Generation Gap

The generation gap is the different generations have different views of the same thing with different ideal. Different environments to create different people and different circumstances produce different thoughts. The emergence of the generation gap in a family is the responsibility of parents and children,parents often complain that children now too do not respect their parents; the children also complain that their parents do not understand children, making the original and the happy family have strife.It contrary to the point of view for the parents, children have their new insights and cause different thinking ideas, behaviors, habits according to their parents. Parents and children have different psychological characteristics. Children have ideals and aspirations, vision of a better future, thinking broad, have flexible response, creative spirit, fast to accept new things, strong ability of adapting to the new environment and prefer independent thinking.There has strong sense o f innovation, ingenuity, courage to break the stereotypes. However, the lack of social experiences their ideas easily extreme and deal with the problem is not calm. Parents were already undergoing many things, mature wisdom, character, maturity, and in interpersonal communication has a lot of experience. Parents see deep and thorough problem, but sometimes because of traditional attitudes, bondage of feudal ideology, ideological and stubborn, conservative, and so on.Besides that,the authoritative ideological heavier of some parents, assertive, requires children to unconditionally obey, so the children will be dissatisfied. For example, there is abundant energy of the younger generation, and competition, innovation, independent, unwilling to be controlled by others, giving a â€Å"bold and unconstrained† impression. In this regard, the older parents are not understood; feel that children had too much wind. Such deviation is bound on the understanding of direct impact to the at titudes and behavior of both sides, and both sides of the generation gap.If you both can do a role change, play the role of your opponent, to experience each others emotions, it's good to change their views, to facilitate exchanges. In this society, the generation gap is a universal phenomenon, it hinders the thoughts, feelings and daily exchanges between parents and children and communication. If the children cannot accept the arrangement of the parents, the children also must be respect their parents, trying to communicate with them, talk with them to explain their ideas like this, sometimes parents and children are also able to reach a consensus. Generation Gap Leo Tolstoy said: â€Å"All families are happy in the similar way and unhappy in its own way†. And happiness or unhappiness of any family mostly depends on relations in it. So many families so many family relations. Each family establishes its own relations in its own way. It has its own traditions and customs and its own unwritten constitution including rights and duties of every member of the family. They are also different in different families. So the problem of misunderstanding becomes urgent. Some people can it generation gap.And both sides (parents and children) should be patient and tactful and it’s the only way to settle down all the problems and stay friends. Youth is a very important period in the life of man. This is the time when a person discovers the world and tries to determine the place in the universe. Young people face lots of problems which are very important for them and do not differ much from those that once their parents had to deal with. At the same time every generation is unique. It differs from the one that preceded it in its experience, ideals and a system of values.The adults always say that the young are not what they were. These words are repeated from generation to generation. To some extent they are true, because every new generation grows up quicker, enjoys more freedom. It is better educated and benefits from the results of the technological progress of the time. Young people of today do not directly accept the standards of their parents who believe that they are right because they are older. The adults don't want their values to be questioned. The young on the other hand can not accept the values of their â€Å"fathers†.All these differences generate a generation gap when the young and adult do not understand one another. As a rule the adults, dissatisfied with their own lives, teach the young how to live. Unfortunately, the adults apply old standards to the new way of life. They can not leave behind the ir â€Å"good old days†. This burden is very heavy. They think that the world is going down hill. They gloomily look ahead unable to understand the optimism of their children who want to pave their own way in life. The majority of the young people do not want to live in the past.They have their own ideals. They want to make their own mistakes rather than to listen to the warnings of the adults and repeat the mistakes of the older generation. They want to overcome their own difficulties without looking back. However, the life of the young is frequently determined by the adults. I think that parents will never understand their children. And children, in their turn, shock their parents with their dress, language, behaviour. Traditionally, young people were looking at their elders for guidance. Today the situation is different.Sometimes the young people share information and experience with their parents. I think that it is not bad, especially when the adults really try to unders tand what is going on in the lives of their children. Moreover, young people grow up so quickly that they almost do not have time to enjoy their childhood. So, as you see, it is very difficult to be young nowadays, as it always was. But you only can be young once, and some wonderful things can happen only when you’re young. So, it is be to enjoy youth while it lasts. Generation Gap The generation gap is the different generations have different views of the same thing with different ideal. Different environments to create different people and different circumstances produce different thoughts. The emergence of the generation gap in a family is the responsibility of parents and children,parents often complain that children now too do not respect their parents; the children also complain that their parents do not understand children, making the original and the happy family have strife.It contrary to the point of view for the parents, children have their new insights and cause different thinking ideas, behaviors, habits according to their parents. Parents and children have different psychological characteristics. Children have ideals and aspirations, vision of a better future, thinking broad, have flexible response, creative spirit, fast to accept new things, strong ability of adapting to the new environment and prefer independent thinking.There has strong sense o f innovation, ingenuity, courage to break the stereotypes. However, the lack of social experiences their ideas easily extreme and deal with the problem is not calm. Parents were already undergoing many things, mature wisdom, character, maturity, and in interpersonal communication has a lot of experience. Parents see deep and thorough problem, but sometimes because of traditional attitudes, bondage of feudal ideology, ideological and stubborn, conservative, and so on.Besides that,the authoritative ideological heavier of some parents, assertive, requires children to unconditionally obey, so the children will be dissatisfied. For example, there is abundant energy of the younger generation, and competition, innovation, independent, unwilling to be controlled by others, giving a â€Å"bold and unconstrained† impression. In this regard, the older parents are not understood; feel that children had too much wind. Such deviation is bound on the understanding of direct impact to the at titudes and behavior of both sides, and both sides of the generation gap.If you both can do a role change, play the role of your opponent, to experience each others emotions, it's good to change their views, to facilitate exchanges. In this society, the generation gap is a universal phenomenon, it hinders the thoughts, feelings and daily exchanges between parents and children and communication. If the children cannot accept the arrangement of the parents, the children also must be respect their parents, trying to communicate with them, talk with them to explain their ideas like this, sometimes parents and children are also able to reach a consensus.

Why Was The Constitution A Controversial Document Even As It Was Being Written?

The United States Constitution was written more than 200 years ago and it has been used as the foundation for the government. The constitution has been and still remains the most durable political agreement in the history of the world. Even though an inspiring document, its creation was not that easy but controversial. Its framers were divided over a number of major issues which led to lengthy arguments when it was being written.After its creation the Constitution still remains controversial. It has turned out to be the epicenter of Civil Rights activism, conflict between state sovereignty and national supremacy, questionable over universal healthcare as well as marriage controversy1. The compromises on the key issues that characterized its genesis are responsible for the controversy of the imperative document. From the beginning of its creation the constitution ideas were divided between the advocates.The advocates understood that that the constitution was an idea of the republican thinking, providing for a new level to the people’s elected government. On the other hand, the critics were convinced that the republicans aligned themselves in small political units, the states. The separation of powers between the central government and the state governments was thus a major controversy as the constitution document was being written and stands out as a crucial issue up to date. The delegates drafting the constitution encountered issues over the state representation.The delegates that were representing bigger states advocated for a population based representation while the delegates from smaller states thought an equal number of representatives for every state was fair leading to the Electoral College2. Despite the agreement, the not all parties were satisfied making it a controversy. The creation of the constitution was strongly debated as some prolific and influential leaders were opposed it. The issue of a two party system was another issue that sparked c ontroversy as the American constitution was being drafted. The delegates failed to accept that it was a two party system.This continued to create a growing rift among the advocates. It led to the separation between advocates for a large and stronger versus those for a small and a weak federal government. Slavery was another controversial issue in the drafting of the constitution. It was not about its abolition, but rather division on to which state the slaves would be counted to in working out a state’s population as well as the amount of property tax to be implemented over the owners3. The government decided to it would not interfere with the slave trade for no less than 20 years, but this move received opposition from the southern.Eventually, another controversy of the constitution was the issue of the citizenship. The written constitution did not clarify what composed citizenship. It did not also deliver the particular rights for a United States citizen4. These issues led to the controversy in the Bill of Rights. The Bill of rights still remains controversial due to the changing times. Conclusion As the constitution was being written ideas were divided between the advocates. The advocates understood that that the constitution was an idea of the republican thinking, providing for a new level to the people’s elected government.The delegates drafting the constitution encountered issues over the state representation. A two party system was another issue that sparked controversy, Slavery as well as issues concerning citizenship formed the controversy of the constitution was being drafted. The U. S. was controversial even as it was being written and will always remain controversial since compromises rise up with time. There are also several interests of various people that cannot be reconciled all of them without compromise.

Do you act on Rumor or Respect Privacy Essay Example | Topics and Well Written Essays - 1000 words

Do you act on Rumor or Respect Privacy - Essay Example The persisting problem prevailing in the work place concerns morality in the work place, and the degree at which the rumors should prevail in the work place. The employees of the biocides firm are against a married and competent married woman by the name Lilly Kropov, citing an affair with a prominent client to the company. The rumor spreads throughout the company’s workplace through grapevine to the management. The entire rumor emanates from a company’s janitor who alleges to have heard the two in a sexual encounter from the noises emanating from the office, one evening when he was switching on the lights (Cournoyer and Barry 152). The management should make a decision to curb the prevailing rumors and establish the proximity that such an act occurred in the workplace. According to the ethical code of conduct, an act of immorality is inconsistent and punishable. However, stories about the affair originate from unreliable sources and therefore it is hard to determine the reality of the whole story (Dunham-Taylor, et al 249). The company does not tolerate immorality in the workplace as that could ruin the corporate and public images. The management may find difficulty in ruling a case, so pressing on the company’s welfare, yet originating from untrustworthy sources that cannot establish clear evidence as to the occurrence of the event. The management should first scrutinize the events and the apparent reality that the accusations occurred. This would secure the management the opportunity to establish justice without bias and saving the organization from a stale of operations. The managers should realize that, all the accusations towards Lilly Kropov relayed through the informal channel of grapevine, which has a questionable reliability (Merrell, et al 254). Therefore, any decision against Lilly should halt as far as there is no clear and formal evidence as to the

Summative assessment - Part 2 Essay Example | Topics and Well Written Essays - 2000 words

Summative assessment - Part 2 - Essay Example Thus, it is socially responsible and supports the entire market in order to ensure that the best products are available in the market. The company uses the most recent technology to run all its operations; every section or rather department of Anisa International has gone digital, starting from the marketing, management, communication and distribution of its products (Yahoo Finance, 2004). To start with, Anisa International, Inc. has gone digital in marketing of its products. There are a number of social websites that have allowed platforms for advertisements and other marketing procedures for various companies. Sites such as Facebook, twitter, YouTube and Google have made it easy and cheaper for business organizations across the globe to effective market their products. For instance, Anisa International has a Facebook page whereby all the news about the new products, changes in the existing products, prices of particular products and general company operations are posted. This style of marketing is somehow effective as it is easily accessible by any individual irrespective of age, gender, race or social class. With the current level of technology, there are hundreds of millions internet traffic daily; people access or rather visit various sites with diverse aims. Thus, for fashion lovers, Facebook pages for famous companies and other fashion websites are their destin ations. Information in Anisa’s Facebook pages is accessed or rather read by thousands of individuals daily. Therefore, the company easily spreads the news about its products via this medium. In addition, management of firm’s operations in todays’ world has gone digital. Many organizations have transformed from paper work or rather manual way of transacting and recording information to the digital way of handling all the operations of the companies. For instance, Anisa International, Inc. has all the information about the company’s operations stored and handled

Benefit Plan Design Analysis Essay Example | Topics and Well Written Essays - 3750 words

Benefit Plan Design Analysis - Essay Example However, it has been identified that despite several competitive employee benefit programs, American Airlines Incorporation has certain lacuna in its benefit plan. The issue associated in the benefit plan is that the company does not allow its employees to travel free of cost until and unless they have completed a period of ten years with the American Airline Association. The company also seems to be lacking in providing the other benefit plans in comparison to its competitors such as SouthWest Airways, Delta (AACareers, 2010). There are many cases filed against the company’s benefit plan such as ‘Robert T.Miller Appellant V. American Airlines, Inc,; American Airlines, Inc., Pilot Retirement Benefit Program Fixed Income Plan (A Plan); American Airlines, Inc Pension Benefits Administration Committee under case number 10-1784 on 1/25/2011’ (Third Judicial Circuit, 2011). The other case filed against the company has been ‘George W. BONIN, Plaintiff-Appellant, v . AMERICAN AIRLINES, INC. and the American Airlines, Inc. ... Part Three: Literature Review Role of Benefit Plan in an Organization The reliability and the accuracy of the benefit program depend upon the two factors. The first factor relies upon the fact that the benefit program needs to be capable of identifying the needs of the employees during the upliftment of the organizational objectives. The soundness of the benefit program also stems from the fact that the program is capable of effective management of such kind of programs (Bohlander & Snell, 2009). It can be worthy of mentioning that the biggest issue for the HR managers is to attract as well as retain the excellent talents in the organization. Therefore, it becomes important for the companies to implement numerous strategies along with the techniques so that they can cope up with this kind of human resource related issues. It is identified that the high performance organizations tend to surpass in relation to their competitors by implementing numerous human resource related strategies that include openness among the members, opportunity to learn and provide training to the employees. When a company tends to realize the fact that it is the human resource’s effective management that determines the competitiveness of the firm, the companies develop the above mentioned strategies (Hiltrop, 1999). In a next few decades most of the workforces in the organizations will be women and this tends to have an impact on the corporate employers. There will be two kinds of workforce, one of them will be career-primary and the other might be career and family. If the organization wants to retain their best talents in the organization they are supposed to identify the importance of both kinds of women and thus provide them a flexible working

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

Compare and contrast - Essay Example This essay aims to provide the similarities and differences of school library and Internet on the role they play on the life of a student. Both the Internet and the library are great sources of information that provides students with relevant information for their studies. The difference is that the library can store only a limited number of books, information, and materials necessary for research and learning while almost everything you need to know and wanted to find out can be access online. But in terms of reliability and accuracy, the library still tops as the leading source of information. Information over the Internet can easily be altered and edited anonymously and anyone can make a claim or assertion on it, while books and several materials in the library are in print sources that makes editing and alteration too way impossible thus assuring researchers for accurate and reliable information (Fleming). The emergence and widespread use of Internet by students for their educational and research needs has replaced the role school libraries play in the life of a student. Because the Internet works faster and way more convenient than libraries, students depend on this technology for quicker and accessible research. Despite their differences, both are significant tools in providing students access to relevant information and supports the development of their research skills (â€Å"The Role

My personal educational goals Essay Example | Topics and Well Written Essays - 500 words

My personal educational goals - Essay Example Last year, when I saw my cousin graduating from UMass Amherst and looking at his groomed personality, I decided to get admission in this University. My main educational goal is not only getting the desired degree but also to attain high grades, which will help me to get a good designation in a multinational organization. I want to get a bachelors degree in Hospitality and Tourism Management because it is my passion to work in the hospitality industry and its future scope is improving with the passage of time. World travel and Tourism Council survey reveals that 8% people who are doing job are working in the travel and tourism industry and it is expected that this percentage will grow because this industry is one of the fastest growing industries of the world. Different factors affecting tourism such as social, economic, and environmental are very important to consider when making a decision about suitable career that also offers good quality of life. I feel comfortable and relaxed while selecting this field as my career because there are various opportunities in the hospitality and tourism industry and I can surely pursue my career somewhere in hotels, commercial food services, tourist destination, recreation, sports management, and airlines etc. This is a dynamic and huge industry in which different fields are growing rapidly giving ambitious and hard working students chance to enter in this industry and make their name. I like this industry because it is working in a very high competitive environment and to me there is a lot of charm working in such competitive industry. I want to gain rich knowledge and build skills of customer service and strong business foundation that will help me to become a successful professional in the hospitality and tourism industry. I believe that the students who have graduated in the hospitality and tourism management programs enjoy the combined capabilities of business and life skills with the hi gh

Top Cinema & Sound term paper Essay Example | Topics and Well Written Essays - 2000 words

Top Cinema & Sound term paper - Essay Example In this regard Ridley Scott’s Prometheus is a classic example. Prometheus is a science fiction genre movie released in 2012. Its stellar cast comprising of Charlize Theron, Noomi Rapace, Michael Fassbender and Idris Elba, mind blowing visual aesthetics and acoustics, and unusual directorial dynamics make it truly a worthwhile watch. This paper examines Prometheus from numerous perspectives including direction, sound design, visual effects and salient mise-en-scene features. Prometheus is set in late 21st century (year 2093) and therefore, a futuristic ambience is evident in the entire movie. A team of scientists embark on an expedition in Prometheus to a distant world, an Earth-sized moon LV223 orbiting around a gigantic planet, to find clues about the origin of mankind or the creator of human race called the Engineer. Eventually, the movie transforms into a battle for survival of mankind. Visual effects make the impact of a sci-fi movie extremely strong Prometheus is truly a stylistic movie in this aspect with its stunning visuals and CGI effects. The film is Scott’s first full 3D directorial attempt but it appears as if he is an expert in this domain. Scott’s finesse on the art becomes apparent right from the first frame where an inhuman character is shown seeding the Earth with life. The scene’s captivating impact has been enhanced by the cold and white atmosphere and audience instantly understand the theme of the movie. Sci-Fi genre is not about showcasing marvels of technology but about embodying it and employing a forward reach in both narration and technology (Whittington 115). In Prometheus the amalgamation of VFX and realism is brilliant as it ultimately creates a believable aura without bombarding the audience with excessive high-tech gadgetry and animation (Lambert 7). Prometheus has more than 1400 3D VFX or visual effects but the subtlety of VFX gets proven from

The Linguistics Theory Essay Example | Topics and Well Written Essays - 1750 words

The Linguistics Theory - Essay Example Words that relate just by meaning, form lexical relations, can take various forms: synonymy is when all the semantic components of the words are similar; antonyms are created when one component of the meanings differ, and hyponymy is the case of an extra component is added to differentiate one word from the other. The antonym is a lexical opposition. It was traditionally classified as a contrastive paradigmatic construction (meaning a complex lexical construction that unifies with other constructions, resulting in syntagmatic usage). Unlike other paradigmatic relations, antonymy is both a lexical and a semantic relationship. Unlike synonyms and hyponyms, antonyms can only exist in binary form. Some lexicologists use the term opposite to refer to the semantic relation and antonym specifically for opposites that are also lexically related. It is also thought that, unlike synonyms and hyponyms, the antonym can only be a contrast set of only two words. But, depending on the meaning, word s may have different antonyms. Besides the natural binarity of the antonym, there is also the possibility of a brighter spectrum of contrast. For instance, the antonym of happy would be: sad. But â€Å"angry† is also very different from happy and can easily be used to contradict it.Coordinated Antonymy, a discourse –functional category – it indicates exhaustiveness of the scale involved. It neutralizes the difference between normally opposed categories, by considering them and all the instances in between, as being true.

Love Poetries Essay Example for Free

Love Poetries Essay Personal Advertisement I am currently in the most enjoyable stage of my life where I wish to find the best person to share it with me. I am passionate with everything I do and I wish to share that passion with someone who knows how to live a passionate life too. I am the Man in the â€Å"Love Poem† I consider myself to be the narrator in John Frederick Nims’ Love Poem because it immensely reflects my current feelings for a particular person. Nims refers to his lover as his â€Å"clumsiest dear,† (Nims, 2003, p. 67) which quite bears a resemblance on the nature of my own special someone. His subject’s palms are compared to the â€Å"bulls in china, burs in linen, / And have no cunning with any soft thing† (Nims, 2003, p. 67). This metaphor that insinuates roughness and clumsiness also reflects some of the characteristics of my lover. Being a â€Å"Misfit in any space. And never on time. † (Nims, 2003, p. 67) surely creates an image of a person entirely different than other people. He or she does not always fit in any common group of people and is expected to break most rules. However, like the narrator’s last two lines in the fourth stanza, â€Å"In traffic of wit expertly manoeuvre / And keep us, all devotion, at your knees. † (Nims, 2003, p. 67), I still find myself adoring him for his remarkable wisdom. Simply put, despite all the imperfections of this particular person, I still love him or her without any doubt. Stage of Love in â€Å"The Lover Not Taken† In Blanche Farley’s parody of Robert Frost’s â€Å"The Road Not Taken†, the woman and the blonde guy are obviously in a â€Å"getting to know† stage as suggested by the last line on the first stanza where the blond is initially referred to as â€Å"the new guy† (Farley, 1937. n. p. ). However, it is also important to consider that the relationship in this poem does not only include the woman and the blonde but also Jack whom the woman has been with for a long time. This is validated on the 3rd and 4th line of the second stanza where the narrator introduces him as, â€Å"the other, jack, had a claim / On her already . . . / He understood her. His long, lithe frame† (Farley, 1937. n. p. ). Hence, it is clear that there are two stages of love in this poem in dependence to whose relationship in the love triangle we are speaking about. Two Figurative Languages that Compares the Love in â€Å"The Lover Not Taken† The first figurative language is a metaphor that speaks of the new guy’s physical description as â€Å"smooth as a yellow wood† (Farley, 1937. n. p. ). His physical beauty is compared to that of the yellow wood which can mean several things like the end of summer or the beginning of fall which can also be considered to be nice to look at. Perhaps, it can be a literal comparison of the man’s smoothness to a smooth yellow tree. The second comparison is on the first line of the second stanza. The narrator’s statement â€Å"She liked his hair,† (Farley, 1937. n. p. ) obviously compares the superficial relationship of the woman and the blonde. If one would deeply analyze, the attraction of the woman to the blonde is too superficial or simply physical. Liking his hair and smile obviously just symbolizes her extreme lust for the blonde guy that she is actually willing to risk her long-term relationship with a complete stranger who has a beautiful smile and hair. The Lover Not Taken is Most Likely Doomed to Misery As for my opinion, guilt leads a person to misery. In this poem’s case, it is most likely for the woman’s relationship with Jack to be miserable if guilt would consume the woman’s relationship with him. Honesty and loyalty to a partner are two of the most important elements that determine the stability of a relationship. However, since this poem consists of two relationships of a particular woman; the answer would still depend on whom she would end up with. If she ends her relationship with Jack and start a new one with the blonde, there is a possible occurrence of a â€Å"happily ever after story†. On the other hand, if she stays with Jack and continues her affair with the blonde guy, it is most likely to end up in misery. The Tone of â€Å"The Lover Not Taken† By analyzing the atmosphere being suggested on the first stanza of the poem, â€Å"And, mulling it over, long she stood, / Alone on the road, loath / To leave, wanting to hide in the undergrowth. † (Farley, 1937. n. p. ), the initial seriousness of the narrator’s tone is evident. There is too much concentration on the woman’s part as she mulls over her future decision whether to have an affair with another man or not. However, the tone changed abruptly on the last two lines where she suddenly stopped contemplating on which decision to make by taking the fast way home and phoning the blonde. Setting of â€Å"The Lover Not Taken† Obviously, this poem is inspired by Robert Frost’s famous poem â€Å"The Road Not Taken† which tackles the difficulty of deciding what path to choose in life. However, Farley similarly illustrates the difficulty of making decisions by pointing out a particular situation such as being torn between two lovers. Like Frost’s original piece, a person is facing a certain road pondering about a situation he or she needs to handle. By basing the setting and theme on Frost’s poem, Farley has further emphasized the central message of Frost’s poem. Since, it is inspired by Frost’s â€Å"Road Not Taken†, it is important to consider not only why it is set in that particular setting but more importantly why Farley chose Frost’s poem to communicate her own message. References Farley, B. (1937). The Lover Not Taken. Geocities. Retrieved December 3, 2008, from http://www. geocities. com/cailinliet/lover. html Nims, F. (2002). The Love Poem. Master the GED language arts, reading 2003. New Jersey: Petersons.

Type 2 Diabetes Health Inequalities

Type 2 Diabetes Health Inequalities This paper will discuss diabetes mellitus, which is a chronic medical condition that worsens over time. The levels of glucose in the blood become too high because the body cannot use it properly. The pancreas fails to produce enough of the hormone insulin which controls the levels of glucose (WHO, 2002a). If diabetes is not treated, it can lead to heart disease, stroke, blindness, kidney failure, lower limb amputation, sexual dysfunction, and pregnancy complications in women (Diabetes UK, 2009). The paper will review health inequalities in people with diabetes living in the UK from the ethnic minority of the south Asian community (SAC). The focus will be on the most common preventable type 2 diabetes (T2D) in this community. This community is at higher risk of developing T2D, and cultural practices, for instance fasting if not managed appropriately makes their condition to become worsened. The community comprises a heterogeneous group of people of Afghanistan, Bangladeshi, Pakistani, and Sri Lankan origin that have different language, religion, culture and rates of diabetes especially T2D and live in all areas of the UK (Qiao, et al, 2003; Mohan, 2006; Katulanda, 2006, 2008). Their clustering in certain areas reflect the migration patterns such as a high intensity of Indians in the East and West Midlands as well as in Greater London, fairly low proportion of Pakistanis in Greater London and a high intensity in West Yorkshire and West Midlands (Raymond, 2009). Those of Bangla deshi origin are established mostly in Greater London particularly in Tower Hamlets with growing numbers in the West Midlands (Grace, 2008). The condition is not equally impacted upon every person in our society and considerable inequalities are present in the risk of disease development, access to health services and service quality, and in health outcomes in particular those with T2D. Since health is unequally distributed within and between populations, a health inequality arises where variations in health status exist or in the allocation of health determinants amongst various population groups. Also it can be from unjust or unfair differences in health determinants or outcomes within or between defined populations. An increased risk of developing diabetes is witnessed in those who are overweight, physically inactive or got a family history of diabetes. The UK is facing a huge increase in the number of people with diabetes from 1.4 million in 1996 to 2.5 million people diagnosed with T2D (Diabetes UK, 2009) and up to 500,000 undiagnosed cases (Department of Health, 2008). By 2025, it is estimated that more than four million people will have the condition. Also Department of Health states that understanding of diabetes in people differs significantly which further increase the complications of controlling and preventing the disease. Although there has been a lot of literature on social circumstances affecting health, a lot more needs to be done in facing challenges that will fully address health inequalities in this group of people with studies that are more inclusive of this group rather than of a focus of a single ethnic group. Epidemiology of Variations in Type 2 Diabetes Incidence and prevalence Type 2 diabetes continues to be one of the top public health challenges for the National Health Service (NHS, n.d.). Incidence of T2D is swiftly increasing globally, mostly for south Asian people living in urban areas (Qiao, et al, 2003; Riste, 2001). Although enormous steps have been made in detecting those with diabetes, there is yet a lot to be done to boost prevention and enhance services for the diagnosed, in addition to progressing with identifying new cases (Mayor, 2005). A four-fold to six-fold risk of developing T2D is bigger in south Asian individuals who get the disease at an earlier age, and have higher rates of renal and cardiovascular problems than do other ethnic groups (Burden, 1992; Mather, 1998). The completed local ethnic profiling in Liverpool (Lee, et al, 2000) established that people from ethnic groups (aged 40 years and over) were more likely to self report diabetes compared to white British in the same age group, indicating a greater occurrence of diabetes within ethnic groups. As reported in the Health Survey for England (2004), diabetes diagnosed by a doctor is nearly four times as common in Bangladeshi men, and nearly three times as common in Pakistani and Indian men in contrast to men in the general population. Also amongst women, the condition is more than five times as likely among Pakistani women, at least three times as likely in Bangladeshi women, and two-and-a-half times as likely in Indian women, compared with women in the general population. In the same survey, diabetes was highest among Indian men (2 per cent), Black African men (1.7 per cent) and Irish women (1.7 per cent) (Diabetes UK, 2009) (Table 1). Table 1: Showing the prevalence of self-reported, doctor-diagnosed diabetes in England by minority ethnic group and sex (Diabetes UK 2009). Source: Adapted from Diabetes UK 2009: Key statistics on diabetes. Diabetes complications and control The SAC has been identified of significantly having higher rates of diabetes-related complications (Chowdhury, 2002; Chandie and Shaw, 2006) such as diabetic reinopathy (Pradeepa, 2008), worse control of hypertension as shown in a study by Lanting, et al (2005), and according to Centre for Disease Control and Prevention (2005). The above contributes to SAC suffering more from health problems than the majority population of the country they live in as they bear an unequal burden of the diabetes epidemic (Mohanty, 2005). There is need for studies from the SAC to examine effects of renal disease on mortality. Also improved ethnicity data would help to understand the incidence of end-stage renal disease complications in order to plan for effective control of the disease. Variations in quality of care and health service Similarly in any community, there are a variety of opinions and views over health and this is also witnessed amongst the SAC who live in the UK. In reviewing the research evidence, there is substantial data that ethnic minorities have a higher diabetes disease burden (Mohan, 2004; Muhopadhyay, 2005) and encounter variations in the quality of care they get (Howthorne, 2001). However, reports of problems in obtaining health care have emerged to be different among ethnic groups and the remainder of the UK population. It has to be noted that this community frequently needs to be dealt with in different ways from that of the White British community, but concurrently, age, gender, language and faith variations within the SAC should be valued when conveying health messages. Health care interventions that seek out to enhance diabetes care are likely to enhance health outcomes and bring down health variations amongst this community of people. This review also assimilates the available evidence regarding the effectiveness of such interventions. Ethnicity data collection in the UK has occurred twice, in 1991 and 2001 giving the ethnic composition of the English population where the Asian community comprised of 6.6% (UK census, 2001) forming a special population subgroup. In addition to largely belonging to the groups with lower socioeconomic position (Connolly, et al, 2000), their health status is also affected by their cultural practices and behaviour, circumstances of life before arrival to the host country, stress of migration, and adjustment to the new lifestyle in the UK (Mackenbach, 1997; Fischbacher, 2004; Greenhalgh, 2001). Although their need of health care is often heightened due to a poorer health status, utilisation of health services by the SAC is often held back by lack of understanding of the system and inadequate language skills. Evidence for inequalities in health among migrant populations in different host countries is as abundant as evidence for socioeconomic inequalities in health. This community faces a substantial amount of barriers to accessing care as already been noted. Stress has been another suggested factor where belonging to a minority group has been linked with accelerated stress levels (Abate and Chandalia, 2003) and the chances of T2D development has also been linked with stress (Mooy, et al, 2000). Abate and Chandalias (2003) study shows the effect of lifestyle factors on obesity and diabetes to be predominantly common within ethnic groups. This might be due to environmental changes from host country that promotes obesity and also predisposition to T2D in the SAC. A reduction in fibre consumption and increased intake of animal fats and processed carbohydrates are the major adjustments in dietary behaviours adopted by SAC. Diet and exercise are very important determinants of the variation in T2D in the SAC. While the main concern in public health is preventing diabetes, averting complications in those patients with confirmed diabetes is similarly imperative. The study by Gaede, etal (2003) shows evidence from randomised trials that this precedence can be accomplished by multi-factorial interventions, decreasing cardiovascular risk problems by up to 50%. The challenge remains on how to apply such interventions cost-effectively, particularly in high-risk ethnic groups such as south Asian patients, to minimise health inequalities that exist between SAC and the indigenous UK population (Barnett, 2006; Hanif, 2008). Despite the public health domain operating in addressing national patterns of health inequalities that bring about drawbacks among ethnic minority groups, significant recognition exist that regional, socioeconomic, and personal factors affect intra-group variations in risk (Alberti, 2007). The SAC requires those responsible for planning and delivering diabetes services to write policies that address their specific needs, extremes of age, hard to reach groups (such as the housebound, young adults), people living in institutions, the socially excluded, and taking account of the different needs of both genders. Issues of health inequalities have been a central focus within the health-related research community since the publication of the Black Report more than twenty years ago (Black, 1988). The deep-rooted and extensive temperament of health inequalities proposes that policy interventions will face meticulously difficult issues in formulating and putting into practice policy at national and local levels. To shed light precisely on those issues referred to above, i.e. the connections relating to health inequalities evidence, policy and implementation. In England, the government has asked for the primary care trusts (PCTs) to be at the fore front of the responsibility at a local level for dealing with inequalities in health. From 1997 the PCT and its previous organisations have sought to react to and apply government policies to deal with inequalities in health. Although there has been dedication and support for action on inequalities at Board level and together with senior management team, various barriers to local execution of policy on health inequalities have been met. A significant contextual factor has been the huge and re-emerging financial shortfall taken over by the PCT from its predecessor health authority. This has accentuated the priority given to attaining financial balance and access targets within NHS performance management. The SAC from the above evidence is likely to be served less well by the health services. The barriers to accessing care and health service Further to the concerns already raised in variations to quality of care and health service, barriers to accessing care by the SAC still exist. The issue of how places have an impact on health was addressed in studies by Picket and Pearl (2001); Macintyre, et al (2002) and Tunstall, et al (2004). As a result they showed an understanding of place-specific factors, cultures, and societies which are also required at the level of policy making in order to address health inequalities. Individuals from SAC who are excluded socially also comprise of prisoners, refugees and asylum seekers, and those with learning or mental health problems may be given poorer quality care. More than one of these risk factors may apply to some individuals in this community. There is a range of evidence that ethnic minorities have different health outcomes to those of the general population of the society in which they are living (Jenum, 2005; Britten, 2007; McElduff, 2005; Sahu, 2007). Furthermore, their diabet es is generally less well controlled in that it gets more serious more quickly and there are added health problems (Millett, 2007). The reasons for the rise in occurrence is not fully known though various factors might appear to contribute such as different levels of inactivity and physical fitness; social deprivation, a lack of education and/or employment (Diabetes UK, 2001). A number of barriers (consisting of language barriers, cultural differences, transport problems, poor knowledge of services) with regard to their motivation to try to find medical aid deter them from accessing the services required in managing their condition. Also limitations in speaking English makes it difficult to target the largest part of this risk-group with lifestyle interventions as SAC is relatively isolated from mainstream society and has variable knowledge of and motivation to make use of conventional services (Greenhalgh, 2005). The above still poses a lot of challenges in the elimination of the prevailing health inequalities. It is however, believed that the main barriers to physical activity (p.a.) in this group is lack of time due to extended working hours and household tasks. Furthermore, access to leisure and sporting facilities determined by their availability, costs and times they are open; the fear for individual safety in public open spaces; the absence of other persons from their community accessing the facilities, and, actual, or potential experiences of racism also contributes to barriers in accessing health services. Also dress codes for the women, absence of privacy in changing areas as well as lack of distinct gender provision possibly prevents the access to p.a. Since physical fitness and management of weight are very important with regard to preventing the onset of diabetes, these are also very important issues for this ethnic community. Type 2 diabetes is also most common among those subjected to socioeconomic deprivation which is linked with elevated levels of obesity and overweight, sedentary lifestyles, poor blood pressure control and smoking. However, other factors prevail that include reduced glucose control, referral bias, poor access to services and limited education with those subjected to social exclusion feeling a sense of despair that may put them off from developing a belief in themselves to control their diabetes successfully (BMA, 2004). Evaluation of strategies or measures in tackling T2D in the UK south Asian community Ever since the 1980s a lot of research has been gathered on the strong positive associations between inequalities and ill-health, including some showing that the health gap between the affluent and deprived is widening. The health of the nation strategy for England, cited that successful strategies for improving health have to be responsive to differences in health, and guidance was made available to health authorities (HAs) on decreasing such differences. However, there was no target on inequalities in the health strategy and not considerable known facts had been gathered on effective interventions. However, the emergent body of data on the relationship between socioeconomic inequalities and ill health has revitalized the drive to tackle inequalities. Increased evidence also resulted in the establishment of a Chief Medical Officer working group to advise the Department of Health and the National Health Service on what it should be doing to tackle disparities in health. The findings of this group were published in 1995 in Variations in health: what can the Department of health do? Recommendations followed from it that HAs ought to have an inclusive plan that identifies and tackles differences, making it an important aspect in public health. The issue of inequalities in health is continuously felt to be extremely important within the department of health authorities as evidenced by the extensive analyses and completed and continuing projects in many HAs. The findings of the Black Report in the UK were no different in showing the disparities in health. However, health-care delivery in the SAC is more challenging because of cultural, communication, and comprehension difficulties, which along with social deprivation further complicate the achievement of defined targets (Stone, 2005). Shekelles (2003) study shows that payments for UK general practices based on their achievement of quality (Quality and Outcomes Framework) targets do not distinguish different ethnic groups. Shortfalls still exist in the quality of care available for those in hospital and various activities are taking place by the Joint British Diabetes Society. Diabetes UK as a member of the society created a tool being used by adults with diabetes to know what care to anticipate throughout a hospital stay. Furthermore, enhanced care packages based in the community have been associated with improved metabolic outcomes in some ethnic groups but have not been fully assessed in large randomised controlled trials. Such trials are scarce in people of south Asian ethnic origin (Gammon, 2008). Appropriate standards of care, tailored patient education and ease of access to services must be provided when needed (Diabetes UK, 2001). The United Kingdom Asian Diabetes Study (UKADS) assessed a community-based complex intervention that aimed to reduce cardiovascular risk in south Asian people with T2D (Davis, 2001; OHare, 2004). The intervention package was tailored to the needs of the south Asian community and consisted of additional time with a practice nurse, Asian link workers, and input from diabetes-specialist nurses, who were working to protocols to achieve clearly defined targets. The UKADS study hypothesis was that an enhanced care package for diabetes would improve cardiovascular risk profi le in patients of south Asian origin, with established T2D. Tackling health inequalities is important because inequality is widespread and in many cases this has widened over the last two decades. Unless concerted action is taken, most policies inadvertently widen health inequalities. The two national goals are specifically focused on health inequalities by following the National Service Framework for Diabetes (NSFD) that aims in the long term, up to and beyond 2010 to reduce health inequalities by tackling the wider determinants of health such as poverty, poor housing and education (DH, 2001). The integration of care plans for those with complex diabetes requirements should be put into service and for them to be effective, a dedicated budget is required. It should be noted that alleviating diabetes health inequalities is expensive and thus requires the government to encourage PCTs to channel their funding to their environment accordingly (deprived areas, diverse communities, e.t.c.). Although it has been widely accepted in the public health field that many cases of T2D could be slowed down or stopped with lifestyle interventions, there still exists challenges in the government acting to restrict advertising of foods high in salt, sugar, and/or fat as well as ensuring that Food Standards Agency guidelines are adhered to by food manufacturers. This will assist consumers to be more aware of the contents of processed foods thus contributing to reducing the burden of the disease. However, the NHS and government can gain knowledge from other programmes of work in the SAC (The Equal Access to Diabetes Healthcare Pilot Study established in Wolverhampton) on how improved care can be offered to all those not currently receiving adequate care. While the SAC is relatively concentrated in certain areas, others are more widely scattered and services must not ignore these groups because there are not large enough to warrant prioritisation. In 2004, Lewisham PCT undertook its own research that focussed on diabetes and hypertension for its ethnic minority populations with findings of service inadequacy consisting of cultural barriers. This resulted in a recommendation of a community based diabetes awareness education that addressed cultural beliefs and socioeconomic factors. In addition, cultural awareness was introduced to staff. Improvement in the field of health inequalities will eventually be revealed by complete decrease in preventable morbidity and mortality among those in this most at-risk group. Factors such as the dedication of HAs staff to the inequalities schema, the setting of priorities, increasing awareness, thorough and enlightening analyses, execution of interventions and alliance working are evidently significant in accomplishing this goal. It is to be hoped that recent national initiatives for talking socioeconomic differentials in health will allow and urge HAs and new local partners to completely take on their role and act to eliminate these present health inequalities in this community and others. Nevertheless, as brought to light by Acheson, a more strategic approach is needed and will be an essential marker of HAs seriously dealing with this issue. However, authorities on health inequalities at the international level have recommended that measuring health inequalities is a requirement t o developing strategies and programmes to deal with them (Wagstaff, 2000; Houweling, 2003). DISCUSSION Research has shown that there are individual differences in susceptibility to disease. Geofrey Rose taught us that the causes of population rates of disease may vary from the causes of personal cases (Rose, 1992; WHO, 2001). In Britain, the short-hand term inequalities in health refers to differences between social groups (Black, et al, 1988; The Stationery Office, 1998). The Black Report on Inequalities in Health was seen as putting forward an opposition between an approach to an account that concentrated on health behaviours and one that focussed on the material forms of life (Blane, 1985). Following Blacks report, one ought to think of health inequalities as coming from material situations of life not psychosocial factors (Lynch, 2000). However, health inequalities are not limited to those living in absolute deprivation but are witnessed in those living at a material level above the threshold required for good health (Morris, 2000). Material conditions and psychosocial factors are closely related (Marmot, 2001) which the association was also made in the Black Report. A component of the difficulty of inequalities in health has to do with education with circumstances at work, with job uncertainty and joblessness and the nature of the neighbourhoods. Subsequent to Blacks and a lot of the work prior to and ever since demonstrates that inequalities in h ealth show inequalities in society. However, up till now a small amount of UK studies have included south Asians (Bartlett, 2003; Sheikh, 2004; Jolly, 2004). Hussain-Gambles (2006) explored on the causes for their abstention in clinical trials, including motivation (e.g. helping society, improving ones health); and constraints (e.g. busy lifestyles, prior experiences and language difficulties). Professional views comprised of a lack of time and resources and insufficient sustainability. It has also been brought to light that south Asians are frequently explicitly left out due to the supposed cultural and communication problems (Greenhalgh, 1998; Erens, 2001; Rhodes, 2003; Baradaran, 2004; Vyas, 2003; Lawton, 2006), as well as studies where there might be language/literacy problems in getting informed permission. In addition, Choudhury (2008) shows that a lot of people from south Asian upbringing are reluctant to take part because they acknowledge their illness as an irreversible punishment from God or have a fear of wh at research actually entails. It is widely accepted that people with low socioeconomic positions have in general poorer self-rated health than persons with high socioeconomic status (kawachi, 1999; Lantz, 2001). Several theories have been put forward to explain observed social gradients in health (Elstad, 2000). The materialist or structural theory suggests an important role of the physical environment e.g. working conditions, material conditions, and housing environment. These theories further suggest that differences in the material environment of the social classes are the key determinants of health inequalities and inequalities in the use of health services which may operate directly (physically) or psycho-socially. However, in this review it is noted that the south Asian community might feel alienated from the wider society as a whole and having very little or no support at a local level for their needs. In some parts of the UK, the level of care that people get varies in accordance to place of residence and this means the non existence of a devoted service framework in place, service tumbles well under NICE suggested standards. Since individuals with diabetes require educational access, psychological and emotional help and care and care planning so that they deal with their own condition. Diabetes UK keep on prioritising collaborated self-management in its policy and campaigning activities, and request the government and the NHS to invest in improving services and infrastructure that assist in enhancing peoples lives and produces future benefits. The behavioural or lifestyles theory came to sight when individual risk factors for instance unhealthy eating, physical inactivity, smoking, and alcohol use were recognized as health determinants. As already evidenced in this review on behavioural and cultural problems experienced within the SAC, this theory is relevant. The theory states that, social dissimilarity in beliefs towards health and actions are accounted for by an unhealthier lifestyle amongst those with deprived positions. Various social classes lifestyles are perceived as contributors to health that is excellent or poor which is considered to be actively chosen and thus open to transformation by way of promoting health. However, critics have argued that it can lead to a tactic of victim-blaming which contributes to widening of health variations as already cited in this review. The psychosocial theory proposes that unhealthy habits are a reaction to stress and a way to alleviate frustration and that social capital, social support, and autonomy represent key elements for good health (Marmot and Wilkinson, 1999; Marmot and Wilkinson, 2001). However, none of these theories have been able to completely explain social differences in health. It is important to separate the roles played by lifestyle, material factors, and psychosocial factors in health disparities. This will enable us to understand whether interventions should be aimed mainly at changes in lifestyle, in material conditions, or in the psychosocial environment. A view held by many sociologists is that explanations of health inequalities need to take into account both material inequalities and cultural/behavioural differences. Behaviours regarded as individual choices are chosen from within unequal social locations. Some privileged social locations facilitate or enable healthy lifestyles, whilst other deprived material locations prevent, hinder or militate against healthy choices. For instance, if an individual from the SAC is in an unskilled job that provides barely enough wages which in turn provides a small chance to make choices as a consumer. In circumstances like that certain irrational behaviours (e.g. smoking, fatty foods) may arise as rational coping strategies. Socioeconomic variations in health continue to be debatable as to whether they are by way of economic and material conditions or psychosocial factors like social support and employment control (Marmot and Wilkinson, 1999; Marmot and Wilkinson, 2001; WHO, 1997; Lynch, et al, 2000, Lynch, 2001). In addition, Denton (1999) and Alvarez-Dardet (2001) also highlighted the significance of lifestyle factors. The various opinions are focused on deviating theories that are also evidenced in this south Asian community on the causes of ill health (material/psychosocial factors) and whether ill health burden rests upon the individuals (lifestyle) or on society (structural factors). Van Lenthe (2004) suggested that in clarifying socioeconomic variations in health, all these factors play a role. Strategies or measures in tackling the health variations in UKs south Asians The government, NHS and partner organisations continue implementing strategies and policies to help tackle T2D variations in the SAC. Public policy development is a multifaceted and iterative process which in turn has to tackle the multiple causes of health inequalities. While we ought to be concerned with health inequality, health is a fundamental component of well-being, whether or not it is associated with inequality in other dimensions of well-being. Utilization of evidence is a vital part of this process if knowledge is provided that is significant to policy questions (on costs, effectiveness, etc.), if it fits in with the overall political vision, and has distinct potential for practical implementation. Presently in the UK, policy on health inequalities is perceived as evidence-informed and is a national priority as reflected in key targets. There is however, restrictions of the evidence base for effective interventions. Despite all efforts made in the past decade to gather substantial evidence to tackle the present T2D health inequalities, one would ask why we still have an increase in the prevalence of T2D in this community. However, the report presented by Diabetes UK and the South Asian Health Foundation (2009) promotes a correlation of work in partnerships and vibrant partnerships to thrive among researchers and organisations alike, to operate towards accomplishing major improvements in the understanding of diabetes and its impacts on this community living the UK. The same strong information basis is necessary for any health policy or health programme on tackling health variations thus calling for reliable research (i.e. valid, timely with relevant information) on the extent an d causes of health inequality presented in the SAC. The health equity audits (HEAs) identify how fairly services or other resources are distributed in relation to the health needs of different groups. They use evidence on inequalities to inform decisions on investment, service planning, commissioning and delivery, health equity audits should help organisations address inequalities in access to services and in health outcomes, such as the inequalities experienced by these minority ethnic groups. The Audit Commission Patient Survey previously highlighted significant gaps in patient knowledge, understanding and confidence in managing diabetes, which were substantially more pronounced for ethnic minorities than the white population. The 2001 Census revealed that from 10 ethnic minority households, six did not have English as their main language. Facilities accessible are often unsuitable such as where language and cultural barriers between healthcare and patients has often resulted in misunderstanding or even no information given at all. The PCTs and their partner organisations are required to consider the particular needs of their population, taking into account various needs and priorities within each community as per the 2005-2008 NHS Planning Guidance. Health inequalities have been retained as a key priority for the NHS, as set out in the NHS Operating

The Emotions of Captivity in Psalm 137 Essay -- expressing anger, lame

The book of Psalms contains some of the most beloved pieces of scripture across centuries and cultures of this world. Psalms have been frequently cited is sermons, devotionals, movies, poetry, and songs. Most often, Psalms are attributed to King David of the 10th century BCE. But regardless of the authorship of the different psalms, each seem to carry a special place in describing human relationships to God, to country, to friends, to enemies and more. As time has progressed, certain psalms have become favorites because of their encouraging and uplifting messages, such as the timeless Psalm 23. However, other psalms are neglected in Christian circles because of the difficulty they present in interpretation. Often, these psalms are overlooked because of their themes of apparent anger, resentment, or wrath. These psalms are not as frequently preached on or discussed, despite the fact that many believers would readily quote 2 Tim 3:16, â€Å"All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the servant of God may be thoroughly equipped for every good work,† (NIV). What then must the believer say about these difficult psalms? Psalm 137 is one of a selection of psalms that is frequently difficult to discuss because of its content. The pericope begins with what may appear as a lament like any other in the book, but ends with horrifying imagery of a desired revenge. How does a believer give the proper respect due to the holy Scriptures among such vitriolic language? This paper will assert that proper interpretation of the following pericope involves careful attention to the historical and cultural background, structure, genre, and language of the written text. By... ...mans, 2000. McCann, J. Clinton. The Book of Psalms, The New Interpreter’s Bible. Nashville, TN: Abingdon Press, 1996. Ogden, Graham S. â€Å"Prophetic Oracles Against Foreign Nations and Psalms of Communal Lament: The Relationship of Psalm 137 to Jeremiah 49:7-22 and Obadiah.† Journal for the Study of the Old Testament 24 (1982): 87-97. Rodd, Cyril S. Psalms 73-150, Epworth Preacher’s Commentary. London: The Epworth Press, 1964. Savran, George. â€Å"How Can We Sing a Song to the Lord? The Strategy of Lament in Psalm 137.† Zeitschrift fà ¼r die Alttestamentliche Wissenschaft 112 (2000): 43-58. Schwartz, Stephen. â€Å"On the Willows,† in Godspell—A Musical Based Upon the Gospel According to St. Mathew. New York, NY: Arista Records, 1974. Youngblood, Ronald F., F. F. Bruce, and R. K. Harrison. Nelson’s New Illustrated Bible Dictionary. Nashville, TN: Thomas Nelson.

Smacdata Systems :: essays papers

Smacdata Systems It was hard to sleep, even though I was exhausted. For approximately a year and a half I was employed with a small PC manufacturing company, SmacData. Until my supervisor resigned it was a great job. Immediately after he resigned business quadrupled, we landed our first contract to build thousands of PC's. In the past we only built a few hundred PC's a month. This would have been a great opportunity, except for the presidents philosophy to work a few people to death at low wages and then hire fresh pe ople. At this time I had to decide whether to find a better job, quit , or stay and suffer. At first I really made an effort to manage everything, but when there was not a crisis, or constant chaos and production was under control; management thought that was the sign they where not pushing hard enough. In addition they were hiring people with little or no qualifications to assemble and service PC's. Of which I was responsible for the finished quality and the speed of production. I was working long hours seven days a week. It was very difficult to manage and train incompetent, and uninterest ed persons. On top of this some of the new employees would steal computer parts. This created an environment of constant scandal and accusation. If I ran short of worries I would entertain the thought of being accused of stealing and the police taking me away. Other stress creators included the companies habit of selling remanufactured parts as new, often times the quality of these parts was less than used parts. The better part of my job was becoming damage control as a result of these unscrupulous practices. It was at this point that I was losing sleep or not sleeping at all. Another trait of my new coworkers, was that they were very friendly to my face but behind closed doors they would do or say anything in their power to go against me or cause problems. Even so, most of the time my coworkers where manageable. Management had spent years perfecting the techniques of back stabbing, ways to cause discord, and fighting among employees. All of these issues made me seriously consider resigning. Unemployed I would be unable to pay my bills, and considerable debt. I was living on my own since I started at SmacData. During this same times my parents where in the process of

greek philosophy Essay -- essays research papers

Greek Religion is the beginning to Greek philosophy and the beginning to many great philosophers. The lack of stimulation that Greek religion is the main reason why the study of philosophy became so popular in Greek culture. Philosophy of religion was studied because people like Socrates did not understand why things were and why they had to be only that way. The lack of religion is what led to people and philosophers questioning the ethical choices people followed. Philosophy is a study of beliefs and knowledge by a group or an individual; the study of philosophy according to Socrates was supposed to lead man with knowledge that equaled virtue that eventually led to happiness. Philosophy was a way of living back in Greek culture. There were philosophers like Socrates, Plato, Arcamedies, and Aristotle that were constantly question why things happened and went against what was Greek religion. These men taught the Greek people to study philosophy and knowledge so it would free their souls. Socrates felt that mans soul was rational factuality but the soul was filled with irrational choices. Man needed to focus on what they could do to become truly pure and rational that would led them to there rational soul.  Ã‚  Ã‚  Ã‚  Ã‚   The Greek sophists were the professional educators in the poleis. It was these sophists that taught Greek men and boys to open their souls and become one with themselves. They mad them question everyday living and why things were there. A sophi...

Dorothea Orem’ Self-Care Deficit Theory of Nursing Essay

Description of key points of the theory The self-care deficit theory â€Å"provides a way of looking at and investigating what nurses do† (Blais & Hayes, 2011, p. 102). It speaks to activities that individuals can perform independently to maintain life, health, and wellbeing. The theory outlines the three different categories of self-care requisites – which is required by all individuals. It revealed that overtime there may be the need to obtain assistance, and making adjustments because of changes in health, development or body image. When there is a self-care deficit, an individual experiences health related limitations and at this point he or she is unable to perform tasks independently, and so he or she benefits from nursing care. However, the concept of the nursing system, allows nurses to support individuals according to his or her ability to perform personal care (Blais & Hayes, p. 102, 2011). Historical background Dorothea Orem was born 1914 in Baltimore Maryland. She began her nursing career in Washington D.C. and got her diploma in the early 1930’s (Nursing Theories, 2014). She developed the Self-care Deficit Nursing Theory –SCDNT in 1956 (Alligood, p. 261, 2010). Orem’s theory highlights self-care as a human need, and allows nurses to develop interventions to encourage self-care. The aim of the theory is to help individuals and their families to maintain control of their health during the continuum of life. The  general theory is referred to as the Self-care deficit theory of nursing and was first published in 1971 (Blais & Hayes, p. 102, 2011). Orem’s idea of an individual’s independence is manifested in her sub theories: self-care, self-care deficit and nursing systems (Kozier, Erb, Berman, & Snyder, 2004). The self-care theory is further broken down into four ideas: self-care – which refers to how individuals can help themselves, self-care agen cy – the potential of the person to perform care, self-care requisites – are the actions that are taken to perform self-care, and the therapeutic self-care demand – all the actions employed to maintain health (Kozier, et al, 2004). For persons who are unable to act as self- care agents, the nursing system adequately supports them so that their needs can be met. Explain how the selected theorist’s approach to each element of the metaparadigm applies to the following: Nursing practice Nursing education Nursing research Term Definition Applied to Nursing Practice Applied to Nursing Education Applied to Nursing Research Person According to Nursing Theories (2014), â€Å"In Orem’s nursing theory a person is defined as the recipient of care who has the potential for learning and development. A person can engage in deliberate actions, interpret experiences and perform beneficial actions† (para 2) With the use of Orem’ theory, the nurse is able to identify the patients’ developmental level and the care that is required. The theory allows autonomy for nursing as a profession through the continuous use of evidence based practice in decision making. Through education, balance is maintained in nursing practice. Patients are allowed primary control over their health although health care providers assist with education, promote and encourage healthy practices, and lifestyle modification. According to Bernier (2002) â€Å"Orem’s Theory guides nursing practice with theoretical concepts and goal setting providing a foundation upon which nurses can question the practice and expand the avenue for nursing research† (p. 384-90). Health Orem’s definition of health was similar to that of the World Health organization. (Nursing Theories, 2014). According to Nursing Theories (2014), health is â€Å"state of physical, mental, and social well-being and not merely the absence of disease of infirmity† (para 5). As the theory applies to health and the nursing practice, it reflects patients’ self-care limitations. However, it permits judgments to be made so that the appropriate plan of care can be created, administered, and the benefits reaped by the patients. The theory also allows patients to use self-care to maintain optimal health and independence while nurses perform primary evaluation and implement the nursing process to meet other needs in order of priority. The nurse has an important, and possible challenging role at this moment. However, to improve health, it is important that patients are educated about current illness and the plan of care that will be performed so that optimal health can be restored. Education on medication regimen is important because it encourages compliance with treatment and increases knowledge on maintenance of good health. Orem’s theory impacts health, and boost nursing research through the gathering and analyzing of patients’ data. The information that is collected is used appropriately to measure the nursing care that can be implemented to improve an individual’s health. Nursing Nursing is a personal service that help individuals to identify and develop ways to help or care for them self (Nursing Theories, 2014). Orem’ theory encourages patient – nurse relationship, care being the primary focus and  the ultimate goal is health restoration. It encourages patient’ independence while holistic care is administered through constant reassessments. A plan of care is implemented through evidence based practice, and a comprehensive assessment performed using the self-care requisites. Through supportive –education, nurses are able to strengthen patients as self-care agency. This is done primarily through teaching and guiding. Patients are encouraged to voice concerns, and together nurses and patients explore the most appropriate choices that will enhance the healing process. Nurses ensure that there is a collaboration by making self-care agents provide input into decision making. Through Orem’s control operations, nurses evaluate t he quality and quantity of self-care that the self-care agent is able to perform, and judge the effectiveness of the measures (Alligood, p. 268, 2010). Through evidence based practice, plan of care is revised, and corrective measures are put in place. Environment Environment is the surrounding of an individual that affects his or her capability to perform self-care tasks (Nursing Theories, 2014). Self-care is a learned behavior and it is influenced by an individual’s environment. For an individual to be able to perform self-care, he or she has to be in an environment that is conducive to such act, while he or she is provided with psychological support. To promote self-care, it is important that individuals are educated about their environment and tools that are available to help with the maintenance of health. Through education patients are able to practice self-care, while nurses monitor and regulate his or her actions. An individual’ health status is influenced by his or her environment. With the aid of the patient and involved family members, information about the individual’s environment can be gathered and the necessary plan of care implemented. References Alligood, M. R. (2010). Nursing Theory: Utilization and Application (4th ed.). Retrieved from University of Phoenix eBook Collection database Bernier, F. (2002). Applying orem’s self-care deficit theory of nursing to continence care: Part 2. Urologic Nursing, 22(6), 384-90. Blais, K. K., &  Hayes, J. S. (2011). Professional Nursing Practice: Concepts and Perspectives (6th ed.). Retrieved from University of Phoenix eBook Collection database. Kozier, B., Erb, G., Berman, A., & Snyder, S. (2004). Fundamentals of Nursing: concepts, process, and practice (7th ed.). Upper saddle River, New Jersey: Pearson Education, Inc., Nursing Theories. (2014). Biography of Dorothea Orem. Retrieve from http://nursingtheories.info/dorothea-orem-self-care-deficit-nursing-theory/ Nursing Theories. (2014). Dorothea Orem: Self Care Deficit Nursing Theory. Retrieve from http://nursingtheories.info/dorothea-orem-self-care-deficit-nursing-theory/

History of Cocaine

One of the most widely used illegal drugs in the United States is cocaine, and like many other drugs, it comes from a plant that has been used for thousands of years in other parts of the world. Cocaine comes from the coca leaf, a plant that has a long history in spiritual rituals. It used to be that in the Andean Indian culture, the coca plant was linked to a sacred goddess. These cultures believed that they had to please the coca goddess in order to have a successful harvest.The leaves of the coca plant were chewed or smoked to help these natives connect with spiritual beings, as well as provide magical protection and powers. Coca leaves were chewed only by the leaders or royalty. Over time lower classes were encouraged to chew the leaves to experience the benefits. Over the course of the next several years the American majority became more and more aware of the dangers of cocaine. As this problem got eventually so bad it came to no choice but to ban the social use of cocaine. This public pressure forced Pemberton to remove cocaine from Coca Cola in 1903.Eventually the public pressure became so great as to place a national prohibition on cocaine and in 1920 cocaine was added to the list of narcotics to be outlawed by the passing of The Dangerous Drug Act of 1920. Unfortunately with other drugs like heroin, the dangers of cocaine abuse were recognized by law makers after the fact. The market for cocaine had already been established into American history and culture and is with us today. Cocaine has had a rocky history in the United States. There has been much controversy about the connection between the United States government and cocaine dealers.There have been articles and books written about the CIA working with cocaine dealers to help win the war on communism. Others argue that the aggressive role the U. S. government played in banning the drug actually led to the smuggling of it into our country. In fact, it was the negative side effects of cocaine use t hat was responsible for the phrase, â€Å"dope fiend†. This came about because of the behavior of a person abusing cocaine for prolonged periods of time. Because cocaine is such a powerful stimulant, prolonged daily use of the drug creates severe sleep deprivation and loss of appetite.A person might go days or sometimes weeks without sleeping or eating properly. The user often experiences psychotic behavior. Coming down from the drug causes a state of depression for the person in withdrawal. This person can then become so desperate for more of the drug that they will do just about anything to get more of it, including murder. If the drug is not readily available the depression experience in withdrawal can become so great the user will sometimes become suicidal. It is because of this effect on the user that the word â€Å"fiend† became associated with cocaine addiction.

Pprf

Professional Project Handbook and Guidance 2011/12 The Professional Project Handbook and Guidance Booklet – 2011/12 Page 2 The Professional Project Foreword Please may I extend a warm welcome to those students studying the Professional Project (PP). We intend the Project to be a rewarding experience and one which encourages and supports you in your time at Newcastle Business School. This is a demanding element of your programme but one which we hope you will find engaging and helps focus on your future career. Wishing you well in your studies. Regards Dr. Simon Lillystone Module Tutor NX0315 – The Professional Project Handbook and Guidance Booklet – 2011/12 Page 3 The Professional Project Handbook and Guidance Booklet – 2011/12 Page 4 The Professional Project CONTENTS PAGE Page SECTION 1 – Introduction 7 SECTION 2 – Section A of Project 10 SECTION 3 – Section B of Project 11 SECTION 4 – Reflective Statement 12 SECTION 5 – Written Presentation Format 13 SECTION 6 – Reference Specifications and Format 18 SECTION 7 – Project Submission Information 20 APPENDIX A – Specimen Title page 3 APPENDIX B – Specimen Declarations Page 22 APPENDIX C – Specimen Contents Page 24 APPENDIX D – Ethics in Research & Consultancy (Guidelines & Procedures for Students Undertaking UG Projects) 25 Handbook and Guidance Booklet – 2011/12 Page 5 The Professional Project Handbook and Guidance Booklet – 2011/12 Page 6 The Professional Project SECTION 1 – INTRODUCTION Module Background Information The Professional Project is a 30 point module which will be taken by all direct entry final year students to an undergraduate programme of study at NBS. It counts for 25% of the marks on the final year of the Honours degree and its importance should not be underestimated. The module provides an opportunity to explore the key study competences required to achieve academic success and develop these into employment competences to promote career success. These competences will be developed, practised and written up as part of the Project and applied to an investigation of a business issue/problem. To support this individual investigation into an applied business problem or issue the student will be given a defined topic to research and relevant information relating to the topic. The information will be set in the context of an appropriate academic framework and the student will be expected to draw relevant conclusions, write up and submit the work in an approved format. The target length of the whole project will be 8,000 to 10,000 words. A workshop programme and eLearning Portal will support the process. Learning Outcomes This module is intended to be taken by direct entry final year students to an undergraduate programme of study at NBS. At the end of the module students will be able to: 1. Apply key intellectual competences at level six and critically appraise their employment competences to support continuing professional/career development 2. Conduct a literature review involving the critical evaluation of appropriate theories, models, frameworks and principles and apply those principles to a particular business problem or issue drawing appropriate inferences and conclusions. Aims The Professional Project promotes the development of key competences required to achieve academic and professional career success. These competences will be developed, practised, written up and applied to an investigation of a business issue/problem. The student will be supported in their learning by an eLearning Portal and a workshop programme. The student will be given guidance as to the nature of work to be undertaken in the workshop programme. The module will make use of current research activity related to the chosen subject and, where appropriate, to that specifically carried out by staff of Newcastle Business School. Formative assessment will take place within the contact sessions and may take place through tasks set and theory/practice related discussions including Handbook and Guidance Booklet – 2011/12 Page 7 The Professional Project research into career paths. Approaches to Teaching and Learning and Formative Assessment The module is intended to deliver knowledge of and attendance to the competences and abilities for effective study at level six together with entry to and participation within the graduate labour market. It provides an opportunity to undertake a major piece of academic research into a specific business related problem. The module necessitates a broad syllabus where much use will be made of directed study supported by the facilities of the Careers Service, Study Skills Centre and Library. This approach will facilitate the development of students as independent learners. The creation of Learning Sets will be encouraged to facilitate understanding of the issues and problems associated with the completion of the project. The process leading to the completion of the project will include reading, reflection and research. This will be incorporated into the workshop programme which will support the student throughout the process. It is intended that the project will be closely allied to their preferred field of employment. Through the project and workshop activities it is envisaged that students will appreciate the importance of active engagement in competences and career development to improve NBS graduate success in securing appropriate careers or future study opportunities The module is supported by a Learning and Teaching Plan that outlines the formal sessions and by an elearning Portal. The assessment for this module will be an individual project, incorporating the writing up of the student's understanding of personal and professional competence development and an investigation into an applied business problem or issue. The student will be given a defined topic to research and relevant information relating to the topic. The information will be set in the context of an appropriate academic framework and the student will be expected to draw relevant conclusions, write up and submit the work in an approved format. The target length of the whole project will be 8,000 to 10,000 words. The learning outcomes will be achieved through the lecture/workshop programme and will culminate in the completion of the final project. The project will demonstrate the student's understanding of the above learning outcomes. Formative assessment will take place within the workshop sessions and may take place through tasks set and theory/practice related discussions. Workshop Support Programme This is a taught programme with weekly workshops during the first semester followed by six workshops in the second semester. The Project will not be individually supervised. Instead the students will be expected to work in learning sets. However, it must be noted that the final project is to be an individual piece of work. Handbook and Guidance Booklet – 2011/12 Page 8 The Professional Project Recommended Reading List for Module Cottrell, S (2008) The Study Skills Handbook 3rd Edn Palgrave MacMillan Basingstoke Armstrong (2005) A Handbook for Leadership and Management: a guide to managing for results. Kogan London Toplis, J. Dulewicz, V. and Fletcher, W. (2005) Psychological Testing – a Manager's guide. CIPD London Cameron (2007) The Business Student's Handbook: learning skills for study and employment (available as an e-book) Bolles, RN (2008) What colour is your parachute? A practical manual for job hunters. Ten Speed Publishing Walliman, N (2001) Your Research Project Sage Publications Bell, J (2005) Doing your research project Open University Press Cottrell, S. (2008) Critical Thinking Skills Palgrave Basingstoke Jankowicz,A. D (2005) Business Research Projects Thompson Business Press Remenyi,D, Williams,B, Money,A & Swatz,E (2007) Doing Research in Business and Management Sage Publications Bryman,A & Bell E (2003) Business Research Methods Oxford University Press Price, G. & Maier, P. (2007) Effective Study skills – unlock your potential. Pearson Education McMillan, K. Weyers, J. (2009) The Smarter Student Prentice Hall / Pearson London McMillan, K. & Weyers, J. (2007) How to write dissertations & project reports Prentice Hall/ Pearson London Additional Learning Resources (e. g. websites, CD Roms) Blackboard Site The module is supported by the e-learning portal. It is imperative that the site is fully utilised by the students. Certain links t o psychological tests are available under the site which will be used to support the learning process. eLearning platform at Northumbria http://elearning. unn. ac. uk/ Handbook and Guidance Booklet – 2011/12 Page 9 The Professional Project SECTION 2 – SECTION A OF THE PROJECT The Project is intended to link personal and professional career development with an academic piece of work in the form of a literature review. The appreciation of professional, career and personal development should not be underestimated. It should provide evidence to support that development with critical reflection by the student. A series of psychometric tests are available via BlackBoard to support your self-analysis. The outline of Section A of the project should take the form seen below with supporting evidence shown in the appendices. Part 1: Who I am as a learner? †¢ †¢ Implications for your learning Family & friends to comment Discuss the implications of the questionnaire findings and show how these relate to how you learn. Appendix A – VARK, Myers Briggs, Belbin Inventory Part 2: Implications for career choice †¢ †¢ †¢ Lifelong learning Transferable skills Justify chosen career choice Discuss how your personality type and how you learn affect your choice of career Appendix B – curriculum vitae, two job adverts, a standard application form Appendix C – PowerPoint Presentation Handbook and Guidance Booklet – 2011/12 Page 10 The Professional Project SECTION 3 – TOPIC SELECTION (SECTION B) General topic areas will be defined by the nature of the programme e. g. , those students studying finance would be expected to focus their topic on this area. However, the selection of a final suitable question or issue for Section B of the Project rests with the student. In some cases ideas can be gleaned from many sources. Work placement experiences, aspired career paths, tutor research interests, course work and readings are just a few. Copies of recent projects may suggest ideas as well. Normally projects that are available for inspection have achieved a mark of 60% or more. It is intended that suitable projects will be made available on the Blackboard site. Originality The question or issue needs to be related to business or management or to the specific named degree the student is studying. It is the student's responsibility to verify that the title and the approach of the project are original. However, a student may not claim exclusive rights to a topic area. Guidelines for Suitable Questions The student can assume that the question as initially conceived will evolve as the project progresses. By evolve it is meant that the particular aspect of the question which becomes centred to the project may well change in one direction or another as the project progresses. This evolution or â€Å"fine tuning† of a question is quite usual and should be expected. The goal is to find a question which is general enough to be significant, but specific enough to become focused. In any event, the final title as established should not be changed without consent of the Project Supervisor. Handbook and Guidance Booklet – 2011/12 Page 11 The Professional Project SECTION 4 – REFLECTIVE STATEMENT A vital element of the project is critical reflection by the student. It is important therefore to produce a reflective statement which will link the two sections of the project together. This is a very important area of the project and should be a considered and well thought out element of the final piece of work. The workshops will provide guidance and support on critical reflection as part of the programme. Handbook and Guidance Booklet – 2011/12 Page 12 The Professional Project SECTION 5 – WRITTEN PRESENTATION FORMAT Length The total length of the project should not exceed 10,000 words. As a general guide Section A of the project should be between 3,000 and 4,000 words while Section B of the project should be between 5,000 and 6,000 words. The word count is to be declared (Appendix B). Summarising and compressing the information in your project into 10,000 words is one of the skills that students are expected to acquire, and demonstrate as part of the project process. The word count does not include abstract, title page, contents page, glossary, tables, appendices and end material. If the project is to be very much shorter (i. e. ess than 8,000 words), it is necessary to clear this in advance of the final deadline with your tutor. Some slippage is acceptable but anything in excess of 11,000 words will be penalised. Referencing It is the student's responsibility to see to it that all ideas, opinions, conclusions, specific wordings, quotations, conceptual structures and data taken directly or indirectly from the work of others and used in the project are appropriately cited and referenced. (THE IMPORTANCE OF PROPER REFERENCING – SEE SECTION 7 – CANNOT BE OVER EMPHASISED). Structure and Components TABLE OF CONTENTS Title page Declaration and Word Count Abstract (to cover both sections) Acknowledgements Contents Page List of figures Glossary (if appropriate) Section A Part 1: Who I am as a learner? Implications for your learning Family & friends to comment Part 2: Implications for career choice Lifelong learning Transferable skills Handbook and Guidance Booklet – 2011/12 Page 13 The Professional Project Justify chosen career choice Appendix A – VARK, Myers Briggs, Belbin Inventory Appendix B – Curriculum vitae, two job adverts, a standard application form Appendix C – PowerPoint Presentation Section B Part 1 Introduction Reason for choice of topic Academic objectives of Project Outline of sections Part 2 Setting the Scene – (if required) Part 3 Literature Review Rationale for literature reviewed Critical review of literature relating to academic objectives Part 4 References Bibliography Appendices A B C Reflective Statement Last Page o o It is useful to specify the last page so that the reader may ensure that no pages have been omitted in error. Summary and Conclusions Title – The title should be succinct yet clearly specify the content of the report. This should be descriptive and explicit rather than poetic or implicit. Twelve words is normally the maximum length. It should be agreed and finalised as part of the final draft. It may be different from the original proposed title. Acknowledgements – The student may wish to thank those people who have been particularly helpful in the preparation of the project. Consideration of persons external to the NBS is particularly appropriate. Facetious acknowledgements are not acceptable. Abstract – The purpose of the abstract is to summarise the entire project, including a description of the problem, the student's contributions, and conclusions. Four keywords are required. (See sample Appendix C. ) Handbook and Guidance Booklet – 2011/12 Page 14 The Professional Project Declarations and Word Count – To be included (See sample Appendix B). Do not forget to sign. No signature: No Mark. Introduction – The purpose of this section is to contextualise the study. This means that the significance or importance of the subject is set out. If there is no apparent importance to the study to any external reader, the topic may not be appropriate. Personal interest may inspire selection of the project topic, but ultimately, its mportance to others should be specified. This can often be done by positioning the project in relation to other work that has been published, either as an advancement, continuation, compilation or verification. This part should also tell the reader how the topic will be unfolded and the order of forthcoming material. Literature Review – A review of the current literature surrounding the q uestion or issue should provide a clear understanding. It should be up-to-date and relevant. Conclusion – This section explains the relationship between the body of knowledge and the question. It should present the case for the project's success in meeting its goals, as well as any shortcomings and limitations that apply. It may suggest further work or study needed on the question or issue, as well as ways the new work can be used or applied in other cases. It is not meant to be a summary or restatement of the entire project, which belongs in the abstract. If the student has developed any strong personal opinions about the subject which seem appropriate to relate, this is the place where such content is appropriate. Appendices – Often the concepts of the study can be clarified in graphic form, or data presented in tabular form. Normally, this material should be entered into the text at or near the place it is referred to in the text. Where such material would be inconvenient to include in the text itself, it can be included in an appendix. As a general rule, if figures, tables, charts or quotes are less than a full page and can be conveniently included in the text, you will want to do so, since reference to appendices is awkward for the reader. All such material, in the text or at the end, should be titled and sequentially numbered. Tabular material which is presented in landscape format should be bound with the top of the table to the spine. Appendices are labelled alphabetically, although if there is little such material and it is all of a similar nature, it may all be included in one Appendix. Appendices are referenced in text in parentheses (Appendix A) not (see appendix A). Writing Style The level of writing must be appropriate to the level of the Bachelor's degree. Specifically, acute attention should be paid to correct spelling, grammar, punctuation, sentence structure and clarity of style. Also, it is the student's responsibility to edit the text for typing errors, uncover all spelling errors even if the document is, typed by another party. Note that a spell-check programme does not uncover all spelling errors, e. g. principal v principle. Normally, there should be no first person references (I, we, us) in Section B of the project. If self-reference is required, reference may be made to â€Å"the present author† Handbook and Guidance Booklet – 2011/12 Page 15 The Professional Project or â€Å"this study†. The exception to this is in the conclusion section B and Section A, where personal comments may be appropriate. Students from overseas who wish to develop their English style and grammar may wish to make use of the Study Skills Centre. Page Layout Pages should be numbered in sequence at the top right hand corner, starting with and including the title page (Appendix A). Margins and headings: the specifications are 1? † left margin, 1? † on the other three sides. The page number should be above the top margin line. The right margin should be unjustified (left ragged), since the spacing between words used to make the right margin even inhibits readability greatly, while adding little aesthetically. Headers and footers are to be used with discretion. Please do NOT include your name in any header or footer. Tables and charts should be numbered in sequence by chapter, e. g. Table 3. 1 is the first table in Chapter 3. Each figure should be properly referenced and accompanied by a descriptive title which completely explains the contents of the figure. It is not acceptable to insert photocopies of tables into the body of the project. Tables should be word processed into the project. In broad terms this principle also applies to diagrams – no photocopies from books etc. There will, of course, be occasions when a photocopy of a table or a diagram is specifically required in order to illustrate points peculiar to the original. Use of such photocopies must be cleared with the supervisor. Similar principles apply to the appendices with regard to tables and diagrams. It is recognised that there will be circumstances (e. . a project on advertising) where photocopies are necessary. The project must be word-processed, and final copy must be printed single sided on A4 paper. Spacing may either be set at double or one and a half line spacing, depending on the machine used. Spacing greater than double spacing is not acceptable. The body of the project should be in Font size 12 (This is written Font Size 12) or similar. Arial is the pref erred font face. Legibility Both the draft and final copies of the project must be produced in such a manner that the text is entirely legible. This means an image suitable for good reproduction from a photocopier. Colour Printing Handbook and Guidance Booklet – 2011/12 Page 16 The Professional Project Black printing is the norm. Colour printing must be used with discretion. There are no extra marks for colour. The University makes no guarantee as to the provision of colour printing facilities. Retention of Working Papers The working documents (e. g. notes, any photocopies of articles used, drafts etc) used for your project MUST be retained by the student until formally notified of the award of their degree. As part of the NBS quality control a stratified sample of students will be asked by letter (after projects have been handed in) to submit their working papers. Please ensure you keep you working papers so that if called for they can be produced. The University tries to be reasonable over this. We do not expect you to keep every scrap of paper. We do expect you to keep the bulk of the important working papers. Thus students would normally (for example) be expected to include in their working papers some (but not necessarily all) successive drafts of the project. Any photocopies of library material etc you use should also be kept. Working Papers MUST be accessible. i. e. DO NOT pack them away in some inaccessible place such as luggage you are shipping home. If your project includes calculations, the working papers for those would be expected. And if your project includes a survey or questionnaire the original papers for those should be kept – along with names and addresses of any firms or individuals involved. Keep all computer based material in digital format, CD, etc. Production of â€Å"working papers† includes being able to produce the discs. Do not keep material on the hard drive. Failure to produce working papers when requested by the University to do so constitutes an Academic Irregularity, which may adversely affect the awarding of the students' degree. If it is not possible to establish, by inspection of the working papers, the sources of material in the project the award of the degree will be delayed until the matter is resolved. Handbook and Guidance Booklet – 2011/12 Page 17 The Professional Project SECTION 6 REFERENCE SPECIFICATIONS AND FORMAT Plagiarism and Citation The intellectual work of others which is being summarised in the report must be attributed to its source. It is assumed that all ideas, opinions, conclusions, specific wordings, quotations, conceptual structures and data, whether reproduced exactly or in paraphrase, which are not referenced to another source is the work of the student. If this is not the case, an act of plagiarism may have occurred, which is cause for disciplinary action at the course or University level. Plagiarism Please pay particular attention to originality and the proper acknowledgement of your sources. It is important that the work you submit: †¢ Is original in as far as the Project constraints allow †¢ Gives proper acknowledgement to any work by others which is used in completing your project Originality means that the project subject is presented in a way which differs from any other: †¢ Published works †¢ Study guides †¢ Projects/Projects of other students, past or present This does not preclude the use of the same material from wider reading (to support it with examples, or relevant opinions and ideas, or to place it within the context of existing knowledge). In fact, credit is specifically given for references in the assessment scheme. It does mean, however, that the sources of any such material MUST be identified. You should ensure that: †¢ Words or phrases taken verbatim from published works are placed in quotation marks and the source acknowledged. †¢ Quotations take the form of brief relevant extracts (only exceptionally exceeding 100 words in length). Where lengthier use of a published work is appropriate, you may summarise or paraphrase an author’s words, but the source of the summary or paraphrase must again be fully acknowledged by textual reference. Unacknowledged use of the work of others (plagiarism) is regarded as dishonest practice and will be dealt with on that basis, as per the University’s Regulations. Format in Text The format for reference styles is laid out in the Northumbria University Library publication Cite Them Right and is available on the UNN Website. Two styles of Handbook and Guidance Booklet – 2011/12 Page 18 The Professional Project referencing are defined, the British Standard (Numeric) System and the Harvard System. Please use the Harvard System for your project. A comprehensive discussion on referencing is laid out in the library's publication, which must be followed in detail. The following is a brief sample for illustration only: The Harvard (Name/Date) System uses name and year in text, e. g. According to Steinman (2003) there are three parts†¦ or A recent study (Steinman 2003) states there are three parts†¦ Direct quotes should have author, year and page number. This should be done as (Steinman, 2003:6) or Steinman (2003:6). If a quote crosses over pages you would write (Steinman, 2003:6-7). The purpose of the page reference is to enable the reader to find easily your source material. Particular points should also have page references whereas general themes from a complete article do not require the precise page number. Format in References Section The Harvard (Name/Date) System is listed at the end of the text in alphabetical order by author and date, e. g. Lafferty, B. A and Hult, M. T. (2001) A Synthesis of Contemporary Market Orientation Perspectives, European Journal of Marketing. Vol. 35:no. 12:pp. 2-109 Full specifications and examples are illustrated in the library's monograph. Referencing Electronic sources: e. g. from the World Wide Web should be as follows: PC MAGAZINE. URL: http//www. ziff. com/~ PC Mag/(date of downloading/viewing) (Name, Date (of article), Title) (i. e. as well as any date attached to a document on the web, electronic references should also include the date on which the web was read for the particular source). The citation for non English w orks should follow the same order as English works. For books: author, date, title of book, publisher. For articles: author, date, title of article, title of journal, volume and page numbers. Further details for other electronic referencing are in the Library's monograph â€Å"Cite them Right† Handbook and Guidance Booklet – 2011/12 Page 19 The Professional Project SECTION 7 – PROJECT SUBMISSION INFORMATION Projects are to be submitted to SHAPE UNN Office (room 309C) by no later than 4. 00 PM Friday 23rd March 2012. You must NOT exceed the deadlines given without an approved PEC. In exceptional circumstances late submission of the Project, up to a maximum of 2 weeks, may be sought. These must be approved in advance, with appropriate evidence, and are not meant to cover administrative difficulties. INCLUSION OF A DISK COPY OF THE PROJECT THREE CDs containing a complete copy of the body of the Project (appendices may be omitted as may diagrams within the body of the Project) is to be submitted along with the Project. The title page of the Project must be the first page on the disk. Non submission of a disk, or submission of a corrupt or blank disk will be regarded as an Academic Irregularity. Computer programmes are available which detect changes in grammar and style. The University uses such programmes as an aid in detecting plagiarism. Evidence from such programmes will be used in any disciplinary action taken by the University in cases of alleged plagiarism. Confidentiality This is regarded as an exceptional procedure and this must be agreed by the Tutor [who must be asked to the confidentiality form available on the blackboard site] and declared by the student to Reception on submission. The confidential Project will be pulped. If the confidentiality form is not submitted at hand in the Project will be regarded as non-confidential. It would be prudent to also state that the Project is confidential in footer on each page of the Project. Binding Requirements for Undergraduate Projects All Projects are bound in standard Business School covers. Students are required to submit TWO copies of the completed project. Newcastle Campus Projects submitted at Newcastle campus are submitted bound in standard Business School format. Handbook and Guidance Booklet – 2011/12 Page 20 The Professional Project Please note the Declarations statement must be signed and all pages in the correct order before taking the copies of the Project for binding. The procedure is: †¢ †¢ †¢ Pick up binding materials from SHAPE UNN office. Take the binded copies and CDs along to SHAPE UNN office by no later than 4. 00 pm on or before your hand in date with your Disc. Sign on the submission log sheet at the Reception to signify you had submitted the Project on time. Failed Projects A failed Project may or may not, depending upon the student's overall performance, be re-submitted. That decision is made by the Examination Board. If a student's performance merits a re-submitted Project according to the assessment regulations such that it would enable a student to improve upon the class of degree awarded the University (i. e. Examination Board) will invite the student to re-submit their Project. The student may accept or reject this offer. The Examination Board may direct that a new and unrelated topic be investigated. Any student whose Project falls into this category is so advised via the standard University Examination results letter sent at the end of the summer term. That letter will state whether re-submission is invited or not. Re-submitted Projects are submitted following the same process as described for first submission. The fees payable will be notified to students in their offer to retrieve and students should note that they will need to pay for the binding of this resubmission. Supervision is limited to one 20 minute meeting with the original tutor who will review the problems with the original submission. Mark Disclosure It is impossible for the prospective mark which a Project might achieve to be accurately estimated before a Project is formally marked. Every Project is marked and a sample is moderated. Some are marked a third (or more) time(s) either by External or Internal Examiners. The mark attached to a Project is a result of this process. It is therefore simply not possible for a tutor to give a definitive view as to exactly what standard a Project might reach. This does not, of course, preclude a tutor giving general guidance as to the calibre of the students work, but such guidance should be given and taken with due consideration to the above and can not be considered a binding assurance . Students will receive a copy of the completed assessment sheet following the conclusion of the examination boards. Handbook and Guidance Booklet – 2011/12 Page 21 The Professional Project APPENDIX A Proforma Note: This information must fit within the outline shown so that it will be visible through the window in the front cover. Please ensure your family name is in BLOCK CAPITALS NAME This is the position of the window in the front cover sheet Thomas JONES BA (Hons) Business Administration Helen Smith The Ethics of Advertising April 2009 Newcastle DEGREE TUTOR TITLE DATE O CAMPUS STUDENT No: 00/123456 Project submitted in partial fulfilment of the requirements of the BA (HONS) BUSINESS ADMINISTRATION of Northumbria University Handbook and Guidance Booklet – 2011/12 Page 22 The Professional Project Appendix B DECLARATIONS I declare the following:(1) that the material contained in this Project is the end result of my own work and that due acknowledgement has been given in the bibliography and references to ALL sources be they printed, electronic or personal. (2) the Word Count of this Project is: Section A: †¦Ã¢â‚¬ ¦. Section B: †¦Ã¢â‚¬ ¦.. Reflective Statement: †¦Ã¢â‚¬ ¦. Total Word Count: †¦Ã¢â‚¬ ¦.. (3) that unless this Project has been confirmed as confidential, I agree to an entire electronic copy or sections of the Project to being placed on Blackboard, if deemed appropriate, to allow future students the opportunity to see examples of past Projects. I understand that if displayed on Blackboard it would be made available for no longer than five years and that students would be able to print off copies or download. The authorship would remain anonymous. 4) I agree to my Project being submitted to a plagiarism detection service, where it will be stored in a database and compared against work submitted from this or any other School or from other institutions using the service. In the event of the service detecting a high degree of similarity between content within the service this will be reported back to my supervisor and second marker, who may decide to undertake further investi gation which may ultimately lead to disciplinary actions, should instances of plagiarism be detected. 5) I have read the University Policy Statement on Ethics in Research and Consultancy and the Policy for Informed Consent in Research and Consultancy and I declare that ethical issues have been considered and taken into account in this research. SIGNED: 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Handbook and Guidance Booklet – 2011/12 Please remember to sign the declaration before submitting your Project. Page 23 The Professional Project Appendix C TABLE OF CONTENTS Title page Declaration and Word Count Abstract (to cover both sections) Acknowledgements Contents Page List of figures Glossary (if appropriate) Section A Part 1: Who I am as a learner? Implications for your learning Family & friends to comment Part 2: Implications for career choice Lifelong learning Transferable skills Justify chosen career choice Appendix A – VARK, Myers Briggs, Belbin Inventory Appendix B – Curriculum vitae, two job adverts, a standard application form Appendix C – PowerPoint Presentation Section B Part 1 Introduction Reason for choice of topic Academic objectives of the Project Outline of each part Part 2 Part 3 Setting the Scene – if required Literature Review Rationale for literature reviewed Critical review of literature relating to academic objectives Part 4 References Bibliography Appendices: Reflective statement Last Page o o It is useful to specify the last page so that the reader may ensure that no pages have been omitted in error. Handbook and Guidance Booklet – 2011/12 Page 24 Summary and Conclusions The Professional Project Appendix D Ethics in Research The Northumbria University policy for ethics in research is to be found on the NBS Research Group Blackboard site. Checklist for NBS Students designing and conducting primary research Completely based on secondary data which has previously been published, is desk based and does not involve people in data collection? NO Does your research involve engagement with people in primary data collection? e. g. interview, focus group, questionnaire etc. YES YES There are not normally ethical issues to address. However you should remain ethically aware. Please ensure that you have not breached plagiarism or copyright regulations and have adequately referenced your material Handbook and Guidance Booklet – 2011/12 You should not involve children or vulnerable adults in your research (other than authorised exceptions with CRB checks) If researching in an NHS context, please discuss ethical approval with a representative from your workplace and gain advice from your supervisor/School Ethics Sub Committee before proceeding Read the policy on informed consent: http://northumbria. c. uk/static/worddocuments/informe dconsent and gain consent from the organisation and people involved. Use implied, verbal or written consent and complete, where appropriate, an informed consent form (available on Blackboard) Read guidelines and address anonymity/confidentiality in research design and writing up: http://northumbria. ac. uk/static/worddocuments/ethicsp olicy. doc Read guidelines on data protection : http://northumbria. ac. uk/sd/central/uso/ndp/nudpp Ensure that you have NOT used inducements to obtain participants Page 25