Discrimination Of Black Minority Youth Groups In Uk The WritePass Journal

Discrimination Of Black Minority Youth Groups In Uk Abstract Discrimination Of Black Minority Youth Groups In Uk ). In 2009, 44% of the minority ethnic students attended post-1992 universities and only 8% joined Russel Group Universities (Runnymede Trust 2012). On the other hand, a large proportion of the white students attended prestigious universities. Unlike the black students, a vast majority of the white students (24%) joined Russell Group Universities (Runnymede Trust 2012). These trends have significant implications on the earnings and employment prospects of the black minority graduate students. The media also seems to contribute to their discrimination. Media is known to make vast exaggerations and sensationalizing events surrounding black youth crime, attaching a level of drama to make it newsworthy (Okoronkwo 2008). As noted by Dorfman (2001), 86% of white homicides are caused by the Caucasians yet only the least frequent killings-homicides that involve the black youth receive the most coverage. The recent 2007 killings of Kodjo Yenga and Adam Regis received vast coverage, with the media depicting the black community as highly dangerous (Okoronkwo 2008). The two deaths were central to the media reporting on the rise of knife and gun crime amongst the black community (Okoronkwo 2008). But is crime really that bad amongst the black community compared to the white? Is media portrayal of the black youth crime in the UK exaggerated? Moreover, is the moral panic really justified? Black youths are also to blame The problem facing most of the black youth in the UK has loomed largely not only in media but also in academic research with many researchers highlighting the moral panic about drug dealing, rioting, mugging and knife and gun violence among others (Gunter 2010). However, this does not mean that the black youth groups are totally blameless. Whilst it is true that they are increasingly marginalized in many areas, it is also true that some of the black youth are influenced by popular youth cultures associated with the development of aggressive behaviours and those that perpetuate black stereotypes (Simpson 2012). A considerable proportion of them appear to perpetuate the black stereotype through their ignorance and idleness (Simpson 2012). Some appear to be driven by celebrity glamour, demanding materialistic gratification without putting any effort to achieve such success (Simpson 2012).   Some of them prefer spending their money and time on material goods rather than their vocational courses (Simpson 2012). Others appear to chase a get-rich-quick scheme and those that try to seek employment are often quick to lose hope at the first failure (Simpson 2012). But of course, this is by no means limited to the black youth. This is also evident in the white and Asian youth groups. Overall, the black youths appear to be marginalized in the various areas discussed above. There is need for anti-oppressive practice to address the discrimination of black youths in the UK. Part 2: How anti-oppressive practice can address the discrimination of black youths in UK As defined by Dalrymple (2006), anti-oppressive practice involves recognizing the power imbalances and working towards promotion of change to redress the balance of power and to challenge the wider injustices in the society. Anti-oppressive practice is based on the recognition that: Society creates divisions based on gender, sexual orientation, race, identity and class (Wood Hine 2009) Some groups of people are believed to be more superior than others (Wood Hine 2009) Such beliefs are deeply embedded within institutional structures (Wood Hine 2009) In order to understand the workings of oppression, it is important to understand the different levels at which it occurs. This is reflected in Thompsons PCS model, which views oppression and discrimination as occurring at three different levels: personal level, structural level and cultural level (Penhale 2008). The personal level relates to personal thoughts, attitudes, feelings and actions (Penhale 2008). At this level, individuals form and share their own beliefs and values. The ideals at this level are mainly based on personal experiences (Penhale 2008). The cultural level relates to the commonalities or shared values (Penhale 2008). That is, the assumed consensus of what is good or bad and what is considered to be normal. The structural level is where systematic discrimination becomes institutionalized. At this level, oppression and discrimination are ‘sewn into the fabric of society through structures and institutions such as the media and the government (Penhale 2008). The three levels interact to create and re-create patterns of discrimination as seen in figure 1. Fig.1 Thompson’s PCS model (Penhale 2008). In this case, at the personal level, the direct discrimination of black youths is evident where they are stopped and searched by the police severely compared to their white counterparts. This implies that the police view the black youth as potentially dangerous individuals because of their colour. Such beliefs and attitudes serve as breeding grounds for racial discrimination. Anti-oppressive practices must thus address the disproportionate use of controversial stop and search powers in the UK. At the cultural level, we examine where the views come from. That is, the shared assumptions that are made about the black youths in the UK which contribute to their discrimination. This equally needs to be addressed by anti-oppressive practices. One way to address discrimination at the cultural levels is through the provision of diversity and cultural awareness training (Dominelli 2002). The black youths are also discriminated against at the structural level through media portrayal of the Black and Ethnic Minority groups as highly dangerous. In addressing such kind of discrimination, it is worth assessing whether media’s sensationalisation of events surrounding black youth crime is justified or whether the media attaches a level of drama just to make it newsworthy. It is clear from above that the three different levels must be taken into account in order for anti-oppressive practice to effectively address issues of discrimination. However, an important progress seems to have been made in addressing the discrimination of black minority groups. For example, in recognition of their over-representation within the youth justice system, an audit and planning process was initiated by Youth Justice Board (YJB) in 2004 (YJB 2004). The action plan required that the differences between ethnic composition of offenders in pre-court and post-court disposals be reduced (YJB 2004). This initiative was meant to address the issue of overrepresentation of the black minority groups in the juvenile justice system, hence improving confidence in UK youth justice system. The black minority ethnic groups have also benefited from affirmative action policies which have increased their opportunities for employment in areas that have in the past been closed to them (Herron 2010). Such policies take into consideration factors such as colour, race, religion, gender and national origin in order to benefit a group that is underrepresented in areas of employment, business and education (Leonard 1990). In this case, the policies ensure that the black minority ethnic groups are equally represented and included in government programs. The affirmative actions are implemented in pursuit of equality by ensuring that the black minority ethnic groups are also afforded preferential treatment under law especially in areas of employment, business and education (Herron 2010). Another anti-oppressive practice which has contributed towards combating discrimination in the UK is the provision of diversity and cultural awareness training. The provision of such training programs in institutional structures helps promote equality for everyone regardless of their identity, gender, national origin, race and colour (Darlymple 2006). Such initiatives indeed contribute to youth work values through their commitment to equal opportunity. Extensive research has also been conducted to identify the various areas where the black youth continue to be marginalized. However, there is need for research to move beyond the quantitative phase and instead focus on anti-oppressive practices for combating factors that result in the differential treatment of young people (Darlymple 2006). With regard to educational attainment, there is need to develop innovative practices for combating the lower educational attainment of the black minority ethnic groups and their exclusion from prestigious universities. There is also the need to extend the Race Relations (Amendment Act) 2000 to cover the private sector as well. The act requires all public authorities to carry out their functions in a manner that eliminates racial discrimination and promotes equal opportunities and good relations among the different races (CRE 2012). Employers in the public sector are required to assess the impact of their policies on recruitment of the different racial groups. Similarly, public schools and institutions are required by the Act to assess the impact of their policies on students, parents and staff from different races (CRE 2012). Whilst this policy plays a major role in the fight against racial discrimination, there is need to extend the Act to cover the private sector as well. Additionally, youth settings can develop schemes for ethnic minority monitoring. Sometimes a great deal of ethnic disadvantage especially in the private sector may be unintentional and may not be immediately recognized by senior management (Wood et al. 2009). Monitoring schemes can help identify such issues that remain largely unrecognized and inform institutional arrangements such as schools and organizations to address the weakness identified (Wood et al. 2009). Clearly, more work need to be done on anti-oppressive practices and policy interventions in order to effectively address the discrimination of black minority youth groups in UK. Part 3: Anti-oppressive practice key to understanding the notion of self.   An important aspect to addressing the issue of discrimination is self-awareness. In other words, understanding how own self can contribute towards inequality and discrimination. As argued by Dominelli (2002), reflexivity and self-knowledge form the bedrock upon which anti-oppressive practitioners can build their interventions. The process of reflecting thus forms a core part of working in an anti-oppressive way. We live in a world with potentially contradictory identities and for us to co-exist in harmony, we must understand and appreciate the various aspects that shape and inform our identities. Practicing equality thus requires the need to identify and understand own self, recognize the differences between self and others, and to value the differences. It should be remembered that many aspects define our identities and determine how we view people and how others view us (Moore 2003). Factors such as our race, religion, values and beliefs shape our identities and differentiate us from others. In many of these factors, we tend to have little control and they enter our practice without our awareness (Moore 2003). Practicing equality requires that we value our differences as opposed to settling for a clone of oneself through demanding uniform conformity in others (Dominell 2002). Unless we follow this path, our reactions to difference would remain one that involves control or domination of others (Dominell 2002). The casting of people in a subordinate status based on the actual or perceived differences is central to the process of othering them, which denies hem their fundamental human rights (Dominell 2002). The politics of identity construction thus plays an important role in confronting oppression and addressing issues of discrimination (Dominell 2002). Practitioners must be aware of the social divisions that occur within the society and the nature of their interaction (Dominell 2002). Anti-oppressive practice require that we value our differences and develop an understanding of the other persons identity and position while at the same time reflecting on the privileged nature of our own (Dominell 2002). The understanding of oneself is important in order to effectively engage with the others (Donell 2002).   As such anti-oppressive practices, is key to understanding the notion of self. It challenges many own social norms and sharpens own senses towards issues of oppressions and discrimination (Dominell 2002).   Conclusion It is clear from above that the black youths in the UK are still marginalized in many aspects. The young black and ethnic minority groups feature in any description of social discrimination and alienation; and are often seen as suffering in measures of poverty, underachievement in education, mental illness, exclusions from schools, unemployment and overrepresentation in youth justice systems. To effectively address the discrimination of black youths in UK, anti-oppressive practices must take into account the three levels at which discrimination occurs: personal, cultural and institutional. There is also need for research to move beyond the quantitative phase and to focus on interventions and policy initiatives that can help combat discrimination and oppression of marginalized groups in UK. There is also the need to reflect on self and examine the impact that we may have on others. Knowing oneself better equips a person to build interventions to address the issues of oppression and discrimination Reference Ball, J., Bowcott, O., Rogers, S., 2011. Race variation in jail sentences, study suggests. The Guardian Barn, R., 2001. Black youth on the margins: a research review. Joseph Rowntree Foundation Commission for Race Equality (CRE), 2012. Ethnic monitoring: a guide for public authorities. Commission for Race Equality Dalrymple, J., 2006. Anti-oppressive practice: social care and the law. McGraw-Hill International Dominelli, L., 2002. Anti-oppressive social work: theory and practice. Basingtoke, Palgrave Macmillan. Dorfman, L., 2001. Youth, Race Crime in the News [Online]. Available at: www.buildingblocksforyouth.org [Accessed on 5th May 2013]. Dumbrill, G., 2009. Anti-oppression in child welfare: laying the foundation for change. The Child Welfare Anti-Oppression Roundtable Gunter, A., 2010. Growing up bad? Black youth, Road culture and Badness in an East London Neighbourhood. The Tufnell Press Herron, R.C., 2010. Superficially similar but fundamentally different: a comparative analysis of US and UK affirmative action, Durham University Leonard, J.S., 1990. ‘The impact of affirmative action regulation and equal employment law on black employment’. The Journal of Economic Perspectives, vol.4 (4), pp.47-63 May, T., Gyateng, T. and Hough, M., 2010. Differential treatment in the Youth Justice System. Institute for Criminal Policy Research Kings College London. Moore, P., 2003. Critical components of an anti-oppressive framework.   The International Childe and Youth Care Network. Okoronkwo, N.N., 2008. The phenomenon of black youth crime and how black youths are portrayed in the media in the United Kingdom: whether the portrayal can be considered exaggerated, or if the moral panic is in some way justified?   International Journal of Criminology Penhale, B., 2008. Working with vulnerable adults. Routledge publishers Runnymede Trust, 2011. Black students half as likely to achieve the English Baccalaureate runnymedetrust.org/uploads/EnglishBacpressrelease.pdf [accessed 5th May 2013] Runnymede Trust, 2012. Work and Pensions Committee youth unemployment and the youth contract. Runnymede Trust. [viewed on 9th May 2013] available from publications.parliament.uk/pa/cm201213/cmselect/cmworpen/151/151we14.htm Simpson, A., 2012. Black youth: luckless or lazy? The Voice TUC report, 2012. Youth unemployment and ethnicity. TUC Verkaik, R., 2010. Black and Asian youths still victims of rough justice. The Independent. Wood, J.J. and Hine, J., 2009. Work with young people: theory and policy for practice. Sage publications Wood, M., Hales, J., Purdon, S., Sejersen, T. and Hayllar, O., 2009. A test for racial discrimination in recruitment practice in British cities. National Centre for Social Research. Wortley, S. and Tanner, J., 2008. Discrimination or good policing? The racial profiling debate in Canada. Centre for excellence on Research on immigration and settlement (CERIS) . Youth Justice Board (YJB), 2004. Differences or discrimination? Youth Justice Board Youth Justice Board, 2010. Exploring the needs of young Black and Minority Ethnic offenders and the provision of targeted interventions. Youth Justice Board

How to Use the Complement Rule in Statistics

How to Use the Complement Rule in Statistics In statistics, the complement rule is a theorem that provides a connection between the probability of an event and the probability of the complement of the event in such a way that if we know one of these probabilities, then we automatically know the other one. The complement rule comes in handy when we calculate certain probabilities. Many times the probability of an event is messy or complicated to compute, whereas the probability of its complement is much simpler. Before we see how the complement rule is used, we will define specifically what this rule is. We begin with a bit of notation.  The complement of the event  A, consisting of all elements in the  sample space  S  that are not elements of the set  A, is denoted by  AC. Statement of the Complement Rule The complement rule is stated as the sum of the probability of an event and the probability of its complement is equal to 1, as expressed by the following equation: P(AC) 1 – P(A) The following example will show how to use the complement rule. It will become evident that this theorem will both speed up and simplify probability calculations. Probability Without the Complement Rule Suppose that we flip eight fair coins - what is the probability that we have at least one head showing? One way to figure this out is to calculate the following probabilities. The denominator of each is explained by the fact that there are 28 256 outcomes, each of them equally likely. All of the following us a formula for combinations: The probability of flipping exactly one head is C(8,1)/256 8/256.The probability of flipping exactly two heads is C(8,2)/256 28/256.The probability of flipping exactly three heads is C(8,3)/256 56/256.The probability of flipping exactly four heads is C(8,4)/256 70/256.The probability of flipping exactly five heads is C(8,5)/256 56/256.The probability of flipping exactly six heads is C(8,6)/256 28/256.The probability of flipping exactly seven heads is C(8,7)/256 8/256.The probability of flipping exactly eight heads is C(8,8)/256 1/256. These are mutually exclusive events, so we sum the probabilities together using one the appropriate addition rule. This means that the probability that we have at least one head is 255 out of 256. Using the Complement Rule to Simplify Probability Problems We now calculate the same probability by using the complement rule. The complement of the event â€Å"We flip at least one head† is the event â€Å"There are no heads.† There is one way for this to occur, giving us the probability of 1/256. We use the complement rule and find that our desired probability is one minus one out of 256, which is equal to 255 out of 256. This example demonstrates not only the usefulness but also the power of the complement rule. Although there is nothing wrong with our original calculation, it was quite involved and required multiple steps. In contrast, when we used the complement rule for this problem there were not as many steps where calculations could go awry.​

Radio Shack Strategic Management Research Paper

Radio Shack Strategic Management - Research Paper Example RadioShack is primarily focused on the US market where as at the end of 2011 it employed 34,000 people, and owned and operated 4,476 stores under its brand and an additional 1,496 stores under the Target Mobile centers brand. RadioShack’s products and services are categorized into four platforms: mobility, signature, consumer electronics and other sales. The mobility platform consists of prepaid and postpaid wireless handsets, commissions and residual income, tablets and e-readers. The signature platform includes home entertainment, wireless, computer, and music accessories; general purpose and special purpose power products; headphones; technical products; and services (RadioShack 3). The consumer electronics platform includes personal computing products, laptop computers, digital music players, residential telephones, GPS devices, cameras, digital televisions, and other consumer electronics products (RadioShack 3). Other sales include sales generated by the Target Mobile centers, sales to independent dealers, sales generated by RadioShack’s Mexican subsidiary, sales from www.radioshack.com website and sales to other third parties through the company’s global sourcing operations (Rad ioShack 22). The contribution of each of these product platforms in 2011 is displayed in Figure 1 below. In 2011, RadioShack net sales increased by 2.6%, to $4,378 million over its 2010 revenues. However, the company’s gross margin went down by 3.5% to 41.4% within the same period. This was largely attributed to change in the company’s sales mix within its largest product platform, the mobility platform, towards lower margin smartphones and tablets (RadioShack 20). The company has sound financial strength depicted by its quick ratio of 1.61 and current ratio of 2.73. Figure 1: RadioShack Product Platforms (RadioShack Corp 1) 2.0. Strategic issues There are two major strategic management problems facing RadioShack Corporation: merchandise mix and growth strategy. To begin with, RadioShack established its mobility platform as the more attractive unit and has continued to steer corporate resources towards it. Figure 1 above, shows mobility devices accounted for 51.4% of the company’s net sales in 2011, up from 46.1% in 2010 and 35.3% in 2009 (RadioShack 22). Howev er, the high competitive rivalry in the retail consumer mobility industry, short product cycles, and its much lower margins has made the company vulnerable to weak consumer spending. For this reason, on March 2, 2012, Standard & Poor's Ratings Services lowered its corporate credit and senior unsecured debt ratings on RadioShack to ‘B+’ from ‘BB-’, with outlook also moved from stable to negative (FitzGerald Para 2). This downgrade lowers investor and creditor confidence on the organization. Ultimately, the lowered rating may affect RadioShack’s ability to raise financial capital for any major investments that it may seek in future. RadioShack’s senior management

Create a definition of a hero and emphasize the core values of Saint Essay

Create a definition of a hero and emphasize the core values of Saint Leos college excellence and integrity - Essay Example heridge Knight’s â€Å"Hard Returns to Prison from the Hospital for the Criminally Insane,† John Hope Franklin’s â€Å"The Train from Hate,† and Claude McKay’s â€Å"Outcast† are all racial Others, yet they exhibit integrity and determination by and by accepting what their blackness entails while strongly believing that they are not inferior to their white counterparts. They alter the definition of a hero as someone who is confident about their self-worth even though social injustice marginalizes them as the Others. In â€Å"The Language of African Literature,† Ngugi first discusses the colonial alienation children in Kenya experiences as a result of the superiority of English over Kikuyu. In other words, the colonial power implied in the English language is perpetuated through education. Thus, Ngugi explains that he decides to write only in Kikuyu so that all local people in Kenya would be able to understand his work. The subject matter of his work includes revolutionary ideas that challenge the authority, and the government sees it as a threat as Ngugi’s writing is highly popular at the grassroots level where people are unfamiliar with English. Ngugi’s act displays his pride towards his own culture, even though it is undermined by the colonial power. His insistence to speak and write in Kikuyu has resulted in imprisonment, yet he continues to promote a wider usage of the native language so that the colonial power would no longer be able to dominate the Kenyan people in ed ucation and in everyday life. As he wrote, â€Å"We African writers are bound by our calling to do for our language what Spenser, Milton, and Shakespeare did for English† (452). This statement challenges the status quo between the Kenyan and British culture and promotes pride in Ngugi and other Kenyan people for their original language. Ngugi’s willingness to accept his blackness and his persistence in challenging the colonial oppression through writing and action exhibit

General Psychology and the Study of Human Behavior Essay Example for Free

General Psychology and the Study of Human Behavior Essay Psychology is the study of the human behavior especially how the mind of the human beings works. For many years, the behavior of human beings has been studied by very many scholars and they have come up with very many reasons as to why people behave in such a manner. However, as a student my main ambition is to become a drug and alcohol counselor. Therefore, this class of general psychology has helped me in building my career very much due to the course content value. Variation is one of the most obvious characteristics of human behavior. An individual’s every day life is marked by an expansive fluctuation in almost every aspect of behavior such as the intelligence he exudes, the speed with which he moves, his expression of emotions, goals he pursues, humor, energy, anxiety, shyness, among others. Even the most intelligent of human individuals have ordinary thoughts most of the time as they too are confronted with the normal activities like choosing the right mode of dressing, brushing in the morning and carrying out normal transactions. There is sufficient evidence towards the fact that one of the most striking features of a child’s behavior is its dynamic aspect of the stream of behavior recorded continuously (Barker, 1968). Any individual with no knowledge of psychology comprehend this dimension of human variation from their observation and experience. However, this is not prominent in scientific psychology. The concern of scientific psychology is another dimension of behavior variability with emphasis on individual differences. This is a major step in psychology that despite the variations that occur within every individual’s behavior, the methods for measuring and identifying individual behavior constants have been devised. Scientific psychology’s concern is with the varied number of constants measured and how they relate with each other. There is however a difficulty in achieving a stable behavior measurement. For the stability of behavior measurement to be achieved, their must be an imposition of stable measurement upon the individual, land the same conditions must be reintroduced every time the measurement is being repeated. The employment of this method offers measures of individual constancies under certain conditions but terminates individual variations under varied conditions thereby destroying the such contexts of behavior that occur naturally. This problem is not however unique to psychology. A beam’s strength can be measured under given specific conditions and under this very condition each time the measurement is being carried out. However, depending on the structural context, a beam possesses many strengths. This is also true for the meaning of words since words too have a range of meaning, the actual one being determined by the context in which it has been used. With this regard, an individual is like a beam or a word, possessing many strengths, intelligences, moralities, speeds and social maturities. However, it is clear where this intra-individual behavior variation comes from. An individual’s behavior is both internally and externally connected, though in a very complicated way. The internal parts of an individual such as the neurons, hormones or muscles and the external context such as the class, field or the game he is playing has a complex connection. The psychological individual who reads a book, plays some game and walks on some road poses as an identifiable entity between the interior parts and the exterior contexts that are unstable, being linked to both the entities, yet profoundly separated from them. This separation emerges from the fact that the internal parts and the external contexts of an individual involves an entity that functions according to laws that are not the same as those that govern his behavior (Cromwell-Davis, 2008). Such things like the actions of the brain, contraction of muscles and the concentration of hormones are not psychological phenomena. With the current state of understanding, the operation of such phenomena involve laws that are not compatible with that of psychology. The same applies to the environment with which an individual operates. The school or class where an individual is a student, the library he studies and the road he walks operates according to laws that are foreign with regard to that govern his behavior as an individual. The external context involves what has been referred to as the molar ecological environment which includes those phenomena that occurs naturally outside an individuals skin with which his molar actions are incorporated but operate according to laws that are incompatible with those laws that dictates his molar behavior (Baker, 1965). There is a difference between the psychological and ecological environment. One of the interesting aspects of human behavior is the course it takes when different variables are introduced within the environment. In the study below, behavior of individual was observed with regard to the distance between them and other human subjects. Theory Statement An individual’s mode of behavior is dictated by the distance between him and other subjects. According to Adam Kendon, every human behavior is located (Kendon 1990, p. 210). Human behavior takes place within a given space which has objects and people upon which the behavior is directed. The space and what it contains on the other hand influences the behavior of an individual. The space occupied and maintained by an individual’s behavior can in this respect be termed as the transactional space. The transactional space between two individuals influences their behavior. Experiment In the following experiment, a study was conducted to investigate the extent to which transactional space influences the behavior of individuals in college. The investigator walked through the college in different areas where different activities were being carried out. The exercise took three hours and findings were recorded. The experiment was conducted in the campus park because of the diversity of activity and human interactions that takes place in it. Methodology Since the study involved the study of behavior in face to face interaction, a major problem encountered was how to define the structural units in which the subjects were organized. In particular, it became difficult to delineate the distinct units of interaction with regard to the organization of observable behavior into their components for analysis. However, the observations were made randomly with neither of the subjects aware of the experiments. As such, the experimenter walked from one point to another, looking at the group formation and identifying individuals who did not have any company. The behavior which was recorded included eye focus, body movement and the degree of engagement in a particular action. In particular, the reaction of the subjects were observed whenever the experimenter approached an individual or a group of individuals. In all the instances, the experimenter did not engage the subjects in any form of conversation. Observations and results Behavior of individuals was varied depending on the activity and whether one was alone or in groups. Among the individuals who were alone, there seemed to be an absorption with either something that was going on around them or an absorption with an activity that they were involved with. They also seemed to react whenever an individual came within three meters of their transactional space. Of the notable behaviors, five out of six subjects looked directly at the individual who came within three meters of their transactional space. Among groups of individuals, there was a variation in behavior with regard to the number. In a group of two, the subjects engaged in conversation with momentous eye contact. Whenever one passed within a distance of three meters, they all turned and depending on the behavior or gender of the individual, some responded with either greeting the individual or looked briefly and continued with their conversation. The latter instance was rare with groups of three or more. Discussion A behavior setting is composed of one or more standing patterns of behavior. There are numerous patterns of behavior that have been recognized such as a molar unit or group activity. This is a bounded pattern in holistic human behavior. It is thus a discrete behavioral unit with coordinates which are univocal within space and time. As such, a standing pattern of behavior cannot be said to be a character of the subjects involved but rather, it is a phenomenon outside the individual with unique characteristics which remain whenever there is an alteration of the participants. One apparent thing among the subjects observed is that their behavior with regard to reacting to an individual coming within their transactional space is dependent among various factors which may not be open to the experimenter as human behavior is derived from both external and internal conditions. As such, every observable behavior exhibited by an individual has various roots even though behavior can be predicted to some extent. The first thing that the course has helped to understand in relation to drug and alcohol is the different terms that are used when counseling a person. This are the general terms that are used when counseling a patient. For example, it is not good to use terms like â€Å"you are wrong,† â€Å"you do not know† or â€Å"you are foolish.† The course has helped to learn the new terms that I will be using like, â€Å"instead of saying you are wrong,† you can say, â€Å"that is another good reason.† Additionally, it has helped us to learn the tone of language that is to be used. When counseling a patient, one should always be calm and always be positive about what the patient is feeling and thinking. It is also in this unit of general psychology that we have learnt how very different people behave in the different ways. This is where the course has taught me why different people behave as they do and why they end up drinking. Stress is one factor that makes people to end up becoming alcoholic or turning into drugs. Additionally, drug abuse and alcoholism has also been known to be hereditary from the resent research studies that have been done by the different scholars. It is through this course that we have learnt the very many reasons as to why people behave in different ways and why they take drugs or alcohol. I have learnt the different forms of therapy that are used in counseling in this course. This is where the introduction to therapy is done. One way of helping a drug or an alcohol addict to stop the addiction is through therapy. Therapy is the solving of personal problems of a person that occurs daily. In therapy, talking with a trained professional is the method that is usually used to solve the different problems. Therefore, this unit of general psychology is helping me gain that knowledge and become a professional therapist in treating the different problems that different drug and alcohol addicts have. It is also in this lesson of general psychology that I have learned the intelligence of the human thinking. In the growth graph, since the time somebody is born, the brain usually undergoes several stages intelligence. For example, when somebody is at the age of the teenage the brain starts to develop the ability to solve problems in reality. This means that the thinking capacity has grown and the person is able to think critically as compared to the person was young. Therefore, this lesson has helped me understand the different stages of intelligence in the human beings, making it easy for me when it comes to counseling the different people. Motivation is another very important factor in counseling especially in the counseling of drug abusers and alcoholics. It is in this class where the subject of motivation is introduced and taught in detail to prepare the students as they go ahead with the studies of psychology. I have learnt the different methods that are used in motivating the different drug and alcohol addicts. This is very important because when counseling people who are drug or alcohol addicts, the people need to be motivated so that they can be able to quit easily without the need of turning back. Therefore, this lesson of general psychology has taught me a greater lesson in motivation and how it should be applied in the field of practice. This class of general psychology has taught me a great number of different personalities that different people tend have. It is important to note that there is no way that two people can have the same personality. According to this chapter, it is because of how the different kinds of people have very different thoughts from one another. For this reason, the study of this lesson has been a very influential topic in my career as a counselor of drug addicts and alcoholics In addition, this class has opened up my mind on the different perceptions that I always had about drunkards. When I had started this class, I had the wrong impression/perception of how the drug addicts and alcoholics behave. I thought that this people, are people who are just lazy in life and they only abuse drugs as an excuse to their many problems. However, this class of general psychology has changed my perception about the different drug addicts and alcoholics and it has given me an open mind, which is required by counselors when it comes to helping others during therapy. Lastly, this lesson has been able to introduce some of the topics that are very useful in the study of counseling, and they are going to be learnt deeply in other classes especially at the level of specialization. Additionally, it is this unit, which has helped me realize that people are not always drug addicts or alcoholics because they want to be, but it is because of the different behaviors that they exhibit, which are affected by external factors like stress. These external factors can drive somebody crazy leading to drug abuse or alcohol abuse. Therefore, this subject has introduced me into the topic of human behavior in relation to drug abuse, alcoholism and how the following problems can be solved by the use of counseling.

Comparing Narrative of the Life of Frederick Douglass and Invisible Man

Comparing Narrative of the Life of Frederick Douglass and Invisible Man      Ã‚  Ã‚   The Black Revolution has occurred for quite some time and in many different ways, the most prominent being in literature. Two primary examples of the struggle and yearn for change among African Americans include Narrative of the Life of Frederick Douglass, An American Slave, the autobiography of Frederick Douglass and Invisible Man, a novel written by Ralph Ellison. Although both have the same foundation, the difficult task of being black and trying to make something of one's life, many important differences exist between these works. First, the language used by the authors is strikingly dissimilar. Next, the time periods in which these pieces of literature were written have a difference of over one hundred years. Finally, the main characters are faced with different circumstances and injustices. First, the language and literary devices used by the two authors are very different. In his autobiography, Frederick Douglass uses a very educated language and makes his story able to be un...

Segmentation – a Brief Analysis of Facial Creams

The creative brief c. Look at the Sepals ad ND formulate backwards the positioning. Task 4: Debriefing: Take the case of the client brief of ANT (National Authority for Tourism) and imagine that you are an account person and put all the questions that you would put to a client within a debriefing session in order to clarify yourself so that you can come up with a creative brief. Task 5: Communication channels – Identify relevant communication channels for Avoidance Passport service and define what would be the role of each one in a communication campaign aiming to increase subscription of this service.Task 1 – Sony Triton- Formulate the Position Backwards [Target/need] To mime, entertainment. _Sony_Trillion_ people that watch TV as a means of Information. Spending is the brand of TV sets competitive framework] competing designed by Sony [perceptual mostly with other brands counterclaiming TV sets, as well as with other image- sharing equipment (videophone's, recorders, computers). That best satisfies your need [brand benefit] for brightness and clarity of the portrayed image The reason why is 1 .ART crystal-clear image at an affordable price 2. ROW it is based on a technological innovation – â€Å"triton† which is used specifically for a clearer and brighter image. I en Drank contracted Is reality. Brighter, clearer image , more vivid and resembling Competition a. Formulate the positioning of top 5 players on anti-aging face cream market as you can understand it from their communication in 2008 / 2009. B. Draw up 3: Briefing: Look at the ad named Maxillae and imagine backwards the following: a.Task 2 – Anti-Aging Cream – Formulate the Position Backwards The 5 brands which I will be discussing are: ; Naive QUOI Plus – anti-aging cream, based on commence QUOI for daily or night time usage. This is an anti-aging product, used by both males(Naive Men) and women, with both day and night time editions based on the same key ingredient – commence QUOI, at an affordable price. Product Pop: contains commence QUOI ; Given Power Youth – cream designed for the first signs of aging , based on natural ingredients and for a smoother, more hydrated effect of the skin. This is a cream which most women use regularly, during day time.Consumer Pop: natural ingredients ; La Prairie Anti-Aging Complex Cellular Intervention Cream – advanced anti-aging cream, includes collagen in addition to retinal and hydroxyl acids to reduce the appearance of lines. A more luxurious product, with an estimated price of 200$/ ounce. Product Pop: collagen addition, retinal and hydroxyl acids Task 2 – Anti-Aging Cream – Formulate the Position Backwards ;Erne Laszlo Timeless Skin Age – anti-aging cream appropriate for all skin types. Minimizes under-eye disconsolation, reduces appearance of fine lines and wrinkles, eliminates cow's feet and fine dry lines in eye zone.Formulated with Marine Co llagen Complex and vitamins to reduce lines and signs of fatigue. A cream for mass- consumption. Consumer Pop: marine natural ingredients to reduce lines caused by fatigue ; Clique Anti-Gravity Firming Lift Cream – the cream lifts and firms up skin. Helps erase the looks of lines as it tightens. Renews elasticity by rebuilding natural collagen. Adds cushion into thinning skin through patent-pending technology. This is a cream witch women use mostly during night-time, at an affordable price. Product pop: contains a self-registered formula designed to create a special cushion into skin tangling Ana telling.Task 2 – Anti-Aging Cream – Naive QUOI Plus [Target/need] To modern, dynamic and always on the move women that seek a youthful and Jovial aspect in their skin tone and texture, approximately from 35-4 years old. Is the brand of skin-care, anti-wrinkles cream [perceptual competitive framework] omitting mostly with other brands counterclaiming skin _Naive QUOI Plu s _ care products (creams, serums) , as well as with other products which aim at reducing the signs of aging – natural or chemical substances, medical interventions, additional ways of achieving the same result (massage, a particular diet).

Promo Plan

Students also benefit from the trainers experience, knowledge and enthusiastic support. Target Market: Students that want to develop managerial skills and a global business perspective to secure work in international business environments or with international clients or colleagues. Target Market Choice: Young people that normally have time to study and have a big interest in learning new things and gaining new skills. People in our target market want to improve themselves, they are ambitious and career-oriented.Demographics: Age: 18-25 Gender: Income: $ minimal, parental support additional Location: Urban and Suburban English is essential Languages: Cultural Considerations Men and Women Beef and pork are off the menu for nearly all Indians. By no means can beef or pork snacks be served at the presentation for the Indian delegation. A ‘yes' may not be followed by the expected course of action. Many cultures take ‘yes' to mean yes'. For other cultures, ‘yes' can mean anything from ‘it is my intention' to a simple desire to avoid confrontation Indians will be very conscious of how they are treated by each other as well as by business visitors.There is an expectation that one should be treated with the level of respect they deserve due to their status or position, both in the equines environment and in society as a whole. Promotional Technique's: will Promote this course on two different types of advertising techniques: Online and Events, these two work incredibly great in ILLS, we count with many way to promote via online like Faceable, Twitter etc.. And we provide events all around Sydney to reach all kinds of public and make social interaction easier to the international public.Effectiveness: Having these two types of advertising its proven to be successful in the past and having already a large range of social media at IL SC we make a big impression on young students that are browsing the internet often, in the case of events and person al advertising, having a more personal approach to people its really important for making a bond with the student and we have a lot of cultural diversity in the administration of the college that helps us to promote the course as well. Financial performance: Online is the cheapest, fastest and the more effective way to promote the course.Local and international events aren't that hard either, the events that are made by IL SC are managed real carefully and the various brochures and leers that we hand out are incredibly detailed and well done. Objectives: My goals for my promotional activities are: 200 new followers on Faceable 100 new followers on twitter 1000 hand out flyers all around Delhi Promotional Activity Resources Timing Budget Who 1. Postage for the expedition of the printed material Postage Australia to India September 2014 $5000 John 2.Ads in Indian youth magazines Launch advertising in popular Indian youth magazines September 2014 – September 2014 $75000 George 3 . Ads in Indian daily newspapers Launch advertising in Indian newspapers $100000 . Marketing assistant In Delhi to support the Marketing September 2014 -? September 2014 $35000 5. TV commercial Commercial and show it as many times as possible December 2014 – February 2014 $248000 6. Leaflets that will be laid out in Indian travel agencies 1 ooh leaflets August 2014 $2000 Paul 7. Brochures that will be laid out in Indian travel agencies 10000 brochures Paul 8.Social Media On IL Sac's social media sites August 2014 – December 2014 $0 9. Online banner promotion in total 500'000 banners Contact our marketing agency and let our marketing assistant in Delhi organize it September 2014 – September 2015 $10000 10. Online pop-up-ads in total 1,000,000 pop-ups Let our marketing assistant in Delhi organize it September 2014 -? September 201 5 $20000 Policies and Procedures: Legislative: The economic liberation's process began in India in the 1 adds, the process of setting u p businesses and incorporation of entities has become more transparent and organized.Things that ILLS should consider: Seek legal advice on protecting intellectual property. There could be potential violations of intellectual property and copyrights. Adopt an appropriate legal ND tax structure from inception use a qualified legal and tax firm with a presence in India to review all contracts Ethical: ILLS has to ensure that the human rights of its employees and local people in countries in which it operates are protected. Security: All files password-safes.

Psyche and Her Progeny

Psyche and Her Progeny Psyche and Her Progeny Psyche and Her Progeny By Maeve Maddox The origin of our word psyche is the Greek noun psukhe, denoting both breath and the life represented by breath: â€Å"the animating principle in man and other living beings.† The word has been a rich source of words in English and other languages. In the classical myth of Cupid and Psyche, the woman Psyche represents the human soul. The earliest extant written version of this story appears in the second-century novel The Golden Ass by Apuleius. Its inclusion echoes the theme of the novel: the soul’s search for union with the divine. The prefix psych/psycho has been used in English since the 17th century. The earliest meaning of psychology was â€Å"the study or consideration of the soul or spirit.† Until the 19th century, psychology was considered to be a branch of philosophy; gradually it developed into a science concerned not with the soul or spirit, but with the human mind. Most of the English words formed with the combining form psych- date from the 19th century. Most have scientific applications, but a few have gone mainstream. Here are a few examples of psych words with their most common definitions: psych (transitive verb): to influence psychologically; to intimidate, demoralize. Example: He tried to psych me out, but I didn’t fall for it. psyched (adjective): excited, stimulated, enthusiastic. Example: I’m really psyched about the movie. psychedelic (noun): a drug (usually illicit) that produces an alteration in the mind; adjective: producing an alteration of consciousness, often accompanied by hallucinations. psychiatry (noun): The branch of medicine concerned with the causes, diagnosis, treatment, and prevention of mental illness. psychology (noun): the branch of science that deals with the mind as an entity and in its relationship to the body and to the environmental or social context. psychic (noun): a person with psychic abilities; (adjective): appearing to have psychical powers, especially of telepathy or clairvoyance. psycho (noun): any person exhibiting odd or deranged behavior, especially when violent or hostile. psychoanalysis (noun): a therapeutic method, originated by Sigmund Freud, for treating mental disorders by investigating the interaction of conscious and unconscious elements in the patients mind psychodrama (noun): a psychotherapeutic exercise in which patients act out feelings and problems in front of others; used colloquially to mean any interaction involving the expression of deep feelings. Psychodrama is also a term given to a play, film, or novel in which psychological elements are the main interest. psychokinesis (noun): the supposed phenomenon whereby physical objects are moved or affected by mental or psychic effort; telekinesis. psycholinguistics (noun): the branch of linguistics that deals with the psychological processes inherent in language acquisition and use. psychometrics (noun): the measurement of mental capacity, thought processes, aspects of personality, etc., esp. by mathematical or statistical analysis of quantitative data; the science or study of this; (also) the construction and application of psychological tests. psychopath (noun): a mentally ill person who is highly irresponsible and antisocial and also violent or aggressive. psychosis (noun): severe mental illness, characterized by loss of contact with reality. psychotic (adjective): of, relating to, or suffering from psychosis. psychotropic (adjective): of a drug or plant affecting the mind. psychopomp (noun): a mythical conductor or guide of souls to the place of the dead. One of the duties of the Greek god Hermes (Roman: Mercury) was that of psychopomp he conducted the souls of the dead to Hades. metempsychosis (noun): transmigration of the soul, passage of the soul from one body to another. Pythagoras taught metempsychosis and recommended a vegetarian diet, perhaps to avoid the possibility of eating any ancestors who might have reincarnated as animals. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?At Your DisposalPassed vs Past

3 More Misplaced Modifiers

3 More Misplaced Modifiers 3 More Misplaced Modifiers 3 More Misplaced Modifiers By Mark Nichol Additional information must be placed carefully in a sentence to ensure that it is associated with the correct part of the sentence. Here are three sentences with misplaced modifiers, plus discussions and revisions. 1. â€Å"John Smith was the school’s first Lombardi Award winner in 1979, given to college football’s best lineman.† This sentence implies that John Smith was the first of two or more teammates to win the Lombardi Award in 1979, and that 1979 was given to college football’s best lineman. However, the award is given to only one student-athlete each year, and â€Å"given to college football’s best lineman† modifies â€Å"Lombardi Award,† not 1979 (and not winner, so â€Å"in 1979† cannot be shifted to the end of the sentence without further modification of the sentence). This revision correctly places the modifying phrase and alters the verb phrase to allow â€Å"in 1979† to follow the parenthetical description of the award: â€Å"John Smith won USC’s first Lombardi Award, given to college football’s best lineman, in 1979.† 2. â€Å"The superintendent spoke about a Nazi-themed assignment given to students at a news conference.† According to this statement, the students were given the assignment at a news conference. To clarify that the assignment was discussed, not assigned, at the conference, the reference to the conference should begin the sentence: â€Å"At a news conference, the superintendent spoke about a Nazi-themed assignment given to students.† 3. â€Å"Hydrogen and oxygen do not need an enzyme to create water because of their perfect valence electron pairing.† The part of the sentence starting with because modifies the rest of the sentence. But the location of the modifying phrase sets up the possibility that the discussion will have a â€Å"not because [this], but because [that]† structure. For a clear reading of the sentence, start with the modifying phrase: â€Å"Because of their perfect valence electron pairing, hydrogen and oxygen do not need an enzyme to create water.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?Five Spelling Rules for "Silent Final E"Rite, Write, Right, Wright

Walt Disney and Organizational Value Essay Example | Topics and Well Written Essays - 1000 words

Walt Disney and Organizational Value - Essay Example The study also talks about how the value of organization is enhanced by close collaboration and communication between different organizations. If two organizations willingly share information with each other it would become increasingly important for the success of the organization because the organization is exposed to more learning opportunities in this case. Hence, an organizational value is not only created by its resources, but also by new knowledge and information that it can learn over time. This will also lead to organizational development. (Winklen) Another important aspect of organizational value creation is the organization’s willingness and ability to meet the needs of its stakeholders and customers. No business can thrive without having satisfied customers because they bring money to the organization. No organization would be able to operate efficiently if its customers are unhappy or does not transact with the company. Many customers often ask for too many things . Businesses, as a result, are forced to do conjoin analysis in order to decide trade-offs. They would be willing to sacrifice certain less important features of a product or service and replace them with important elements to create value for their stakeholders and customers. Many companies which fail to develop customer-driven approaches fail in their ability to satisfy and retain their customers over long run. They are forced out of the business by their competitors who focus on constantly creating and disseminating value for their customers. In the recent fast and competitive environment, there is no luxury for any business to become complacent, because if a laid-back strategy is chosen, the cut-throat competition in the industry will force the company out of the business. (Toomb and Bailey) A study done by Krista Jaakson highlights the organizational value dimensions as showed in the Figure 1 below. The model highlights three dimensional levels. The first level is about surviva l values, the second level is about ethical value dimension and the third stage is about well-being dimension. Any organization starts from the survival value in order to succeed in the first changing business environment. In the first stage, organization has to set its system rights. They need to develop proper financial report systems, set conservatives values, and control volatility in the economic environment. After all of this is achieved, the organization moves to the second level of value dimension. Here the organization is concerned about ethical values. In this level, there is greater advocacy for creating interpersonal value, ethical values and general humane behavior. The third level of value is achieved through developing proper vision values, emotional values and self actualization values. Achievement of this results in proper value creation for the organization’s stakeholders. The sum of all these value dimensions is greater than the amount of input used in valu e creation. It is where the synergy is created and the value created by the organization is greater than its costs and efforts involved in creating the value. (Jaakson) Figure 1: Organizational Value Dimensions Source: (Jaakson) Walt Disney is a large company. The majority shareholder of the company at one time was Steve Jobs with over 10% equity investment in the company. It is America’s large media conglomerate. The company’s financial statements are decorated with amazing financial figures. In 2011 alone, the company earned