Enviornmental Challenges essays

Enviornmental Challenges essays An environmental challenge is something within the area that you live, that makes it difficult to settle there. Many times geography of a certain area has given certain civilizations problems that needed to be overcome. The geography of the Aztecs in Lake Texcoco and the geographical setting of the Inca civilization in the Andes mountains were both environmental challenges that the civilizations had to overcome. The Aztec civilization on lake Texcoco had a large environmental challenge because it was and island in the middle of a lake and there were no pass ways to the surrounding land. The Aztecs settled in the middle of Lake Texcoco because it was where they saw a bird sitting on a cactus holding a snake in its mouth, a sign from the Gods that's where they should settle. The challenges the Aztecs faced were a lack of food, because the island wasn't big enough for a temple and many gardens. The other environmental challenge they faced was transportation back to the main land because the main civilization was on the island. Even though the civilization faced these problems, they adapted to over come them. The Aztec civilization on lake Texcoco adapted quite easily to over come these environmental challenges. The first way the Aztec civilization adapted was to build floating gardens surrounding the island. These gardens called Chinampas, supplied food to the whole Aztec civilization. The chinampas were made of dirt piled on top of rafts that were anchored to the bottom of the lake until the plants roots touched the bottom. After this was accomplished, the plants were able to be harvested and the civilization would not go hungry. The chinampas were really a novel idea because they dint have to water the plants, for their roots could absorb water whenever they needed. Another way the Aztecs adapted to their challenging environment was building bridges from the island to the mainland. By building bridges, the Azte...

Differences Between Collaborate and Corroborate

Differences Between Collaborate and Corroborate If you are having a hard time deciding when to use the commonly  confused words, collaborate and corroborate, you are not the only one. Here are the definitions of each of these terms to help you in your writing: The verb collaborate means to cooperate or work jointly with others. The verb corroborate means to strengthen, support, or confirm with evidence. Examples of Usage In the long history of humankind (and animal kind, too) those who learned to collaborate and improvise most effectively have prevailed. (Charles Darwin)According to legend, he killed over a hundred men, but no historian has been able to corroborate this claim. Practice Usage (a) Divine was hired to _____ with the author to produce a new screenplay.(b) True ideas are those we can assimilate, validate, _____, and verify. Answers: (a) Divine was hired to  collaborate  with the author to produce a new screenplay.(b) True ideas are those we can assimilate, validate,  corroborate, and verify.

The Hunger Games Essay Example | Topics and Well Written Essays - 750 words - 1

The Hunger Games - Essay Example Katniss emerges winners in the game in many perspectives: she is lovely and likeable, perhaps attributes that make her the envy of other girls her age. She is adored by many because of her sheer struggles, never relenting even when other characters in the play would have given up. Katniss is the rock, the foundation of her family. She becomes a role model to her sister, Prim. She is protective. She helps a young girl, Rue, from her neighborhood with food she forages from the forest. Apart from food, they share companionship and clothing. In her words, she teamed up with the young lady â€Å"because she is a survivor, and I trust her, and why not admit it? She reminds me of my Prim† (15.28). Through her survival and protective instincts, one can conclude that she has weathered many storms even at her tender age. What is more, girls her age cannot survive on their own, let alone protect themselves. She seems to be older than her actual age. This means that she is a survivor, another quality that makes her a winner in comparison to other characters in the play. She provides for yet another boy from a different district. The girl is named Peeta Mellark. She is skilled in hunting than a boy, Peeta. She comes out as a stronger character with a resolve to succeed in life regardless of her unfortunate background. Towards the end of the play, she risks her life so that she can help Peeta by going into the dangerous forest to bring the only medicine that can cure the boy. She is a reliable character that many people, within and without her neighborhood, can depend on. She protects people whenever she can, even at the expense of her own life. She is courageous, not a coward. This makes her a winner. When it is evident to her that she could win the Hunger Games, she asks: â€Å"For the first time, I allow myself to truly think about the possibility that I might make it home. To fame. To

Operation Hope unethical partnership decision with Union Bank and Nix Essay

Operation Hope unethical partnership decision with Union Bank and Nix Check Cashing - Essay Example Union Bank of California has entered in to partnership with Operation Hope which is a non-profit making organization and also Nix Check Cashing to offer financial services to low-income households. Many residents have low incomes thus consider savings-oriented services less attractive. Bryant of Operation Hope is initially reluctant to join the Union/Nix ownership model that includes financial literacy and market opportunities for Union Bank. Surprisingly, Operation Hope becomes the first non-governmental organization to sell 40 percent of its Hope Center in Willowbrook to a financial institution. This partnership links a bank which provides high interest payday loans to Operation Hope that is supposed to safeguard the welfare of the community b y providing services to low income households. The banking officers are reluctant to offer short term loans. The partnership may expose customer privacy information since Union Bank may share customer confidential information with Nix and Ope ration Hope. Nix employees are inefficient and have to give a 10 day waiting period before processing the loans. According to Union Bank, the aim of the partnership is to create 6,000 new bank customers and provide 750,000 ATM transactions (Bradley 7). Though from the Union Bank should comply with 1977 community Reinvestment Act by meeting the credit needs of communities. Nix alliance has compromised the role of Operation Hope since it cannot play a public watchdog role while it is a partner to the partnership. The construction of the partnership is aimed at ensuring profitability and success of Union Bank and Nix Check Cashing. The partnership agreement between the three institutions is unethical. The partnership is geared at increasing the profitability of Union Bank and meeting regulatory requirements like Community Reinvestment Act which requires Union Bank to offer services to communities (Bradley 7). Virtue ethics According to virtue ethics, the current state of affairs is une thical since it is not guided by ethical virtues. The virtues of Operation Hope management require them to act in a virtuous manner and act as community watchdog. Operation Hope as a non-profit institution should not enter in to a partnership which seeks to exploit the local low income households by providing expensive financial services. Operation hope should have avoided a partnership that has the potential of exposing private customer information and contravening human dignity virtues. In order to safeguard community welfare, Operation Hope should display virtues such as integrity, compassion, wisdom and courage and reject any partnership that seeks to provide expensive loans to low income households. According to Aristotle, the virtue ethics will consist of the mean between the extremes of excess and deficiency which are vices but some actions have no extremes like murder since it is virtuously wrong (Bowie 87). According to Aristotle, pleasure will impede ethical choices. For i nstance, the management of Operation Hope has acted with fear in order to uphold the partnership instead of safeguarding the community welfare. Union Bank is also unethical in its decision to partner with Nix and Operation Hope since its main objective is to adhere to requirements of Community Reinvestment Act and increase market share and profitability and not to provide the cheap loans required by the low income households. Union Bank decision is unethical since it only wants to increase market share at the expense of the society welfare. The decision of Operation Hope to join the partnership has been motivated by the pleasure of being associated with Union Bank which is a reputable Wall Street institution and Nix which is well known for cashing services. The partnership is unethical since it only promotes profit interests of Union Bank shareholders and not common interests of the low income ho

To Read without Being Lost Essay Example for Free

To Read without Being Lost Essay Human beings are almost always positive about knowing where they are in their life. But, they may never exactly know for certain where they maybe going or what their life will lead to. Billy Collins, the author of numerous poems including Introduction to Poetry and Schoolsville shows the aspects of this theory throughout his works. Collins provides enough details and description to let the reader know where they are when reading his poems, but not necessarily always where he is going with them. While most poets hide information or the fine points from us, Billy Collins does not. Instead, he indulges the reader with his clear topics, literary devices and precise imagery throughout the poems. In the poem, Introduction to Poetry, Collins chooses to use a personal experience of his own to form the topic. The poem describes him teaching to his students and telling them precisely how to write and find out the analytical meaning of a poem. Collins does this by telling his students to not express or say the underlying meaning in plain words. He suggests discovering the meaning of the words and phrases of the poem by â€Å"holding it up to the light like a color slide† (2-3). In a literal explanation, when a person holds a colored slide up to the light they see a great diversity of colors. Similarly, when looking at a poem differently, the poem conveys multiple important messages. Poet, Billy Collins, uses various literary devices to create a purpose for the reader. The desire Billy Collins has for the reader is to illustrate the picture he is painting for them and to comprehend his style. For instance, metaphors in the Introduction to Poetry make it almost painless for the reader to understand what is in fact being said: â€Å"I want them to water-ski across the surface of a poem† (9-10). This metaphor clearly explains that Collins wants the reader to have words to ponder, but the poem should flow smooth for them like water skiing across calm water. An additional literary device Collins makes relevant is personification. He gives living characteristics to a non-living object— a poem. When Collins says, â€Å"they begin beating it with a hose† (15) he does not literally mean that the students beat the poem with a hose. In reality, he is saying that the students get so frustrated that they can’t understand the concept. If they could they would beat it with a hose to get a meaning out. All Collins wants  is for them to treat the poem with loving attention and find the underlying significance for themselves. Imagery is also a key component when reading the Introduction to Poetry. Throughout the poem, Collins includes descriptive words to form mental images of a scene in the reader’s head. He makes it so clear that when he says they â€Å"torture a confession out of it† (14) a literal picture comes to my head. I see a student strangling the poem with a rope to force the meaning out of it. Imagery is presented again when Collins states: â€Å"drop a mouse into a poem and watch him probe his way out† (5-6). As I read this I pictured a mouse scattering through a poem like he would a maze, trying to find the piece of cheese. What the author is actually trying to declare is that he wants the students to have their poems not speak the meaning in plain words. Instead the poem should have the reader engaged in the work and wanting to find the way out, or meaning. In addition to the work, Introduction to Poetry, the poem Schoolsville also provides one of Billy Collins’ personal experiences when teaching as the topic. In the poem Collins informs the reader of how he reflects on the importance and meanings of his past. â€Å"Glancing over my shoulder at the past, I realize the number of students I have taught is enough to populate a small town† (1-3). Billy Collins means what he says word for word in these lines. This is the general idea for the poem. The topic also revolved around reminiscing and revisiting the past. Such as when Collins says, â€Å"I can see it nestled in a paper landscape† (4) he is referring to the past he had with his students. He stresses for the reader to understand that when he taught it was seen from his viewpoint only. It shows that traveling through one’s memory will eventually come to the reality of the present. Literary devices in the poem Schoolsville not only create a purpose, but they also make the poem interesting to read when depicting them. The reader is automatically grasped to the style of the poem by Collins’ literary devices. To be specific, when the author describes the girl at the drug store â€Å"brushing her hair like a machine† (19) he gives an example of a simile. In an analysis of this, he is saying the girl is brushing her hair furious, like a machine does work furiously. Another example of a literary device in Schoolsville is how the girl â€Å"signed her papers in lipstick† (17) is an allusion to â€Å"references to Hawthrone† (21). Hawthorne was the author of the  Scarlet Letter, which was a romantic novel. Therefore, the girl signing her papers in lipstick was also directed towards a romantic scene. Although I could not relate to this poem, it hooked my imagination through the imagery. The illusion of the teacher’s town, Schoolsville, is what made it almost real by Collins’ intricate description of the population. â€Å"The A’s stroll along with other A’s† (22) was a mental sketch of A plus students dressed tidy and carrying their books walking along with others of their kind. Another illustration of imagery is when Billy Collins writes, â€Å"a bell rings on the hour and everybody zigzags† (11). Immediately, I vision myself personally in high school waiting impatiently for class to end. As Collins did say, as soon as that bell chimes everyone from my class bolts out the door and â€Å"zigzags† through the hallways. The believability of the imaginary town is alluring to the reader. As Billy Collins writes his poetry he does so without losing the reader intentionally. The poems Introduction to Poetry and Schoolsville are descriptive, but yet easy to comprehend. The literary devices, apparent topics, and life-like imagery all contribute to what makes Billy Collins’ poems enjoyable and entertaining to read. Works Cited Collins, Billy. Introduction to Poetry. 1988. Print. Collins, Billy. Schoolsville. 1999. Print.

Teaching Students How to Write Essay -- English Writing Teacher Studen

Experience shapes us, randomness shapes us, the stars and weather, our own accommodations and rebellions, above all, the social order around us. Adrienne Rich, "Of a Women Born" My four-year old daughter now has the yearning to learn how to write. She scribbles illegible swirls, which she says is her story about a princess. She prints her name "Olivia" on books, magazines, and on her drawings. When she has a pen or crayon in hand she has an immediate urgency to write her name and where ever there is a flat surface she prints her name incorrectly. When I tell her there are not two "I"s in her name and attempt to show her the correct spelling, she throws her crayon in the air. What is essential and what I must remind myself is that at the moment, in her world, the spelling of her name is Oliia. When I hover over her shoulder as she scribbles, she stops writing. She feels inhibited, so now I resist teaching her writing. This is how I imagine many teachers feel when faced with a pile of essays written by high school students, which are streamed with grammatical errors and incoherent sentences. They feel apathy, as do many students, about writing. After reading t exts required for our composition theory class, I sympathize with students', teachers' and my daughter's frustration. Time is spent on error identification and what constitutes a finished piece, rather than on the potential of a piece of writing and the process of completing that piece. Time is not spent on how to create a "good" piece, or as Donald Murray describes, "rehearsal, drafting, revision and connecting." In a sense I could say Olivia is rehearsing the spelling of her name. It is no wonder she is throwing her crayon in the air, because I am correcting her versus ... ...se for Conflict." Contending with Words. New York: The Modern Language Association of America, 1991. 105-124. Kirsch, Jesa E. Ritcie, Joy S, "Beyond the Personal: Theorizing a Politics of Location in Composition Research." College Compositon and Communciation 46 (Feb. 1995):7-19. Murray, Donald M. A writer teaches writing. Boston: Houghton Mifflin Company. 1968. Rich, Adrienne. Of Woman Born. New York: W.W. Norton & Company.1986. Royster, Jacqueline Jones. "When the First Voice You Hear Is Not Your Own." College Composition and Communication 47.1(Feb.1996): 29-40. Welch, Nancy, "Revising a Writer's Identity:Reading and "Re-Modeling" in a Composition Classroom." College Composition and Communication. 47(Feb 1996):41-27. Zawacki, Terry Myers. "Recomposing as a Woman-An Essay in Different Voices." College Composition and Comunication 43(Feb.1992):32-38.

Why Women Should Be Able to Vote

Today, I am speaking for the affirmative to why women in Australia should be given the rights to vote for many obvious reasons. My reasons being; firstly, we should all be treated equally with justice or else Australia would not be considered as an egalitarian society. Secondly, other countries have benefited their society by passing women’s suffrage. Lastly, women are just as hard-working as men and deserve as much as men do. To start off, I without a doubt believe that women should be able to vote as Australia or we would not be known as an egalitarian society.Egalitarian means to treat everyone equally regardless of their gender, social class, nationality, education, family, appearance or job. Why should we call ourselves an egalitarian country if we’ve even consider to not give women political privileges such as voting or contributing to ideas based on gender? Women are counted as citizens of the country. They still pay taxes and obey the law. Yet, their ideas and v oices are being crucially mocked and ignored.By allowing women to vote, contribute ideas and analyse problems, we would have more intense debates and more conflicts in arguments. However, we would also be aware of more common problems and needs of the people that need to be met. My next reason why women should be allowed to vote is that countries allowing women’s suffrage have benefited from these actions. The first country allowing this to be passed was our neighbouring country, New Zealand in 1883, and then followed by Denmark, Norway, Germany and Finland in the mid-1900s.Australia can grow by following the footsteps of these countries as they now have a wide variety of ideas beneficial to both men and women because it serves the citizen’s need which should priority. It also gives women, hope and role models to look up to. Lastly, women should be able to vote because we are just as hard working as men. A majority of women are capable of doing tasks men can do. Women are very committed to their family.How can a woman financially support her family if she does not get paid as much as men due to men’s bias? Women are expected to only do large amount of cooking, cleaning and looking after kids. It would only be fair if they were able to vote as their votes would contribute to what is best for the country and its future. In conclusion, I strongly believe women having the right to vote will increase our economy as its extremely beneficial for the people’s rights, needs and the future of Australia being known as an egalitarian country.

Marketing in a Higher Education Institution Essay

I would like to thank my supervisor, Professor Jake Ansell, for all his support and encouragement during this challenging dissertation period. My gratitude also goes out to all academic and support staff of the MSc Marketing and Business Analysis course for what was an educational stimulating academic year. All the knowledge passed on and assistance given formed a solid foundation that was invaluable during the course of working on this dissertation. I would like to also like to take this opportunity to extend my appreciation to my family members, course mates and friends, who acted as pillars of strength by continuously keeping check and giving out words of encouragement during the dissertation phase. ABSTRACT The nature of the rapidly changing Higher Education (HE) industry has forced universities to implement more innovative marketing strategies. In order to remain competitive, there is a need for universities to not only engage in marketing strategies that are relevant to the existing HE context, but also be aware of foreseeable changes that are taking place to enable them to alter their positions and adapt smoothly without being left behind. This study investigates the marketing strategies employed by the College of Humanities and Social Science at the University of Edinburgh and the relevance of these strategies in the context of the fast-moving HE industry. Three main areas were studied in the literature review- demands of the industry, current marketing philosophies and practices within the industry and trends that likely to shape the future of the industry. A proper understanding of these areas is important as it used as a comparative yardstick to evaluate the College’s existing strategic position and the direction it is heading towards. Qualitative research was used given the exploratory nature of the study that aimed to uncover thoughts, experiences and ideas of respondents. In-depth interview was used as the main research method as there was a specific need to gather detailed information from select-few respondents based on their job expertise. On a smaller scale, focus group interviews comprising students were also conducted as a complementary research to generate their perception and views regarding the Higher Education Industry. Upon analysis, discussion of the findings was divided into three sections based on their relevance to the research questions and the gaps observed in the literature review. The key findings was that the general philosophy of the College’s marketing is in line with the existing standards expected of the HE, but there is inadequate marketing for undergraduate levels which was brought about by an arguably false interpretation of high demand. The study also shows that there is under-utilization of the role of student ambassador and lack of gender-based marketing, both of which were identified in the literature as important in keeping up with fiercer competition and addressing challenges of the future. In terms of fee structure, high-income household students are expected to pay the largest share of costs because of their ineligibility to apply for most loans and grants. However, they are seen to be willing to pursue HE studies and view it as an investment for a better career. Low and middle-income household students, although are not affected much at undergraduate level, are likely to seek employment after their studies instead of commencing a postgraduate degree. The findings and analysis brought about several recommendations which include focusing on international marketing to increase the level of international students, hence generating higher revenues that could be channelled at funding purposes for postgraduate level to increase participation of low and middle-income household students. Recommendations for strengthening marketing efforts at undergraduate level, tailoring gender-based marketing and efficient utilization of student ambassador schemes were also provided. The study concludes that while the current marketing philosophy fits the existing context (with exception to undergraduate level), a lot can be done to capitalized on emerging trends to ensure that the College is better prepared to deal with the changes of the future. 1.0 CHAPTER ONE: INTRODUCTION This Chapter will present the purpose of the research, along with the objectives that are aimed to be achieved. It also brings into attention the relevant research questions that the study seeks to answer. The Introduction Chapter concludes with a structure of report to demonstrate the organization and structural design of this study. 1.1 Purpose of Study The purpose of this study is to analyze the current marketing strategies employed by the University of Edinburgh’s College of Humanities and Social Science and its relevance to the rapidly changing higher education industry, to enhance the knowledge available in existing research and also to set the foundation for further research. Existing research on higher education is vast but there is limited research on contemporary strategies in the fastchanging higher education industry. More importantly, there has been very few studies done on the University of Edinburgh and the Colleges associated with it, in terms of its effectiveness in executing marketing strategies and preparatory measures in dealing with future challenges. The objectives of this research are: 1) To investigate the relevance of marketing strategies adopted by the College of Humanities and Social Science with regards to the existing context of the Higher Education industry. 2) To investigate the competitiveness of marketing strategies employed by the College of Humanities and Social Science with regards to the foreseeable changes to the Higher Education industry. In order to do this, there was need to gain a general understanding on the Higher Education industry and also the transformations that it has witnessed and are likely to face in the recent future. Upon identifying the underlying and emerging factors that are set to affect the marketing strategies undertaken by the College, the study was limited to a focused area of study and the following research questions were derived: 1) Are the general marketing philosophies of the University of Edinburgh in line with contemporary standards expected in the Higher Education industry? 2) To what extent are Student Ambassadors being empowered and utilized as a marketing tool to provide the edge in a competitive student recruitment market? 3) Are there initiatives on gender-based marketing to capitalize on the trend of consistently increasing number of female students in Higher Education? 4) How would a new fee-structure, if implemented, affect marketing strategies in recruiting UK, EU and Overseas students? 1.2 Structure of Report The report is organised as follows: CHAPTER ONE: Reveals the purpose of the study and central issues that are observed. It moves on to identify the research objectives that the study endeavours to appreciate through the assessment of key research questions (previous section). CHAPTER TWO: Provides an overview of the Higher Education industry and explores three main section- demands in higher education, contemporary marketing philosophies and practices of the industry, and the higher education fee structure. Each section is concluded by establishing their relevance to the research questions being posed. CHAPTER THREE: Discusses the methodology used in addressing the research questions. This Chapter establishes the reasons for the selection of methods and techniques used, and highlights the limitations in place. It also provides reasons as to why other methods were not employed. CHAPTER FOUR: Provides findings from the primary research and analysis linking the findings to the literature review. This Chapter is divided into three sections- New-age marketing philosophies of the higher education industry, relationship between tuition fees structure and marketing strategies with regards to recruitment for UK, EU and Non-EU students, and under-utilization of resources to capitalize of emerging trends (student ambassador and gender-based marketing). It also critically discusses the strengths and weakness of the College’s marketing strategies. Recommendations were also provided in this chapter to counter weaknesses that were observed. CHAPTER FIVE: Concludes the study and reiterates the summarized findings, analysis and recommendations of the previous Chapter. Areas for future research and research limitations that could be improved on were also highlighted. Note: In this research, ‘College’ would refer to College of Humanities and Social Science, University of Edinburgh. This is distinct from ‘University’ which would refer to the University of Edinburgh as a whole. Although this study is done in the College, the word ‘University’ will be used in some discussion areas which encompass both the College and the University. 2.0 CHAPTER TWO: LITERATURE REVIEW The Literature review will emphasize on three areas: demands for Higher Education, contemporary marketing philosophies and practices of Higher Education, and Higher Education fee structure. A firm comprehension of these areas will provide a good understanding on the current structure of Higher Education and the direction it is heading towards. 2.1 Demands for Higher Education The implementation of effective marketing strategies depends significantly on clear understanding of demands within an industry. This section of the literature review aims to look into the patterns seen in demand, from both local and international perspectives, and how they have evolved over the years. It would seek to review motivations that drive demand for higher education and identify emerging trends that could have an effect on future demands in the higher education industry. Such understandings are vital for institutions in continuing to remain competitive and also in laying the foundations to facilitate possible changes in strategies for the future. Statistical figures show that in 1950, about 50,000 tertiary level students studied in institutions outside their home country (Brickman 1975). Europe and North America were the most popular continents of study destination and a vast majority of the students were from these regions. In terms of Asian students, few studied away from their home countries and for those who did, the majority followed the colonial path with students from India, the Malay Peninsula and Hong Kong heading to the United Kingdom and ones from Indochina preferring an education in France (Cummings and So 1985). Out of a total of 900,000 students who studied abroad in tertiary institutions in 1984, Asian students constituted about 45% of them in 1985. The sharp increase of Asian students was contributed by factors such as increment in income per capita in Asia which made it affordable for them to pursue a degree overseas and also the perception that overseas degrees were viewed as a platform to achieve good employment opportunities. Another contributing factor was the rapid expansion of secondary education in many Asian countries, hence creating more qualified tertiary-level applicants that the local education system could accommodate (Cumming 1984). Over the last decade, developed countries around the world saw a significant increase in demand for tertiary education and there have been a large volume of research in economic literature to assess and analyze the driving forces that brought about this shift. Albert (2000) states that all these studies lead to one major contributing force that has resulted in high demand for higher education; the positive association between level of education and income and career prospects. Testing this hypothesis in the UK context, Greenaway and Haynes (2000) reported that an average earning difference between a graduate and a nongraduate stands at  £410,000 while Skidelski (2000) through a study using a different methodology projects the figure at  £400,000. These figures are supported strongly by the report of UK’s Department of Education and Skill using Labour Force Survey data which estimated a lifetime average differential of  £400,000 as well (Greenaway and Haynes 2003). Therefore, given the similar period in which these studies were done, the UK figures asserts the findings of Albert (2000) whereby there is validity in the perception of association between income and level of education. Another important finding by Albert (2000) is the role of gender in explaining demand, in which women were noted to be relatively more motivated and inclined than men to demand for higher education on the basis that it would enable them to compete on par with men in career advancement opportunities. This is supported by Broecke and Hamed (2008) in which they stated that although women has been historically under-representation in higher education, statistics show that by 1992, they have caught up with men in terms of participation in England and as of 2008, are ahead of men by 7.2%. In a report submitted to the United Nations, Johnson and Vanderpool (2003) found that in the Carribean, the number of women in higher education outnumber that of men, and in some institutions even show 3.2:1 ratio. It is also estimated that the ratio could go up as high as 8:1 in favour of women. In the United States, the participation of women in higher education increased from 43% in 1971 to 56% in 1997 and the gap continues to widen (United States General Accounting Office 2000). In the UK context, the numbers of undergraduate female student applicants over the past 3 years have been consistently placed at 56% compared to male student applicants at 44% (see Appendix 1).This trend is of importance to higher education marketing in terms of weighing the importance of gender in relation to the establishment of target groups. While women may be seen as the ones more inclined to embrace higher education, it also indicates that little focus have to be channelled to them in marketing campaigns as compared to males. In terms of undergraduate students in the UK higher education industry, a significant portion of 88% consists of UK students in 2009/10. This is followed by Non-EU and EU students at 8% and 4% respectively. Figures based solely on undergraduate students enrolled on a full time basis indicate that UK students emerge as the significant front runner with 84% ahead of Non-EU students at 10% and EU students at 6%. As for part-time undergraduate students, UK students are again the majority at 94% followed by Non-EU students at 4% and EU students at 2% (see Appendix 2). Although the pattern across both these modes of study is quite similar, there is a difference in terms of percentage variation between the 2009/10 enrolments compared to the previous academic cycle of 2008/2009. While all full time students regardless of geographical background recorded a positive variation in enrolment, UK and EU part time students recorded a decrease in enrolment by 3% and 7% respectively. Only Non-EU part -time students registered a positive increment from 2008/09 to 2009/10 with an increase of 6% (HESA 2011). Sastry (2004) argues that the number of students obtaining postgraduate courses immediately after their undergraduate studies is expected to rise due to the fact that there has been increasing number of graduates over the years. Therefore, as supported by Hesketh and Knight (1999), postgraduate study is viewed as an option for undergraduates to differentiate themselves from the pool of other graduates seeking employment. Non-EU students make up about 43% of overall full-time postgraduate students in UK in 2009/10. This consists of a significant portion of total postgraduate students and the number has nearly doubled in the past seven years, indicating that this is a recent and emerging trend (HESA 2011). Overall, without taking UK into account, Non-EU students constitute 69% of students at all levels of study (see Appendix 3). This trend has seen the number of Non-EU students increase by almost 200% from 1995 to 2010. Income received by higher education institutions from Non-EU students during this same period has also increased significantly from  £455 million in 1995 to  £2,580 million in 2010 (see Appendix 4). Given that this is now a major market for UK tertiary institutions, there has been a rise in efforts taken to continue reaching prospective students abroad (Hemsley-Brown and Oplatka 2006). Important factors that come into play when assessing the ability of the UK higher education to remain   attractive are the standard and reputation of institutions, the expansion of local education system in countries abroad, particularly China and India, and the competitiveness of the UK market as opposed to other study destinations (Ramsden and Brown 2008). Employment opportunities in the UK is also a reason for Non-EU students to take up a postgraduate course as students who have studied in the UK for at least one full academic year would be eligible to apply for a Post-Study Work Visa. Guruz (2009) stated that incentives in the form of research grants and employment opportunities abroad are major forces that are considered by foreign students when choosing a study destination. However, it has to be brought into attention that the current UK Government has tightened visa regulations and the Post-Study Work Visa would be abolished in 2012 (The Guardian 2011). Therefore, the changes in regulation may bring about significant changes to the enrolment of international students in postgraduate courses in the UK. UK students consist of about 45% of the total number of full-time postgraduate students in the region, almost similar to the number of Non-EU students. However, UK students make up 82% of the part-time postgraduate students in 2009/10 (HESA 2011). This is partly due to the fact that the high postgraduate fees require students to work in order to finance themselves. Other contributing reasons include company scholarship and students not wanting to leave their jobs in times of economic turmoil (Jongbloed 2003). EU students make up about 12% of full time postgraduate students, with most of its students coming from the new countries admitted into EU since 2004. However, increasing or perhaps even retaining the current level of enrolment of EU students may be a challenge as projections show that the population of 1830 year olds in EU are set to fall by 14% over the next 20 years. Of the new countries admitted into the EU in 2004, it is projected that their combined population of 18 year olds will decrease by a significant 37%, from 1.5 million in 2007 to 1 million in 2027 (Ramsden and Brown 2008). Reviewing this section shows that there is an increasing number of Non-EU students, particularly Asians, opting to study out of their home countries. Overall, over the years, there are a growing number of students who embark on higher education and one of the major contributors to this is the positive association between level of education and career prospects. The secondary research also reveals that although the majority of undergraduate students come from the UK, most of the postgraduate students in the UK are made up of Non-EU students. The trend of growing number of female students in the higher education industry was also observed. 2.2 Contemporary Marketing Philosophies and Practices of Higher Education In order to remain relevant in rapidly changing industry, it is important for institutions to keep abreast with current needs of the market and changes that are required of the industry to remain competitive. Therefore, this section of the literature review attempts to assess the paradigm shift of traditional higher education marketing to contemporary strategies required by the industry and also look at key areas that could be fully utilized to enhance the efficiency of higher education marketing campaigns. The marketing of higher education needs to encompass the traditional emphasis on product, place, price and promotion but also include people, process and physical evidence through a service-oriented marketing approach which gives due credence to the value of the intangible and inseparable. In this context, the components of people, process and physical evidence have been altered slightly to represent a more appropriate connotation in regards to the higher education industry. Newman and Jahdi (2009) described people as ‘calibre’ or ‘champions’ whereby such human qualities in an institution would be pivotal in attracting students. This echoes the view held by McGrath (2003) in which a positive correlation between the development of education market and high priority on variables such as managerial competence, role-model associations and performance. The component of process has been defined as ‘capability’, where issues such as communication between the institution and prospective student, relationship marketing and enrolment procedures should be handled efficiently to gain competitive advantage. Newman and Jahdi (2009) further asserts that considerations as small as publicising opening hours for consulting and enrolment purposes as well as offering refreshments could, once combined, prove to be the ‘added value’ that would inevitably enhance the end service that is being marketed. The final component, physical evidence was represented by ‘charisma’, whereby elements such as geographical location, facilities and amenities are taken into account. Factors such as history and heritage of a location and the tradition of graduation ceremonies could provide a sense of identity that students would take pride in being associated with the institution (Roper and Davies 2007). However, Newman and Jahdi (2009) stated that the implementation of marketing mix could potentially lead to adverse consequences as marketing rhetoric may not necessarily always reflect educational reality. They go on to state that although there are indications that higher education marketers have started to take the leap into focusing on people, process and physical evidence, these elements need to be expanded to include contemplation and thoughts of higher education from staff and students as this would be able to minimize the mismatch of the marketing rhetoric and the reality of the environment. Critically, Newman and Jahdi (2009) also argued that knowledge and skills acquired in tertiary educational institutions should not be conveniently marketed as mere commodities that are to be sold as predetermined packages to those who have been targeted. Instead, there should be a genuine attempt to convey that education is a challenging industry that would require effort and planning by students, hence projecting the reality. Evans (2004) holds similar views about the need to craft a marketing effort that is as close to reality as possible, particularly given the context of the current climate whereby effectiveness, quality, competition and evaluation are a matter of public discourse and information are widely available and easily accessed. This is supported by Crosby et al. (1991), in their argument that a false representation in marketing could lead to adverse effects and negatively impact upon the credibility of an institution. Therefore, although not predominantly derived from a moral standpoint, the need to eliminate unsubstantiated benefits and other positive associations with an institution is vital in terms of marketing implications as failure to appreciate this growing issue may cause an institution’s credibility being put to question. Student ambassadors are very much part of UK higher education institutions and they have been known to assist in marketing efforts of their respective universities, predominantly via engagement with prospective students through campus tours. In recent times, student ambassadors have widened their scope of marketing operations and have now extended their services through handling multiple tasks, which include organizing residential summer schools to help prospective students to gain insights into university lifestyle in hope that this would encourage them to take up higher education courses. Another new area embarked by student ambassadors is their participation in mentoring activities, particularly for the disadvantaged youths (Ylonen 2010). These recent expansion in their activities have been encouraged the former Labour government’s initiative to expand participation in higher education for groups that are under-represented through its Aimhigher programme. In analyzing the relationship between higher education decision-making amongst the young and the role played by student ambassadors in this aspect, Gartland and Pacsuzka (2007) found that student ambassadors who are deemed trustworthy by prospective students could play a key role in widening their participation gap as prospects are more likely to consider them as a preferred choice of contact point when making further enquiries, especially if they do not have a family background in higher education. This is supported by Reay et al. (2005) in their argument that information gathered through relationships and networks are taken more seriously compared to ones obtained from official sources such as prospectuses and the Internet. Therefore, student ambassadors can potentially be seen as mediators and their interventions would greatly influence decisions made by prospects. Taylor (2008) argued that one of the challenges faced in institutions is to connect the territories of academia and school environment and hence, the role of a student ambassador fits in well as although they speak from the standpoint of the institution, there is not much difference in the age bracket between both these groups and this would create a more casual and appropriate comfort zone for prospective students to engage in. This finding is particularly relevant to marketers in determining the age group of candidates to be selected as student ambassadors, given that they consist of not only undergraduates but also mature postgraduate students. In a study of an Aimhigher programme in south-east London, Ylonen (2010) found that most student ambassadors had very vague ideas of what they thought their tasks would be like and many of them stated that their expected roles as perceived during training and their actual roles were very different. Although they generally had sound knowledge of higher education lifestyle and its environment, many lacked the thorough knowledge of procedures that occur within an institution, such as financial issues. Coordinators, most of whom are marketing officers within their respective universities, have also noted that many potentially good student ambassadors failed to apply because they did not see themselves to fit into the characteristics set by the coordinators (Terion and Leonard 2007). These weaknesses are of relevance to higher education marketing units as contemporary research suggests that despite having a valuable student capacity in the form of student ambassadors, their potentials are being under-utilized due to administrative and training setbacks. The flaws seen in this system is viewed to be largely due to the fact that there isn’t a national model of the student ambassador scheme to be used as a guideline and all higher education institutions are expected to craft and implement their strategies independently. Although it is important to have flexibility and a certain degree of autonomy, a scheme without guidelines can arguably be go astray and lose its sense of direct ion (Ylonen 2010). Literature in this area of study reveals that in terms of higher education marketing, there should be a focus on service-oriented marketing through an innovation of the extended 4Ps, which would include the elements of ‘calibre’, ‘capability’ and ‘charisma’. Apart from that, it also indicates that the growing importance of the role of student ambassadors have gone large unrecognized. Despite them being available in most universities, there is a lack of effective utilization of these roles. 2.3 Higher Education Fee Structure The future of higher education in the UK has been put into uncertainty by the recent changes in tuition fees policy and many are unsure as to how these changes would impact on demands by students across levels of households. Although the changes have been made effective in England and Wales, the Scottish Government has yet to make an official announcement on this issue. However, a comprehensive review of the changes that have been taking place in the fee-structure and how it has affected the industry as a whole and demand, in particular would enable higher education marketers to prepare for the changes that although unclear, appear to be imminent. The financing of the higher education industry has been a subject of debate for the past five decades and had been given high priority by successive governments, regardless of political inclinations. During this phase, there has been a shift from a fully-funded taxpayer scheme to a ‘cost-sharing’ system, whereby students are required to cover a certain portion of their tuition fees (Dearden et al. 2010). The change of system sparked a wide range of concerns, particularly the reservations that it would lead to a lower level of participation (Connor and Dewson 2001). The introduction of the 1998 Teaching and Higher Education Act was the first significant change made to the higher education financing structure as it marked the unprecedented introduction of tuition fees at a cap of  £1,000 a year for degree courses (Claire and Jonathan 2005). Maintenance grants that were previously offered were reduced  in stages and later eliminated only to be replaced with maintenance loans which were established in 1999 (Christie and Munro 2003). The 2004 Higher Education Act paved way for another significantly policy to be put in place in 2006, which saw the implementation of deferred fees which was applicable to all students, regardless of economic background (Harrison 2011). The new fee had a cap of  £3,000 and universities had the prerogative to decide the amount to charge each student (Dearden et al, 2004; 2005). Fee loans were provided, only to be repaid by students after graduation if they’re earnings were above  £15,000. Apart from that, the 2004 Higher Education Act also reinstalled maintenance grants which were to be distributed to poor students (Harrison 2011). In the year 2006, the value of this grant was significantly increased. As a result of the introduction of tuition fees along with the substitution of maintenance grants with loans, many argued that it would not only lower participation but also be discriminative against students from lower-income households (Dearden et al. 2010). On the contrary, there were also proponents of the new system who claimed that requiring student to contribute to their studies would instil a sense of responsibility in them and hence, at a larger scale, increase efficiency and quality of higher education (Greenaway and Haynes, 2003; Goodman and Kaplan, 2003). Apart from that, the benefits gained by higher education in terms of wages and salary brackets would offset the negative impact caused by the introduction of tuition fees. Another advantage of imposing tuition fees is that only students who are committed on acquiring skills and knowledge would enrol into institutes and not ones who wish to have prolonged ‘laddish’ times, hence in a way addressing the issue of youth unemployment (Lange 1998). It is also interesting to note that in the UK, government spending on higher education continues to grow despite larger share of financial burden being on placed students as shown by 2007 figures whereby  £918m,  £349m and  £564m were spent on maintenance grants, student fee loans and maintenance loans respectively (Dearden et al. 2010). In 2010, another significant policy change was made to the higher education financing structure in England and Wales, whereby the upper tier for tuition fees was increased from  £3,000 to  £9,000 (BBC 2010). While poorer students would be protected by a large number of scholarship and bursaries, students from middle and high-income households would be the group that is most negatively affected (Directgov 2011). Highly successful students who go on to land high paying jobs would also be affected as they would be required to pay loan amounts that are significantly higher than those with average incomes (The Guardian 2010). In the case of Scotland, the Cubie committee was formed in 1999 following the Scottish devolution to look into the higher education financing. The Cubie Report (2000) proposed that an endowment scheme be put in place and through the Education (Graduate Endowment and Student Support) (Scotland) Act 2001, students were required to pay  £2,000 when their annual earnings reached  £10,000. The repayment was later raised from  £2,000 to  £2,289 for students commencing their studies in 2006/07 academic period (The Cubie Report 2000). However in 2007, the government tabled the Graduate Endowment Abolition (Scotland) Bill which aimed at scraping the endowment scheme and the move was approved in 2008, hence restoring free education in Scotland (BBC 2008). Based on the United States context, Kent (1994) studied the relationship between the state’s public spending on higher education and the impact of tuition fee costs on higher education participation. The finding was that $1,000 increase in tuition fees would bring about a 3.7ppt reduction in participation among African Americans. On a wider scale, Kent (1995) found that there was a reduction in participation among Americans in higher education, in which a $1,000 increase in fees resulted in a 2.4 decrease in participation. On assessing a policy made in 1982 which led to financial aids being removed from students with deceased, disabled or retired father, Dynarksi (1999) found that the impact of aid withdrawal led to decrease tertiary participation by 3.6ppt. Supporting this finding is a study done by Seftor and Turner (2002), whom upon analysing the impact of aid withdrawal, found a small impact of reduction in participation by 0.7ppt per $1,000 of aid withdrawn. The UK context of higher education financial constraint on students and its effects on participation can be viewed at two separate phases; the 1998 reforms and the 2006 reforms as described earlier. The 1998 reforms, in terms of grants alone, saw low income students being the most significantly impacted, with participation estimated at 2.3ppt lower than what it would have been without the abolishment grants (Dearden et al. 2010). On the other hand, the increase in loans received by this group resulted in an increase in participation and hence, offset the negative impact brought about by the abolishment of grants. Therefore, there were no significant changes to participation for the lower income group. High income students, however, recorded a reduction of 5.4ppt in participation as even though the abolishment of grants had no impact on them, the increment of tuition fees was a significant impact (Dearden et al. 2010). Study on the 2006 reforms showed that both the lower and higher income groups did not record overall changes in participation (Forsyth and Furlong 2003). Therefore, this section of the literature indicates that despite concerns by many that an increment in tuition fees can be discriminatory towards lower income groups, studies have shown that the negative impact brought by the hike in fees are often outweighed by grants or loan packages. This also brings about serious implications to higher education institutions on deciding the type of financial assistance and the accurate target groups to ensure that participation does not see an unhealthy dip. Such a consequence could be detrimental to the economy of the country as many research seem to suggest that the economic well being of a nation state is directly associated with the level investments spent on education (Barro and Sala-i-Martin, 1995; Bassanini and Scarpenta, 2001).

Social Categorisation and Social Construction Theories and Their Understanding of Identity Essay Example

Social Categorisation and Social Construction Theories and Their Understanding of Identity Essay Example Social Categorisation and Social Construction Theories and Their Understanding of Identity Essay Social Categorisation and Social Construction Theories and Their Understanding of Identity Essay Social categorisation and Social Construction theories and their understanding of identity. It is through social interactions that have put people to act and react implication to others. Due to the social interactions we learn what is acceptable and what is not. Over time these rules become internalised within us and eventually become an unconscious part of our lives and our identity.Social identity theory asserts that group membership creates in group self-categorisation and enhancement in ways that favour the in group at the expense of the out-group and associating with a group even under minimal circumstances is enough to create in group out-group hostility. I will explore the effects of the contact theory or intergroup behaviour. It is also the aim of this essay to explain what is meant by the term social construction and social categorisation and how these two theories have further to our understanding of identity.Social categorisation is viewed as a perception cognition or beha viour that is influenced by peoples recognition that day and other are members of distinct social groups. Relations between social groups can have far reaching and persuasive effects on the behaviour of member of these groups, effects that go well and beyond situations of face-to-face intergroup encounters. Social construction his used to describe how we as humans understand how the world is conscripted in and through social relations there are many different ways of understanding the same issue, rather than they had been an objective reality.Our behaviour is regulated by guidelines, which make everyday life predictable and understandable causing us to behave in a certain way the way that is seen as the norm. Housework provides a good example of the social construction being seen as the norm in Western societies many people thought that it was natural for women to be whipped rather than men to do all the housework. (Phoenix, 2002). It seemed natural because that was what usually hap pened and continued for as long as people remembered.The next sample of a construction was taken from natural because it had been the excepted pattern for a long time it wasnt until the feminist viewpoint argued for equality for women, that the idea was that it is not natural for women to do all the housework that another construction developed. Tajfel devised an intriguing paradigm to exploring the effects of intergroup behaviour using minimal effects (Tajfel, 1982). Two random groups of children were made, but allegedly on the basis of their express preference for paintings by two different artists.The children only knew the group table in with the identity of out-group and fellow in group members concealed. The result showed the children strongly favoured their own group they adopted the in group favouritism strategy despite such minimal effects and how this was created on the basis of a flimsy criteria. The robust finding from hundreds of minimal group experiments conducted is t hat the mere fact of being categorised as the group members seems to be necessary to produce ethnocentrism and competitive intra group behaviour.Social identity phenomena are motivated by two underlying processes self enhancement and uncertainty reduction. One of the key premises of the social identity approach is that group stand in status and pressed each relation to one another some groups are simply more prestigious and higher status than other. Jane Elliott, made a short movie called the eye of the storm, of a classroom demonstration in which he divided her class of very young children into those with blue and those with brown eyes. For one day the brown eyes, and then for one day the blue eyes were assigned inferior status, hence they were ridiculed, denied privileges.In a follow-up study of the students when they were 18, Elliot found that they reported themselves as being more tolerant of differences between groups and actively opposed to prejudice. Wright (1997) and his col leagues suggested that intergroup friendship between others if my friend John has close out group of friends then maybe the out-group isnt quite as bad as I thought. When people are separated they are likely to experienced hostility, resulting in failure to understand the reason for their actions. Lack of contact means theres no way of checking out interpretations of others.Bringing people into contact with each other should make them seem more familiar, and at least offer the possibility that negative cycle can be interrupted and even reversed. We have seen that by just allocating individuals to groups can create prejudice for and against individuals. Prejudice allow self-esteem to be enhanced by belonging to the positive group, creating hostility to others seen as inferior, for no reason other than that individuals are allocated social categories. Individuals also advocate themselves to a groups of higher social standing using social mobility e. g. hrough promotion in employment, leaving behind what was seen as being inferior. In social construction, language is a powerful tool, used to justify particular perspective, an example of the unused is that of (Potter and Wetherell,1987) which illustrates this whether we call someone a freedom fighter or a terrorist, the two terms can refer to the same person in each constructs a different way of viewing that person and the world. Social construction is an idea which may appear to be natural and obvious to those who accept it, but in reality it is an invention of a particular culture or society.The social constructionist approach allows us to change our identity throughout our lives, as Gergen’s did when he was forced to eventually to use a computer instead of a pen. As we have seen social constructionist is concerned with how we use categories to structure our experience of the world they believe that the way we understand the world are not natural, but are constructed between people in everyday social inte ractions, that identity is fluid and changing from one social situation to another.Social constructionist Kiwis reject the notion that people have one core identity that is the centre of who they are. Instead they suggest that people have many different identities, and that these are de-centred because they always operative in relation to other identities. We have seen that identities are not fixed, but are fluid, complex and diverse. There is the interrelationship between the social and personal identities which are constantly contradicting and competing, opening up opportunities for diversity. Individuals to have multiple identities which can do change throughout their life.People can often categorise themselves into different groups, they can choose to adopt their identities to the group they want to belong. People are constantly changing and adopting new identities to suit themselves, adapting and enhancing their self-esteem, which makes us uniquely human and different from othe r animals. Evidence has shown that contact and education causes people to recognise that they are in face a great deal more similar than they had initially thought which helps us better understand intergroup behaviours and ways of resolving a negative prototype perception of the out-group.Final word count – 1065 References. * Open University Part two Scenario 1 Question 1 This study is not consistent with the guidelines. Whenever varies possible consent of the child has to be obtained. Parents’ consent is required for disclosure of confidential information, and in this case the investigator must receive approval from ethics committee. Special safeguarding procedures are required with children. In United Kingdom a researcher requires a CRB.Children should be given as much opportunity is possible to be explained the nature, purpose and anticipated of taking part, and also be made aware of right to withdraw. Consent is to be asked throughout experiment not just in the beg inning, children should feel comfortable. It is advised to refrain from research based upon observation of public behaviour to those situations in which persons being studied might expect to be it cant be said that children would think they would be as they are young.Question 2 In studying childrens play behaviour, it would be wise to contact a local preschool teacher and get consent approval not only from the teacher but also the parents and children, as well approval from ethics committee. Importantly a CRB would be required. After consent has been granted, and all parties have been briefed and given the okay to video record and observe the research would be carried out on a daily basis recording the children in their natural environment over a period of time.On a regular basis right to withdraw would be reminded, and an assurance that everybody is comfortable. The children would be recorded throughout the day whilst they are engaging in playtime to see how they interact with one another. In this environment if anything gets out of hand, the teacher is present and therefore the investigator does not need to get involved, or refrain from resulting in putting anybody in danger. Scenario 2 Question 1 She could have asked the group of people for their consent to participate in the experiment.Make them aware of the nature, purpose and anticipation and their right to withdraw. Keep an adequate record of when, and how and from whom consent was obtained. Ask if they wish to disclose their identity or remain anonymous. She should ask for permission to record the participants. Verify they are competent and are not under the age of 16 otherwise permission from a parent or guardian may be required. Question 2 The researcher might have to be careful if the participant has asked to remain anonymous and be careful whilst quoting as it may threaten to reveal their identity.Another reason might be that the participant never gave consent to be recorded and or quoted which is against the ethics as consent is required, or participant may have withdrawn therefore evidence needs to be destroyed. Question 3 The researcher could make a semi structured interview, and that includes eating disorder questions and other topics to prevent realisation. In this form they can try to find young students who would be willing to participate, and be told their opinion is required on various topics.They would be asked permission for audio recording, and quoting, also debriefed and told of their right to withdraw, and whether or not they like to remain anonymous. Perhaps once the data has been compiled they can be told of the full intentions of the experiment, as the specifics of finding opinions towards eating disorders, and then to be again asked whether or not they would like to withdraw, if they do so the data has to be destroyed. Scenario 3 Question 1The most relevant is the ethical principle respect, because in this section it asked to respect cultural, religious, and race therefore that relates to the experiment as it is based on religious identity. It is an opinionated questionnaire and this ethics principal asked to respect participant’s knowledge, insight, experience and expertise. As this experiment will be recorded this principle also states that the proper procedure in regards with audio recording, and in regards with consent, right to withdraw.The participant isnt clearly told that opinion is only needed on subject rather than a number of, this section states that withholding information from clients is only exceptional to preserve the integrity of research, and this was the case it was to reduce sociably desirable responses. Question 2 I would rather gather a random group of young teens and inform them that their valuable opinion is required regarding several topics. They would be debriefed with the experiment, asked whether or not they wish to withhold their identity, consent would be needed regarding audio recording and quoting participants.Their rights to withdraw would also be made clear. They would be reassured this is not a test. Question 3 I would fully provide my intentions behind the experiment, that it was a focus topic I was researching on. I would give this additional information because I would have gotten answers from the participant without a cofounding variable, then knowing the intentions behind it, and to avoid any further deception I would make my intentions known, and gives them the right to withdraw if they wish, and if they do so I would then destroy any gathered data including audio recordings.

Free sample - Abuse of elderly. translation missing

Abuse of elderly. Abuse of elderlyIntroduction This paper defines abuse of elderly giving its categories. It also gives risk factors of elderly abuse, the causes of the abuse and the consequences of elderly abuse. Abuse of elderly This is any act occurring in a relationship where there exist an implication of trust resulting in harm to an older person if form of financial, physical social or sexual abuse and neglect in community or institutional care (Saunders L.2008). Categories of abuse include physical, emotional, sexual, financial, neglect and abuse by system as explained hereunder. Physical abuse is the infliction of pain (injury), physical coercion, or physical or drug induced restraint to an older person. Emotional and verbal abuse is the discrimination based on the age, insults as well as hurtful words, denigration, intimidation, false accusations, psychological pain and distress. Financial abuse is extortion and control of pension money, theft of property and exploitation of older people to force them to care for grandchildren or it is the illegal or improper exploitation or use of funds or resources of the older person. Sexual abuse is incest, rape and other types of sexual coercion or it is non-consensual sexual contact of any kind with the older person. Neglect is the loss of respect for elders, withholding of affection, and lack of interest in the older person’s well-being. Accusations of witchcraft are the stigmatization and os tracization to elderly person. Abuse by systems is the dehumanizing treatment older people are liable to suffer at health clinics and pension offices, and marginalization by the government. (Abuse of elderly) The risk factors for elderly abuse Individual factors: physically aggressive abusers have personality disorders and alcohol-related problems than the general population .Cognitive and physical impairments of the abused person are strongly identified in early studies as risk factors for abuse. Relationship factors: The studies involving caregiver stress, Alzheimer disease and elder abuse suggest that the nature of the relationship between the caregiver and the care recipient before abuse begins is an important predictor of abuse. Stress is a contributing factor in cases of abuse. Community and societal factors: The systems of patrilineal and matrilineal inheritance and land rights affect the distribution of power; the societies’ view the role of women; the erosion of bonds between generations of a family, caused by rural to urban migration and the growth in formal education and the loss, through modernization, of the traditional domestic, ritual and family arbitration roles of older people. Domestic settings: ev idence from studies in developed countries show that a higher proportion of abused elderly people suffer from depression or psychological distress than do their non-abused peers. Other symptoms associated with cases of abuse include feelings of helplessness, alienation, guilt, shame, fear, anxiety, denial and post-traumatic stress. This mistreatment can cause severe interpersonal stress leading to death. Institutions: various people are responsible for the abuse in institutions: a member of the staff, resident, a voluntary visitor, relatives or friends where the prevailing regime of the institution itself is abusive or negligent. (Elder mistreatment). The spectrum of abuse and neglect within institutions spans a considerable range, and are to the following: The provision of care for example, resistance to changes in geriatric medicine, erosion of individuality in the care, inadequate nutrition and deficient nursing care, problems with staffing for example, work-related stress and staff burnout, poor physical working conditions, insufficient training and psychological problems among staff, difficulties in staff ,resident interactions   for example, poor communication, aggressiveness on the part of residents and cultural differences, environment for example, a lack of basic privacy, dilapidated facilities, the use of restraints, inadequate sensory stimulation, and a proneness to accidents within the institution, organizational policies for example, those that operate for the benefit of the institution, giving residents few choices over daily living; bureaucratic or unsympathetic attitudes towards residents; staff shortages or high staff turnover; fraud involving residents’ possessions or money; and lack of a residents’ council or residents’ family council. Anecdotal evidence from India suggests that institutional abuse is often perpetuated by staff through a system of unquestioning regimentation. (Abuse of elderly). Complex factors contributing to elderly abuse include factors such as drug or alcohol problems in the abuser, negative attitude towards the older person, the history of family violence, high dependency of older person on others for their care, intergenerational family violence and stress of ill equipped and poorly supported career (Saunders L.2008). Causes of abuse Social isolation or lack of support can contribute to abuse or neglect; the sufferers of abuse in these situations are unwilling to join programs that encourage social interaction. The role of ageism, discrimination against and stigmatization of older people can cause elder abuse. The marginalization of the elderly is a contributory factor. Prevention strategies Measures that may be useful include the following:   the development and implementation of comprehensive care plans; training for staff; policies and programs to address work related stress among staff; the development of policies and programs to improve the physical and social environment of the institution. (Abuse of elderly) The consequences of elder abuse Older people are physically weaker hence more vulnerable than younger adults since their bones are more brittle and convalescence takes longer. Minor injury can cause serious and permanent damage. Many older people survive on limited incomes hence the loss of even a small sum of money can have a significant impact. They may be isolated, lonely and troubled by illness in which case they are more vulnerable as targets for the fraudulent schemes. (Catherine C. 2006). Indicator of elderly abuse Physical indicators include complaints of being physically assaulted, unexplained falls and injuries, burns and bruises while behavioral and emotional indicators are: change in eating pattern, sleep problems, fear and confusion.   The sexual indicators are complaints of being sexually assaulted, frequent complaints of abdominal pain and unexplained vaginal or anal bleeding and genital infections. (Abuse of elderly) Conclusion The problem of elder abuse cannot be properly solved if the essential needs of older people such as food, shelter, security and access to health care are not met. The nations of the world must create an environment free of abuse and exploitation to elderly people gives them opportunities to participate fully in educational cultural, spiritual and economic activities.

Ernest Hemingway Research Paper Example | Topics and Well Written Essays - 1250 words

Ernest Hemingway - Research Paper Example Ernest Hemingway lived a colorful and heroic life, and the reflection of the incidents he encountered, some of them near death situations, the two World Wars and the holocaust make his literature the storehouse of rich experiences. His writing style is unhurried and unique. Ernest Hemingway: Biography Ernest Miller Hemingway was born on July 21, 1899 in Oak Park, Illinois and he is the second child of his parents Grace Hall and Clarence Edmonds Hemingway. His father was a medial practitioner and his mother was a teacher of music. They took interest in serving the Church and did their duties there. Hemingway’s latent literary genius was showing as a student, but his teacher had problems with his handwriting. After graduation, he shifted to Kansas City and joined as a cub reporter for the Star Newspaper. The ongoing World War excited him and he joined Red Cross as an ambulance driver. He was injured in the war and during the course of his recuperation, he met Agnes von Kurowsky. Ernest took the relationship seriously but Agnes treated him as a kid. The result of his war-related experiences was the book â€Å"A Farewell to Arms†. He returned to America to be honored as a war hero. With the termination of relationship with Agnes, Hemingway was heart-broken. In Chicago, when on freelance assignments, he met Hadley Richardson and they got married in 1921. Both of them moved to Paris, on the advice of a friend, to live in association with other writers. That move brought Hemingway to the limelight in the world of literature. Ernest Hemingway was on the move on the literary canvas. In Paris he did some writing for the Toronto Star newspaper. In 1923, His work â€Å"Three Stories and Ten Poems† was published I n Paris. His first child was born, a son who was affectionately called â€Å"Bumby†. â€Å"The Sun Also Rises,† a novel published in 1926 brought him to the international circuit in literature. Soon the marriage with Hadley ended , but Hemingway remarried Pauline Pfeiffer and they moved to Key West, Florida. His father committed suicide while he was completing â€Å"A Farewell to Arms† and his writing was interrupted. By then Hemingway had taken to heavy drinking. They had two sons during the period 1928 to 1931. He had a disciplined approach to hid work, notwithstanding his drinking habit. Further books followed like, â€Å"Death In the Afternoon†, â€Å"The Snows of Kilimanjaro†, and â€Å"The Green Hills of Africa.† The marriage again was on the rocks and he went to Spain accompanied by his new love Martha Gellhorn. In 1940, he was celebrating the publication of â€Å"For Whom the Bell Tolls† and in the same year he divorced Pauline. They jointly bought a house in Cuba and World War II broke out and Hemingway went to Europe to cover the war. Martha was already there to work. Their relationship however ended in 1945. He was in love again and he married Mary Welsh in the y ear 1946.They returned to Cuba and Hemingway was on his writing assignments again. Soon his great novel, â€Å"The Old Man and The Sea† was published and that fetched to him the Pulitzer Prize. In 1954 he won the Nobel Prize for literature. He met with an accident; as such he was unable to remain present in the Nobel Award presentation ceremony. The next phase in his life was full of tragedies. Ernest and Mary were enjoying a safari in Africa, and they were involved in a plane crash. The injuries were minor and the rescue plane