearing Students' Satisfaction with On-line Learning - Essay Example Not only can computer technology facilitate a broader range of educational activities to meet a variety of needs for students with mild learning disorders, but also adaptive technology now exists than can enable even those students with severe disabilities to become active learners in the classroom alongside their peers who do not have disabilities. (Hasselbring, 2000) Technological accommodations often involve the use of assistive devices to help a student to communicate or to produce work output e.g. modified keyboard, a computer with a visual display and touch screen or with voice synthesizer, braillers for blind students, greatly enlarged text on a computer screen for a student with partial sight, radio-frequency hearing aids for students with impaired hearing etc. Less sophisticated aids might include school-made communication boards for students without speech, or using symbol or picture card systems for communicating. Technology has also increased the mobility and independence of many students with severe physical disabilities. The specific needs of students with disabilities are usually identified in their individual education plans (IEPs). The IEP should be seen as the main source of advice of the types of differentiation needed by the students. (Westwood, 2003) Deaf and hard of hearing students have great difficulty with phonics as it is usually taught. However, when they learn lip reading, this has a phonic basis in the speaker. If regular students are initially taught to spell phonemically, and the deaf and hard of hearing lip reading students are taught to write what they see in the same phonemic spellings, the two groups of students can communicate in writing thereby making joint educational experiences possible to some extent. (Ives, 1997) American Sign Language (ASL), the language of the deaf is not simply a translation of American English into hand symbols. It is a totally different language, unique in the sense that enables