The study of children and childhood

Why In A Society That Prides Itself On It ‘s Democratic Values Should The Suggestion Of Children ‘s Engagement Be So Contraversial?IntroductionUntil late geographers have paid light attending to the survey of kids and childhood ( James, 1990 ; Sibley, 1991 ; Philo, 1992 and Winchester, 1991 ) . Where surveies had been carried out, most were concerned with kids as future grownups and attending focused on their emerging accomplishments and cognitive development. Rarely were kids studied for what they are, as active societal agents in their ain right, with their ain lives, demands and desires ( Corsaro, 1997 ) . With the ‘cultural bend ‘ , kids have been ( rhenium ) positioned on the geographical docket ( Aitken, 1994 ; Valentine, 1996a and Valentine, 1996b ) . One ground is that consideration of other low-level groups in society ( for illustration, adult females, minorities, the disabled ) has drawn attending to the ways in which society is constructed around so cietal and spacial premises. Constructivist and interpretative positions of this sort have led to a acknowledgment that kids as a group are amongst the least powerful within western societies ( James et al. , 1998 ) and yet, their experiences within topographic point and infinite have non been consistently examined. In effect, there has been a rush of involvement in the mundane geographicss of kids ( Aitken, 1998 ; Matthews, 1995 ; Matthews and Limb, 1998 ; Matthews and Limb, in imperativeness ; Matthews et al. , 1998 ; Sibley, 1995 ; Skelton and Valentine, 1997 ; Valentine, 1997a and Valentine, 1997b ) and vigorous averment for ‘childhood infinite ‘ to be recognised as an of import dimension in societal and cultural theory ( James and Prout, 1992 and James et al. , 1998 ) . Unlike other marginalised groups, nevertheless, kids are non in a place within most western societies to come in into a duologue ( with grownups ) about their environmental concerns and geographical demands. In this sense, kids occupy a particular place of exclusion. Their ability to dispute the conventions of dominant political orientation from within, together with the patterns and procedures which lead to their socio-spatial marginalization, is largely beyond their appreciation. Children as ‘outsiders ‘ demand Alliess and geographics with its concern with the political relations and power of infinite and spatial property ( Painter and Philo, 1995 ) is good positioned in this regard. Just as feminist geographers have developed their surveies to turn to issues of adult females ‘s representation and engagement in socio-spatial decision-making, so geographers analyzing kids need to construct upon their surveies to take on the issue of kids ‘s rights. We contend that the argument about kids ‘s engagement ( or deficiency of engagement ) in society and public policy devising is cardinal to an apprehension of the modern-day geographics of kids and childhood. In the remainder of this assignment we develop these thoughts, within a cross-cultural model. The right to state about affairs associating to the quality of life is a basic human right ( Archard, 1993 ) . Although this cardinal rule of citizenship and of the democratic ethos was embedded in the United Nations ‘ Universal Declaration of Human Rights ( 1948 ) , it was non until the United Nations Convention on the Rights of the Child ( UNCRC ) in 1989 that kids ‘s right to take part in society was steadfastly established. Alongside Articles on proviso, protection and attention, the UNCRC sets out a figure of duties on the rights of engagement by immature people. Of primary importance are the undermentioned Articles:The Children Participation ControversyEngagement implies processes of engagement, shared duty and active battle in determinations which affect the quality of life. For the UNCRC engagement provides a mechanism for non merely safeguarding the ‘best involvements of the kid ‘ ( Article 3 ) , but besides for guaranting that kids ‘s positions and sentiments are given regard. However, whilst at that place has been broad acclamation and support within the UK for two other major rights of childhood identified by the UNCRC, that is, the rights to protection and proviso, there is less consensus about the impression of engagement. In malice of a turning anteroom in favor of kids ‘s rights to take part, there remains an intransigency in some quarters about whether such political engagement is appropriate. Lansdown identifies three grounds why some grownups are loath for kids to take portion in decision-making that will impact on their ain life and the lives of others ( Lansdown 1995, p. 20 ) . First, giving kids the right to state threatens the harmoniousness and stableness of household life by naming into inquiry parents ‘ ‘natural ‘ authorization to make up one's mind what is in the best involvements of a kid. Yet, as Qvortrup et al. , ( 1994 ) suggest, to prolong such an statement, it must be beyond sensible uncertainty that grownups behave with kids ‘s best involvements in head. In pattern, this is non ever the instance. Second enforcing duties on kids detracts from their right to childhood, a period in life which is supposed to be characterised by freedom from concern. Such a position ignores the fact that many kids ‘s lives are full of legitimate concerns which are merchandises of the same societal and economic forces that affect grownups. A 3rd strand to the statement is that kids can non hold rights until they are capable of taking duty. This position is based on an idealized position of childhood, yet few kids live without duties. Alanen ( 1994 ) points out that kids ‘s labor and responsibilities within the place are underestimated, whilst the world of school work and its associated duties are rendered unseeable by the label ‘education ‘ . A 2nd, though related, statement against kids ‘s engagement is based on a strong belief that kids are incapable of sensible and rational decision-making, an incompetency confounded by their deficiency of experience and a likeliness that they will do errors. Furthermore, if kids are left to the freedom of their ain inabilities the consequences are likely to be harmful ( Scarre, 1989 ) . Franklin and Franklin ( 1996 ) pull attending to a scope of libertarian unfavorable judgments of these two point of views. As a starting point, kids are invariably doing rational determinations impacting many parts of their day-to-day lives ( some trivial, some less so ) without which their lives would hold small significance, order or intent. In add-on, grownups are frequently non good decision-makers and history bears this out. Indeed, this observation provides an inducement to let kids to do determinations so that they may larn from their errors and so develop good decision-making accomplishme nts. More radically, it has been argued that the chance of doing errors should non suspend engagement, as such an premise ‘confuses the right to make something with making the right thing ‘ ( Franklin and Franklin 1996, p. 101 ) . Critics besides draw attending to the bing allotment of rights harmonizing to age, which is flawed by flightiness and incompatibility. For illustration, within the UK a immature individual is deemed reprehensively responsible at the age of 10, sexually competent at the age of 16, but non politically responsible until the age of 18, when all of a sudden, without preparation or dry run, immature people enjoy the right to suffrage. Last, by denying rights of engagement to everyone under the age of 18 assumes a homogeneousness of emotional and rational demands, accomplishments and competencies. Furthermore, we contend that both places are imbued with an adultist premise that kids are non societal histrions in their ain right, but are adults-in-wait ing or human becomings. Minimizing kids in this manner non merely fails to admit that kids are the citizens of today ( non tomorrow ) , but besides undervalues their true potency within society and obfuscates many issues which challenge and threaten kids in their ‘here and now ‘ ( Matthews and Limb, in imperativeness ) .Engagement And Representation Of Children Within The UKIn this subdivision we review immature people ‘s engagement and representation within the UK, separating between engagement at the national and local degree. At the national degree, a figure of political observers draw attending to a turning neutrality by immature people in all affairs political ( Bynner and Ashford, 1994 ; Furlong and Cartmel, 1997 and Furnham and Stacey, 1991 ) . A deficiency of political consciousness, political apathy and low degrees of political engagement are claimed as platitude. A recent societal attitudes study ( Wilkinson and Mulgan, 1995 ) showed that 45 % of under 25 s did non vote in the 1992 election compared to 31 % in 1987 and merely 6 % of 15-34 twelvemonth olds describe themselves as ‘very interested in political relations ‘ . It would look that an full coevals is choosing out of political relations ( Barnardo ‘s, 1996 ) . Yet there is ample grounds to propose that if immature people are given more duties and more opportunity to take part in the running of society, so they will be more willing to prosecute in the procedures of democracy ( Hodgkin and Newell, 1996 ) . For illustration, in individual issue administrations where immature people are encouraged to take portion, rank statistics confirm a turning engagement rate. Amnesty International ‘s youth subdivision increased from 1300 in 1988 to 15,000 in 1995 ; Greenpeace ‘s young person rank rose from 80,000 in 1987 to 420,000 in 1995 ; and Friends of the Earth describe a growing of 125,000 new immature members over the same period ( British Youth Council, 1996 ) . Hodgkin and Newell ( 1996 ) strongly assert: â€Å"Our society is in some danger of infantilising kids, of presuming an incapacity long past the day of the month when they are more capable. It is a affair of common sense, and the natural good pattern of many parents populating with kids and many professionals working with kids, to listen to kids and to promote them to take duty for determinations wherever possible. The results are normally better and, even if things go incorrect, larning from errors is an indispensable portion of development† ( p. 38 ) . Indeed, the UN Committee on the Rights of the Child, the international organic structure which was set-up to supervise the execution of the Convention, expressed concern in its meeting in January 1995 about the deficiency of advancement made by the UK Government in following with its rules and criterions. In peculiar, attending was drawn to the inadequacy of steps associating to the operationalisation of Article 12. It recommended that: â€Å"greater precedence be given to†¦ Article 12, refering the kid ‘s right to do their positions known and to hold those positions given due weight, in the legislative and administrative steps and in policies undertaken to implement the rights of the kid. ..†and went on to propose that: â€Å"the State party see the possibility of set uping farther mechanisms to ease the engagement of kids in determinations impacting them, including within the household and the community..† ( United Nations, 1995, p. 15 ) . The instance for immature people ‘s closer representation and engagement in political procedures, particularly at a national degree has been taken up by a figure of runing administrations. First moves pre-date the UNCRC, when, in 1975, the National Council for Civil Liberties ( now Liberty ) proposed a Children ‘s Rights Commissioner to move as a national advocator for kids, but the proposal did non progress beyond the parliamentary commission phase ( Rodgers, 1979 ) . Recently, the purpose of set uping a national Commissioner has gained renewed drift. Critical to this impulse was the publication of Taking Children Seriously: A proposal for a Children ‘s Rights Commissioner ( Rosenbaum and Newell, 1991 ) . In this elaborate survey the writers make a forceful instance for reform. They suggest that it is kids ‘s exposure to mistreatment, the deficiency of co-ordination across authorities sections in proviso for kids, kids ‘s complete deficiency of politica l rights, and the demand to guarantee long-run authorities conformity with the UNCRC which make the instance for setting-up the office of Commissioner so necessary ( Franklin and Franklin, 1996 ) . Among the Commissioner ‘s functions would be the remit to affect immature people every bit closely as possible in decision-making at assorted degrees. This would affect the administration of local and national forums for immature people ; the constitution of consultative groups to see policy and pattern ; and the widescale electioneering of immature people for their positions and sentiments. As a effect of this publication the run for a statutory, independent office of Children ‘s Rights Commissioner was launched in the same twelvemonth. The proposal is supported strongly by all major kid public assistance and kid protection bureaus, four Royal Colleges of Health, local authorization associations and many professional kids ‘s administrations ( Children ‘s Rights Office, 1997 ) . The constitution of the Children ‘s Rights Office in 1995 and its appellation of a full-time officer to run for a Children ‘s Commissioner gave added weight to the cause. In an effort to travel the run frontward the Calouste Gulbenkian Foundation set up an enquiry which consulted widely in the UK and overseas about participatory constructions. Their study ( Hodgkin and Newell, 1996 ) non merely highlighted the modest extent of inter-ministerial and inter-departmental co-ordination of kids ‘s personal businesss and the ad hoc nature of the allotment of some duti es ( an result of there being no lead Department for kids ) , but besides drew attending to a scope of effectual authorities constructions for kids already evident elsewhere 1. The right to state: organizational constructions for kids ‘s engagement and representationa Extra encouragement to the run for better representation for immature people has been provided by New Labour. Their 1992 Manifesto proposed seting in topographic point a Minister for Children ( Lestor, 1995 ) , although this proposition was absent in the 1997 Manifesto. Whilst there are marks that the present authorities is sympathetic to the creative activity of such a station, at present, the official place is that they are in a procedure of audience ( Hewitt, 1998 ) . This deficiency of advancement has prompted other runing administrations to take up the cause. The 2020 Vision Programme is being organised by the Industrial Society as a consequence of a concern that immature people ‘s voices are seldom heard in political, economic and societal arguments. Amongst their purposes is to set in topographic point a Minister for Youth to coordinate policy and action ( Industrial Society, 1997 ) . At the local degree, nevertheless, there are promoting marks that attitudes are altering with respect to the engagement of immature people in decision-making. There are a figure of associated grounds for such a development. First, the impulse given to immature people ‘s rights in general by the UNCRC has been added to by the rules set by Local Agenda 21. Amongst its many declarations for a sustainable hereafter is the position that duologue should be established between the youth community and authorities at all degrees which enables immature people ‘s positions and visions to be incorporated as a affair of class into future environmental policy ( Freeman, 1996 ) . Second, local authorities reorganization has provided a stimulation for young person issues to be addressed in a strategic mode, partially through a demand to show community audience and partially to undertake what is perceived to be ‘the young person job ‘ ( Griffin, 1993 and Wynn and White, 1997 ) . Third, there is the ‘millennium factor ‘ ; as we move towards the bend of the century at that place seems to be an emerging sense that the hereafter is for our kids ( Hackett, 1997 and Storrie, 1997 ) and local decision-making is critical to immature people ‘s wellbeing. As portion of this motion towards giving immature people a say has been the development of young person councils/forums. The term council/forum is used here to depict the scope of ways in which folds of immature people come together, normally, but non entirely, in commission, to voice their positions about their demands and aspirations ( in their societal and physical universes ) . A recent study ( Matthews and Limb, 1998 ) has revealed that there are over 200 young person councils within the UK, although these have developed in different ways. A figure of national administrations have played of import functions in their development, but a effect of their varying attacks is an variability of proviso within the four place states. In England, the National Youth Agency ( NYA ) and the British Youth Council ( BYC ) provide advice and information on petition about young person councils. The Wales Youth Agency ( WYA ) has a similar remit. These are bureaus, which although advocates of immature people ‘s engagement, have limited capacity to back up development. Because of this, the development of young person councils in England and Wales has mostly been a haphazard one. Their signifier and character depending partially on such factors as the human ecology, political makeup and traditions of a vicinity, and partially on bing institutional and organizational cons tructions and magnetic persons. In Scotland developments are more consistent. Here a partnership between the Scottish Community Education Council ( SCEC ) , Youth Link Scotland and the Principal Community Education Officers Group, which followed four old ages of research and audience, gave rise to the ‘Connect Youth ‘ programme, launched in 1995. Targeted at 14-25 twelvemonth olds, this programme seeks to advance effectual engagement of immature people in the decision-making processes which affect their lives and to prosecute immature people in finding their positions on services and the development of chances for enhanced community engagement ( SCEC, 1996 ) . By far the longest history of young person councils in the UK, nevertheless, is within Northern Ireland. In 1979 the Department of Education established the Northern Ireland Youth Forum ( NIYF ) , with a specific brief to promote the development of a web of Local Youth Councils ( LYC ) . The intent of the LYCs was to acquire immature people involved in undertaking local issues and to guarantee that their voices were heard by local District Councils. The NIYF, on the other manus, took on a broader function and attempted to supply a national platform for immature people ‘s issues. Presently being discussed are proposals to acquire youth representatives on each District Council and the formation of a Northern Ireland Youth Parliament.DecisionThe multiple discourse about immature people ‘s engagement and representation generates equivocal docket. For those who feel that immature people are incapable of take parting or who question the rightness of their engagement, the deficiency of chances and inducements for representation within the UK is non deemed to be job. On the other manus, for those who see engagement to be the basis of democracy and inclusive citizenship, the UNCRC has become a rallying point, opening up new ways of believing about immature people ‘s rights. The diver seness of position, nevertheless, between those who see engagement as a ‘craft apprenticeship ‘ and a acquisition scheme ( Storrie, 1997, p. 65 ) and those who consider it to be a truly empowering experience and as a opportunity to redefine the constructions which include immature people, confounds the manner frontward. Yet, there is a turning acknowledgment that within the UK immature people are non given the regard or listened to with the earnestness that they deserve ( Lansdown, 1995 ) . The lie of consecutive authoritiess in non setting-up either an independent Commissioner for Children or a Minister for Children and the deficiency of a consistent national model for young person councils, confirms this position. This is non the instance in many parts of mainland Europe. Here, there is ample grounds of effectual ombudswork, national models for the co-ordination of immature people ‘s personal businesss and good established participatory constructions which operat e at a grass-roots degree. At a broader international graduated table, excessively, there is grounds that the Articles of the UNCRC are making out to integrate turning Numberss of immature people global. We suggest that the UK has much to larn from these experiences and until this happens, immature people will stay mostly unseeable in public-policy devising at all degrees. Finally, in this paper we have attempted to demo that surveies about kids ‘s engagement and representation in society are built-in to the emerging geographics of kids. Not merely do they supply a keener grasp of the historical and cultural relativity of childhood, but they besides add insight into procedures which marginalise and exclude.MentionsAitken, S. , 1994. Puting Children in Their Place. 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Three Stages of the Child Development

Question 2: What are three stages of child development? Maria Montessory divided the process of child development into tree stages. 1. First stage: Absorbent Mind (0-6 years) This is the period of transformation and the characteristic of this period is known as the Absorbent Mind. The child absorbs environment into himself. The child creates the person she will become once given an appropriate and specially prepared environment to work. Montessori said that during the absorbent mind, the Sensitive Periods are at the strongest and facilitates the child's learning process.This period can be divided into two sub-phases. Unconscious Absorbent Mind (0-3 years). The child cannot be dictated in this period nor can be directly influenced by the adults. The child learns unconsciously from his environment by using his senses of seeing and hearing. No formal schooling is suggested in this period however provision of a suitable environment greatly helps a child in making good early impressions o f the world around him. Children under the age of three, do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it.It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. Conscious Absorbent Mind (3-6 years). Child becomes sensitive to adult influence. The period from 3 to 6 years of age is a period of conscious construction when the child takes consciously from the environment. This is the bless time to play. The child realizes the environment by the work of his hands. The child starts building personality basing on the impressions stored during first three years of his life.The sense of touch gets coordinated with the mind. Hands become a prime tool of learning. This is also a time of social development. The child wants to have company of other children and can be separated from mother for short periods of time. Children of this age are also very drawn to activities that engage the five senses. Montessori materials are designed to clearly isolate specific concepts such as length, weight, shape, size and color. Children learn to compare and contrast using their senses of smell, taste, touch, sight and hearing. 2. Second stage: Later Childhood (6-12 years)For many children, these years from six to twelve are the glory years–a time of calm and steady growth and expansion of interests. At approximately six to seven years of age, children experience a major transformation. This transformation leads from the sponge-like absorbent mind of early childhood to the reasoning, thinking adult mind. This is the period when children develop logical thinking skills. They have to think and consciously study in order to learn. During the stage of the absorbent mind, learning happened almost automatically through exposure, but the reasoning mind needs to be consciously engaged in the learning process.T his is a period of uniform growth, an intermediate period or the second stage of childhood. At this stage children are more stable, calm and of great energy. As the child has mastered most of the basic human skills, he no longer has the Absorbent mind but learn through reasoning using his imagination to explore further. It is also a period of self discovery and a period for developing characters, morals and ethics. Montessori offers an exciting idea for guiding education: â€Å"The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.Our aim therefore is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his inmost core. † (Montessori, 1967, pg. 15). Maria Montessori identified three primary developmental drives of the elementary years. First, the child develops a voracious appetite for facts. Second, the child enters a period of moral formation and begins to ask questions about right and wrong. Third, his imagination becomes his most powerful learning tool.To feed this hungry mind and active imagination, Maria Montessori suggests that children need a vision of the whole universe starting with the solar system, the history and geography of the earth. Only a vision of the universe offers a framework for understanding all of the component parts. On the moral level, it helps children begin to understand that they are part of an integrated whole. 3. Third stage: Transformation (12-18 years) This is a period of Transformation, both physically and psychologically. Mentally, they have developed logical thinking and do not like to be told or pressure into learning.During this time, age twelve to eighteen years others become more important. Little by little they leave the family, first emotionally then physically. This is hard on parents. Parents are asked to see the adult in the child. Parents need to change how they talk. What was appropriate before is not anymore. They see adulthood coming and are very interested in themselves. All children at this age have an inferiority complex. They are convinced they are being watched. They imagine everyone is looking at them. They don’t have a stable inside or outside anymore. It is also a very idealistic time.They need to be exposed to heroes and idealists. They want to know they have a role to play. They respond to people who make a difference. The hardest part in our society is that they are seen as useless. Society is telling them there is no place for them until they get older. The way out for this is often the arts, music and drama. This is the time that the child develops significant relationships with other adults. There is a decrease in IQ during this period. The child has a decreased interest in academic learning when they are really growing and going through great physical changes.It is a ti me to train for self-sufficiency. Connect lessons with practical, concrete experiences. This is a good time to learn about the independence and interdependence of nature. Like the first stage of development it is also divided again into two sub-phases: Puberty (12-15 years) At this stage the child is like a new born baby. His character is seldom stable and there are signs of indiscipline and rebellion. The advent of puberty indicates the end of childhood. Marked physical changes take place and the child becomes very sensitive of his self.All the confidence and joyfulness of the childhood is suddenly lost. At this stage, the child needs full emotional support of parents and teachers. Adolescence (15-18 years). This period is marked with an attitude of rebellion, discouragement, hesitation, and doubts. There is an unexpected decrease in intellectual capacity as compared to an extrovert of 6-12 years. The creativeness takes charge. The child now transforming into adulthood wants to exp lore the world. Sensitive to criticism and hates to be ridiculed. Parents and teachers need to accommodate mistakes and encourage new ideas.

Strength and Weaknesses of 3 government schemes for physical exercise Essay

Strength and Weaknesses of 3 government schemes for physical exercise - Essay Example The first scheme is from the UK which is creating an active Wales. It is a plan to make citizens of Wales be more physically active than before. One of the contentions that has used in the development of such a strategy is the fact that people who are physically active reduce their levels of contracting a chronic disease by 50%. This would hence lead to lesser numbers or cases of chronic ailments being contracted by the sick people in these states. Secondly, active people reduce their chances of premature deaths by 20 -30%, leading to reduced mortality rates (Welsh Government, 2011). Additionally, the government of Wales has emphasized on a need to create an atmosphere that supports people to be more physically active. Climbing Higher is a long term strategy to improve the physical activity levels of the people in the country. The project has also been greatly funded by the government with the over  £7.2 million pounds being invested in the fiscal year 2007/2008 and 2008/2009 (Wels h Assembly Government, 2009). The cost of physical activity in Wales is currently estimated to be as high as  £650 million, thus showing that the government has managed to achieve its set objectives and incentives. There are some pros and cons of the scheme. The first advantage of it is that the scheme targets children who are aged 7-11. When children learn to be physically active they are going to be healthy since a young age and they mostly going to be physically active in the future because they used to it when they were young. By 2008, 44% of the children between the ages of 7 and 11, were physically active the percentage which has since then increased to 52% by 2012 (Crown copyright, 2013). The policy is not only developed for the children and adolescents, although most emphasis is on these age groups but rather it is focused on encouraging adults who are currently physically

IFRS .IFRS and US GAAP Comparison Essay Example | Topics and Well Written Essays - 250 words

IFRS .IFRS and US GAAP Comparison - Essay Example Firstly, income statement captions are not required in the case of US GAAP while IFRS prescribes minimum caption in income statement. In addition, the US GAAP treatment allows either single step or multiple steps format for income statement captions. According to the US GAAP treatment, classification of extraordinary items is permitted under certain circumstances and it can also be segregated within operating income; in contrast, IFRS bans classification of unusual items although it permits segregation of such items (Deloitte). The US GAAP provides a broader definition for discontinued operations while IFRS sets a narrow definition. Under US GAAP, restructuring costs are recognized only when it becomes necessary but IFRS recognizes restructuring costs when it is announced. Limited guidance on offsetting of assets and liabilities is a characteristic feature of US GAAP; however, IFRS insists specific guidance on offsetting of assets and liabilities. In case of IFRS, financial position’s classified statement is essential unless liquidity ordering is more meaningful. In contrast, such a statement is not required under US GAAP. Exclusion of long-term debt from current liabilities is a specific feature of IFRS. The US GAAP treatment refinances the exclusion of long term debt. The IFRS treatment states the minority interests as a component of equity while US GAAP guidelines restrict the presentation of minority interests as equity (â€Å"IFRSs and US GAAP†¦.†). As per the US GAAP balance sheet format, entries are presented as total assets balancing to total liabilities in addition to shareholders’ equity. In contrast, IFRS entries include current and non-current assets and current and non-current liabilities. While US GAAP presents items on the basis of decreasing order of liquidity, the IFRS presents the items in the increasing order. â€Å"IFRSs and US GAAP: A pocket comparison.† An IAS plus Guide: Audit, Tax, Consulting and Financial

Overdosed America The Broken Promise of American Medicine Essay

Overdosed America The Broken Promise of American Medicine - Essay Example To keep the lid sealed on this corruption of medical science-and to ensure its translation into medical practice-there is a complex web of corporate influence that includes disempowered regulatory agencies, commercially sponsored medical education, brilliant advertising, expensive public relations campaigns, and manipulations of free media coverage. And last, but not least, are the financial ties between many of the most trusted medical experts and medical industry". I choose this quote because it encapsulates the scope of this book. Overdosed America, by John Abramson, M.D. is a thought-provoking and riveting assessment of health care and the corruption thereof in America. Pointing to evidence which is concrete and shocking, we are forced to wonder what else is out there that we do not know about. We wonder how mistaken we are to put so much trust into the hands of doctors and the medicines that they peddle. He does not write the book in an attempt to sell a blockbuster best seller. Rather, he wants integrity to return to the field of medicine in a country that can well afford it. This book makes me wonder who is leading who. I had no idea that the majority (80 percent) of clinical research is funded by pharmaceutical companies. How does that amount to honest statistics There is an enormous conflict between the pharmaceutical companies and their influence over the studies that are conducted. Moreover, a tremendous amount of the studies which are reported in medical journals are not complete so not only are we as consumers being duped but so are the people that we rely upon to save our lives! For example, Dr. Abramson detected the frequent use of overblown statistics guaranteed to scare people into a life-long drug regimen. When the New England Journal of Medicine published a study about a new, inexpensive blood test designed to measure blood levels of inflammation in the body called C-reactive protein, or CRP, which supposedly can predict a person's risk of heart disease. The study followed 28,000 women over eight years and found that those with the highest CRP levels were more than twice as likely to develop heart disease. The study's authors concluded that identifying people with elevated CRP would allow "optimal targeting of statin therapy." Simply stated, it was a way to identify future customers for cholesterol-lowering drugs. A closer look at the statistics from this study showed that the 28,000 female participants were less than 55 years old and healthy. Their risk of heart attack, stroke, etc. was quite small. For "every 1000 women with the highest CRP levels, there was only slightly more than one (1.3) additional episode of cardiovascular disease each year than among the 1000 women with the lowest CRP levels." In other words, the twice-as-likely-to-develop-heart-disease statistic boiled down to a doubling of odds that were tiny to begin with! "The public needs access to independent expert opinion that can counterbalance the enormous influence that the medical industry wields over our beliefs about the best approach to health and medical care," writes Dr. Abramson. Indeed, Dr. Abramson clearly suggests that a regimen that has been promoted forever is still the best means by which to keep heart disease. Dr. Abramson promotes that regular exercise, smoking cessation, and a healthy diet accomplish more than just about every medical

Market Analysis Research Paper Example | Topics and Well Written Essays - 1250 words

Market Analysis - Research Paper Example Minus any extra licenses, Galveston may trade beer and wine, irrespective of the source, to customers for consumption at a legitimate public eating zone. It usually takes place on the producer’s licensed premises or at a real eating zone adjoining to the company’s licensed merchandise. Wine differs from the types of grapes used and the seasoning done during the processing. The flavor habitually comes from the nature of the container used in the wine manufacture process, typically oak material. According to Geraci (451), there are three core categorizations of wine, counting the red, white and blush wine types. Categorically, white wines are manufactured from bright-colored grapes and are commonly lighter in flavor than red and blush wines respectively. On the other hand, red wines are characteristically formed from darker grapes, and their stalks are mixed together in the crushing process. Wine drinking and familiarity wine as considered as part of the wealthy and learned civilization is a reality. Despite its alcoholic aspect, wine producers recurrently try to promote wine as part of everyday dining through advertisements (Geraci 460). The underlying reason would be to make it enjoyable for individuals who can manage to pay for the better-quality things in life.  The last step in wine production involves getting the product conveyed to the customer through a given means of transport. In case the distribution channels face ignorance, there can be a substantial impact on a wine corporation. Competence, product value, the cost of the process and on the view it holds in the minds of suppliers and customers would be real impacts felt than imagined. Several distributions from the wineries have stopped private, leased, or rented trucking corporations. According to Department of Alcoholic Beverage Control (1), youngsters are tolerable to partake of the

Factors To Consider In Setting Up A Business Essay

Factors To Consider In Setting Up A Business - Essay Example In addition, Lawrence (2013) a lawyer from a foundation that gives legal advice, suggested that when one is considering a structure for his business, promoter should consider who will own the business and what the activities will be. His choice of business structure will also depend on the type of business proposed, financial needs, and number of owners. In a separate standpoint, MacFarland, (1974, pp 60-61) said businesses are always profit seeking ventures, and as such considerations should also be given to customers perceptions. He said that a lot of businesses fail because of lack of capital, business knowledge, and inefficiency in management. Above views have been supported in the work of Dorman (2011). However, she adds business planning as an important element in business decisions. A business plan is more of a statement of goals and action plan needed to achieve them. Other organizations stated economic factors as underlying principle for choices. The Forestry Dept of FAO (20 05) cited that external, internal and individual factors determine the structure of an organization. External factors are concerns in the environment which are not under the control of owners. These are economic, socio-economic and administrative factors that could affect structure. Internal factors are purpose and organizational instruments while individual choices refer to costs and benefits. Options people have when making decisions to organize Answers to above factors will solidify the type of business structure to be organized on whether it will be a sole proprietorship, general partnership, limited liability company, or a corporation since every structure has advantages and disadvantages. When one chooses an option he thinks is needed for the business, proponent should prepare himself of potential risks and liabilities, the investment needs, costs of maintaining the business structure and framework of income tax. Evaluating these decisions when a new business is starting up Be fore anything else, the proponent must have a personal assessment of his strength and weaknesses and must have a definite goal to success. Stephenson, (n.d.) of the Entrepreneur Magazine, stated that for someone to succeed in business, he must enjoy what he is doing because his satisfaction will be manifested in the success of the business. The owner must take the business seriously and must also believe in the products or services he is selling. The owner must be able to make plans, direct, and above all manage his money wisely. When the proponent is starting with a little budget, the decision to start with sole proprietorship or a general partnership seem logical because he will find it easy to set up, since it only needs one person to organize. He does not need to report to anybody as he is the boss. Sole proprietorship is simplified as it is not required to fill up many government documentations, follow specific rule, aside from having lower taxes. Mconnon (n.d.) said many small businesses started this way then later on changed structure of ownership as it grows. However, sole proprietorship is not free from headaches, as succession is not clear; there is a risk of losing business in case of death and total disability. Sole proprietorship finds it difficult to attract investors, thus it has limited financial resources. Owner has total personal liability on its debts and obligations; while profits are taxed as personal income. General partnership In order to augment owners’ capital, he/she may invite a partner into the business. This way, a general partnership is formed wherein both agree to share in capital and management of business. In general partnersh

SWOT Anaylsis on France Essay Example | Topics and Well Written Essays - 500 words

SWOT Anaylsis on France - Essay Example The government interferes in all business affairs, discouraging the businesses to take up further projects or innovate at their own will. The government provides protection to all the employees hence suppressing the competitive spirit required for growth. Furthermore, the system makes it highly difficult for a young talented worker to climb the corporate ladder unless he has the required experience and is part of the hierarchy. The political framework is semi-presidential i.e. both the prime minister and president show involvement in the workings of the system. The reason why this democracy stands out is its origination as a social democracy. The people are allowed to vote for their representatives while also being able to enjoy economic equality. Moreover, the French political system is associated with a noticeable economic advantage. Since the government controls all the businesses, i.e. all businesses have been nationalized, the working class gains in the form of cheaper healthcare and other benefits. To a certain extent, this form of governance also allows the business to consider the overall progress of the society thereby encouraging them to incorporate the best business practices that is going to benefit the larger population.

Questions Essay Example | Topics and Well Written Essays - 750 words

Questions - Essay Example QUESTION TWO In his poem, ‘Puerto Rican obituary,’ Pedro Pietri urges the New York Puerto Rican community to switch to their own imaginations instead of turning to the televisions that are only filled with American influence. As reflected from the tone in the twenty third stanzas, the author makes several suggestions to the New York Puerto Ricans. He argues that the Puerto Ricans should solely rely on Latina souls as the sole religious background for their race, and not on the bibles. The New York Puerto Ricans ought to have learnt from the manner in which their fellow citizens were buried shamefully; â€Å"without underwear’s† as he claims. Pedro concludes his poem by stating that, living the Puerto Rican mode of life; where beautiful people work, sing and dance together is way much better. The weather conditions are favorable and they do a need a dictionary to communicate to each other. QUESTION THREE Most Puerto Ricans in the poem went to America with dr eams of living a luxurious life, and earning hefty pay, only to end up as well trained janitors who were laughed at. Those from the island spent their last days working as porters, maids, factory workers, stock and shipping clerks, messenger boys, and mailroom assistants. They only ended up in their island cemetery after all the hard work. The situation is no different from the case in ‘Chango fire’ by Quinonez. ... The seller gave her instructions on how to perform a ritual as she was supplied with the required items. Despite her attack by some boys in the park she was able to get home and perform her ritual. The ritual revealed that she should go back to Santeria with her mother. Lourdes also some magical encounters; as she was an auxiliary policeman she would encounters her father’s spirit on a regular basis. Felicia suffers physical abuse from her husband Hugo Villaverde. Hugo constantly vanishes from her life; he later on infects her with syphilis. Felicia attempts to kill him in his sleep by dropping a torched rag on his face; Hugo decides to disappear completely. At an early age Felicia befriended the high priest daughter; Herminia Delgado. She helps guide Felicia into their religion. Felicia constantly descends into madness: During her second pregnancy, after the death of Ernestro, of which she had to leave Santeria. She did not know her identity and she suffered memory lose for m onths. After the death of her third husband, Felicia returned to Santeria and embraces priesthood. QUESTION FIVE In relation to revolutionary affiliations; Celia portrays an unwavering support for El Lider and the revolution. She uses her role as the Santeria judge in the peoples court, to suppress creative work. She only gathers support from her son Javier. Her perception distances her from Lourdes, Felicia and Pillar of whom she was close to. Lourdes is also distant from her own daughter Pillar due to her anxiety for the pro U.S. patriotism. However Lourdes defends her daughter when she painted a punk statue of liberty for those that were not veiling. The impact of this political division was so significant that

UML Essay Example | Topics and Well Written Essays - 1750 words

UML - Essay Example It is a highly expressive language, addressing all the views needed to develop and deploy such systems. The UML has gained substantial industry support from various organizations through the UML Partners Consortium and has been approved by the Object Management Group (OMG) as a criterion. The UML provides the rules and the vocabulary for conceptual and physical representation of a system. Additionally, UML renders the guidelines to create and read well-formed models of systems. Employing UML, application architects and programmers can make a blueprint of a project that visualizes the relationship between elements of software, which in turn makes the actual development process of the software easier. The originator of UML, the Rational Rose from Rational Software, is the most popular visual modeling tool. The UML is a modeling language that focuses on capturing, communicating and levering knowledge. However, the UML is not restricted to modeling software systems; it can also be utiliz ed for modeling non-software systems. It helps in visualizing a system in that it can be used to visually depict a system before it is deployed. It helps in specifying systems in that it addresses "what" is required of system, and "how" the system may be deployed. By constructing a system, UML applies for guiding the realization of a system similar to a "blueprint", and by documenting a system UML applies for capturing knowledge about a system throughout its development (Xpdian.com, 2009). Relationships in UML: 1. Dependency: It is a semantic relationship between two things in which a change to one thing (independent element) may affect the semantics of another thing (dependent element). Graphically, a dependency is rendered as a directed dashed line, including labels. 2. Association: It is a structural relationship that describes a asset of links, a link being connection among objects. Graphically, an association is rendered as a directed solid line, including a label, and often containing adornments like multiplicity, role names, etc. 3. Generalization: It is a specialization/generalization relationship in which objects of the specialized element (child) can be substituted for objects of the generalized element (parent). Graphically, a generalization is rendered as a solid line with a hollow arrowhead pointing to the parent. 4. Realization: It is a semantic relationship between classifiers, in which one classifier defines a contract that another classifier guarantees to execute. This relationship is seen in two places, between interfaces and the classes or components that realize them, and between use cases and collaborations that realize them. Graphically, a realization is rendered as a cross between generalization and a dependency relationship (Xpdian.com, 2009). UML defines nine types of diagrams: Class Diagrams: Class diagrams are the backbone of every object oriented method, including UML, and are most common diagrams found in modeling object oriented systems. Class diagrams address the static view/ structure of a system. Object Diagrams: Object diagrams represent static snapshots of instances of the things found in class diagrams. In other words, these diagrams describe the static structure of a system at a particular time. They are designed to test class diagrams for accuracy. Use Case

By Reference to three poems in the Tracks anthology Essay Example for Free

By Reference to three poems in the Tracks anthology Essay In the poems Not My Best Side, Reports, and You Will Be Hearing From Us Shortly, U.A Fanthorpe explores the theme of authority through the often satirical analysis of her observations and experiences within society. Fanthorpe uses her poetry as a way of expressing her feelings and opinions, and we can learn a great deal about her attitudes towards authority by reading and analysing the three poems chosen. Each poem shows a different aspect of the way authority affects people, and it becomes clear when reading the poems Fanthorpes belief in the ability of power and authority to corrupt people who possess it, and suppress people under it. In the first poem, Not My Best Side, Fanthorpe uses parody to look at the way people are stereotyped by authority according to their gender or status, and challenges their conventional representation within society. She succeeds in doing so by taking three separate characters (each represented by a different stanza), and giving them very different personalities and characteristics to what typical society would expect, and, indeed, what authority has forced upon them. Fanthorpe used Uccellos painting of St George and the Dragon as a source of inspiration: I thought it might be interesting to find voices for characters conventionally seen as good, bad or helpless. Fanthorpe chose this painting because it portrays mythological characterisations very clearly, and Fanthorpe wished to challenge these typical fairytale stereotypes. Fanthorpe has attempted to emphasise a point that authority does not allow enough individuality and simply expects people to conform to pre-conceived opinions of how someone should behave, based on their gender or the position society has placed them in. The poem begins with the conventionally bad character, the Dragon, speaking. In this part of the poem Fanthorpe attempts to show the dragon as an articulate and understanding character, as opposed to the fierce and evil character that he is traditionally expected to be. The dragon appears to be upset about the way he is shown in Uccellos painting, as he believes that he has been portrayed in such a way as to make him seem weak and easily conquered. Why, I said to myself, should my conqueror Be so ostentatiously beardless? The dragon feels that he has been made to look inferior to the very young-looking St George by Uccello, in order for the painting to portray the traditional idea that good (St George) always triumphs over evil (the dragon). However, in this poem, the dragon appears to be a considerate, caring character, and in no way evil. He seems to have accepted the fact that he has (unfairly) been stereotyped as bad, but is upset that in addition to being shown by Uccello as evil, he has also been shown to be defenceless. I dont mind dying Ritually, since I always rise again, But I would have liked a little more blood, To show they were taking me seriously. The dragon is of the opinion that he has been unfairly represented in this painting, as his character has been stifled in all aspects of his character. He wasnt even shown to have a dramatic death, and there was little to blood to signify the defeat of such a (supposedly) malicious character. Although upset, the dragon realises that he has no opinion in the way he is portrayed in the painting, or in fact the whole of society, and therefore concedes to the pressure that has been placed on him to be the conventionally bad character. Poor chap, he has this obsession with Triangles, so he left off two of my Feet. I didnt comment at the time, (What, after all, are two feet to a Monster?) Despite the fact that Uccello left off two of his feet was because the art at the time of the painting was experimenting with drawing in 3D, and the dragons feet were left off by accident, Fanthorpe cleverly uses the mistake to make a very valid point that however the character (the dragon in this case) is in actuality, the characterisations that are placed on them by authority are still always prioritised when people are judging the person, causing their individuality to be lost. The next character Fanthorpe chooses to explore is that of the stereotypically helpless character, the maiden. In Uccellos painting, she is depicted as a pale-faced, frail, damsel in distress. However, in Fanthorpes poem, these perceptions are totally contradicted. The maiden appears to be a very independent, pro-active, calculating individual. The maiden begins her monologue by stating that she does not actually want to be rescued, breaking the stereotype immediately. At the time that Uccello painted this image, women were highly pressured within society to marry the person they were made to marry. However, in this poem, the maiden seems to prefer the dragon to St George. Its hard for a girl to be sure if She wants to be rescued. I mean I quite Took to the dragon. The fact that the maiden would have the audacity to make a statement like this would be shocking, as women in medieval society were expected to conform to the instructions they were given. Fanthorpe also uses sexual innuendo as a way of showing that the maiden is not as innocent as she appears. He made me feel he was all ready to Eat me. And any girl enjoys that. By using this, Fanthorpe makes a statement that the apparently virgin maiden is not actually as innocent as Uccello makes her appear to be, and that women have as much right to sexual freedom and free thought as men do, and are not as naà ¯Ã‚ ¿Ã‚ ½ve or helpless as authority would like to make them. The final part that Fanthorpe chooses to make in this stanza is that the maiden is very independent and focused on her future. Although the thought of being rescued by the young St George is not a desirable one, she still agrees to him rescuing her, as she knows that the long term prospects of going with St George outweighed the ones of staying with the dragon. The dragon got himself beaten by the boy, And a girls got to think of her future. By showing the pro-active attitude of the maiden, Fanthorpe accentuates the fact that women can be as manipulative and as independent as men, and that they are not simply trophies for men, but intelligent, business minded people. Although she prefers the dragon, she concedes to being rescued by St George, not because she want to be with him, but because she feels it would enable her to achieve this she could not with the dragon. Despite conventionally bein portrayed as a brilliant individual, and the patron saint of England, in the final stanza of this poem, St George appears far from a saintly figure. Fanthorpe has chosen to make St George arrogant and inconsiderate. In doing this, Fanthorpe reveals her own critical voice, and emerges as a highly feminist character. St George appears, from the start of his monologue, as very puerile and boastful. My horse is the latest model with Automatic transmission and built in Obsolescence. St George makes a big deal of showing off his state of the art gadgets, showing how important he is. I feel Fanthorpe has included this because she wanted to emphasise the fact that men often adopt an egotistical attitude over women, and flaunt their superiority by the amount of materialistic possessions they have. As we continue to read the stanza, St Georges attitude changes from that of exhibition to one of arrogance and selfishness. He believes that his inferiors should conform to the roles that they have been given to them in society. Dont you want to be killed and/or rescued In the most contempory way? Dont You want to carry out the roles That sociology and myth have designed for you? By including this, Fanthorpe has succeeded in proclaiming the fact that men are seen as the absolute authority when it comes to judging how a person should act or behave within society, and men have gradually inherited the attitude of superiority over women, which will take a long time to rectify. The poem ends with an emphatic statement of Fanthorpes perception of male attitudes towards women. St Georges real, self-centered personality is revealed when he ends his monologue with these words. What, in any case, does it matter what You want? Youre in my way. Fanthorpes opinion of men in societal authority is truly revealed in these final lines. St George is only interested in his image, and he gives no consideration for the other characters in the poem (the maiden and the dragon), and he simply wants to increase his reputation. This point can be related to wider society, where men will not listen to the opinions of women, and do not consider their ideas, as they are not seen as worthy of a voice. Quintessentially, Not My Best Side is a poem that has been written in order to make the point that societal authoritys expectations do not allow individuality, as people are placed under so much pressure to comply to the particular parameters forced upon them, involuntarily, by factors out of anyones control, such as gender. Similarly to Not My Best Side, the poem You Will Be Hearing From Us Shortly explores the theme of authority. However, in this instance, U.A Fanthorpe chooses to ridicule the process of attending a job interview. She uses this setting to challenge the authority of the interview panel to make judgements about peoples lives based on prejudices or pre-conceived ideas. The title of the poem, You Will Be Hearing From Us Shortly immediately indicates that the applicant failed to get the job because the phrase is clichà ¯Ã‚ ¿Ã‚ ½d as a polite let down at the end of an interview. In my opinion, this phrase may also have been placed as the title of the poem because Fanthorpe is attempting to show the reader that the candidate was not going to be successful in getting the job, no matter how successful the interview went. The poem is an ongoing monologue, with new stanzas beginning after the response of the applicant. From the beginning of the poem, it become clear that the interview panel possess a range of prejudices towards the candidate. These appear to have already influenced the panel enough for them to decide that the applicant is not suitable for the job, and it seems as though the interview is being carried out simply as a formality, which must be endured by the applicant. It is evident that the candidates answers are seen as insignificant by the interviewing panel from the very beginning, as their response to the panels questions are not included. I believe Fanthorpe has done this to show that the candidate is voiceless when in an interview, and to display the pointlessness of interviews, when the outcome has been decided before the interview even takes place. The only way we have of knowing the answer to the interviewers questions are by making an educated guess from the response of the panel, which, in most cases, is a single, unenthusiastic phrase such as Ah or indeed It is clear that the interviewers have no interest in the persons justifications for why they are suitable for the job; they simply make impertinent comments on the information displayed on their application form. Let us consider your application form This quote from the poem shows the disinterest in the actual person, and more interest on their class, gender, and other factors displayed on their application form. The panel spend little time discussing the candidates impressive qualifications, and almost immediately moves on to focus on the negative aspect of them, and their possible use within the job for which the applicant is applying. The candidate is asked to justify the use of their qualifications very early in the interview. Would you care to defend their [the applicants qualifications] relevance? This would succeed in belittling the applicant, particularly when the interviewers response to their well though out answer is a sceptical indeed After the polite, (if inhospitable) beginning to the job interview, the meeting soon descends into a personal battering of the applicants self esteem by the authoritative figure of the interviewer. The first matter the interviewing panel broaches is the age of the applicant. Perhaps you feel able to make a comment about that, Too? We are conscious ourselves Of the need for a candidate with precisely The right degree of immaturity These comments, although sugar-coated by the authoritative figure, succeed in alienating the candidate, and forcing them into assent. We can tell that the interviewee has been pressured into agreeing with the panel from the interviewers response after the applicants unheard comments. So glad we agree This indicates that the interviewing panel has repressed the candidate so much that they have simply begun to agree with the rhetoric statements made by the interviewer. Fanthorpe has included this to show that in wider society, authority influences people to conform to its rules and ideas, and does not allow free though or speech. Also, Fanthorpe has arisen the point that authoritative figures abuse the power they have been given, and this leads to corrupting the individual in possession of the power. In the next stanza, the interviewer reveals another prejudice; that of the looks of the applicant. The panel is very rude during this stanza: You do appreciate this work involves Contact with the actual public? Might they, Perhaps, find your appearance Disturbing? This reveals the blunt, inconsiderate nature of the interviewing panel, and, in Fanthorpes opinion, the whole of society. The interviewing panel has succeeded in making the candidate feel small, simply because of the way they are, and I believe that Fanthorpe is trying to illustrate a point that sexism, racism, ageism and other prejudices succeed constantly in repressing often valuable members of society into conforming to authoritys ideals. In the next stanza, the interview panel seem to fire a barrage of questions at he applicant about their background, particularly their accent. Fanthorpe uses the clever technique of making one of the interviewers accidentally use the wrong phrase, to deliver a highly offensive insult. Were you educated? We mean, of course, Where were you educated? This is a comical way of accentuating the prejudice the interview shows when choosing a suitable candidate to take the job. The accent an applicant has obviously influences the choice a lot, although in actuality, the accent of a person has no effect on their intelligence. The panel were evidently considering the reactions of people using their company, who may think that they employ people of a lower intellect, which would make the company look sub-standard. This shows the way that people within society automatically judge others on the way they speak, as the panel simply assumed the candidate had little education because of their accent. In the final stanza, the interview descends yet further into a sequence of offensive statements. The rhetoric questions have ceased, and the true nature of an interview, in Fanthorpes eyes, is revealed; a pointless meeting aimed purely at belittling the applicant, and enforcing authoritys stance on society. In this stanza, it becomes implicit that the candidate is female, as the interview panel focus strongly upon family background. Married, children, We see. The usual dubious Desire to perpetuate what had better Not have happened at all. The fact that the candidate was asked about her family would tend to indicate that the applicant is female, as the panel would then begin to worry about the children, and whether they would need looking after. This may be a problem for the company. The panel are also rude to the applicant in this part of the poem, as they insinuate that they cannot understand why the applicant would even consider having children, when, in fact, it would be better for the world if the candidate had never been born. The poem ends emphatically, with the satirical statement And you were born-? Yes. Pity. This is a witty use of word play by Fanthorpe. The interviewer is actually asking when the applicant was born, but in the absence of any dialogue, it seems as though the interviewer is saying that it is a pity that the candidate was born. With this final stanza, particularly the final line, I feel Fanthorpe is attempting to make a point that authoritative figures are of the opinion that anybody who does not fall within their ideals should not even exist. In conclusion, the poem You Will Be Hearing From Us Shortly is a poem aimed at bringing into relief the discrimination that has been ingrained into society. Fanthorpe is attempting to make a point that certain people, particularly women, are considered as useless, and are seen as undeserving of a voice within society by authoritative figures. She successfully proves that people of authority exploit the power they have over the masses, by belittling them, and repressing them to such an extent that they are forced to conform. Authority makes judgement on people not by the way they are individually, but base their judgements on factors that are not, in actual fact, of any relevance. In the poem Reports, Fanthorpe offers yet another aspect to the role of authority and the way authoritative figures exploit people within society. In this instance, the poem is a simulated conversation between an older, more experienced teacher, and a newer teacher, focusing on the correct way to write a school report. Fanthorpe has deliberately written the report very cynically, in an attempt to portray authoritative figures as cold and impersonal. In the final stanza, the poem adopts a tone of irony, when Fanthorpe compares the reports we receive at school to the way we live our lives. Being a former teacher herself, Fanthorpe would have known the perils of report writing, and likewise would have known the attitudes that some teachers take towards who they see as their inferiors, the pupils. Fanthorpes reason for leaving the teaching profession was that I saw that the power was having a negative effect on me. This shows Fanthorpes negative opinions on the authority that teachers have, and the way some of them abuse it. The poem contains several short stanzas, using short, snappy phrases, which all make a separate point. In the first of these, there is a fundamental warning to teachers about the language they should use. The teacher writing the report is advised to use dull phrases so that the report does not generate any unwanted interest or complications from parents. Dont give them anything To take hold of. Even Pronouns are dangerous. The teacher is being warned not to use pronouns because the teacher may mistake the gender of the pupil, therefore exposing the teachers lack of knowledge of individual pupils; essentially, the report could be given to any student. The next stanza focuses on the impersonal nature of the reports once again, when Fanthorpe implies that the good pupils are not necessarily known from the bad. The good have no history Satisfactory should satisfy them. This stanza is included, I feel, to illustrate the fact that the good students are often ignored while the teacher is attempting to control the more disobedient pupils. This would mean that the teacher would have very little knowledge of the pupil, and therefore would not know, in actual fact, whether the pupil was good or not. The teacher is advised, instead of using good, to use a more universal phrase; satisfactory. By using safe phrases such as this, teachers guard themselves from provoking high expectations from parents and higher authorities. Stanza 3 makes another point about the way reports are depersonalised by the teachers. The teacher writing the report is advised to use terms that can relate to any pupil: Fair and quite good, Multi-purpose terms, By meaning nothing, Apply to all. This shows the way teachers make reports appear personal, but are actually simply using universal terms that could relate to a range of students. The reason the teacher has chosen to do this is to prevent any unwanted backlash from parents. In the first three stanzas, I feel that Fanthorpe is proclaiming that the authoritative figure does not see the people placed under their authority as individuals, but as a large group. This emphasises the fact that authority causes the identity and individuality of a person to be lost. The teachers in this poem are also aware of the need to make themselves look as though they are not to blame for the pupils problems at school. Unmanageable oaf cuts both ways. Finds the subject difficult, Acquitting you, Converts oaf into idiot, usher to master. Such phrases as Unmanageable oaf reflect badly on the teacher, and suggests that the teacher may not be able to cope. To avoid this, the teachers use clever euphemisms to make it seem as though it is the pupil failing, and not the teacher. This illustrates the exploitation of the teachers authority over their pupils. The next stanza warns that people will try to read into the reports, so they must remain as simple as possible, to avoid any complications. Set them no riddles, just Echo the common-room clichà ¯Ã‚ ¿Ã‚ ½: Must make more effort. The teachers are acutely aware of the need to keep the reports similar, as this will avoid confusion. Using common phrases such as Must make more effort means that the parent, head and child accept the report, and they will not feel compelled to question the report further. Although the poem is based around teachers relationships with pupils, in the final stanza, Fanthorpe uses school as a metaphor for life. Remember your high calling: School is the world. Fanthorpe uses irony to indicate that the way we live our lives is similar to our school reports. Born at Sound beginning We move from satisfactory To fair, then Find The subject difficult, Learning at last we Could have done better. In this final part of the stanza, I feel that Fanthorpe is attempting to make a statement that during life, you endeavour to be the best you can be, but ultimately realise that the decisions you have made may not have been the right ones. Moreover, she may be trying to make the point that one is pushed into inconspicuousness by authority, which causes one to feel disappointed, and insignificant. In the poem, we have no way of knowing whether Fanthorpe is referring to herself, or people in general, but the slightly bitter tone in the final three lines, and, indeed, the final stanza, is evident. Stone only, final instructor, Modulates from the indicative With rest in peace. By this, Fanthorpe means that the only time that we avoid the report system of life is when we die, and our epitaph is inscribed onto our grave. To conclude, the poem Reports is illustrating the way that teachers depersonalise pupils, in order to prevent problems for them. The pupils are seen as one whole state, and the fact that the education system does not allow individuality leads to a sense of disappointment later on in life. This shows that individuals are repressed by society, and do not feel able to follow their own paths, as they are constantly being grouped with others. Quintessentially, the poems Not My Best Side, You Will Be Hearing From Us Shortly, and Reports all emphasise that UA Fanthorpe believes that power corrupts, and that people of authority usually use it to their advantage, to belittle others or to make them feel sub-standard. It is also clear that Fanthorpe believes that authority within society leads to depersonalisation of a character, and the stifling of individuals into conformity.

Middle School Essay Example for Free

Middle School Essay So I am not really ready for middle school and btw my name is Aniah Stitt and I am leaving the 5th grade from Reedy Creek Elementary. I am really scared because I was supposed to go to a school called Northridge Middle and that is a really bad school! People say they have bad kids and that is true but every school has bad kids and all of my friends are going there and I have no friends from my school going to my new school(well my friend Sharifa, Mackenzie, and this boy named Justin)and its really hard. The thing is I have friends in the 7th, and 8th but I  won’t be with them. I know what I am wearing but I don’t have my whole day planed out and do we have to wear book bags and btw we don’t get lockers till 8th grade and it has to be a privilege! And I forgot to tell you I am going to Randolph Middle and it will be so hard because it’s an IB school and I decided to write about my junior high life. Welcome!!!!! and it will be a long year I can already tell. Ok, first things first I am in Ms. Pfahler’s Homeroom and my math teacher is Mr. Dunn and Science and Social Studies is Mrs. Mitchell. People say I have the good teachers because I am in the building but I say I also have the boring ones, but I officially don’t know yet, so I guess I have to wait and find out. My school starts at †¦Ã¢â‚¬ ¦. And ends at †¦Ã¢â‚¬ ¦.! We also have to do community service for 10 hrs! but I did 36 because of operation charlotte at Hickory Grove Baptist Church (HGBC) and I like basically do everything there and they have a school that I wanted to go to HGCBS (hickory grove baptist) well get comfortable for a year of sixth grade at Randolph Middle!

Evaluating the Value of the Multifactor Leadership

Evaluating the Value of the Multifactor Leadership The Multifactor Leadership Questionnaire (MLQ) is one of the most widely used instruments to measure leadership ability and behaviour in organisations and organisational studies. However this does not mean it is without flaws. This report will describe and discuss the MLQ and its main purposes. It will analyse leadership theories and the ways in which the test resonates with and conflicts with particular theories. In particular it will look at classic and contemporary leadership perspectives and theories and how it has been applied to the development of the MLQ and the Multifactor Leadership Model the questionnaire is based on. This report will show that while there are flaws in the design, construction, validity and practical application of the MLQ, it is a reliable tool when used in conjunction with other leadership selection and development tools and offers much promise in evaluating leadership ability and behaviours, follower reactions and situational attributes. In 1978, Burns proposed that leaders could be distinguished in terms of transactional or transformational leaders (Parry and Bryman, 2006, p 450). In his work, transactional leadership consisted of an exchange process between the leader and follower in which the leader offers a reward for compliance with his or her contract (Parry and Bryman, 2006, p 450) and is based on rewards and punishment. Transformational leadership on the other hand is the process of motivating followers or colleagues to do more than originally expected using charisma, influence and vision by transferring followers attitudes, beliefs and values, as opposed to simply gaining compliance (Parry and Bryman, 2006, p 450; Rafferty and Griffin, 2004, p 330). However, Burns proposed that a leader was either transformational or transactional, and that the two were at opposite ends of the spectrum. In the 1980s, Basss approach was able to draw heavily on Burns work, but hypothesised that successful leaders were transformational and transactional. Bass theory represented a combination of transformational, transactional and non-transactional laissez-faire leadership factors (Antonakis et al, 2003, p 264). Bass propositioned that transformational and transactional leadership styles are separate and independent dimensions that appear simultaneously (Tejeda, Scandura and Pillai, 2001, p 33) and that the transactional attributes would deliver the basic needs of an organisation, while the transformational attributes would foster change and encourage commitment. He believed that every leader displays each of the styles to some extent and called this the Full Range of Leadership Model (Bass, 1998, p. 7). However an effective leader would demonstrate transformational attributes more frequently then transactional attributes. Central to Bass research is the Multifactor Leadership Questionnaire (Hartog, Muijen and Koopman, 1997, p21). The MLQ is a leadership assessment tool that measures leadership behaviour and style. It is the primary measurement tool of research on the theory (Tejeda et al, 2001, p 34). In its most recent format, the MLQ is a short but comprehensive survey of 45 items which measures a full range of leadership styles (http://www.cornerstonecoaching.com.au/MLQ_Questionnaire.html, 20/09/2010).  The MLQ is designed to evaluate the factors that are related to leadership and how these factors determine the efficiency and effectiveness of a leader. It assesses the transformational leadership with five scales: 1) idealised attributes, 2) idealised behaviours, 3) inspirational motivation, 4) intellectual stimulation and 5) individualised characterisation (Muenjohn and Armstrong, 2008, p 5). Three scales are identified as characteristics of transactional leadership: 1) contingent reward, 2) man agement by exception: active and management by exception: passive and one scale for Non-leadership, laissez-faire (Muenjohn and Armstrong, 2008, p 5). It also assesses the outcome of leadership in terms of effectiveness and satisfaction. The current version of the MLQ (Form 5X) was developed based on the results of studies of the previous versions and the feedback of leadership scholars who revised the questionnaire (XXXXX IN Antonakis, Avolio and Sivasubramaniam, 2003, p 265) and is used widely in research and across organisations in leadership assessment and development. Leadership Theories and the Multifactor Leadership Questionnaire The Multifactor Leadership Model has become one of the most widely cited theory of leadership, and while Bass (Bass, 1990b, in Hartog et al, 1997, p19) claims that the transactional-transformational leadership model is a new paradigm, and does not replace or explain other models, the model does in fact integrate ideas from classic and contemporary theories of leadership. Up until the late 1940s, the trait-based approach dominated leadership approaches (Parry and Bryman, 2006, p 448). These theories isolated characteristics that differentiated leaders from non-leaders based on the premise that leaders are born, to an extent, and that the skills required are innate and are not developed over time. The Multifactor Leadership Theory is not a trait based approach however it is evident that there are certain traits exhibited that differentiate a transformational leader from a transactional leader or traits that are not considered as leadership qualities. For instance, confidence (question 25), pride (question 10), optimism (question 9), resiliance and enthusiasm (question 13) are seen as traits of transformational leaders. One question in the MLQ states my associates and followers trust me and exhibit the values I portrayà ¢Ã¢â€š ¬Ã‚ ¦ (www.mlq.com.au, accessed 21/09/2010). In this question, trustworthiness is a trait that is perceived as important for transformational leadership. In fact, Bass approach is based on the concept of the trait or characteristic of charisma. However what the MLQ does not do is state that leadership traits are innate, and that leaders cannot be developed. A key advantage of the MLQ is that it is a tool to assess leadership skills and develop the leader into becoming more effective, efficient and transformational and show where development is required. From inception, the multifactor leadership model incorporated earlier behavioural approaches to leadership (Sashkin, 2004 in Antonakis, Cianciolo and Stenberg, 2004, p 175). Behaviour dimensions are actions that inspires by communicating a vision, actions that express considerations and behaviours that engage and challenge followers to think for themselves (Sashkin, 2004 in Antonakis et al, 2004, p 175). One of the best known approaches to behavioural leadership theories stems from research undertaken by a group of researchers at the Ohio State University. Stogdill and Coons identified two dimensions of leadership in their studies, referred to as consideration or employee-oriented leadership and initiating structure or production-oriented leadership (Antonakis, Cianciolo and Stenberg, 2004, p 7), not dissimilar to transactional, or task focussed leadership. It is important to note that unlike trait based approaches to leadership which focuses on characteristics that is perceived to make a good leader, behavioural approaches emphasise that behaviour can be changed, and through training, individuals can be better leaders. The MLQ is a tool that assesses current behaviour and can be used as a tool to assist in developing individuals to better leaders. In 1967, Fiedlar proposed a contingency model of leadership effectiveness which measured the leadership orientation of the person completing it (Fiedlar, 1967 in Parry and Byrman, 2006, p 449). The leader was either human-relations oriented, that is, considerate of the subordinates feelings and concerned with fostering good relations, or task-motivated (Parry and Byrman, 2006, p 449). Like Burns approach on transactional and transformational leadership, Fiedlar proposed that leaders were either human-relations oriented or task motivated, and could alternate depending on the situational factors. The MLQ however shows that for a leader to be effective, both task oriented attributes and transformation attributes needed to be displayed. The two were not co-dependent. The theory focuses on contingent reward as motivation, and is similar to transactional leader attributes. However, the theory highlighted that since a leaders personality does not change, it is instead necessary to change th e situational factors instead, such as task structure, position power or leader-member relations (Parry and Byrman, 2006, p 449). The MLQ is an assessment tool based on analysing a persons behaviours and attributes and developing or changing their behaviour to transformational leaders rather than transactional or non-leaders rather than the need to change the environment or situation. The multifactor model seems to stem from research conducted from the late 1980s onwards and the theories that became known as contemporary perspectives. One such example is leadership through emotional intelligence (EI). EI is consistently associated with good leadership and is the ability to understand and manage feelings, moods and emotions in self and others (Kupers and Weibler, 2005, p 369). The connection between emotions and transformational leadership was assessed by research conducted in 2001 by Palmer, Walls and Burgess by measuring emotional intelligence in 43 participants in managerial roles using the Trait Meta Mood Scale, and effective transformational leadership attributes were measured by the MLQ. It was found that there was a positive correlation between EI and transformational leadership, a factor that has not been missed by Bass, who declared that leadership is as much emotional and subjective as rational and objective in effect (1999, p 19 in Kupers and Weibler, 20 05, p 369). This and other research has suggested that EI is an important component of transformational leadership, and the ability to utilise transactional attributes when required. In fact, transformational leaders would need to use emotion to communicate vision to gain a response from their subordinates. It is interesting to note that the EI model became prevalent from 1980 onwards. Perhaps for this reason Bass and team insisted that their multifactor leader model was not based on previous classic models of leadership but asserted that there was a positive relationship between EI and transformational leadership. While this report does not propose that the multifactor model does not have any similarities to classic models, it is evident that the model has more similarity with contemporary models of leadership. Further correlations can be made between the multifactor model and the level 5 leadership model and inspirational leadership model. The level 5 leadership model is based on the premise that an effective leader exhibits attributes effective leadership, competent management, contributing team membership and a highly capable individual and can in addition demonstrate personal humility and professional will. Inspirational leadership is a combination of level 5 leadership and EI. Inspirational leaders selectively show their own weaknesses, dare to be different, rely on intuition and ability to read interpersonal cues and practice tough empathy. Attributes of the multifactor model, including inspirational motivations, simulation and consideration are similar to the concepts presented above. Effective leaders will also be transformational and transactional, therefore showing both competent manager and highly capable individual attributes. Strengths and Weaknesses of the Multifactor Leadership Questionnaire Practical Application The MLQ is essentially based on the premise that for a leader to be successful, transactional and transformational attributes need to be displayed. This has also made the test popular and valid in a variety of situations and environments, including structured, task oriented workplaces, such as manufacturing or in a professional services environment, where employee empowerment, charisma and visionary leadership are prevalent. In addition, it is essentially a 360 degree feedback tool, that is used not only to develop the leader but to identify the thoughts of subordinates, thereby increasing accuracy, acceptance, better understanding of performance and gaps in performance and indicates the leadership skills an individual needs to develop to be effective. Based on the results, ineffective leaders can be differentiated from effective leaders. Furthermore, its successful application in a variety of organisations is highlighted by the fact that it has been translated in other languages to decrease the language barrier or cultural implications. What it does not take into account however, is other cultural implications such as preferred or required leadership style or social factors, and research has revealed that different cultures place value certain leadership styles and behaviours to a greater extent than others. Certain cultures for instance, may not value individualise d consideration for instance as much as the cultural norms of collectivist societies in China or India for instance, so attributes valued in the multifactor model may not be ideal in certain cultures. In a study by Shahin and Wright (2004), they highlighted that cooperation and coordination were important for social integration among people in Egypt, stemming from social culture and its dependence on Islam (Shahin and Wright, 2004, 9 203). The MLQ does not take into account social culture and cultural implications and for this reason further questions were added measuring social integration. Shahin and Wright (2004) also noted that the form in which char ismatic leadership portrayed in the Egyptian context has a strong element of authoritarianism (p 504). The leadership style exhibits strong elements of transactional leadership behaviours, where contingent reward and management by exception are required to ensure subordinates perform (Shahin and Wright, 2004, 9 504). Therefore the ideal measurements of the MLQ needed to be customised to suit the context. In addition Validity and Design As noted above, key to the multifactor model is based on the premise that the theoretical background stems from classic and contemporary leadership, and is based on developing leaders, not that leaders are born. The MLQ is widely accepted and used and extensive research has been conducted that highlights its validity and reliability to measure management behaviour and performance (Agle, 1993; Carless, Mann and Wearing, 1995; Lowe, Kroek and Sivasubramaniam, 1996). It has emerged from a through and rigorous research process over the past fifteen years (Whitelaw, 2001, p 1). Part of its success in implementation in todays business world is its success in integrating emotional intelligence into the attributes of transformation leaders. Based on the results, training, support, mentoring and coaching can be provided to the leader. It would be very difficult in criticising the MLQ in terms of its application, as the multifactor leadership questionnaire (MLQ) is widely used in academic research and also a broad range of different organisations across many cultures (Anatonakis et al, 2003; Krickbride, 2006). The evidence of this is the fact that the MLQ has been translated into ten different languages, and has extensively been used in organisations globally in the following sectors in many sectors such as training, consulting, financial and insurance institutes, law firms, hospitals, mining and manufacturing businesses, media, government, marketing, gaming industry, defence, retail, property businesses, education etc. However, research (House, 1997) reveals that different cultures vary immensely in the value they give to certain leadership styles and behaviours. This may lead to a problem in the potential application of the MLQ as leadership behaviour that is valued by the MLQ (e.g. individualised consideration t owards subordinates) might violate certain cultural norms of collectivist societies e.g. India and Japan. Furthermore, a research conducted by Connelly, Zaccharo, Threlfall, Marks and Mumford (2002) reveals that questionnaires like MLQ in which subordinates and peers provide evaluation, fail to measure certain types of leadership skills, as they might be less observable e.g. knowledge, problem-solving and judgement capabilities.   The ***** provides valuable insights into the effectiveness of public organizations, especially on the point that the criteria are multiple, shifting, and conflicting (Rainey, 2003) The MLQ is capable of measuring the extent to which leadership is ***** considerate, providing the ***** with support, mentoring, ***** coaching (*****, p. 5). Established ***** (Bass). In addition, the MLQ: *****. Differentiates effective and ineffective leaders ***** all organizational levels; 2. Assesses the effectiveness ***** an entire organizations leadership; 3. Is valid ***** cultures ***** types of organizations; *****. Is ***** to administer, requires 15 minutes to complete; 5. Has ***** extensively ***** and validated; 6. The MLQ provides the best relationship ***** survey data to organizational outcome; and, 7. The MLQ has become ***** benchmark measure of Transformational Leadership (***** *****) The data developed from the ***** to date have been shown to highly correlate with ***** with effectiveness, performance, ***** satisfaction (Bass, p. 83). In addition, the feedback of MLQ results can also be used for mentoring, counseling, coaching, and training; MLQ scores might also be used profitably to identify executives to head ***** ventures (Bass, p. 84). Theoretical background is based on developing leaders, not that leaders are born EI aspects present in MLQ Plenty of research and used widely, accepted 360 degree feedback, tool to identify the thoughts of subordinates practical application design validity Weaknesses of Multifactor Leadership Questionnaire Cultural factors e.g. org culture Environmental factors, economy (crisis) Type of organisation e.g. manufacturing organisation might need diff style of leadership to professional services firm Reliance on honesty Self-evaluation Does not consider variance in thought or ideology Some questions may not apply in certain situations Opportunities and Threats of the Multifactor Leadership Questionnaire practical application design validity Conclusion