Professional Development for Elementary Teachers, Team Building for Essay

Professional Development for Elementary Teachers, Team Building for Elementary Teachers and Teachers as Mentors in Elementary Schools - Essay Example One might conclude that under these circumstances, it would be nearly impossible for students to succeed in a Baltimore City Public School. However, the question of how educators can enhance student performance (specifically student test scores and attendance) in public schools has been widely discussed and explored by educational practitioners. In fact, educational reformers have developed different strategies to enhance student performance in public city schools. Empowering teachers both inside and outside the classroom seems to be at the forefront as a key intervention for teachers in public elementary education today (Supovitz, p. 1591). Educational practitioners and researchers alike agreed that teachers can best empower themselves by engaging in different activities like professional development, team-building, mentoring. Such activities would not only empower teachers but they would also improve student performance. Education is a life long process, especially for those who are educators. In the field of education there are always new developments, and for a teacher it's important to be up to date on the knowledge concerning a subject, as well as the most effective teaching methods to ensure that students have the best chance possible to succeed in school. It's important that teachers continue their education to better serve incoming students' needs. Professional development is viewed as a vital part of being a teacher. The most prominent form of professional development is traditional one, but there is also a technology-enhanced one that is becoming more readily available. Team building process of teaching community is to improve the educational system. According to G. Maeroff (1993), 'the nucleus or team would assume ownership of new ideas and learn strategies for implementing them and for winning adherents among their colleagues in the school community' (p. 513). Researchers suggest that education might be improved by the formation of school teams of committed people who are prepared to take risks inside and outside their own classrooms. And Maeroff concludes that 'the greatest value of teams will be as vehicles for bringing improvements to teaching and learning' (p. 519). 'Existing' teachers mentoring other teachers is also an important point to take into consideration. This mentoring uses experienced master teachers who support and assist both novice and experienced teachers new to the district or a particular school. In team frame mentors should be team leaders, committed to professional growth, be confident and caring people. Only in this case it will bring the best results for both educators and students. The teaching environment should follow collaborative scheme, thus providing opportunities for discussion, reflection, and follow-up. Professional development for teachers in public elementary schools Elementary children learning is of strategic importance for both their future and that of the nation. Elementary teachers must be prepared with the knowledge, skills, values and techniques to interact successfully with children, parents, colleagues, administrators, and others who affect children's lives. They must adapt to the interests, learning styles and needs of individual children in a complex, rapidly changing and culturally diverse society.

Laid-Back Parenting Essay Example for Free

Laid-Back Parenting Essay Erin Zammett Ruddy wrote the article â€Å"The New Laid-Back Parenting† where she identifies whether a parent can exercise laid-back parenting efficiently in a hover-parenting culture and not take it to the extent of neglect. Practicing laid-back parenting has its challenges where it is tempting for the parent to snap back into an overly involved mode. Some people who do not practice the laid-back parenting method may frown upon it. The author presents an interesting perspective on how the use of a less hovering approach to parenting allows a child to be independent, confident and resourceful individuals in the future. â€Å"The New Laid-Back Parenting† article demonstrates that over-involved parenting can have a negative influence, later on in a child’s life. Hence, the child is not able to handle certain situations on their own without the help of their parents trying to do everything for them. Subsequently, the child is completely dependent on their parents for decision making and other issues. This is in contrast to the laid-back parenting approach where it encourages a child to think and do things independently, to a certain extent. The article explains how a parent can live a balanced lifestyle which involves being a parent, spouse and enjoying leisure at the same time. Also, the article gives an illustration of when the use of laid-back parenting has gone too far by the parent. Given these points, the author seems in favor of laid-back parenting as being the most fit, when raising a child. Early on in the article, the author provides quotes from historian Pamela Haag Ph.D. Haag states, that parenting, Its something you do intensively, rather than a status you have† (Ruddy, 2013). This source is reputable  because it is coming from someone who has their PhD in cultural history, who most likely spends years studying the role of a parent in various cultures. This statement relates to the author’s topic and serves as a support to the argument which makes it relevant and consistent with the article. Another fact that the author mentions is, â€Å"Indeed, a new study at the University of Mary Washington found that over-involved parenting, which can extend well into young adulthood, may even be damaging long-term†(Ruddy,2013). The source that the author uses is credible due to the fact that the study was done at the Washington University. However, if the author had included a few more Universities that have conducted the same study and arrived at a simil ar conclusion that hovering parenting results in negative effects on a child’s life, it would create more proof for the article. Moreover, the author provides the evidence that over-involved parenting is least effective when raising a child. Overall, the author’s use of facts re-enforces and supports the article stance on laid-back parenting. An opinion is clearly stated, when the author explains that â€Å"‘Parent’ is a verb rather than a noun today(Ruddy,2013) This opinion enforces the idea and function of what parenting is by emphasizing and comparing the role of parenting in the author’s point of view. The explanation gives support that parenting is a responsibility. Also, â€Å"Less parenting means more ‘you’ time† is an outlook the author uses to convey a balance life of being a parent. Still, it seems as if the author uses laid-back parenting as a convenient way to do other things, other than being a parent. Thus, the author appears to be somewhat selfish in her thoughts. Nevertheless, the opinion is supported by how less hovering results in more time to do other activities in her life. Also, the points of view provided by parents who practice laid-back parenting functions as an opinion and provide support for the article. However, this seems bias because the author did not include the views of parents who do not practice laid-back parenting. In all, the author expresses her view points and how beneficial it is to promote less over-involved parenting. In conclusion, the author relates her idea of parenting and lean towards laid-back parenting as being the most effective method when raising a child.  The author believes that this type of parenting will have a positive impact on children as they progress into adulthood. A Less hovering parenting style results into sheer benefits for both the parent and child. As a result parents have more time to incorporate other activities in their lives while the child is learning to face life challenges independently and efficiently. Reference RUDDY, E. (2013). THE NEW LAID-BACK PARENTING. Parenting School Years, 27(6), 47-48

William Shakespeares Authenticity Essay -- Shakespeare Playwright bio

William Shakespeare's Authenticity Over the past several centuries, many scholars have been debating the authenticity of Shakespeare and his works. Many books have even been published questioning if the legendary playwright from Stratford is the author of his many plays and poems. This theory still remains as a possibility today and much of the evidence stems from Shakespeare’s great literary achievements, his humble beginnings, his inadequate education and the missing chapters in his life. Throughout his writings, there is evidence of similarities between the language and literature of the time period with subjects such as law, history, politics and geography as well as manners and knowledge of the courts which would not have been known by a common citizen or the son of a tradesman. The range of knowledge which he displays would only be expected of a man of extensive education during the time period that was familiar with the royal figures that are depicted in his works. The insufficient records have added even more mystery as none of the original manuscripts have survived and were possibly destroyed to conceal the identity of the actual author. Although Shakespeare is considered by many to be the greatest playwright of all time, much speculation surrounds his authenticity through theories based on linguistic and historical problems as well as criticism. Since the four centuries that have passed since Shakespeare’s times, several theories have been developed which claim that others may be the legitimate authors of his works. The playwrights usually focused on are Francis Bacon, Edward de Vere, William Stanley, Roger Manners and Christopher Marlowe. Other theories support the fact that perhaps sev... ...e’s works which allow for authentic spectacle and realism with all of the available modern theatre techniques at their disposal. These presentations have led to different forms of media such as opera, ballet, sound recordings, television and movies. Even musicals have been created with "The Taming of the Shrew" acting as the inspiration for "Kiss Me Kate" while "Macbeth" acted as the inspiration for a political satire called "Macbird!" In "Hamlet" it is said that the reason for theatre performance is to â€Å"hold the mirror up to nature.† To most, this is exactly what Shakespeare has done with the lasting impressions left by his works from their first productions to the latest versions. While Shakespeare’s influence is undeniable, many factors still question his genius and intellect as a legitimate author that still fascinates literary enthusiasts today.

Organizatonal Theory Literature Review

This project consists of 4 components: A. Organizational Theory literature review. B. Discussion of applicable theories and concepts (synthesis of literature reviewed) as they relate to issues and challenges organizations face today. C. Organizational Analysis using the Baldridge P1/P2 criteria (focus on diagnosis). D. Recommendations for interventions (should be based on your organizational analysis and literature review). A. Organizational Theory Literature Review(60 points) Students are expected to review current and relevant OT literature and provide an annotated summary of each. Use the following web site as a guide: http://www. isc. edu/writing/Handbook/AnnotatedBibliography. html. Each summary must be thorough, concise, and the main point(s) must be clear. A minimum of 10 sources must be selected and referenced. APA style is required. Use the following web site as a guide: Be sure you are using the 5th edition of APA. APA Formatting Columbia College American Psychological Asso ciation http://www. apastyle. org/fifthchanges. html http://www. owl. english. purdue. edu/handouts/research/r_apa. html http://www. apa. org/ http://www. vanguard. edu/faculty/ddegelman/index_cfm? doc_id=796 http://www. wisc. edu/writetest/handbook/docapacitations. html http://www. fpg. nc. edu/`jei/apa5. pdf http://www. crk. umn. eud/library/links/apa5th. htm http://www. wisc. edu/writing/handbook/docapaheadings. html http://www. msubillings. edu/asc/pdf-writinglab/apa%20guidelines. pdf B. Literature Synthesis (100 points) Students will discuss applicable concepts, dynamics, and models from not only their literature review, but from course materials and the text. The author must identify and discuss current issues and/or challenges organizations face today. Show how OT concepts relate to and/or support these issues and challenges. C. Organizational Analysis (50 points) Connect to the Baldridge Criteria web site: www. uality. nist. gov. Use the Organizational Profile (P1/P2) criter ia to analysis an organization of your choice. You may use the criteria appropriate to your selected organization (i. e. manufacturing, healthcare, education, etc. ) It is highly recommended that the student has access to and familiarity with the organization they choose. If the organization selected is a large and dynamic organization (i. e. Lockheed Martin, U. S. Military), the analysis may be limited to a specific department or group. Before attempting to write the analysis, an understanding of the criteria model may be helpful. The analysis is to be submitted in an Executive Summary format and will not exceed 5 pages in length. Use the following site as a guide in writing your summary: http://www. columbia. edu/~ftg1/WRITING%20EXECUT. SUMMARY. html. Twenty-five (25) points will be deducted if more than 5 pages for this component are submitted. D. Analysis Application(100 points) It is expected that from the organizational analysis (description of the current state of the organization) that the student will have identified issues and challenges that are impacting organizational performance and outcomes. Based on these findings, provide recommended strategies. Recommended strategies should be based on the synthesized literature and other relevant course materials. In addition to recommended strategies, expected outcomes must be discussed. Note: Points will be deducted if less than 25 or more than 30 pages are submitted for this project. Title pages, graphs and illustrations, and reference pages will not be counted towards page limitations.

Pttls

1. 1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities I work for Dorset County Council (DCC) as an Area Youth Worker, where I run a Youth Centre in North Dorset. The centre provides a variety of provision and projects within the local community. As part of DCC we are governed by various legislations, regulatory requirements and codes of practice. This could relate in a variety of situations such as the buildings or staff we manage, working with young people in groups or lone working or even with the activities and provisions we provide.These guidelines and requirements are put in place to help protect not just those that we work with but also my staff, visitors and myself. It is important to have a good working understanding of these factors as the below legislation is there to help promote inclusion within the work place and for those that we teach and work with. I will endeavour to go over the key legislat ion that affects my work place below. The Children Act 1989 – The current child protection system is based on the Children Act 1989, which was introduced in an effort to reform and clarify the existing plethora of laws affecting children.Hailed at the time as â€Å"the most comprehensive and far-reaching reform of child law which has come before Parliament in living memory† by the then Lord Chancellor Lord Mackay of Clashfern, it enshrined a number of principles. The paramountcy principle means that a child’s welfare is paramount when making any decisions about a child’s upbringing. The Children Act 1989 sets out in detail what local authorities and the courts should do to protect the welfare of children. It charges local authorities with the â€Å"duty to investigate †¦ f they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm† (section 47). Local authorit ies are also charged with a duty to provide â€Å"services for children in need, their families and others† (section 17). It is section 31 of the Children Act 1989 that sets out the NSPCC’s â€Å"authorised person status† which means the NSPCC has the power to apply directly for a court order if it believes a child is suffering or likely to suffer significant harm.The Special Educational Needs and Disability Act 2001 – This makes it unlawful to discriminate against people in respect of their disabilities in relation to employment, the provision of goods and services, education and transport. It also imposes upon public authorities a positive duty to promote disability equality. This will ensure the inclusion of disabled students within all group activities, and also to ensure that their disabilities are fully considered when planning such activities.They must receive full and equal access to education and all associated activities and resources. The Human Rights Act 1998 – (also known as the Act or the HRA) came into force in the United Kingdom in October 2000. It is composed of a series of sections that have the effect of codifying the protections in the European Convention on Human Rights into UK law. All public bodies (such as courts, police, local governments, hospitals, publicly funded schools, and others) and other bodies carrying out public functions have to comply with the Convention rights.This means, among other things, that individuals can take human rights cases in domestic courts; they no longer have to go to Strasbourg to argue their case in the European Court of Human Rights. The Equality Act 2010 – simplifies the old? laws and puts them all together in one piece of legislation. Also, it makes the law stronger in some areas. So depending on your circumstances, the new Act may protect you more. The Equality Act 2010 protects you from things like racial or religious discrimination, harassment, sexual orien tation, gender discrimination or if you have a disability.The Health & Safety at Work Act (1974) – Every individual must be mindful of the following responsibilities. They must take reasonable care for the health and safety of him/her and of other persons who may be affected by his/her acts or omissions at work. They must Co-operate with employers or other persons so far as is necessary to enable them to perform their duties or requirements under the Act. They must not intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare.It is clearly vitally important for a teacher/tutor to be vigilant and mindful of health and safety issues. Some hazards and the issues which surround them will be constant to all environments. Examples include tripping hazards (laptop cables, bags), and fire safety hazards. Other hazards are going to be very much dependant on the type of environment in which training is taking place and the lear ner group with which the tutor is working. The Education & Skills Act (2008) – was introduced and aimed to increase participation in learning for young people and adults.It puts in place a right for adults to basic and intermediate skills, giving adults a second chance to gain the skills they need to thrive in society and throughout their working lives. As a worker we deal with a number of details regarding the young people and families we work with DCC have use the below guidelines with regards to data protection. The Data Protection Act 1998 (amended 2003). This act covers the protection of personal data.The most important elements to be aware of are the following data protection principles outlined in the act: Data may only be used for the specific purposes for which it was collected. Data must not be disclosed to other parties without the consent of the individual whom it is about, unless there is legislation or other overriding legitimate reason to share the information. Individuals have a right of access to the information held about them, subject to certain exceptions (for example, information held for the prevention or detection of crime).Personal information may be kept for no longer than is necessary and must be kept up to date. Personal information may not be sent outside the European Economic Area unless the individual whom it is about has consented or adequate protection is in place. The departments of an organisation that is holding personal information are required to have adequate security measures in place. Those include technical measures (such as firewalls) and organisational measures (such as staff training). Subjects have the right to have factually incorrect information corrected. . 2 Explain own responsibilities for promoting equality and valuing diversity As a Youth Worker a core value of our work is not only dealing with promoting equality and diversity but also teaching others how to understand and work alongside those with dif fering opinions and values. These values are at the core of the work undertaken within youth work and underpin the standards; recognising that at the heart of all youth work is a young person led approach. The National Youth Agency describes the key purpose of youth work is to†¦Ã¢â‚¬ ¦ Enable young people to develop holistically, working with them to facilitate their personal, social and educational development, to enable them to develop their voice, influence and place in society and to reach their full potential’ The following statements, views and vaules are underpinned by the principles of equity, diversity and interdependence, Participation and active involvement Young people choose to be involved, not least because they want to relax, meet friends, make new relationships, to have fun, and to find support.The work starts from where young people are in relation to their own values, views and principles, as well as their own personal and social space, It seeks to go b eyond where young people start, to widen their horizons, promote participation and invite social commitment, in particular by encouraging them to be critical and creative in their responses to their experience and the world around them, ? Equity, diversity and inclusion: Youth workers teach and treat young people with respect, valuing each individual and their differences, and promoting the acceptance and understanding of others, whilst challenging oppressive behaviour and ideas.We promote as well as learn to respect values individual differences by supporting and strengthening young people’s belief in themselves, and their capacity to grow and to change through a supportive group environment. Partnership with young people and others Youth workers actively respond to the wider networks of peers, communities, families and cultures which are important to young people, and through these networks seek to help young people to achieve stronger relationships and collective identitie s, through the promotion of inclusivity.We work in partnership with young people and signposting to other agencies which contribute to young people’s social, educational and personal development. In turn we are able to recognise the young person as a partner in a learning process, complementing formal education through informal education leading to, promoting access to learning opportunities, which enable them to fulfil their potential, ? Personal, social and political development: How young people feel, and not just with what they know and can do, It is through facilitating and empowering the voice of young people, encouraging and? nabling them to influence the environment in which they live. We help promote and lead on safeguarding issues of young people, and provide them with a safe environment in which to ? explore their values, beliefs, ideas and issues. 1. 3 Explain own role and responsibilities in lifelong learning My key role in the LLS will be to help promote youth w ork and deliver items such as 1st aid training. I will help to provide a set of skills, knowledge, understanding and behaviours necessary for any function that a youth work role is likely to perform.This is also underpinned by a set of agreed values and a key purpose in learning. I would hope to promote good practice for my learners so that they would have transferable skills and the confidence to sell themselves positively to employers, education establishments and their peers, setting a benchmark for the experience and competence that is required for them to grow as an individual. 1. 4 Explain own role and responsibilities in identifying and meeting the needs of learners How? As a trainer in the LLS we have a key responsibility in educating others.It takes more than just a well typed up lesson plan with all the fancy thrilly bits and bobs. In order to educate others we need to go through several steps as educators ourselves. I have been on courses where the tutor â€Å"talks the talk† but then doesn’t follow up or put into practice what they are teaching. They are fixed by timings, curriculum’s and other pressures faced when teaching and forget the fundamentals of teaching. By using the above Training Needs Analysis (TNA) as an example of process, it clearly helps us as trainers to identify areas of need and training delivery needed for pupils to succeed.Stage 1 – this stage allows us to gather the information needed on each learner and class sizes. It also allows us to look into appropriate venues and training aids. It would also allow us to signpost to other agencies if you could not meet their needs. Stage 2 – This is for me where the fun begins. As a trainer using stage 1 I’m able to explore and think of new and different techniques and delivery styles, to mix and match activities that I haven’t tried before using the information to hand. This not only revives me as a trainer but I would hope this would al so promote a practical learning environment.Other key areas to consider would be resources need, H&S issues and timings Stage 3 – My preferred way of training style is EDIP; Explanation, Demo, Imitate and Practice. I find this helps promote learning and evolves repetition. I believe repletion is the key to getting students to understand what the aims and objectives are We must also make sure that is inclusive to all, that best engages students, ensuring that ground rules are established and maintained that helps to provide a safe, friendly teaching environment that inspires and motivates students to learn and take part.By using ice breakers enables a safe learning enviroment and back up plans/lessons, as each group will be different. Stage 4 – This is the area that keeps me up all night. It’s not the thought of evaluating, as it is key to get the views and opinions of others; peers and students. Its’ the reflective work I undertake, even when I’m b uzzing from delivering a great session. When using evaluating tools (and there’s 100’s out there) in my experience it’s only a small majority that give you the information needed to improve. Most will tick boxes quickly at the end and put N/A or â€Å"great session† or even â€Å"no lunch provided† in boxes for comments.The best form of evaluation is to try and spend some time at the end or during the course to meet your students and hear what they have to say, this could even happen during a session where you will go off topic or away from your thrilly lesson plan as it meets the current learning needs of the group, but being mindful not to stray to far. The reflection work is key to progression as it allows you to work on improvements, you can also help students with progressive areas or even pat yourself on the back once in a while. 2. Explain the boundaries between the teaching role and other professional roles Working alongside other agencies or governing bodies can create professional barriers. In my opinion governing bodies are there to help maintain good standards within your profession as well as promote good quality assurance. It’s when changes are made/forced upon workers and learners where professional barriers become indistinct. Making sure communication is clear between others is key. Another factor which some professionals are unwilling to admit, is the fear of change. Change can be good if managed well.Unfortunately even if the change is managed well if the workers involved are not inclined to accept this, boundaries and relationships can be fragile. 2. 2 Describe points of referral to meet the needs of learners Within our organisation there are various referral points for learners or people that access our centres. These referral points are a valuable part of what we offer as a service to users of the centre. I would also offer extra help and support to those that I work with by outlining at the start and the end that there is additional support and help to suit your needs.We would try and be as flexible as possible and help with further progression if learners would need it. Likewise some learners are unable to see their potential and I would encourage further learning if I deemed this necessary and appropriate. 2. 3 Summarise own responsibilities in relation to other professionals When working within other professional work places, I work to a very professional standard keeping all parties aware of what it happening. I act in a way that I would expect other workers to conduct themselves if they came to my work place.I would strive to meet all needs required by other professional such as contracts or learning agreements made. Having the title â€Å"professional† doesn’t mean I or others aren’t infallible. We all make mistakes, it’s how we as â€Å"professionals† deal with those mistakes and what learning can be taken from any mistakes made. Lik ewise it is important to share successes with other professionals. 3. 1 Explain own responsibilities in maintaining a safe and supportive learning environment As a trainer you are responsible for a number of key areas as mentioned in from 1. through to this section. Without a safe and supportive environment learning can not take place effectively. To give you an example of this Maslow introduced a ‘Hierarchy of Needs’ (Below) in 1954 after rejecting the idea that human behaviour was determined by childhood events. He felt that there are five needs which represent different levels of motivation which must be met and he also believed that people should be able to move through these needs to the next level provided they are given an education that will promote growth.Self-actualization – morality, creativity, problem solving, etc. Esteem – includes confidence, self-esteem, achievement, respect, etc. Belongingness – includes love, friendship, intimacy, family, etc. Safety – includes security of environment, employment, resources, health, property, etc. Physiological – includes air, food, water, sex, sleep, other factors towards homeostasis, etc. 3. 2 Explain ways to promote appropriate behaviour and respect for others This is an important part of any work that I undertake with students of all ages.I’m sure that at every training session you go to there will be the â€Å"ground rules flipchart†. Now although ground rules are important, this exercise cannot just promote a healthy and safe learning environment, it can act as an ice breaker too. But how many times has the ground rules sheet been referred to again. With adults very rarely as we should all be aware of the boundaries needed with a group situation. With young learners you may need to refer to the ground rules chart on more than one occasion.But with a whole list that the learners came up with at the start of a daunting first session, will they remember what was said? A process that I have found to be highly successful is after the learners have come up with their long list of do’s and don’ts is to summarize this process with an easy process that is not only practical but effective as well. HARmony – â€Å"For people to get along with one another† is just one definition If you take the 1st three letters of harmony you have Honesty – if your honest with yourself and othersAwareness – If you aware of your feeling or what you say and aware of other thoughts, opinions and beliefs Responsibility – take responsibility for yourself and others Just these 3 key words can summarize any ground rules and allow you as a trainer to refer to these key words within any positive or negative situation and also allows others to get on with one another. References: NSPCA – http://www. nspcc. org. uk/Inform/research/questions/child_protection_legislation_in_the_uk_pdf_wdf48953. pdf The Da ta Protection Act 1998 (amended 2003) – http://www. legislation. gov. k The Equality Act 2010 – http://www. homeoffice. gov. uk/equalities/equality-act/ Special Educational Needs and Disability Act 2001 – http://www. ukcle. ac. uk/resources/directions/previous/issue4/senda/ Education & Skills Act (2008) – http://www. legislation. gov. uk Employment Equality (Sexual Orientation) Regulations 2003 – http://www. legislation. gov. uk The Gender Recognition Act 2004 – http://www. legislation. gov. uk Health & Safety at Work Act (1974) – http://www. hse. gov. uk/legislation/hswa/ National Youth Agency http://www. learning-theories. com/maslows-hierarchy-of-needs. html

Treating Disease with Stem Cells essays

Treating Disease with Stem Cells essays This article was written by Dr. Gregory Hale, professor of Pediatrics at the University of Kentucky College of Medicine, in response to questions posed by Scientific American Magazine regarding the treatment of certain diseases with cord blood stem cells. There is some additional information provided by Viacord, a medical service company that provides private family cord blood banking, processing, and research. Dr. Hale discussed the advantages of cord blood stem cell transplants, the results of several transplants, as well as the research that on-going in the field of stem cell transplantation. The blood that remains in the human umbilical cord blood following birth contains a rich source of hematopoietic progenitor cells known as stem cells. These stem cells are the master cells of the blood. They divide to make new red cells that supply oxygen, white blood cells that fight disease and infection, and platelets that facilitate healing. Doctors now have three sources of stem cells available to them: bone marrow, mobilized bone marrow or peripheral blood, and umbilical cord blood. Bone marrow has traditionally been used as a source of stem cells, but research is proving that cord blood may be an excellent alternative source. Cord blood can be utilized for the treatment of many diseases, including leukemia, sickle cell anemia, and Hodgkins disease. The first successful cord blood transplant took place in 1988 when a newborns cord blood was used in a life saving stem cell transplant for her older brother who had Fanconi anemia. Since then, there has been much research into the advantages of cord blood stem cells. Cord blood is much more readily available and poses no donor risk. The blood is simply collected from the placenta and umbilical cord after the baby is born and stored. The potential of expanding the ethnic diversity of the donor pool is greatly increased, since minorities are considerably...

France vs. England essays

France vs. England essays There were absolutely many differences in the way that the French and English colonized. Because England was to self-centered about their individuals than to worry anything about their colonies to the point you see France had sufficient time and occasion to colonize and try to succeed in the new world but didnt want to. Why they chose not to had to do with the political situation that arose in Europe at the time and the fact that they were lacking freedom that others had in England as well as many other causes. English colonization roared and grew and grew. Loads and loads Puritans swamped to the colonies. They saw this as an opportunity to start over and do it all their way. Because they had the freedom and right to practice and teach any religion they chose. They started over with a clean slate and a sharpie. They were not so used to this though because in England where they used to preside the British would have persecuted them if they were to do any of that. The French on the other hand didnt have this problem because the French colonies were set up not to just increase land but to make a profit. Because religious freedom was never that major of a reason that people had to move to the New French Colonies. Social conflict also factored in a huge task. People in England just were not happy and could not do anything to become happy so they all jumped on the ship and came over to the new colonies. In France there was not near as many social problems as here were in England to cause a need to be a new place to go like there needed to be in England. The colonies had very different forms of government as well. The English colonies tended to govern themselves and not be connected to England because England was worried about protecting itself. It set up grass root democracies and voting systems to kind of self govern itself and worry about its own problems. Wherea ...

Four Things That Set Americans Apart and Why They Matter

Four Things That Set Americans Apart and Why They Matter The results are in. We now have sociological data about the values, beliefs, and attitudes that make Americans unique when compared with people from other nations- especially those from other rich nations. The Pew Research Centers 2014 Global Attitudes Survey found that Americans have a stronger belief in the power of the individual. Compared to residents of other nations, Americans are more likely to believe that hard work will lead to success. Americans also tend to be much more optimistic and religious than people in other rich nations. What Makes Americans Unique? Sociological data from the Pew Research Center suggests that Americans differ from residents of other nations in their individualism and their belief in hard work to get ahead. Moreover, compared to other wealthy nations, Americans are also more religious and optimistic. Lets dig into these data, consider why Americans differ so greatly from others, and figure out what it all means from a sociological perspective. A Stronger Belief in the Power of the Individual Pew found, after surveying people in 44 nations around the world, that  Americans believe, far more than others, that we control our own success in life. Others around the world are far more likely to believe that forces outside ones control determine the level of ones success. Pew determined this by asking people whether they agreed or disagreed with the following statement: Success in life is pretty much determined by forces outside our control. While the global median was 38 percent  of respondents disagreeing with the statement, more than half of Americans- 57 percent- disagreed with it. This means that most Americans believe that success is determined by ourselves, rather than outside forces. Pew suggests that this finding means that Americans stand out on individualism, which makes sense. This result signals that we believe more in the power of ourselves as individuals to shape our own life than we believe that outside forces shape us. The majority of Americans believe that success is up to us, which means we believe in the promise and possibility of success. This belief is, in essence, the American Dream: a dream rooted in the belief in the power of the individual. However, this common belief runs counter to what we social scientists know to be true: a litany of social and economic forces surround us from birth, and they shape, to a large degree, what happens in our lives, and whether we achieve success in normative terms (i.e. economic success). This does not mean that individuals do not have power, choice, or free will. We do, and within sociology, we refer to this as agency.  But we, as individuals, also exist within a society composed of social relationships with other people, groups, institutions, and communities, and they and their norms exert social force on us. So the paths, options, and outcomes from which we choose, and how we make those choices, are influenced greatly by the social, cultural, economic, and political circumstances that surround us. That Old Pull Yourself up by Your Bootstraps Mantra Connected to this belief in the power of the individual, Americans are also more likely to believe that it is very important to work hard to get ahead in life. Nearly three-quarters of Americans believe this, whereas just 60 percent do in the United Kingdom, and 49 percent do in Germany. The global mean is 50 percent, so residents of other nations also believe this too- just not to the same extent as Americans. A sociological perspective suggests that theres circular logic at work here. Success stories- widely popular in all forms of media- are typically framed as narratives of hard work, determination, struggle, and perseverance. This fuels the belief that one must work hard to get ahead in life, which perhaps fuels hard work, but it certainly does not fuel economic success for the vast majority of the population. This myth also fails to account for the fact that most people do work hard, but do not get ahead, and that even the concept of getting ahead means that others must by necessity fall behind. So the logic can, by design, only work for some, and they are a small minority. The Most Optimistic Among Rich Nations Interestingly, the U.S. is also far more optimistic than other rich nations, with 41 percent saying they were having a particularly good day. No other rich nations even came close. Second to the U.S. was the U.K., where just 27 percent- thats less than a third- felt the same way. It makes sense that people who believe in the power of themselves as individuals to achieve success by hard work and determination would also show this kind of optimism. If you see your days as full of promise for future success, then it follows that you would consider them good days. In the U.S. we  also receive and perpetuate the message, quite consistently, that positive thinking is a necessary component of achieving success. No doubt, theres some truth to that. If you dont believe that something is possible, whether its a personal or professional goal or dream, then how will you ever achieve it? But, as author Barbara Ehrenreich has observed, there are significant downsides to this uniquely American optimism. In her 2009 book  Bright-Sided: How Positive Thinking is Undermining America, Ehrenreich suggests that positive thinking can ultimately harm us personally, and as a society. As one summary of the book explains,  On a personal level, it leads to self-blame and a morbid preoccupation with stamping out negative thoughts. On a national level, it’s brought us an era of irrational optimism resulting in disaster [i.e. the subprime mortgage foreclosure crisis]. Part of the problem with positive thinking, per Ehrenreich, is that when it becomes a mandatory attitude, it disallows for the acknowledgement of fear, and of criticism. Ultimately, Ehrenreich argues, positive thinking, as an ideology, fosters acceptance of an unequal and highly troubled status quo, because we use it to convince ourselves that we as individuals are to blame for what is hard in life, and that we can change our situation if we just have the right attitude about it. This kind of ideological manipulation is what Italian activist and writer Antonio Gramsci referred to as cultural hegemony, achieving rule through the ideological manufacture of consent. When you believe that thinking positively will solve your problems, you are unlikely to challenge the things that may be causing your trouble. Relatedly, late sociologist C. Wright Mills would look on this trend as fundamentally anti-sociological, because the essence of having a sociological imagination, or thinking like a sociologist, is being able to see the connections between personal troubles and public issues. As Ehrenreich sees it, American optimism stands in the way of the kind of critical thinking that is necessary to fight inequalities and to keep society in check.  The alternative to rampant optimism, she suggests, is not pessimism- it is realism. An Unusual Combination of National Wealth and Religiosity The 2014 Global Values Survey reaffirmed another well-established trend: the richer a nation is, in terms of GDP per capita, the less religious is its population. Around the world, the poorest nations have the highest levels of religiosity, and the wealthiest nations, like  Britain, Germany, Canada, and Australia, the lowest. Those four nations  are all clustered around a $40,000 GDP per capita, and approximately 20 percent of the population claims that religion is an important part of their life.  Conversely, the poorest nations, including Pakistan, Senegal, Kenya, and the Philippines, among others, are the most religious, with nearly all members of their populations claiming religion as an important part of their lives.   This is why it is unusual that in the U.S., the nation with the highest GDP per capita among those measured, more than half of the adult population says that religion is an important part of their lives. Thats a 30 percentage point difference over other rich nations, and puts us on par with nations that have a per capita GDP of less than $20,000. This difference between the U.S. and other rich nations seems to be connected to another- that  Americans are also far more likely to say that belief in God is a prerequisite for morality. In other rich nations like Australia and France this figure is far lower (23 and 15 percent respectively), where most people do not conflate theism with morality. These final findings about religion, when combined with the first two, demonstrate the legacy of early American Protestantism. Founding father of sociology, Max Weber, wrote about this in his famous book  The Protestant Ethic and the Spirit of Capitalism. Weber observed that in early American society, belief in God and religiosity were expressed in large part through dedicating oneself to a secular calling, or profession. Followers of Protestantism at the time were instructed by religious leaders to dedicate themselves to their calling and work hard in their earthly life in order enjoy heavenly glory in the afterlife. Over time, the universal acceptance and practice of the Protestant religion specifically waned in the U.S., but belief in hard work and the power of the individual to forge their own success remained. However, religiosity, or at least the appearance of it, remains strong in the U.S., and is perhaps connected to the three other values highlighted here, as each are form s of faith in their own right. The Trouble with American Values While all of the values described here are considered virtues in the U.S., and, indeed, can foster positive outcomes, there are significant drawbacks to the prominence of them in our society. The belief in the power of the individual, in the importance of hard work, and optimism function more as myths than they do as actual recipes for success, and what these myths obscure is a society cleaved by crippling inequalities along lines of race, class, gender, and sexuality, among other things. They do this obscuring work by encouraging us to see and think as individuals, rather than as members of communities or parts of a greater whole. Doing so prevents us from fully grasping the larger forces and patterns that organize society and shape our lives, which is to say, doing so discourages us from seeing and understanding systemic inequalities. This is how these values maintain an unequal status quo. If we want to live in a just and equal society, we have to challenge the dominance of these values and the prominent roles they play in our lives, and take instead a healthy dose of realistic social critique.

The Success Story of Dell Essay Example | Topics and Well Written Essays - 2250 words

The Success Story of Dell - Essay Example So, we had to prove that what we had was better. And that forced us to invent a lot of new ways of doing things that delivered a lot better value. And so we looked all across the supply chain and the demand chain for innovations that would drive success for our customers (Michael Dell quoted at Holzner, 2005, 29). Dell, the world’s premier, and most profitable computer hardware technology company is engaged in manufacture and sale of a vast variety of IT related products including personal computers, servers, data storage devices, computer peripherals, laptops, notebooks, netbooks, network switches, displays, projectors, monitors, and televisions. The consumer class notebooks and desktops are sold under the brand names of Dimension, Studio, Inspiron, and XPS, while the commercial class desktops The product portfolio of Dell also includes software, managed services, professional services, and training and certification services. Besides, Dell provides services such as systems integration and infrastructure consulting. Dell Financial Services, a wholly-owned subsidiary of Dell provides financial services to business and individual customers. The company was founded by Michael Dell, with a start-up capital of $1000, while he was a student at the University of Texas, at Austin, in 1984. Its original name was PC’s Limited. Four years after its inception, the company went public in 1989, raising $30 million in its IPO, thus increasing its market capitalization to $85 million. By 1989, the US sales of Dell had touched $257.8 million. By 1990, the company had set up subsidiaries in Italy and France to cater to the markets of Europe, Middle East, and Africa. Dell has successfully implemented Just-in-time manufacturing to effectively curtail inventory overheads. In 1997, the company was placed in the fourth position after IBM, Hewlett-Packard, and Compaq, in the manufacture and sales of computers and related products.

Just in Time Applications in Construction Projects Essay

Just in Time Applications in Construction Projects - Essay Example to production, general quality of work, design changes, material quality and availability, material handling and movement, safety, labor availability, capacity utilization, etc" (Akintoye, 1995: 105). In certain activities, an excess could be considered as a waste that results in zero-value and therefore needs to be minimized. Managing materials procurement is a vital process that has direct influence on a project’s cost. "A study shows the cost of materials and equipment constitutes approximately 60% of the projects cost" (Akintoye, 1995: 105; Marsh, 1985). Therefore, controlling materials procurement activities starting from the supplier warehouse through the delivery process until storage on construction sites is essential. Nevertheless, there is still a lag in managing materials procurement properly because of changes during execution stage of construction. Bell and Wooten say that "a materials management system could produce an improvement of almost 12% in craft labor productivity" (Bell and Wooten, 1985). Consequently, improved labor productivity leads to a reduction in construction cost; this is beneficial to contractors in terms of profitability and competitive position, to construction clients in terms of reduced bidding prices, and to the construction industry in terms of the increase in construction that can be produced for the same amount. A good practice that has been developed that focuses on organizing and managing the materials procurement process is Just-in-Time (JIT) system. Combining component measures of materials management to formulate decisions the entire process is a very complex obstacle. Based on Construction Industry Institute’s (1988) findings, certain key attributes of components were identified along with their measures of their performance to monitor and help ensure effective materials management. These attributes and measures are listed in the following checklist: Field Material Control: Materials control integrated with other

Obtaining a Masters in Real Estate and Urban Analysis from UF Essay

Obtaining a Masters in Real Estate and Urban Analysis from UF - Essay Example I am very interested at this point in my life in pursuing a Master of Science in Real Estate at the University of Florida. My application is extremely competitive as I enjoy a competitive advantage over the majority of applicants due to the fact that I have successfully completed a graduate degree program in the past. When I studied my graduate degree at the University of Virginia I expanded my critical thinking, analytical abilities, and interpersonal skills. These skills have helped me a lot as a professional and they will help me as a future student at the University of Florida improve my chances of success in the Master of Science in Real Estate graduate program. My job experience is a strong aspect of my application as I have hands on experience in the real estate field. I currently own a startup company that specializes in real estate investments conducting valuation analysis, rehabs and lease options for individuals that need a roof, but are not approved for a loan because of their credit ratings among other factors. I have worked as an accountant in a big firm which sharpened my financial analytical skills as well as developing my abilities to deal with clients. In 2009 I switched careers and obtained a job with Tyco International working for ADT Security Services as a Sr. Financial Analyst providing support for the marketing department.

Colombian Entrepreneurial Ecosystem Essay Example | Topics and Well Written Essays - 2750 words

Colombian Entrepreneurial Ecosystem - Essay Example The armed conflict in Columbia had drastic effects on all sides: the government forces, the guerillas, and even the civilians. A large number of people, approximately 90,000, lost their lives with millions of people being forcibly displaced. Several other people were kidnapped with many being disabled by landmines and explosion of bombs. Properties such as buildings, roads, and other infrastructures were destroyed in the process of the soaring conflict, hence leading to massive physical destructions. The armed conflict started because of protest for the rights of the poor Columbians with the desire to be protected by government against social injustices and unequal distribution of resources including land and wealth, which made the people of Columbia dissatisfied. Out of these, there came up strategic protests to forcefully demand these rights by taking over governance by force and violence (Acs &Szerb 113). This struggle was undertaken by different groups at regional and subdivision levels through conflicts. Their anger was directed to state utilities, infrastructure and regions perceived to be beneficiaries of public resources, such as those in strategic routes of transportation of weapons, drugs and food. Other areas attacked are those seen to harbor state forces or those which provide them with resources. This Columbian conflict had far-reaching effects on the business sector in Columbia and its environments. It affected the entrepreneurial performance, which includes the regulatory framework, access to capital, access to R&D technology, entrepreneurial capabilities, market conditions and culture. By affecting these determinants, the conflict changed and determined how entrepreneurship is carried out in Columbia. Entrepreneurs were affected both directly and indirectly by the conflicts in Columbia. Entrepreneurs faced high transactional cost because of the unfavorable business climat e resulting from the conflicts. Merchandizing was spoiled due to the disrupted network and infrastructure since goods and services relying on them could not reach their destination. Businesspersons also lost international partners because the conditions were unfavorable for business. This led to loss of business opportunities, which made many companies close their business. Entrepreneurs could not invest freely for fear of being victimized and kidnapped, extorted or attacked. The room for expansion was limited by competition for territory, which was managed by guerilla groups. With high insecurity, finance meant to be used in business was invested to cover for security and insurance of their investments. Huge amounts of finances were spent in efforts to control conflicts with development projects and peace initiatives started in Columbia. This strained businesses and even led to closure of some. The entrepreneurship culture was eradicated and individuals were stopped from investing because of insecurity in the market. Prices of natural and industrial goods increased because of decreased production as demand increased; the low production was witnessed as a result of insecurity and instability in the country during the war. Regulatory Framework in Colombia Whereas laws have been enhanced, the implementation approaches in Colombia are weak because of mainly the idea that defense spending is exploiting the civilian economy and entrepreneurial growth. During the 1990s, defense budget averaged 1.36% of the total GDP. Even up to early 2000s, the

Creative assignment in historical imagination founded on historical Essay

Creative assignment in historical imagination founded on historical research - Essay Example On arriving in America, zuli found out that life was different from what she expected. English was the national language in the country yet she did not know how to speak or write even a word. This factor limited her chances of getting a job, and she had to stay at her friend’s place. Zuli explains how she subjected herself to discrimination and pain in order to feed her mouth despite the hopes that she had before leaving home. The pain includes engaging in prostitution in order to eat and pay rent. The woman says that obedience is the essential factor to a successful life, and she advises the youth to learn to uphold the moral. This is because her disobedience bore bitter fruits, and she lost everything that she had hoped for in the end. Aunt chingcha was my role model from when I was a kid because of her hard-working character. Chingcha grew in Hong Kong, the same town where I grew up, but she moved to the Gold Mountain when she reached twenty in 1845. The gold town was a pla ce where people got well-paying jobs and owned land (Ahmad 95) contrary to my country. These are the characteristics that made people from my country call it the Gold Mountain. Everyone in my town was interested in moving to America to get rich and come back. The road to America was, however, not easy because only few people managed to go there and bring richness to their families. The journey to the land used to take one month, and on arrival, some immigrants, especially women would be sent back for reasons such as sickness (Spickard 102). Aunt Chingcha was among the few that managed to land in America, and she used to send us some of the money that she earned as a sewer in San Fransisco. I was interested in moving to the Gold Mountain just like other people, but I was scared. One of the factors that scared me was my family. My father said that he would not allow me to leave because I had to take care of my younger brother while my mum worked. He also said that he wanted me to lear n art as it was a tradition in my country. My aunt also told us that there was discrimination in America despite the high income and freedom. I could hear a voice inside my heart telling me that I would be successful like my aunt, only if I overcame my fear and went to the Gold Mountain. My friend Zuela helped me to overcome the fear inside me, and soon we escaped and went to America in 1855; by then, I was twenty years old. I did not care whether my parents would be worried about me neither did I mind the discrimination in America. All that I wanted was to work and send my parents money to pay my brother’s school fees. I also knew that I would come back and die in my country so that I would be buried near my ancestors (Lakos 35). When I arrived in America, I found out that I could hardly read or write English, which was the main language in America. This meant that I would not get employed easily like my friend Zuela, who got employed at a garment factory in California. We l ived in a shanty room that Zuela rent for five dollars a month as I searched for a job. One day as I went out searching as usual, I found a Chinese woman who I talked to, and she asked me to follow her because she would help me find a job. Her name was Chungxi and she came from Hong Kong, but her parents sold her in America so that they would get income to purchase necessities. Chungxi fled from Kansas where she was sold and became a prostitute in

Colombian Entrepreneurial Ecosystem Essay Example | Topics and Well Written Essays - 2750 words

Colombian Entrepreneurial Ecosystem - Essay Example The armed conflict in Columbia had drastic effects on all sides: the government forces, the guerillas, and even the civilians. A large number of people, approximately 90,000, lost their lives with millions of people being forcibly displaced. Several other people were kidnapped with many being disabled by landmines and explosion of bombs. Properties such as buildings, roads, and other infrastructures were destroyed in the process of the soaring conflict, hence leading to massive physical destructions. The armed conflict started because of protest for the rights of the poor Columbians with the desire to be protected by government against social injustices and unequal distribution of resources including land and wealth, which made the people of Columbia dissatisfied. Out of these, there came up strategic protests to forcefully demand these rights by taking over governance by force and violence (Acs &Szerb 113). This struggle was undertaken by different groups at regional and subdivision levels through conflicts. Their anger was directed to state utilities, infrastructure and regions perceived to be beneficiaries of public resources, such as those in strategic routes of transportation of weapons, drugs and food. Other areas attacked are those seen to harbor state forces or those which provide them with resources. This Columbian conflict had far-reaching effects on the business sector in Columbia and its environments. It affected the entrepreneurial performance, which includes the regulatory framework, access to capital, access to R&D technology, entrepreneurial capabilities, market conditions and culture. By affecting these determinants, the conflict changed and determined how entrepreneurship is carried out in Columbia. Entrepreneurs were affected both directly and indirectly by the conflicts in Columbia. Entrepreneurs faced high transactional cost because of the unfavorable business climat e resulting from the conflicts. Merchandizing was spoiled due to the disrupted network and infrastructure since goods and services relying on them could not reach their destination. Businesspersons also lost international partners because the conditions were unfavorable for business. This led to loss of business opportunities, which made many companies close their business. Entrepreneurs could not invest freely for fear of being victimized and kidnapped, extorted or attacked. The room for expansion was limited by competition for territory, which was managed by guerilla groups. With high insecurity, finance meant to be used in business was invested to cover for security and insurance of their investments. Huge amounts of finances were spent in efforts to control conflicts with development projects and peace initiatives started in Columbia. This strained businesses and even led to closure of some. The entrepreneurship culture was eradicated and individuals were stopped from investing because of insecurity in the market. Prices of natural and industrial goods increased because of decreased production as demand increased; the low production was witnessed as a result of insecurity and instability in the country during the war. Regulatory Framework in Colombia Whereas laws have been enhanced, the implementation approaches in Colombia are weak because of mainly the idea that defense spending is exploiting the civilian economy and entrepreneurial growth. During the 1990s, defense budget averaged 1.36% of the total GDP. Even up to early 2000s, the

Ratings In Schools And Accountability Systems Research Paper

Ratings In Schools And Accountability Systems - Research Paper Example Administrators also feel pressure when accountability systems are adopted. They report that they must spend additional hours defending their schools' competitive standing with parents, teachers, and the media--hours that they once spent more productively. In response to these worries and pressures, educators also begin to adjust the focus of their efforts. Their curricula and teaching efforts become more standardized and superficial. Moreover, since they want their schools to look well on competitive tests, they tend to restrict instruction to the topics assessed by those tests. A sad example of how this process works was recently described by sociologists Jere Gilles, Simon Geletta, and Cortney Daniels. In 1993 the State of Missouri created an accountability program designed around a new assessment instrument, the Missouri Mastery Achievement Test. This test was tied to a new curriculum that had been developed by the state's department of education, and all schools were required to administer it so that it could be used as a "report card"--letting the public know how well their own schools were doing compared with others in the state. As Gilles and his colleagues describe the outcome, results of this. Quality programs and textbooks were scrapped in order to replace them with materials that directly taught the test, and an unholy competition emerged between districts and communities over test scores. In some districts a week or more of instructional time each year was devoted to this test.... scrapped in order to replace them with materials that directly taught the test, and an unholy competition emerged between districts and communities over test scores. In some districts a week or more of instructional time each year was devoted to [preparing for] this test (Gabbard 67). Moreover, this was not an isolated incident. As testing specialist George Madaus has suggested, when you have high-stakes tests, the tests eventually become the curriculum. It happened with the Regents exams in New York. Items that are not emphasized in the testare not emphasized in school. That's a fundamental lesson that cuts across countries and across time. Teaching has not changed that much; it's an art form. Given basically the same set of circumstances, teachers will behave in much the same way. . . . But if you go to Europe, to the British Isles, or to Australia and look at comparable literature, [worries about] the external achievement exams . . . appear often. And they write about cramming, about how they prepared for the exams. They write about how, after taking the exams, they purged their minds of the answers that they had learned (Gabbard 59). Somehow, we doubt that most Americans are interested in promoting school learning that is narrow, test-specific, standardized superficial, and easily forgotten--but that is exactly what accountability programs promote. It also takes a great deal of time and money to conduct accountability programs. According to a leading scholar, Arthur Wirth, citing the National Commission on Testing and Public Policy, mandatory testing in America now "consumes annually some 20 million school days and the equivalent of $700 and $900 million in direct and indirect expenditures." What this means, of course, is that schools regularly shortchange

Write a Summary of 350-700 Words Identifying Essay Example for Free

Write a Summary of 350-700 Words Identifying Essay For Sigmund Freud, the founder of psychoanalysis, our personality is rooted in the dynamics of our unconscious; all the ideas, thoughts, and feelings of which we are normally unaware. Freud identified sexual and aggressive instincts as the primary unconscious drives that determine human behavior. According to Freud, personality is made of three structures: the id, the only personality structure present at birth, operates in the unconscious according to the pleasure principle, meaning it tries to obtain immediate pleasure and avoid pain. The ego, the id’s link to the real world, controls all conscious thinking and reasoning activities and operates according to the reality principle. It tries to delay satisfying the id’s desires until it can do so safely and effectively in the real world. The superego acts as the person’s moral guardian or conscience and helps the person function in society (Morris, G. , Maisto, A. , 2002). It also compares the ego’s actions with an ego ideal of perfection. In Freud’s view, when the ego is unable to control impulses from the id in a way that is acceptable to the superego, it experiences anxiety and may resort to using defense mechanisms to reduce the discomfort caused by the anxiety. Carl Jung believed that the unconscious consists of two distinct components: the personal unconscious, which contains an individual’s repressed thoughts, forgotten experiences, and undeveloped ideas; and the collective unconscious, a subterranean river of memories and behavior patterns flowing to us from previous generations. Jung also believed that people generally exhibit one of two attitudes toward the world: Extroverts are interested in other people and the world at large, whereas introverts are more concerned with their own private worlds (Morris, G. , Maisto, A. , 2002). Jung further divided people into rational individuals, who regulate their behavior by thinking and feeling, and irrational individuals, who base their actions on perceptions. For Carl Rogers, people develop their personalities in the service of positive goals. The biological push to become whatever it is that we are capable of becoming is called the actualizing tendency. In addition to trying to realize our biological potential, we attempt to fulfill our conscious sense of who we are, which Rogers called the self-actualizing tendency (Morris, G. , Maisto, A. , 2002). A fully functioning person is someone whose self-concept closely matches his or her inborn capabilities. Fully functioning people were usually raised with unconditional positive regard, or the experience of being valued by other people regardless of their emotions, attitudes, and behaviors.

A Study On Becks Theory Psychology Essay

A Study On Becks Theory Psychology Essay Becks theory states that Individuals with dysfunctional attitudes are likely to show increases in depressed mood following the occurrence of negative events. From the cognitive perspective, we can say that depression is caused by ones thinking. Someone with dysfunctional attitudes tends to think negatively toward themselves. When a negative event occurs which relates to that person, it triggers the negative thoughts over and over again which can lead to depression. Beck believed that the cognitive symptoms of depression actually precede the affective and mood symptoms of depression, rather than vice versa. Becks main argument was that depression was instituted by ones view of oneself, instead of one having a negative view of oneself due to depression. For example, Abela and DAlessandros (2002) found that the students negative views about their future strongly controlled the interaction between dysfunctional attitudes and the increase in depressed mood. The research clearly backed up Becks claim that those at risk for depression due to dysfunctional attitudes who did not get into their college of choice then doubted their futures, and these thoughts lead to symptoms of depression. The other cause of depression would be a persons interpersonal relationship with their surroundings and the people around them. Hammen and Brennan (2001) found that 13% of the sons and 23.6 % of the daughters who were depressed had depressed mothers as compared to 3.9% of the sons and 15.9% of the daughters who were depressed lacked a depressed mother. From the social perspective, we see that the child becomes depressed because of the interpersonal relationship with his or her mother which shows how the social environment around someone can influence the behaviour or thinking of the person. The depressed adolescents of depressed mothers were also more likely to evidence dysfunctional cognitions about their social selves and worlds. (Hammen Brennan, 2001, p. 8) This clearly contradicts becks argument that depression is cause by dysfunctional cognition but not vice versa. Hammen and Brennan (2001) discussed that adolescents gets depressed because of the interpersonal relationship with their mothers which then later lead them into dysfunctional cognitions. Whereas, beck states that dysfunctional attitudes comes first which then later on lead the person into depression. Another contradiction of these two concepts is that one states that depression is caused by the inner thinking without the influence of another person and on the contrary, the other is cause by the surrounding people and how they behave. Second Section Cognitive Theory Individuals with dysfunctional attitudes are likely to show increases in depressed mood following the occurrence of negative events which is stated in Beck`s theory. We can say that depression is caused by ones thinking from the cognitive perspective. Someone with dysfunctional attitudes tends to think negatively toward themselves. When a negative event shows up, it triggers the negative thoughts over and over again which can lead to depression. The relationship between dysfunctional attitudes and increases in depressed mood following the occurrence of negative events is caused by negative views of the future . Becks cognitive theory of depression has generated a vast body of empirical research.Central to Becks theory is the construct of schemas(Becks (1967, 1983). Beck defines schemas as stored bodies of knowledge that affect the encoding, comprehension and retrieval of information. The content and organization of different individuals schemas vary according to their particular experiences. Once activated, depressogenic schemas provide access to a complex system of negative themes and cognitions which will lead to ‘negative cognitive triad'(Becks (1967, 1983). Beck defines the negative cognitive triad as a negative view of the self, the world and the future. Beck hypothesizes that the negative cognitive triad is a sufficient cause of depression and will start showing some depressive symptoms such as deficits in affec tive, motivational, behavioural and physiological functioning(John R. Z. Abela,2000). Beck also states that there are three main dysfunctional belief themes (or schemas) that dominate depressed peoples thinking (Natalie Staats Reiss, Ph.D, 2007): I am defective or inadequate, All of my experiences result in defeats or failures, and The future is hopeless. Together, these three themes are described as the Negative Cognitive Triad. When these beliefs are present in someones cognition, depression is very likely to occur. Depressed people will tend to demonstrate selective attention to information, which matches their negative expectations, and selective inattention to information that contradicts those expectations. Faced with a mostly positive performance review, depressed people will manage to find and focus in on the one negative comment that keeps the review from being perfect. They tend to magnify the importance and meanings in the negative events, and minimize the importance and meanings in positive events. Usually this kind of situation will happen quite unconsciously which is will maintain a depressed persons core negative schemas in the face of contradictory evidence, and they will remain feeling hopeless about the future even when the evidence suggests that things will get better. Beck hypothesizes that depressogenic schemas are typically latent in individuals which vulnerable to depression and must be activated by relevant stressors or event in order to exert their influence on information processing(Becks (1967, 1983). In the absence of such aversive life events, depressogenic schemas remain inactive and do not exert an influence on patterns of thinking. Based on the research done by a group of researchers from Canada, (John R. Z. Abela and David U. DAlessandro,Department of Psychology, McGill University), they used a short-term longitudinal design in which participants dysfunctional attitudes were assessed prior to the occurrence of a negative event. The method that they have used was 136 high school seniors applying to the University of Pennsylvania completed measures of depressed mood and dysfunctional attitudes 1-8 weeks before receiving their admissions decision and denoted as (Time 1). The assessment of dysfunctional attitudes was preceded by a primary task designed to activate latent depressogenic schemas in all participants. Participants also observed on thier depressed mood, negative views of the self, and negative views of the future shortly after they received their admissions decision and denoted as (Time 2) and four days later as (Time 3). The outcome from this research was consistent with the component of Becks theory. The participants who are dysfunctional attitudes predicted increases in depressed mood immediately following a negative admissions outcome (Time 2). In addition, according to the the causal mediation component of the theory, for negative outcome students, the relationship between dysfunctional attitudes and increases in depressed mood was caused by negative views of the future. Contrary to predictions, however, this relationship was not mediated by negative views of the self. In addition, opposite to predictions, dysfunctional attitudes did not predict enduring depressed mood after a negative outcome (Time 3). Some studies have found no support for the diathesis-stress component of the theory. For example, using a psychiatric in-patient sample, Persons and Rao (1985) reported that irrational beliefs (Ellis, 1962) did not interact with negative events to predict increases in depressive symptoms seven months after discharge. Similarly, using a three-month prospective design, Barnett and Gotlib (1988a, 1990) reported that dysfunctional attitudes did not interact with negative events to predict increases in depressive symptoms. Social Theory The early onset of depression commonly recalled by depressed adults. (Burke, Burke, Regier, Rae, 1990) The increasing rate of depression in youngsters is significantly impairing and it indicates recurrence and continuity into adulthood. One of the best empirically supported predictors of depression in youth is having a depressed mother. There is no single unifying social model of depression but rather various empirical and theoretical developments that emphasize interpersonal cognitions and behaviors. As for the mother, a key characteristic of the interpersonal perspective is a particular emphasis on the dysfunctional, abnormal or unhealthy interpersonal behavior or interaction within a group transaction between the person and the social environment. (Joiner Coyne, 1999) Depressed individuals often function poorly in marriages and relationships with family members. (Barnett Gotlib, 1988; Rao, Hammen, Daley, 1999; Weissman Paykel, 1974) They may engage maladaptively, adapting poorly to a situation with others in ways that contribute to the occurrence of interpersonal stressful life events, which eventually might cause further depression. (Davila, Hammen, Burge, Pa-ley, Daley, 1995; Hammen, 1991) Depressed people are often dependent on others and seek confidence in ways that distance others.(Barnett Gotlib, 1988; Joiner Metalsky, 1995) They often overvalue relationships as sources of self-worth but may also have acquired negative beliefs about the availability and trustworthiness of others .In turn, prolong course of depression may be due to negative attitudes by family members. (Hooley, Orley, Teasdale, 1986; Hooley Teasdale, 1989; Keitner et al., 1995) Although many of the interpersonal deficiencies noted in depressed individuals may be depressive state dependent, a number of the cited studies have indicated enduring difficulties even when the person is not currently depressed. Obviously not all depressive disorders are functionally linked to maladaptive interpersonal relationships; but research strongly suggests the importance of the contribution of social behaviors and beliefs in promoting depression and its recurrence. The acquisition of dysfunctional schemas about the self and others, and the deficiencies in interpersonal skills, may set the stage for vulnerability to depression, particularly when stressors are encountered that deplete or challenge the childs sense of worth, competence, and social relatedness. The depressed children of depressed mothers were also highly likely to have elevated rates of interpersonal and conflict life events, reflecting at least in part their relative difficulties in negotiating interpersonal relationships. The depressed adolescents of depressed mothers were also more likely to have dysfunctional cognitions about their social selves and world. They more likely compared to depressed children of non depressed women to report fewer friends and social activities. In my opinion, social vulnerabilities of offspring of depressed women may contribute to earlier onset of depressive disorders and worse clinical features. Although biological and genetic factors may heighten risk for early onset, acquisition of interpersonal vulnerabilities may also result in early experiences of depressive disorders. The homogeneity permits evaluation of differences between groups that are not mistaken with age effects. Moreover, young adolescence is a developmental period during which social activities and alliances outside of the family take on increasing importance. The most noticeable differences among the groups occurred in interpersonal functioning. Indicators of ongoing social role performance revealed more impaired functioning in social domains, with a particularly marked problem, not surprisingly, in relationships with family members for depressed youth of depressed mothers. The depressed children of depressed mothers were also highly likely to have elevated rates of interpersonal and conflict life events, reflecting at least in part their relative difficulties in negotiating interpersonal relationships. The depressed adolescents of depressed mothers were also more likely to evidence dysfunctional cognitions about their social selves and worlds. They were significantly more likely than depressed children of non depressed women to report fewer friends and social activities. However, It is interesting that depressed children of depressed mothers were more positive about their romantic appeal than depressed children of non depressed women, possibly indicating earlier involvement or greater. (Gotlib, Lewinsohn, Seeley, 1998) An important implication of subgroup differences may be that the depressed youth of depressed women, because of interpersonal difficulties, will have earlier and more frequent recurrences of depression, which could result from stressors associated with inability to adapt to social demand. Moreover, it might be speculated that youth interpersonal difficulties might lead to adult social difficulties, including dysfunctional marital relationships and even transmission of depression to their own offspring. From the study, it is interesting that there was a tendency for a higher male proportion among the outcome of depressed women, while most of the depressed children of non depressed women were girls. In conclusion, the results are consistent with the perspective that depression among children of depressed mothers is especially likely to occur in the context of difficulties in their interpersonal skills and perceptions of others towards them. The youths difficulties may represent a mechanism of intergenerational transmission of depression that results in part from the parents own interpersonal difficulties acquired in their childhood family environments. Last but not least, aggressive treatment of the social dysfunctions has to be taken. Third Section Depression / Major depressive disorder Depression is a medical illness that involves the mind and body. It also known as major depression, major depressive disorder and clinical depression which is by an all-encompassing low mood accompanied by low self-esteem, and loss of interest or pleasure in normally enjoyable activities.. It affects patients feel, think and behave which lead to a variety of emotional and physical problems. Major depression is a disabling condition which adversely affects a persons family, work or school life, sleeping and eating habits, and general health. Subtypes There are five further subtypes of major depressive disorder called specifiers to nothing the length, severity and presence of psychotic features: Melancholic depression loss of pleasure in most or all activities, a failure of reactivity to pleasurable stimuli, a quality of depressed mood more pronounced than that of grief or loss, a worsening of symptoms in the morning hours, early morning waking, psychomotor retardation, excessive weight or excessive guilt. Atypical depression mood reactivity (paradoxical anhedonia) and positivity, significant weight gain or increased appetite (comfort eating), excessive sleep or sleepiness (hypersomnia), a sensation of heaviness in limbs known as leaden paralysis, and significant social impairment as a consequence of hypersensitivity to perceived interpersonal rejection. Catatonic depression a rare and severe form of major depression involving disturbances of motor behavior and other symptoms. The person is mute and almost stuporose, and either remains immobile or exhibits purposeless or even bizarre movements. Catatonic symptoms also occur in schizophrenia or in manic episodes, or may be caused by neuroleptic malignant syndrome. Postpartum depression (Mild mental and behavioral disorders associated with the puerperium) refers to the intense, sustained and sometimes disabling depression experienced by women after giving birth. Seasonal affective disorder (SAD) is a form of depression in which depressive episodes come on in the autumn or winter, and resolve in spring. The diagnosis is made if at least two episodes have occurred in colder months with none at other times, over a two-year period or longer. Causes of Depression Depression has no single cause; often, it results from a combination of things. Whatever its cause, depression is not just a state of mind. It is related to physical changes in the brain, and connected to an imbalance of a type of chemical that carries signals in your brain and nerves. These chemicals are called neurotransmitters. Some of others factors involved in depression are: Family history Genetics play an important part in depression. It can run in families for generations. Trauma and stress Things like financial problems, the breakup of a relationship, or the death of a loved one can bring on depression. People can become depressed after any unwelcome change in life patterns, like starting a new job, graduating from school, or getting married can trigger a depressive episode.[1] Pessimistic personality People who have low self-esteem and a negative outlook are at higher risk of becoming depressed. These traits may actually be caused by low-level depression. Physical conditions Serious medical conditions like heart disease, cancer, and HIV can contribute to depression, partly because of the physical weakness and stress they bring on. Depression can make medical conditions worse, since it weakens the immune system and can make pain harder to bear. In some cases, depression can be caused by medications used to treat medical conditions. For example, some medications that are used to treat high blood pressure, cancer, seizures, extreme pain, and to achieve contraception can result in depression. Even some psychiatric medications like some sleep aids and medications to treat alcoholism and anxiety can contribute to the development of depression. Lack of neurochemicals the depressive disorders appears to be associated with altered brain serotonin and norepinephrine systems. The different types of schizophrenia are associated with an imbalance of dopamine (too much) and serotonin (poorly regulated) in certain areas of brain. Both neurochemicals (serotonin and norepinephrine) are lower in depressed people. Other psychological disorders Anxiety disorders, eating disorders, schizophrenia, persistent deprivation in infancy, physical or sexual abuse, clusters of certain personality traits, and inadequate ways of coping (maladaptive coping mechanisms) can increase the frequency and severity of depressive disorders Symptoms Feelings of sadness or unhappiness Irritability or frustration, even over small matters Loss of interest or pleasure in normal activities Insomnia or excessive sleeping Changes in appetite — depression often causes decreased appetite and weight loss, but in some people it causes increased cravings for food and weight gain Agitation or restlessness — for example, pacing, hand-wringing or an inability to sit still Fatigue, tiredness and loss of energy — even small tasks may seem to require a lot of effort Feelings of worthlessness or guilt, fixating on past failures or blaming yourself when things arent going right Slowed in thinking, speaking or body movements, concentrating, making decisions and remembering things Frequent thoughts of death, dying or suicide Unexplained physical problems, such as back pain or headaches Treatments and Suggestion Psychotherapy Psychotherapy can be delivered to individuals or groups by mental health professionals including psychotherapists, psychiatrists, psychologists, clinical social workers, counselors, and psychiatric nurses. Talking the[2]rapies help patients gain insight into their problems and resolve them through verbal give-and-take with the therapist. It reduces the recurrence of depression even after it has been terminated or replaced by occasional booster sessions. Types of therapy: Cognitive behavioral therapy (CBT) can help to identify and change thought and behavior patterns that contribute to depression. People who are depressed tend to think negatively. Therefore, cognitive behavioral therapy teaches patients how to identify and challenge the negative thoughts and helps to obtain more satisfaction and rewards through their own actions. Interpersonal therapy looks at how depression can be connected to troubled emotional relationships. Interpersonal therapists focus on the patients disturbed personal relationships that both cause and exacerbate the depression. Psychodynamic therapy links depression to traumas and conflicts that happened earlier in your life, especially during childhood. It can be a short-term treatment, although it is often a longer process. The therapists focus on resolving the patients internal psychological conflicts that are typically thought to be rooted in childhood. Long-term psychodynamic therapies are particularly important if there seems to be a lifelong history and pattern of inadequate ways of coping (maladaptive coping mechanisms) in negative or self-injurious behavior. Group therapy allows you and other people with depression—or people with the same issues that contributed to your depression—to meet together with a therapist and share experiences. Antidepressants Antidepressants are treatment method by the help of medication to treat the physical state in the brain. Psychologists identified that when certain chemicals in the brain (such as serotonin, norepinephrine, and dopamine) are out of balance, depression can occur. People with chronic depression may need to take medication indefinitely to avoid relapse. Hence, antidepressants can be help to improve the symptoms of depression by bringing those chemicals back into balance. Some of the major types of antidepressants are discussed below: NDRIs (Norepinephrine and dopamine reuptake inhibitors) are a type of antidepressant that increases the levels of norepinephrine and dopamine by blocking their reuptake in the brain. Buproprion is the only antidepressant within this class of drugs approved by the FDA. Side effects may include weight loss, loss of appetite, and dry mouth. SSRIs (Selective Serotonin Reuptake Inhibitors) such as sertraline, escitalopram, fluoxetine, paroxetine, and citalopram are a widely used type of antidepressant. SSRIs increase serotonin in the brain by blocking serotonin reuptake in the brain. These types of antidepressants can cause sexual side effects. SNRIs (Serotonin and Norepinephrine Reuptake Inhibitors) work in much the same way as an SSRI. SNRIs block the reuptake of both serotonin and norepinephrine. SNRIs may also cause side effects similar to SSRIs. Electroconvulsive therapy Electroconvulsive therapy (ECT) is a procedure whereby pulses of electricity are sent through the brain via two electrodes, usually one on each temple, to induce a seizure while the patient is under a short general anaesthetic. ECT can have a quicker effect than antidepressant therapy and thus may be the treatment of choice in emergencies such as catatonic depression where the patient has stopped eating and drinking, or where a patient is severely suicidal. ECT is useful for certain patients, particularly for those who cannot take or have not responded to a number of antidepressants. ECT often is effective in cases where trials of a number of antidepressant medications do not provide sufficient relief of symptoms. This procedure probably works, as previously mentioned, by a massive neurochemical release in the brain due to the controlled seizure. Opinion In my opinion, there is more than one way to skin a mongoose. There are a lot of difference perspectives to look at the causes of depression. There might be environmental, biological, psychological, physical, or some incidents that cause individual to depress. It is quite difficult to differentiate between a depressed people from a normal one. Hence, by looking at the symptom of depression is one of the ways to diagnose the disease. Therefore, we will discussion about how depress symptom appears and may leads to occurrence of depression. At first, we choose to use cognitive theory as an approach to explain how people get depressed which can be apply in most cases. Cognitive theory saying that depression results from maladaptive, faulty, or irrational cognitions taking the form of distorted thoughts and judgments. Depressed people think differently than non-depressed people, and it is this difference in thinking that causes them to become depressed. For example, depressed people tend to view themselves, their environment, and the future negative, pessimistic light. As a result, depressed people tend to misinterpret facts in negative ways and blame themselves for any misfortune that occurs. This negative thinking and judgment style functions as a negative bias; it makes it easy for depressed people to see situation as being much worse than they really are, and increases the risk that such people will develop depr essive symptoms in response to stressful situations. The depressive symptoms are also the cognitive approach to the depressive individual where all the symptoms are causes by themselves. For example, they have feelings of sadness or unhappiness, irri[3]tability or frustration, even over small matters, loss of interest or pleasure in normal activities, insomnia or excessive sleeping and others. All the symptoms are from patient mind. They tend to ignore positive information, pay exaggerated attention to negative information, and to engage in overgeneralization, which occurs when people assume that because some local and isolated event has turned out badly, this means that all events will turn out badly. For example, depressed people may refuse to see that they have at least a few friends, or that they have had some successes across their lifetime (ignoring the positive). Or they might dwell on and blow out of proportion the hurts they have suffered (exaggerating the negative). Other depressed people may convince themselves that nobody loves them or they always mess up (overgeneralizing). In addition, cognitive theory also suggested that people are shaped by the interactions between their behaviors, thoughts, and environmental events. Each piece in the puzzle can and does affect the shape of the other pieces. Human behavior ends up being largely a product of learning, which may occur vicariously, as well as through direct experience. Depressed peoples self-concepts are different from non-depressed peoples self-concepts as we mention earlier. They tend to hold themselves solely responsible for bad things in their lives and are full of self-recrimination and self-blame. They also tend to have low levels of self-efficacy (a persons belief that they are capable of influencing their situation). Therefore, they tend to set their personal goals too high, and then fall short of reaching them. Repeated failure further reduces feelings of self-efficacy and leads to depression. Nevertheless, of all the factors which by the depressed individual, they are just feeling directed toward themselves for blaming the failure and uselessness. However, there also a cause to major depression which is appearing of a stressful event triggered their depressive episode. The stressful event initiate depressive episodes create changes in the brains chemistry that make it more likely that future episodes of depression will develop. The stressful experiences often take away a persons sense of control and can cause great emotional upheaval and pain. Sometimes, even positive life changes such as getting married or having a baby can trigger a depressive episode. Another approach of theory which I personally think is very important causes to depression is by using Behavioral Theories. Behavioral Theories uses principles of learning theory to explain human behavior. Therefore, according to behavioral theory, we can say that dysfunctional or unhelpful behavior such as depression is learned. A person can be depressing because of the environmental stressors cause them to receive a low rate of positive reinforcement. Positive reinforcement occurs when people fo something they find pleasurable and rewarding. When people receive positive reinforcement, it wills increases the chances that people will repeat the sorts of actions they have taken that led them to receive that reinforcement. In other words, people will tend to repeat those behaviors that get reinforced. However, depressed people do not know how to cope with the fact that they are no longer receiving positive reinforcements like they were before. A depressed people typically have a heightened state of self-awareness about their lack of coping skills that often leads them to self-criticize and withdraw from other people. For example, a man who has been fired from his job and encounters difficulty finding a new job might become depressed. In a nutshell, depression can be cause by the internal and external factors such as peoples thoughts, perceptions, evaluations, expectations, behavior and so on. Hence, at the last part of our research on depression, we had generated an equation for the causes of depression by using cognitive theory and behavioral theory which applicable for most of the depression cases. DEPRESSION = f { stressful events, dysfunctional attitudes, depressive symptoms, loss of positive reinforcement } [1] Subtypes of Depression—Diagnosis and Medical Management. Retrieved March 6, 2010 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1237582/ [2] Understanding Depression Signs, Symptoms, Causes and Help. Retrieved March 6 2010 from http://www.helpguide.org/mental/depression_signs_types_diagnosis_treatment.htm [3] Depression Treatment. Therapy, Medication, and Lifestyle Changes That Can Help. Retrieved from 6 March 2010 from http://www.helpguide.org/mental/treatment_strategies_depression.htm