Cell phones Essay

First, cell phones are impersonal and rather anti-social. If a kid were using their phone to text during class all the time, they would not need to be as good at actually talking to others, which would degenerate social skills, which are very important in life for jobs, creating good family relationships, and making and keeping friends. It is not just about safety or reassurance. Yes, I want my kids to call each morning when they arrive at school and each afternoon when they leave, and there are so few pay phones anymore on which to do that. However, my children’s lives are also enriched by the freedom to travel to a variety of extracurricular activities or social engagements without an adult chaperone. That is only possible because an adult is just a phone call away. If children are not allowed to keep their cell phones during the school day—off and in their backpacks or lockers—the school system is governing my parenting and my children’s behavior during non-school time. The affecting school has no such right. Besides, teachers should be teaching, not spending precious time tagging and bagging confiscated electronics. Secondly, the mobile phones can be a distraction to the students if the school allows them to bring. For instance, during lesson time, it is known that students cannot use it when the teacher is teaching. Some students may just use it underneath their desks or behind their textbook and ultimately this will affect their grades. Lastly, bringing mobile phones to school will only increase the temptations of other students to steal the phones. As some students have the newest, latest phones like the ‘iPhone 4s’ and ‘Samsung Galaxy S2†², some bad students may keep a look out and might steal from them. Not only will the victim be disheartened, the thief will think that he or she will be able to get away from it every time. However, there are some reasons why mobile phones should not be banned in schools. For example, if there is a family emergency like the student’s grandma is in the hospital, or his or her house caught fire, their parents will be able to contact them. In addition, it would certainly be distracting for the teacher trying to talk over student’s who are talking when they are. One of the best ways to get in trouble during class is to talk when the teacher is talking, for it district’s the teacher, the student, and their classmate’s; if cell phone  were allowed in school, they would increase the amount of time students are talking when they don’t need to, making the class more difficult to teach, take longer, and be less educational. Cell phones could also provide a means of cheating on tests. Almost all cell phones have texting, and kids have become good at texting without being caught. It would be easy for kids to text each other the answer’s to test’s during testing session’s if everyone is allowed to use their phone during class. If teachers ask what students are doing, they can just say that they are texting their mom. These days, mobile phones are everywhere on the streets. Mobile phones are not what they used to be for only calling or texting. Now, there are games, music and camera functions available in a mobile phone. Hence, I agree that mobile phones should be banned in schools, as there are disadvantages of students bringing their phones to school. Firstly, bringing their mobile phones to school is troubling matter. As students might misplace their mobile phones in the school canteen or their classrooms and forget them. There may be dishonest students who will take the mobile phone and not report it to the discipline head. This is one of the reasons why mobile phones should be banned. In a society where almost everyone over the impressive age of thirteen carries a cell phone, pager, or both, many school systems have banned these items from school grounds. Why? Many say it is due to the powerful ‘potential problems’, such as texting during classes. Others say it is because they interrupt the learning environment. Whatever the reason the powerful school boards give, should cell phones really be banned from school premise? In a day and age where everyone relies heavily upon modern technology for communication, cell phones are a good thing to have, especially for high school students. Many students have after-school activities, such as a sport or a club that they participate in after school hours, when most people, including the office staff, have already gone home for the day. The students need a way to contact their parents during and after these activities, and vice versa. If cell phones were banned from school grounds, even just during school hours, how would the kids contact their parents afterwards? With only one or two phones in the spectacular office or on a coach, having thirty or more students per activity coming in to use the phone one after the affecting other is just ridiculous. It would take hours, something that would take minutes overall if the kids each had their own cell phone. The board, principals, and teachers alike are concerned that if cell phones are allowed in school, there will be problems with texting in class. The solution to this is to make a rule that says cell phones have to be off and put away during school hours. If a student is caught texting in class, have the teacher take up the phone for the spectacular day, or maybe even until the next day. This seems like a reasonable compromise, because that way the kids are still able to contact whomever they need to after school, but are free from distractions during the day. So that they can call and let their parent’s know to come pick them up after a sport is over. So if they are sick or they are not felling so well so that their parents could come and pick them up if they do not feel so good. Cell phones, while they might seem like nothing but a distraction and a safety hazard for school across the country, are in actuality quite the opposite. Banning cell phones from the school premises will only ever have detrimental effects. As long as there is a sensible rule in place, such as †Students are required to leave cell phones off and out of sight during school hours†, there is no chance of distraction’s or of safety hazards because of them. After all, there is probably more of a chance a kid will trip and fall than the chance of a cell phone being a distraction when it is turned off, is not there. However, cell phones can also be used for less important reason’s, such as excessive amounts of texting. One big issue concerning cell phones and teenagers is the use of cell phones in school. Many teenagers believe that cell phone’s should be allowed in school, during class. However, cell phones should not be allowed during school, because they would provide distractions for students and teachers, allow for cheating on tests, and for other social reasons. If a student’s cell phone rang during class, it would obviously distract him from the class and whatever the teacher is teaching. If this continued, it could prove detrimental to that student’s education. In conclusion, considering all the reasons, I strongly stand with that mobile phones should be banned as it is a distraction to the students and their phones might be stolen. Should there be an emergency, the parents can call up the school and the school can immediately inform the student. Thus, mobile phones should be banned in schools. It would be quite distracting for those student’s, and for their classmate’s. Cell phones also can cause social â€Å"problem’s†, which would only increase if cell phones were allowed in school.

Individuality in 20th Century Art Essay

20th Century art has spawned great art forms. Its evident transformation had triggered the question of whether or not the development was caused by the pure genius of the artist or by the preceding art that he was born into. This essay will discuss how the artists of the 20th century have made art almost indefinable (Nicolas Pioch, The 20th century) by looking into the quotes of Immanuel Kant (1790) and Andre Malraux (1953), as well as looking at some actual works before and after 1950 which would illustrate that art has clearly become an expression of an artist’s emotions and thoughts as honed by the past. As individuality steps in, we will closely look at how an individual’s person is actually affected by his experiences and orientation on various aspects of his existence such as how he could have been raised, how he may have been exposed to previous artworks and the like. Immanuel Kant, in his quote from the Critique of Judgment (1790) had clearly defined genius as, â€Å"a talent for producing that for which no definite rule can be given†. I believe that this is like how scientists are referred to as geniuses, they have defied popular beliefs or what had actually become a norm for their time or era. They would produce materials that are not usual for the majority. Similar to this, I believe that such was also the case as he may have found that an artwork, which proved to be unique for its genre, is already a product of a genius. A good example of what was said to be a work of a genius was that of Vincent Van Gogh’s Starry Night and Donatello’s Crucifix (images shown in the Documentation). These were considered unique and were painted outside the what was considered as standard during their time or era, as these works had clearly defied the usual idea of what our usual picture of the heavens is (Starry Night) as well as the common picture of how Christ was crucified. Texture of these creations also scream of individuality as was the case with Van Gogh’s work. As was said by I. Kant, â€Å"originality must be its primary property† for an art to be considered as the work of a genius. It is clear he meant that it was something that was not usually done but did not deduce it to not being influenced at all by artworks that came before them. Instead the focus was on how they have made their creations different from the others without necessarily straying from the same idea or thought. Like in Van Gogh’s work, there had already been paintings depicting the heavens at night but its form and texture as well as the colors utilized were clearly out of the ordinary and had been very original despite the presence of previous artworks that had been made. On the other hand, Andre Malraux’s, â€Å"The Voices of Silence† (1953) compared artwork to a child that matures. Meaning that art basically evolves. It does not necessarily veer away from its contemporaries but is created from what he may have experienced. Like a child that may have learned to walk more carefully after acquiring a scratch from a fall, an artist was also said to rise from their own conflicts and the achievements of their predecessors. A person that may have lived within a war-torn era may create an artwork that depicts what he had witnessed, at the same time picking out best practices from works that were previously done by others and using them as inspiration to put his experience or what he had witnessed into a work of art. As such, A. Malraux was right about picking them out â€Å"from their struggle with the forms that others have imposed on life†. We note though, that experiences do not necessarily remain within the context of a person’s personal struggles but can derive thoughts from their successes as well or the comfort that they may have had. A classic example is Jose Manuel Merello Arvilla’s â€Å"bodegon electrico†, which depicts Spain’s colorful yet subdued culture evident in the shades and texture utilized. Similar to this is Vijendra Singh Devra’s painting of a three-part series called the Blue Night, where the texture was actually smooth and the contrast was stark that may be an evidence of the painter’s experiences or social status. It may not be easy to defy the norms. An artist is faced with the risk of being singled out either as great or poor. The genre of which the artwork is in defines the product that the artist creates. As mentioned in â€Å"Necrophilic Logics and the revolt of the imagination†, http://www. geocities. com/kk_abacus/carp. html: A split between the rational and irrational is constructed by every rational system; each rationality creates a corresponding irrationality, that which does not fit inside of it. Therefore, each rational system has inherent limits. To break out of a rationality, one must also be capable of conceiving of that which lies beyond the limits of that system. Rational systems can be useful tools but they can also become mental prisons. There is a slim demarcation between the subconscious and the imagination of a person as it says that both are something that goes beyond the inherent limits of man’s rationality. As such, it is clear that an artist’s genius is based on how he creates a unique description of what he has undergone or experienced as well as his absorption of what had been proven effective and successful for other artists as well.

Grading Summary Essay

Question 1. Question : (TCO A) The Financial Accounting Standards Board employs a â€Å"due process† system, which: has all CPAs in the United States vote on a new statement. enables interested parties to express their views on issues under consideration. identifies the accounting issues that are the most important. requires that all accountants receive a copy of financial standards. Points Received: 5 of 5 Question 2. Question : (TCO A) The cash method of accounting  is used by most publicly traded corporations for financial statement purposes. is not in accordance with the matching principle for most publicly traded corporations. often is used on the income statement by large, publicly held companies. All of the above Question 3. Question : (TCO A) Which of the following is an ingredient of relevance? Verifiability Completeness Neutrality Predictive value Question 4. Question : (TCO A) The characteristic that is demonstrated when a high degree of consensus can be secured among independent measurers using the same measurement methods is relevance. reliability. verifiability. neutrality. Question 5. Question : (TCO A) Which of the following is not a basic element of financial statements? Assets Balance sheet Losses Revenues Question 6. Question : (TCO A) Which basic element of financial statements arises from peripheral or incidental transactions? Assets Liabilities Gains Expenses Question 7. Question : (TCO A) Which basic assumption may not be followed when a firm in bankruptcy reports financial results? Economic entity assumption Going concern assumption Periodicity assumption Monetary unit assumption Question 8. Question : (TCO D) Balance sheet information is useful for all of the following except to compute rates of return. analyze cash inflows and outflows for the period. evaluate capital structure. assess future cash flows. Question 9. Question : (TCO D) The amount of time that is expected to elapse until an asset is realized or otherwise converted into cash is referred to as solvency. financial flexibility. liquidity. exchangeability. Question 10. Question : (TCO A) The quality of information that gives assurance that is reasonably free of error and bias and is complete is relevance. faithful representation. verifiability. neutrality. Question 1. Question : (TCO D) The basis for classifying assets as current or noncurrent is conversion to cash within the accounting cycle or one year, whichever is shorter. the operating cycle or one year, whichever is longer. the accounting cycle or one year, whichever is longer. the operating cycle or one year, whichever is shorter. Question 2. Question : (TCO A) What is FASB Codification? Explain in detail. Instructor Explanation: The codification takes the statements and other pronouncements and arranges the information by topic. Per the FASB, the new system will 1. reduce the amount of time and effort required to solve an accounting research issue; 2. mitigate the risk of noncompliance with standards through improved usability of the literature; 3. provide accurate information with real-time updates as new standards are released; and 4. assist the FASB with the research and convergence efforts required during the standard-setting process. Question 3. Question : (TCO C) At Ruth Company, events and transactions during 2010 included the following. The tax rate for all items is 30%. (1) Depreciation for 2008 was found to be understated by $30,000. (2) A strike by the employees of a supplier resulted in a loss of $25,000. (3) The inventory at December 31, 2008 was overstated by $40,000. (4) A flood destroyed a building that had a book value of $500,000. Floods are very uncommon in that area. What would the effect of these events and transactions on 2010 income from continuing operations net of tax be? Instructor Explanation: $25,000 – $7,500 = $17,500 Question 4. Question : (TCO C) For the year ended December 31, 2010, Transformers Inc. reported the following. Net income $60,000 Preferred dividends declared $10,000 Common dividend declared $2,000 Unrealized holding loss, net of tax $1,000 Retained earnings, beginning balance $80,000 Common stock sold during the year Retained earnings, beginning balance $80,000 Common stock $40,000 Accumulated Other Comprehensive Income, Beginning Balance $5,000 What would Transformers report as the ending balance of retained earnings? Instructor Explanation: $80,000 + $60,000 – $10,000 – $2,000 = $128,000 Question 5. Question : (TCO C) Madsen Company reported the following information for 2010. Sales revenue $510,000 Cost of goods sold $350,000 Operating expenses $55,000 Unrealized holding gain on available-for-sale securities $40,000 Cash dividends received on the securities $2,000 For 2010, what would Madsen report as other comprehensive income? Instructor Explanation: Other comprehensive income = $40,000 Question 6. Question : (TCO B) Allowance for doubtful accounts on 1/1/10 was $50,000. The balance in the allowance account on 12/31/10 after making the annual adjusting entry was $65,000, and during 2010, bad debts written off amounted to $40,000. You are to provide the missing adjusting entry. Please indicate DR (debit) or CR (credit) to the left of the account title, and place a comma between the account title and the amount of the adjustment. Instructor Explanation: DR Bad Debt Expense 55,000 CR Allowance for Doubtful Accounts 55,000 Ending balance $65,000 Beginning balance 50,000 Difference 15,000 Written off 40,000 Adjustment $55,000 Question 7. Question : (TCO B) Allowance for doubtful accounts on 1/1/10 was $75,000. The balance in the allowance account on 12/31/10 after making the annual adjusting entry was $60,000, and during 2010, bad debts written off amounted to $30,000. You are to provide the missing adjusting entry. Please indicate DR (debit) or CR (credit) to the left of the account title, and place a comma between the account title and the amount of the adjustment. Instructor Explanation: DR Bad Debt Expense 15,000 CR Allowance for Doubtful Accounts 15,000 Ending balance $60,000 Beginning balance 75,000 Difference -15000 Written off 30000 Adjustment $15,000 Question 8. Question : (TCO B) Allowance for doubtful accounts on 1/1/10 was $60,000. The balance in the allowance account on 12/31/10 after making the annual adjusting entry was $55,000, and during 2010, bad debts written off amounted to $40,000. You are to provide the missing adjusting entry. Please indicate DR (debit) or CR (credit) to the left of the account title, and place a comma between the account title and the amount of the adjustment. Instructor Explanation: 12/31/10 Ending Balance 55,000 1/1/10 Beginning Balance 60,000 Adjustment -5,000 Written off 40,000 Adjusting entry 35,000 DR Bad Debts Expense, 35,000 CR Allowance for Doubtful Accounts, 35,000 Question 9. Question : (TCO B) Prepaid rent at 1/1/10 was $30,000. During 2010, rent payments of $120,000 were made and charged to â€Å"rent expense.† The 2010 income statement shows as a general expense the item â€Å"rent expense† in the amount of $125,000. You are to prepare the missing adjusting entry that must have been made, assuming reversing entries are not made. Please indicate DR (debit) or CR (credit) to the left of the account title, and place a comma between the account title and the amount of the adjustment Instructor Explanation: DR Rent Expense 5,000 CR Prepaid Rent 5,000 Rent expense $125,000 Less cash paid 120,000 Reduction in prepaid rent $5,000 Question 10. Question : (TCO D) Which of the following should be reported for capital stock? The shares authorized The shares issued The shares outstanding All of the above Question 11. Question : (TCO D) An example of an item that is not an element of working capital is accrued interest on notes receivable. goodwill. goods in process. temporary investments. Question 12. Question : (TCO A) Financial information exhibits the characteristic of consistency when expenses are reported as charges against revenue in the period in which they are paid. accounting entities give accountable events the same accounting  treatment from period to period. extraordinary gains and losses are not included on the income statement. accounting procedures are adopted which give a consistent rate of net income Question 13. Question : (TCO D) The current assets section of the balance sheet should include machinery. patents. goodwill. inventory. Question 14. Question : (TCO D) Houghton Company has the following items: common stock, $720,000; treasury stock, $85,000; deferred taxes, $100,000, and retained earnings, $313,000. What total amount should Houghton Company report as stockholders’ equity? $848,000 $948,000 $1,048,000 $1,118,000 Instructor Explanation: General Feedback: b. $720,000 – $85,000 + $313,000 = $948,000.

Early Patient Contact Essay Example | Topics and Well Written Essays - 7500 words

Early Patient Contact - Essay Example The Family Case Study will give you the opportunity to work both independently and within a small group. You will establish a professional relationship with your assigned family, allowing you to obtain demographic, social, and health and development information, and to observe human behavior and family dynamics. The Health Care Symposia will take place on designated days during the semester. You will have the opportunity to hear, discuss and reflect on the experiences of patients and family members who have experienced and coped with a disease, disability or addiction. Your class will be divided into groups of approximately seven to eight students. Each group will be assigned to a family physician tutor. Each group will consist of two to three groups of students, and your smaller group will be assigned to a family to visit There will be a group leader for each group of nine students, and this student will have responsibility for liaising with the family physician and arranging a suitable tutorial time. IT IS IMPORTANT THAT ONLY ONE STUDENT, THE GROUP LEADER, MAKES CONTACT WITH THE FAMILY PHYSICIAN. It is then the responsibility of each student in the group of nine to make contact with the group leader and to clarify specific arrangements which have been made with the family physician for the tutorial. Similarly, each subgroup of students will have a designated group leader, who will make contact with the family, and the other members of this small group should clarify (with that student) what visiting arrangements have been made. Your first visit will be to the expectant mother/ family and your second visit should take place in the postnatal period. Both visits will be preceded by a tutorial with your family physician tutor (in your group of nine) and clear aims/ objectives can be discussed at these tutorials.

TSCA VS REACH VS CEPA Essay Example | Topics and Well Written Essays - 250 words

TSCA VS REACH VS CEPA - Essay Example The TSCA laws and regulations majorly deal with control of exposure to toxic substances from industries to the environment as asserted by Girard, Day and Snider (2010). The TSCA restrictions provide control over exposure from substances relating to food, drugs, cosmetics and pesticides among others. In addition, they have authority requiring recording keeping, testing requirements, restriction to chemical substances and reporting the findings to make a decision. On the other hand, REAC regulations aim to improve protection of human health and the environment by identifying earlier, any key properties of chemical substances. Majorly, REAC applies to the exclusion of potential risks substances imported or manufactured in the EU. CEPA was a Canadian Environmental Registry enacted in 1999 as contained in Girard, Day and Snider (2010). CEPA is an act that concerns about pollution prevention and protection of the environment with attention to human health. CEPA exercises its mandate to protect the environment where any threats of serious and irreversible damage or lack of full scientific certainty on a product enforces pollution prevention approaches. Therefore, CEPA takes preventive and remedial measures to protect and enhance the restoration of the environment for sustainable development as explained by Girard, Day and Snider

Mechanism for leading and managing change Essay Example | Topics and Well Written Essays - 750 words

Mechanism for leading and managing change - Essay Example t be evidence of improvements in or an intention to improve the effectiveness of the client system.† In this regard, organizational development is the comprehensive change made within the corporation as well as the follow through to see that it is enacted effectively. The client represents the aspect of the corporate system that is experiencing the organizational development, a process that is enacted by the organizational development leaders. This essay considers these aspects of organizational development in relation to mechanism for leading and managing change within the Apple Corporation. When considering these factors of change with regards to the Apple Corporation it’s important to consider the corporate structure and leadership model that is currently in existence at the company. Apple, Inc. is vertically integrated in regards to their business model, with their hardware and pre-installed software. The company follows a traditional corporate model with Chief Executive Officers (CEOs) leading the organization, followed by the directors, executives, and a variety of lower level employees. They select candidates from the campuses of the various educational institutes of repute or higher through the website of the company and the department of human resource of the company. The company is divided into five distinct management divisions that function in conjunction to develop products; in addition there are four distinct departments that function to promote these newly developed products, as well as advance the already established Apple, Inc. merchandise. The bu siness contract with Apple, Inc is primarily based upon ‘Short Term Purchase Agreement Request’ that remains valid for six months and becomes due for further renewal. Since the company’s inception there have been significant and frequent levels of organizational development, with various times throughout the 1980s witnessing drastic shifts in corporate differentiation, and in the late 1980s

Choose from the attachment Essay Example | Topics and Well Written Essays - 2500 words

Choose from the attachment - Essay Example A case in point is the Japanese philosophy of life; the Japanese history was mainly impacted by religion including Shinto, which is the primary religion of Japan, Buddhism from India and Confucianism the Chinese way of life. A significant number of modifications and transformations have been experienced in the world and to the manner in which individuals live and labor. It has established new opportunities and developed new impacts on the universe. Globalization is a great upsurge of transformation that has influenced the universe. The influences have been increasing over the world, particularly to the non-western region where the excessive transformations had occurred at least twice amid westernization and upgrading. Impacts of globalization rapidity are because of the fast advancements on technology, information, as well as on finances. This paper has main objectives of demonstrating the criticism of globalization and its impacts on the local diversity. Impacts of Globalization on Local Diversity Currently, people live in a world in which media; regulation, companies, markets, and research in sciences are global, cosmopolitan, as well as multiethnic. A significant number of individuals are becoming apprehensive of this present world order, fearing that it is being developed on the victories of one or another person, or culture or status. Certainly, the procedure of globalization interrupts delicate nations and interrupts customary identities, however, globalization does not essentially imply uniformity. Undeniably, in some reverences globalization promotes and permits differences. For instance, nearly each city of any size in the entire world currently provides residences the choice of food inclusive of French, Italian, Chinese, and Thai among others. Multiculturalism is all over the universe in all sectors including education, finance, and computer production business among others. It is stated that even a number of world`s ethnic individuals have linked to an international relationship that shares information by technology. The conception of multiculturalism pursues ways in which such values could get on with indulgent and identify one another. In addition, globalization has also had an impact on local politics, where they are being reconfigured along lines of local diversity. The new pattern of globalization will continue to be in existence. Nevertheless, in order to achieve this, it is vital to attain a new dimension, a worldwide agreement to implement controls, payments, and assessments while allowing the unrestricted movement of business. Therefore, every country must embrace a system that has excellent information and international collaboration in order to guarantee security that will be able to avert an international financial slowdown, and be in a position to defeat violence. Thus, globalization in some cases has resulted into insecurity within the local setting thus interfering with the local diversity. Accordingly, global tr ading and the radical expansion of global markets have massively affected the economy of the world, particularly in the user growth in the whole world affecting the values, dialectal and communication, as well as the standard of living of people. The forces of globalization are becoming a big threat to cultural variances in society and customary ways of life. Globalization or the increase in the scope and size of human connection, collaboration, and interdependency is inevitable.

Research Paper Example | Topics and Well Written Essays - 2000 words - 8

Research Paper Example although Bear-Stearns investment firm analysts claim that the US illegal immigrant population "may be as high as 20 million people." (Illegal Immigration) Every year millions of people sneak illegally into another country by crossing the border line, this is very common in United States of America. This is called illegal Immigration, in other words, people who do not have work permit or any kind of permission from the government to come and stay in that particular country. The same affects the health facilities in the country and negatively impacts the overall healthcare facilities in the USA. Research has found that illegal immigration affects the citizens of that particular country, especially the poor people and the legal immigrants. It is also found that the taxes paid by these illegal immigrants are far less than the services received by them. Countries like United States of America are trying their level best to counter this by increased border patrol but this is not only reason for illegal immigration, most of the cases occur because of people who overstay even after their visa is expired. United States of America provides Medicaid facilities to the legal and illegal immigrants but this results in a very big loss for the economy of the country because the people take undue advantage of the same by overstaying in the hospitals even after recovery. The Medicaid policies depend on state to state but there are some states in America which provide the young children and elders requiring medical attention with great facilities like free drugs, free nursing and proper med ical attention. Of late the federal law has brought in many restrictions to keep a check on the illegal immigrants, this also ensures a strict check on the money spent on the public welfare. Some of the services provided by Medicaid to the people are Vaccine for the children, rural health care services, transportation services and these are just a handful of many services provided by the

Healthy Grief Essay Example | Topics and Well Written Essays - 1000 words - 2

Healthy Grief - Essay Example son when faced with pain, still lengthened or severe grief may impose negative effects on a person’s health and may also result in some serious issues. As humans we have the ability of building strong affections, attachments and relationships with others. The breaking of these bonds may result in strong emotion reaction. It is the responsibility of the health care professionals to understand in depth the process of grievance and also provide support to the people undergoing this process and work toward bringing such people back to the normal life. This paper takes into account the comparison between the grief process defined by the writer Elizabeth Kubler-Ross and also the relationship that exists between grief process and joy. Finally the paper ends with defining one’s own method of handling grievance and how my experience has helped me to change my view about it. There are five stages of grief that has been outlined by Elizabeth Kubler-Ross which are anger, bargaining, depression, denial and finally acceptance. Kubler-Ross also explains the fact that not every stage is experienced by every person nor do they experience the discuss stages in the same order. The grievance model presented by the Kubler-Ross is considered effective for the purpose of understanding and also dealing with grief. It is also being used in Europe and United Sates from the medical point of view. However there is no doubt about the fact that the whole coping with grief mechanism can be linked to religion and most significantly with faith. The model present by Kubler-Ross effectively explains the psychological and the technical basis of grievance. However, it fails to explain that why some religions and cultures approach grief in their own different and unique ways. For example in the Holy Bible we see that several times the prophets as well as the apostles have turn to God blaming Him, questioning Him and even bargaining with God out of desperation and despair. The Tibetan Buddhists

Treatment of Autism Research Paper Example | Topics and Well Written Essays - 2500 words

Treatment of Autism - Research Paper Example It is shown by the fact that identical or monozygotic twins have more chances to get the disease than do the dizygotic twins or the siblings. Conditions affecting the language skills are more prevalent in the family of the patient. Other chromosomal and neurological disorders are also present in the family with autism. Other factors which can also prove causative include; Diet, changes in the digestive tract, metal poisoning specifically with mercury, metabolic disorders in which the body is not able to utilize the vitamins and the minerals and hypersensitivity to some of the vaccines. There are a group of people who are of the view that mercury is a part of some of the multi dose vaccines as thimerosal so in their opinion these vaccines can cause autism but this a misperception as The American Academy of Pediatrics, and The Institute of Medicine (IOM) has agreed to the fact that all the children who are currently diagnosed as autism’s patients, vaccination is not the cause of this disease in a single case even. It should also be considered that the benefits of the vaccination outweighs the disadvantages so vaccination should not be discontinued on account of diseases like autism as most of the vaccines are single dose prescription and thimerosal is not a constituent of any of the single dose vaccine. Treatment: B. F. Skinner who was a psychologist showed that the patients who are diagnosed cases of autism can benefit maximum from participating in Applied Behavior Analysis Training which is also known as ABA training; though there are other treatment strategies also available for the management of autism patients but ABA training proves to be much superior than the other treatment modalities. The cost of using this technique as the treatment modality should be brought into consideration before initiation of the therapy. ABA Training: It is also known as Intensive Behavioral Intervention. There are differences between these two kinds of therapy but most o f the parents as well as layman usually consider both of these as a form of intense treatment plan which primarily includes careful observation and studying the patient usually the affected child and the treatment mainly applies the principles of Operant Conditioning which was1st presented in the theories presented by B. F. Skinner. A study of the children affected by autism was carried out by Ivar Lovaas in 1980’s and it was evident from the results of the study that main principles of ABA can be used in a program designed to treat the patients of autistic disorders. This study showed marked improvement in the patients of autism if these techniques are used in a proper manner. There are many techniques which are currently the part of ABA management system and one of the principle techniques is Discrete Trial Teaching (DTT) which is used extensively nowadays. The main aim of this technique is to maximize the learning process in the affected children and it is useful in the de velopment of most of the skills e.g. cognitive, social, behavioral, fine motor, play as well as it can also be used to accelerate the ability of the children to help them at times. DTT usually involves the fragmentation of the main skill into several sub skills and then each sub skill is taught to the children intensely at a time. In actual practice, repeated sessions are planned with the child and involve prompting and then the prompt is faded to make sure the successful learning of that particular skill by

The security threats and their strategic implications Essay

The security threats and their strategic implications - Essay Example Although the application of technology in different activities and practices in organizations is associated with a lot of benefits, there are also security threats that go hand in hand with it (Balogun and Hailey, 2004). This piece of work examines the security threats suffered by organizations that utilize social networking networks and the strategic implications they have on the particular organizations. The essay also tries to identify the means and approaches adopted by organizations in their effort to achieve strategic change using ICTs, the key issues associated with the approaches, and practical examples of effectiveness of the ICTs in bringing about strategic change through case examples, (Coca-Cola Company Ltd.). There is a lot of relevant literature from research undertaken in this field which can help us in the understanding of this topic more specifically the security threats associated with social network applications and their implications in organizations. According to Jenny (2010), social networking is a tool that has helped organizations meet their goals for instance through the establishment of business contacts. Jenny also names the four best social networking free applications as the Fishbowl, Flexamail, Tweetdeck, and Microsoft Silverlight 4 client for Facebook. Fishbowl is an application that helps in the integration of social networking with the computer desktop. Flexamail on the other hand allows for easy access of different social network sites like Facebook and Twitter while Tweetdeck.

The view that assisted suicide is an act of compassion Essay Example for Free

The view that assisted suicide is an act of compassion Essay Assisted suicide can be an act of compassion because it relieves immense suffering both for the patient and the family. Thinking that it is purely about pain is naà ¯ve, in reality terminally ill patients fear the loss of independence, dignity and function more than pain. Pain can be managed, but other regressive symptoms cannot. When considering this issue, utilitarianists think about quality of life as well as quantity of life. Sometimes assisted dying may be necessary to produce the greatest amount of happiness. There is little to be gained from keeping someone alive when they are dependent on machines to carry out basic functions. Ultimately suicide is a tragic but conscientious moral choice. For some patients euthanasia will be seen as the ultimate expression of autonomy in that they determine the time and mode of their dying. It may be the only thing left they are able to control. If we have the right to life it follows that we should also have the right to die in our own terms. To force someone to continue living against their will could be considered torture. Society’s views are changing regarding assisted suicide, which is demonstrated even by the change in language used. The media now refers to it as assisted dying, or mercy killing. Although it remains illegal in the UK, the public opinion is gradually changing. Even some Christians believe that it can be a charitable act. Paul Badham, an Anglican priest, wrote a book in favour of assisted suicide for both social and economic reasons. However, the Christian Medical Fellowship dismissed it: â€Å"The highly selective and infrequent use of the Bible, the pick n mix theology, the fundamentalist view of human autonomy, and the slapdash use of Church history do not constitute a Christian case at all.† On the other hand, many believe that assisted suicide is not an act of compassion. These views are usually influenced by Christian teaching. The Bible speaks much about God’s control of when we die, such as Job 14:5: â€Å"Since his days are determined, The number of his months is with You; And his limits You have set so that he cannot pass.† There are cases of people seeking assisted suicide in the Old Testament, but these requests tend to come from disobedient characters such as Saul. Furthermore, just because the Bible records an event does not mean God approves of it. Christians would instead promote palliative care as a better option. Furthermore, opponents of assisted suicide often cite the slippery slope argument. We are descending into a culture of death. Many opponents would fear that even the strictest of legislation would gradually be opened up until assisted suicide is available on demand. This has already been witnessed with abortion. Legislation that was supposed to only allow it in exceptional cases has been revised to a point where it is available on demand. Finally, assisted suicide is not an act of compassion because it breaks down professional and legal norms. Doctors are supposed to be preservers of life, not bringers of death. It would transform the job description of a doctor. Assisted suicide is contrary to the Hippocratic oath, which sets forth certain ethical standards for doctors – including, â€Å"you will exercise your art purely for the cure of your patients.† To conclude, our opinion on any form of suicide will depend on how we see our own bodies. Are they mere disposable tools, or do they have a higher, divinely ordained purpose? To quote Dignity in Dying, â€Å"An assisted dying law would not result in more people dying, but in fewer people suffering.†

The First Generation Currency Crisis Model Finance Essay

The First Generation Currency Crisis Model Finance Essay Reinhart, 1999). A currency crisis is an episode in which the exchange rate depreciates substantially during a short period of time. The models in this literature are often categorized as first-, second- or third-generation. FIRST GENERATION CURRENCY CRISIS MODEL: The classic first-generation models are those of Krugman (1979) and Flood and Garber (1984). It is a model without uncertainty. It states that, traders speculate against fixed exchange rate in order to profit from an anticipated speculation. Speculative attacks in this framework are inevitable and respect an entirely rational market response to persistently confliction internal and external macroeconomic targets. In first-generation models the collapse of a fixed exchange rate regime is caused by unsustainable fiscal policy. A hallmark of first-generation models is that the government runs a persistent primary deficit. This deficit implies that the government must either deplete assets, such as foreign reserves, or borrow to finance the deficit. The key ingredients of a first-generation model are its assumptions regarding purchasing power parity (PPP), the government budget constraint, the timing of deficits, the money demand function, the governments rule for abandoning the fixed ex change rate, and the post-crisis monetary policy. Burnside, Eichenbaum and Rebelo argue that their model accounts for the main characteristics of the Asian currency crisis. This explanation of the Asian currency crisis stresses the link between future deficits and current movements in the exchange rate. In first-generation models the government follows an exogenous rule to decide when to abandon the fixed exchange rate regime. The things to note about this model of currency crisis are- The root cause of the crisis is poor government policy. The source of the upward trend in the shadow exchange rate is given by the increase in domestic credit. The crisis, though sudden, is a deterministic event: the crisis is inevitable given he policies and the timing is in principle predictable. The first generation currency crisis model seen to do no harm. In this model, there is no effect on output, but even a richer model will not generated a real economy slump in the aftermath of a first generation currency crisis model. The crisis determination is a future policy stances that investors foresee, not the one observed in the past. The importance of policy choice in deciding to quit the fixed exchange rate regime. There was no mechanical link between capital flight and abandonment of the peg. There was no obvious trend in long-run equilibrium exchange reate. There was no evidence of irresponsible policies in any of the country involved. SECOND GENERATION CURRENCY CRISIS MODEL: The logic of this model is the interactions between expectations, macro economic trade-offs and decisions. This class of model is characterized by multiple equilibria and the interactions between market expectations and policy outcome can lead to a self-fulfilling crises. As long as the peg is credible this is the price the government is willing to pay because there are political and/or long-run economic goals. In second-generation models the government maximizes an explicit objective function (Obstfeld, 1994). This maximization problem dictates if and when the government will abandon the fixed exchange rate regime. Second-generation models generally exhibit multiple equilibria so that speculative attacks can occur because of self-fulfilling expectations. It differs with the first generation models in- 1. No irresponsible policy. 2. No predictability of the crisis and 3. If the country leaves the peg, there is no negative impact on employment and output. Since the monetary policy constraint is removed and the result is positive in terms of short-run macroeconomics benefits. 2. MORAL HAZARD Moral hazard is a situation in which one party in a transaction has more information than another. The party that is insulated from risk generally has more information about its actions and intentions than the party paying for the negative consequences of the risk. Moral hazard arises because an individual or institution does not take the full consequences and responsibilities of its doings, and therefore has a tendency to act less carefully than it alternately would, leaving another party to hold some responsibility for the consequences of those actions. Moral hazard also arises in a principal-agent problem, where one party, called an agent, acts on behalf of another party, called the principal. EXPANDED GOVERNMENT GUARANTEES FOR BANK LIABILITIES: Government provision of a financial safety net for financial institutions has long been a key element of the policy response to crises and the current crisis is no exception. This particular crisis is fairly severe however, so governments have felt obliged to go beyond the usual support measures, moving to expand existing guarantees and to introduce new ones, in some cases quite markedly. Valuation problems are also complicit in the duration of the problems. These and other related actions (such as loss sharing arrangements for assets and capital injections) appeared to have avoided a further loss of confidence on the part of market participants, by raising the likelihood that retail depositors and other creditors would continue to provide a stable source of funding for banks, thus reducing the threat of insolvency of these entities. Thus, these actions have bought time, with limited if any upfront fiscal costs. Actually, just like financial guarantee insurance companies, the governm ent earns a small fee from the debt issuer for lending out its top credit rating. There are nonetheless potentially substantial costs associated with these measures. Even if guarantees do not generate significant upfront fiscal costs, they create large contingent fiscal liabilities, as well as other potential costs that may arise as a result of distortions of incentives and competition. In recognition of this situation, the discussions of financial safety net issues at the past CMF meeting concluded that, going forward, policy makers need to consider the issue of exit strategies from expanded guarantees. Another important issue related to the additional guarantees is their pricing. In this respect, the premise of the discussion in the present note is that potential distortions should be limited to the extent that government guarantees are priced appropriately. By contrast, distortions are more likely to arise where guarantees are offered at prices that appear to be substantially low er than market or some form of fair prices. It has long been known that financial intermediaries whose liabilities are guaranteed by the government pose a serious problem of moral hazard. The U.S. savings and loan debacle is the classic example: because depositors in thrifts were guaranteed by FSLIC, they had no incentive to police the lending of the institutions in which they placed their money; since the owners of thrifts did not need to put much of their own money at risk, they had every incentive to play a game of heads I win, tails the taxpayer loses. WORKING OF CIRCULAR PROCESS IN REVERSE TO CAUSE ASSET PRICES COLLAPSES The mechanism of crisis involved that same circular process in reverse: falling asset prices made the insolvency of intermediaries visible, forcing them to cease operations, leading to further asset deflation. This circularity, in turn, can explain both the remarkable severity of the crisis and the apparent vulnerability of the Asian economies to self-fulfilling crisis which in turn helps us understand the phenomenon of contagion between economies with few visible economic links. Asian economies experienced a noticeable boom-bust cycle not only in investment but also or even especially in asset prices. Presumably this reflected the fact that assets were in imperfectly elastic supply. The easiest way to do this is to imagine that the only available asset is land, which cannot be either created or destroyed. Again, let us initially consider a two-period model. In the first period investors bid for land, setting its price. In the second period they receive rents, which are uncertain at the time of bidding. But now suppose that there are financial intermediaries, once again able to borrow at the world interest rate (again normalized to zero) because they are perceived as being guaranteed. And also as before, we assume that owners need not put any of their own money at risk, but that competition among the intermediaries eliminates any expected economic profit. The result is obvious: intermediaries will be willing to bid on the land, based not on the expected value of future rent but on the Pangloss value in this case 100. So all land will end up owned by intermediaries, and the price of land will be double what it would be in an undistorted economy. 3. MORAL HAZARD CAUSE A DEADWEIGHT SOCIAL LOSS The phenomenon of undertaking risky and often corrupt loans and transactions, but knowing that if the gamble fails someone else (usually the state) will pick up the tab, is known as moral hazard. In the table 1, two alternative investments are available. One yields a known present value of $107 million; the other will yield $120 million if conditions are favorable, but only $80 million if they are not. The good state and the bad state are equally likely, so that the expected returns on this risky investment are $100 million. However, the owner of the financial intermediary knows that while he can capture the excess returns in the good state, he can walk away from the losses in the bad state. So if he chooses the safe investment he gains a sure 7; but if he chooses the risky investment he gains 20 in the good state, loses nothing in the bad state, for an expected gain of 10. Thus his incentive is to choose the risky investment, even though it has a lower expected return. And this distortion of investment decisions produces a deadweight social loss: the expected net return on the invested capital falls from $7 million to zero. 4,5, 6 7. DIFFERENCES BETWEEN THE EXPECTED VALUE OF LAND RENT AND ITS CORRESPONDING PENGLOSS VALUE. There is a two period model to explain land value. In the first period, investors bid for land and setting its price. In the second period they receive rents, which are uncertain at the time of bidding. The financial intermediaries will be willing to bid on the land, based not on the expected value of future rent but on the Pangloss value. So all land will end up owned by intermediaries, and the price of land will be double what it would be in an undistorted economy. In an undistorted economy we can solve backwards for the price. The expected rent in period 3, and therefore the price of land purchased at the end of period 2, is 50. The expected return on land purchased in period 1 is therefore the expected rent in period 2 (50) plus the expected price at which it can be sold (also 50), for a first-period price of 100. This is also, of course, the total expected rent over the two periods. Now suppose that intermediaries are in a position to borrow with guarantees. Again working backwa rd, at the end of period 2 they will be willing to pay the Pangloss value of third-period rent, 100. In period 1 they will be willing to pay the most they could hope to realize off a piece of land: the Pangloss rent in period 2, plus the Pangloss price of land at the end of that period. So the price of land with intermediation will be 200 in period 1 again, twice the undistorted price. It seems, then, that the multi-period version of the model, in which part of the return to investment depends on the future prices of assets, makes no real difference to the distortion of those prices imposed by guaranteed intermediaries. However, this result changes in a dramatic way once we allow for the possibility of changes in the financial regime that is, if we believe that moral hazard may be a sometime thing. 8. KRUGMANS MODEL JUSTIFICATION ON OCUURANCE OF SELF-FULFILLING FINANCIAL CRISIS Using a signalling approach-based EWS model, this paper has attempted to provide more empirical evidence on the causes of the 1997 Asian financial crisis, with a view to discriminating between the two hypotheses of weak fundamentals and investors panic. The results show that the overall composite leading index of the EWS model issued persistent warning signals prior to the 1997 crisis in not just a few, but all of the five countries most affected by the crisis. This finding appears not to square well with the investor panic, market overreaction and regional contagion postulate. Instead, it lends support to the hypothesis that weaknesses in economic and financial fundamentals in these countries triggered the crisis. First, in most countries under consideration, there were appreciations in the real exchange rate against both the US dollar and the basket currencies of their major trading partners. The real appreciations appeared to have contributed to the deteriorations in these countri es trade and current account positions. Second, there were apparent problems in the capital account, as indicated by persistent warning signals by the ratio of M2 to foreign reserves in the case of Indonesia, and the ratio of foreign liabilities to foreign assets of the banking sector in Indonesia, Malaysia, and Thailand. Third, there was strong evidence of excessive growth of domestic credit, particularly in Korea, Malaysia, Philippines, and Thailand. Last, there was also evidence of deteriorations in the real sector in most countries, and the burst of asset price bubbles, especially in Korea and Thailand. The fact that all these individual leading indicators issued warning signals prior to the 1997 Asian crisis indicates that they had reached the critical levels that historically had often triggered currency crises, lending further support to the weak fundamentals hypothesis. 9. EXPLANATION OF ASIAN CRISIS 1997 BY KRUGMANS MODEL The crucial point here is that capital is not so much interested in aggregate growth rates as sectorial profitabilitythus a growing economy might still experience declining profitability in certain sectors which in turn can scare off financial capital and possibly later productive capital. However, in East Asia, this would have meant hundreds of banks and finance houses being forced to shut downthreatening not only the financial system of Asia, but also institutions across the globe with which they have myriads of dealings. The credit crunch that followed led to massive layoffsthis is the classic paying for the crisis. The East Asian crisis does shed light on developments in the world economy which make it highly likely that similar crises will erupt in the future. Such developments relate to the deregulated nature of world financial markets, so that the triggering mechanism of a crisis may be financial (currency devaluations, runs on banks, etc) even though the ultimate origins lie in the real economy . This is not to deny that financial panics may also emanate in situations where there has been no significant deterioration in the real economyabove all on the profit rates. Hence when profits start to dip, or are likely to fall below expectation, a careful calculation needs to be madeeither stay with the gamble or move elsewhere. In regard to direct investment, the decision naturally cannot be acted upon with immediate effect, but in financial markets exiting from markets can be done almost instantaneouslyand this potentially accentuates the stampede and contagion. Evidence suggests that the origins of financial instability in East Asia do indeed reside within the real economyabove all in the falling returns on investment.

Parenting Styles And Their Effect On Children Behavior Education Essay

Parenting Styles And Their Effect On Children Behavior Education Essay Early years of learning in a childs life is believed to make a significant difference in the way they develop and go on to learn throughout their lives (Kim, 1999). Developmental psychologists have been making research about the role played by parents and its impact on child development. However, developing a cause-and-effect link between parents behavior and brought up and its impact on child behavior and attitude is a relatively tough task. This can be proved from the fact that children who share a home and are brought up in the same environment, under same circumstances may develop a remarkably different personality than one another. A parenting style is a psychological concept based on regular strategies that parents use while raising their children. There are several different theories and concepts about the best and perfect ways to raise a child. Parenting style plays an important role in raising a child. Baumrinds theory about parenting identifies four distinctive parenting st yles and is complimented by a well-supported and organized progression of ideas. All these tend to cover different parenting techniques worldwide and have contrast with Baumrinds theory. Parental responsibilities start soon after the birth and play a significant role and leave an impact on childs overall life. Most of the parents usually develop their own parenting style usually based upon amalgamation of factors such as childrens temperament and parenting style influenced by their own upbringing, what they observed in other families, what they have been trained and the surrounding culture. There is no hard and fast rule about parenting. It usually evolves with the passage of time as children grow up and develop their personalities. The quality of parenting is an important influence on childrens intellectual, emotional and social development ( Nevid, 2009). How parents put in effort to respond and correct their children greatly impacts how they progress individually and socially. A childs development process is influenced by several factors, for instance, the people and situations he comes into close contact and interaction. Parents influence is the greatest on a chi lds development. The positivity as well as negativity in a childs attitude and behavior is because of parents brought up and parenting style. In 1960s a very famous theory about parenting was developed by Diana Baumrind. This theory was based upon three parenting style named authoritative, permissive and authoritarian. Later, another vital factor named uninvolved was added by Maccoby and Martin. Diana adopted a broad and well managed way to study on more than 100 preschool-age children. She used several approaches using naturalistic observation, parental interviews and other research methods. This broad study helped her to figure out and recognize four important aspects of parenting which include disciplinary strategies, warmth and nurturance, communication styles and expectation of maturity and control. The three parenting styles found out by Diana were based upon these dimensions. According to authoritarian parenting style, parents expect their children to strictly follow the rules and regulations set by them. Parents tend to punish their children if they fail to obey them. Authoritarian parents fail to give any explanation or reason for the rules imposed by them. If a child asks for explanation, the simple reply is, Because I said so. Usually these parents are less responsive and have high demands and expectations. According to Baumrind, these parents are obedience- and status-oriented, and expect their orders to be obeyed without explanation ( Rosenfeld, 2007). Such parents expect complete cooperation from their children and are not at all tolerant about the rules and regulations set by them. They expect maturity on the part of children and are very less interactive with their children. Children of such parents are usually focused in studies and tend to make good grades. They develop the habit of staying out of troubles. A negative impact of this parenting s tyle is that the children are not socially developed as they are never motivated and encouraged to give and develop opinions. They are shy and unconfident, and lack decision making power. This make them less interactive and negatively affect their decision making power. Second parenting style is known as authoritative parenting. This is a relatively democratic style of parenting as the parents are responsive and receptive towards their children. They are usually willing to respond to the questions of their children. Moreover, they are more encouraging and forgiving parents rather than punishing ones in case the child does not come up to their expectation. Baumrind suggests that these parents monitor and communicate clear standards for their childrens conduct. They are forceful, but not aggressive and restrictive. The disciplinary methods adopted by them are supportive. They want their children to be confident as well as socially responsible ( Rosenfeld, 2007). This style ensures healthy development among children because they are taught to abide by rules and regulations in a positive way. They are allowed to asked questions and develop personal opinions. Children of such parents are socially interactive and confident as they have the habit of develo ping opinions. They are self-assured. Third parenting style suggested by Baumrind is known as Permissive parenting. These types of parents are often referred as tolerant parents and they tend to make fewer demands to their children. These parents are less concerned about disciplining their children as they have low expectations of adulthood and self-control. According to Baumrind, permissive parents are more receptive than demanding. They are less concerned about culture and are soft. They do not require mature attitude, allow significant self-regulation, and avoid conflict ( Rosenfeld, 2007). They are friendly with their children. Parents in this case intend to be their childs friend then being a disciplinary figure. Parent-children communication is encouraged. Children raised by indulgent parents have developed self-confidence, healthier social skills and lower levels of depression. All these factors in turn develop a positive and optimistic attitude in individuals. The negative impact of such parenting style is that a childs emotional development is harmed and damaged. He does not matures in this area. Last category of parenting added by Maccoby and Martin is known as uninvolved parenting. These parents are usually less demanding, less communicative and less responsive. They manage to fulfill the basic needs and necessities of their children but overall, they are less attached to their children. In some cases, these parents are ignorant to the extent that they may even ignore the needs and necessities of their children. Such parents are ambivalent to their childs necessities and desires. They are neglectful about their children. As parents are less demanding and do not intend to make rules for their children, hence children lack communication, encouragement and praise. Children of such parents develop negative features in their personalities and lack confidence. They are not socially active and confident because less compliance demand by parents stunts their social growth. They are never educated about handling different situations, hence cognitive growth is negatively affected. These parenting styles have a significant impact on childrens psychology. The study of 100 preschool children helped Baumrind to develop the impact of parenting on children. For instance, Authoritarian parenting styles normally result in obedient and respectful children, who are quiet skillful, but they rank lower in happiness and social capability. On the contrary, Authoritative parenting style results in happy and socially capable children. Thirdly, Permissive parenting often results in children who face problems with power and usually show poor and weak performance in school. Lastly, uninvolved parenting styles have the lowest rank among all the categories of parenting. As these children are ignored by the parents so they grow as individuals with less self-control, low self-esteem and are less capable and skilled as compared to their peers. Another important aspect of parenting style is that the adolescent behavior is an important measure that can have a significant influence on parenting style. For instance, if a child breaks a curfew, both parents adopt a measure to deal with the child in order to enforce an action. Hence, childs behavior has a major influence on the parenting style adopted by parents. A cooperative and motivated child is more probable to have parents who adopt an authoritative parenting attitude. On the other hand, an unhelpful, immature and careless teen may be more expected to provoke a parenting style that is authoritarian or uninvolved parenting style. Overall attitude of the child tends to evolve parenting style of the children. It is commonly practiced on the part of the parents that they change their parenting habits with time. Few parents are more rigid with elder children and less rigid with younger ones. Hence, the time period, changes in culture and environment and changes in circumstances evolves the parents as well as their parenting style. Ethnicity is another vital aspect that can have an influence on the parenting style. It has been observed that authoritative parenting style is more prevalent among white families as compared to others. On the other hand, authoritarian parenting style seems to be more common among ethnic minority families. The basic reason behind this influence is the impact of culture and parental beliefs. For instance, ethnic minority families usually live in dangerous neighborhoods where life isnt secure so parents tend to adopt authoritarian behavior as it stresses upon parental control and compliance. In this scenario, this style of parenting is necessary for the safety of the children. There are other measures as well that can significantly influence the parenting style. For instance, internal factors like lack of sleep and mood, external factors such as work stress and duties and childs personality and attitude. All these factors play a vital role on parenting style adopted by parents. According to the overall study of different parenting styles authoritative parenting is considered the most effective with fruitful and positive impacts on childrens overall brought up as compared to other three parenting styles (Pressley McCormick, 2007). Now the question arises, what makes authoritative parenting the best one among all? Many reasons can be listed such as warm and receptive attitude of the parents towards the children result in a comfortable environment at home. As the result of this comfort provided at home, children usually develop a positive approach towards life. Children of the authoritative parenting style are usually self-sufficient, self-controlled, and content, hence they have an optimistic attitude overall. They develop personal opinion; interact with peers in an effective and efficient manner. They can handle situations in a wise manner. They gain all necessary skills because of the parenting style adopted at home. Overall surrounding and culture can have a vital impact on the parenting style. Research has shown that most of the Chinese parents adopt authoritarian parenting style ( Zimmerman Schunk, 2011). Chines parents are strict about rules and regulations; unnecessary freedom is not granted to Chinese children and parents are usually strict about the code of conduct and ethics. One of the major reasons behind this parenting style being prevalent in Chinese parents is basically the one child policy imposed by the government. It restricts all Chinese families to have only one child. As a result of this policy, all the attention of the Chinese parents is focused on their only child, hence they want to see perfection in their upbringing and they tend to adopt this parenting style. It leaves no room for failure on the part of parents. Secondly, the culture of China promotes hard work, so parents in China intend to raise bright and intelligent children who can excel in life thus they adopt autho ritarian parenting style. Thus the parenting style of China is similar to the authoritarian style of Diana Baumrinds theory of parenting. It has the similar outcomes among Chinese children as discussed above in Baumrinds theory. Chinese children adopt almost all the measures of Baumrinds authoritarian theory. Similarly a sample of 408 students was studied to determine the parenting style commonly practiced in Canada. Parental Authority Questionnaire, the Perception of Parental Reciprocity Scale, the Social Provisions Scale-Present Version and parental interviews were conducted to measure students and parents upon various scales to judge their relationship with their parents to figure out the parenting style being practiced. The research showed that authoritative parenting is the style commonly practiced in Canada ( Shaw, 2008). This study determined that Canadian parents are more tolerant. They seem to have authoritative parenting style. Canadians have a relatively democratic style of parenting as the parents are responsive and receptive towards their children. They are usually ready to respond to the questions of their children. They are less punitive and coercive. Although Canadian parents are concerned about rules and regulations but they are forgiving in case a child fails to abide by the rule or come up to the expectation of the parents. The disciplinary methods adopted by them are kind. Hence the features of authoritative parenting style of Baumrinds theory is seems to be practiced in Canadian culture. Based on past research, all three dimensions of authoritative parenting (connection, Regulation, and autonomy granting) seem to exist in the context of Japanese culture (Golombok, 2000). There is an old Japanese proverb, there is no treasure that surpasses a child. Japanese hold a high respect for childhood period and consider it a cherished and valued period in the human life cycle. This way of thinking among Japanese develops thinking that children are innocent and naturally good. Environment tends to affect them in later years of life. This belief develops a view among Japanese that parenting is like caring for a plant that must be carefully cultivated, skilled and pruned as it rises. Most of the children in Japan are greatly dependent upon mothers. It is a common practice in Japan that mothers performs most of the tasks of their children which includes decision-making about hobbies, education and career paths. Thus most of the Japanese children are obedient and dutiful towards th eir parents. Parenting in Japan is closely associated with understanding with parents specially mothers. Most of the mothers in Japan are so close to their child that they establish a relationship wherein mother and child have a collective mind rather than two separate, individual minds. They use this understanding and closeness to teach their children about morals, values, ethics, and to persuade them to behave wisely. They prefer to not to use coercive methods. Some of the features of Japanese parenting style are in accordance with authoritarian parenting style of Baumrind but it has some contrasting features as well. For instance, parents in Japan do not tend to punish their children if they fail to obey them. Rather, they use their understanding and closeness with the children to correct them. Hence, they are relatively lenient as compared to Baumrinds authoritarian parenting style. Japanese rather apply rational parenting approach to up bring their children. In rational parenting approach, well aware Japanese moms consult child development professionals, doctors, educators, family and friends in order to make the finest choices for their children as they mature. Secondly, Nest building and feeling parenting are two usual methods practiced by modern Japanese mothers to exercise control over their childs thinking. This helps them to develop a perfect understanding with their children. In this practice, parents tend to take keen interest in their childs nutrition, communication, activities and even fashion. Mothers prefer to keep their children at home most of the time and avoid social and outdoor activities. They are taught to communicate fairly, regularly and solely with their mothers. This approach focuses to increase dependency while depending upon the trust and closeness the child feels toward his mother. From the study about Japanese way of parenting, it is quite evident that few of the features of parenting are in accordance to Baumrinds authoritarian parenting style but overall, a unique method is practice by Japanese to parent the children. On the whole, each of these parenting styles mentioned above tends to have certain influences on childrens behavior. Inconsistency in parents approach regarding the parenting behavior can be damaging for the children. Neither all parenting styles are perfectly right or completely wrong. It is a continuous lifelong job of trials and mistakes. It needs to be evolved timely with emerging situations and changed circumstances. The results are never 100 percent. All parents adopt various approaches to raise their children with no fixed rules and regulations, no written commands and no proper instructions. What works with one child at home might completely fail in case of other child at home. Even real siblings are completely different individuals with different habits and behaviors. Situations aroused with time impel us to act in a particular way. They impact us consciously and subconsciously. Thus parenting refers to how we were raised, when we were raised, and where we were raised. All t hese factors together play an important role in parenting. Parents must constantly monitor their childs behavior and attitude and change their parenting style accordingly. Rigidity in parenting style is never advisable.

Desertification And Deforestation Essays -- Environment Environmental

Desertification And Deforestation The Amazon Rainforest is probably the most important region that is threatened by deforestation. With over four million squared kilometers it is roughly the size of the United States. The Amazon spreads across nine South American Countries and contains one-fifth of the Worlds fresh water and one-third of the known living species. The land is home to hundreds of indigenous groups and is considered by many to be â€Å"the lungs of the planet†. Most of the Amazon is still pristine, but the region is being destroyed at an alarming rate. Over 8 million acres of the rainforest are lost every year. Between 1978 to 1996, 12.5 percent of the irreplacable rainforest was destroyed. Eighty-five percent of the trees that are being cut down are old growth. Old growth forests are forests that provide a crucial habitat for wildlife, cleanse toxins out of the air and water, are the home to the cultural heritage of many indigenous groups and are the source of many useful plants. Only twenty-two percent of the world’s old growth remains intact. In the United States, less than four percent of its old growth forests are still standing. Brazil contains 65 percent of the Amazon Basin. The deforestation rate in Brazil makes up 36.1 percent of the total biozone area lost each year. This is the highest in the world. Indonesia is second with 8.7 percent. This is the reason that Brazil is the focus of most political and social efforts to perserve primary tropical and sub-tropical biozones. One of the main causes of deforestation in the Amazon is the logging industry which produces plywood and mahagony products like toilet paper, rayon, camera film and cigerette filters. E... ...P., eds. World Deforestation in the Twentieth Century. Duke University Press. Durham and London: 1988. Sponsel, Leslie E., Healdland, Thomas N., Bailey, Robert C. Tropical Deforestation: The Human Dimension. Colombia University Press. New York: 1996. http://africalibrary.org/env__reading#.html. â€Å"The Africa Library† Internet article. http://africalibrary.org/env_reading2.html. â€Å"The Africa Library† (What is Desertification?† Internet Article. http://www.reast.demon.co.uk/ch954.htm#TARGET4. â€Å"Conservation: Habitat ED 1995.† Internet Article. http://www.panda.org/resources/factsheets/general/57desert.html. â€Å"DESERTIFICATION.† Internet Article. http://grid2.cr.usgs.gov/des/uncedp1/html#j. â€Å"Part I† Internet Article. http://www.iisd.ca/linkages/sd/analya/sdvol10no4e.html. â€Å"Sustainable Developments Vol. 10 No. 4.† Internet Article.

Analysis of The World Bank Group Essay -- Business Management Banking

Analysis of The World Bank Group   Ã‚  Ã‚  Ã‚  Ã‚  Over the past generation, more progress has been made in reducing poverty and raising living standards than during any other period in history. In developing countries, life expectances have increased from 55 to 64 years, Income per person has doubled and Infant Mortality has been reduced by 50 percent.   Ã‚  Ã‚  Ã‚  Ã‚  Despite the successes, massive development challenges remain. Three billion people live on less than 2 dollars a day and 1.3 billion live on less than one dollar a day. Over 40,000 people die each day from preventable disease. 130 million never have the opportunity to go to school and 1.3 billion do not have clean drinking water. By allowing poverty to increase in developing countries this can adversely affect wealthier nations as markets and investments opportunities shrink, the environment is damaged and people migrate in search of work and income.   Ã‚  Ã‚  Ã‚  Ã‚  The World Bank is helping countries to strengthen and sustain the fundamental conditions they need to attract and retain private investment. With World Bank support financial and nonfinancial governments are reforming their overall economies and strengthening banking systems. They are investing in human resources, infrastructure, and environment protection which enhances the attractiveness and productivity of private investment. The World Bank Group The World Bank Group comprises five organizations: the International Bank for Reconstruction and Development (IBRD), the International Development Association (IDA), the International Finance Corporation (IFC), the Multilateral Investment Guarantee Agency (MIGA), and the International Centre for the Settlement of Investment Disputes (ICSID). The term World Bank refers to only IBRD and IDA.The World Bank is the largest provider of development assistance to developing countries and countries in transition, committing about $20 billion in new loans each year. Its main focus is to help people in developing countries raise their standards of living through finance for agriculture, schools, health programs, transportation and other essential needs. The International Finance Corporation (IFC), and the Multilateral Investment Guarantee Agency (MIGA) are the private sector affiliates of the World Bank Group. IFC supports private enterprise in the developing world through loan and equity financing. MIGA facilit... ...levant to its objectives and sponsors a number of publications. These include multi-volume collections of Investment Laws and of Investment Treaties, which are periodically updated by ICSID staff. Since April 1986, the Centre has published a semi-annual law journal entitled ICSID Review--Foreign Investment Law Journal. A New Bank for 2000 As we move into the new millennium, the Bank has embarked on a strategic compact with its clients and shareholders to improve the quality of its assistance, by:  · Helping the poorest countries reduce their debt burden so they can fund development initiatives instead of interest payments  · Helping fight corruption that undermines economic growth  · Helping developing countries to adopt modern communication technologies and skills so they can be more competitive  · Strengthening and reforming banking systems and financial sectors that would help avoid future crises such as those in Mexico in 1994-95 and East Asia in 1997-98  · Meeting the future food needs of a growing population and paying more attention to agricultural and rural development  · Ensuring development is consistent with the social and cultural needs of beneficiaries

Jahari Window Essay

The Johari Window, named after the first names of its inventors, Joseph Luft and Harry Ingham, is one of the most useful models describing the process of human interaction. A four paned â€Å"window† divides personal awareness into four different types, as represented by its four quadrants: open, hidden, blind, and unknown. The lines dividing the four panes are like window shades, which can move as an interaction progresses (Daft, 2011 pg. 273-276). The Johari Window concept would be particularly helpful for leaders to promote understanding employee/employer relationships and is a simple and useful tool for illustrating and improving self-awareness, and mutual understanding between individuals within a group. The Johari Window actually represents information such as feelings, experience, views, attitudes, skills, intentions, motivation, etc, within or about a person, in relation to their group, from four perspectives (Daft, 2011, pg. 275). The Johari Window model can also be used to represent the same information for a group in relation to other groups. Johari Window terminology refers to ‘self’ and ‘others’: ‘self’ means oneself, ie, the person subject to the Johari Window analysis. ‘Others’ means other people in the person’s group or team (Dart, 2011, pg. 275). The Johari window, essentially being a model for communication, can also reveal difficulties in this area. In Johari terms, two people attempt to communicate via the open quadrants. On the simplest level, difficulties may arise due to a lack of clarity in the interaction, such as poor grammar or choice of words, unorganized thoughts, faulty logic etc. This induces the receiver to criticize you, the sender, by revealing something that was in your blind quadrant. Then, if the feedback works, you correct it immediately, or perhaps on a more long term approach take a course in reading and writing. On a deeper level, you may be in a group meeting, and while you secretly sympathize with the minority viewpoint, you voted with the majority. However, blind to you, you actually may be communicating this information via body language, in conflict with your verbal message. On an even deeper level, you in an interaction with others, may always put on a smiling, happy face, hiding all negative feelings. By withholding negative feelings, you may be signaling to your friends to withhold also, and keep their distance. Thus, your communication style may seem bland or distant (Chapman, 2010).

Is College for Everyone? Essay

Is college for everyone? I am sure this is a question that many future, current, and even graduated college students have asked themselves at one time or another. In her blog posted in 2007 on AssociatedContent. com â€Å"Is College for Everyone†, writer, Pharinet, uses her experience, logic, emotion and reasoning as a college professor to identify the issues and answer the question, â€Å"is college for everyone? † Pharinet says that education is important and that every person has the right to an education, but that it still may not be right for every person to attend college. Pharinet describes to her readers how over the years and reasons why going to college have changed over time. She states, â€Å"often the desire for learning is not what drives students to attend college†(635). Pharinet’s main purpose of this blog is to use her experience in the college field to express her views to the future college students and maybe even their parents that going college may not be the path for everyone, and that sometimes people do not need a college education to be successful in life. Pharinet uses the statistic that approximately 50% of students who begin college never graduate(635). Not every person is ready for the â€Å"freedom† or â€Å"responsibility† that comes with going to college. Courses, homework, projects, and exams are not the only things college students are faced with. Pharinet also explains the finical aspect of attending college and says â€Å"while the cost of college can be offset by grants, scholarships and work-study programs, too many students find themselves in desperate financial situations by the end of their first semester†(635). Pharinet presents a great point when she says, â€Å"If college is for everyone, why do we rely on SAT scores and high school transcripts? †(635). That in itself should make a person question if going to college is really the right place for him or her. If a person has struggled through school up until this or her high school graduation and could not handle the course load assignments and the basic functions of grade school such as reading, writing and math, then maybe college is not the right place for him or her. If a person is not capable of doing this while in grade school and living with his or her parents, who make sure their grades are where they are suppose to be and paying the bills, what makes them think the are ready for them â€Å"freedom† or â€Å"reasonability† college has to offer. In Pharinet’s argument of â€Å"is college for everyone† she express her emotion by saying â€Å"Once upon a time, college was a place you went when you wished to learn†(636). This is followed by â€Å"Now, college is the place you go when you want to get a good job, or appease your parents, or because you are finding yourself†(636). Pharinet is right when she says this. There are so many students who enroll in college today with absolutely no idea of what they want to be or where they want their lives to go for reasons that really have no importance. Just because â€Å"C’s get degrees†(636) does not mean that it is ok to go to college and barely get by and waste everyone’s time involved. There are many successful and happy people in this world today that did not choose the path of a higher education and go to college that would not change a thing about their lives today. To make the decision whether or not to go to college is in the eye of the beholder and only that person whose future will be affected by this decision can truly make his or her own choices in life. Phairnet points out that to keep the world we live in running, we need people who are willing to admit that â€Å"College does not benefit everyone†(636). and to be willing to perform the jobs that do not call for a college education such as factory workers, semi drivers, mail carries etc. At the end of the day, people need to take a look at the big picture and, â€Å"Embrace the reality that college is not for everyone†(636).

Foil Characters in “A Doll’s House” Essay

Henrik Ibsen creates characters in A Doll’s House who change throughout the play. Ibsen’s use of foil characters helps the reader understand each individual character better. Some of the characters in the play are perceived as opposites but in fact share several similarities. Krogstad and Torvald, Christine and Nora, and Krogstad/Christine’s relationship and Torvald/Nora’s relationship are all foils to each other. Foil characters are mirror images of each other; they have similarities as well as differences. Nils Krogstad and Torvald Helmer are foils to each other. They both have children and are lawyers, even though Krogstad lost his license because he did a forgery. Krogstad did something immoral but so did Torvald; Torvald helped Nora’s father when he had done a bad thing. Torvald and Krogstad were childhood friends and now they work together at the bank. Even though they have the same professions as each other, Torvald’s position at the bank is much higher than Krogstad’s. Everyone hates Krogstad because he did an illegal act; on the other hand, everyone loves Torvald. The idea that Krogstad is the villain of the play is reinforced by the reactions that Nora displays whenever Krogstad is around. The reader eventually understands that Krogstad is a victim to circumstances; he committed forgery to help his children, not to help himself. Krogstad is hated by others for the crime he committed to help his children, yet Torvald is loved even though he committed a dishonest act to serve himself. Torvald helped Nora’s father in order to win favor with Nora and attain her as his wife. Krogstad no longer has a wife because she, Christine, left him for money. Christine Linde and Nora Helmer are greatly dissimilar but also share some comparisons. Very much like Krogstad and Torvald, Nora and Christine were childhood friends. Before their meeting in Act 1, these two women had not seen each other in nearly ten years. Christine and Nora are nearly opposites of each other; Nora has children, money, and a husband, Christine is a poor widow with no offspring. Christine is an independent woman who has been out in the world and has held multiple jobs. Nora is seen as a child who does not have knowledge of how the world works because she is trapped in a  Ã¢â‚¬Å"dollhouse†. Christine supports this idea when she calls Nora a child and says, â€Å"For you (Nora) know so little of the burdens and troubles of life.†(Act 1) When the reader learns what Nora did for Torvald, it shows that Nora is more intelligent than she seems which is a characteristic that Christine also possesses. In order for Nora to pay back the loan she took, Nora did repair work for extra money. Nora and Christine both had a sick parent who needed their help, which caused them to make a tough decision and they each chose the most important person to them. The two couples in A Doll’s House, coincidentally, are foils to each other. Society sees Nora and Torvald Helmer as a perfectly happy couple. On the other hand, Krogstad and Christine’s relationship is looked down upon because Christine seemingly left him for money. Christine elected to leave her husband, Krogstad, so she could make more money to help her brothers and her sick mother. Nora chose to help her sick husband instead of her ill father during his dying days. The Helmer’s relationship looks stronger because Nora chose her husband over her father but in fact, her decision shows how much Nora is under Torvald’s control. Christine and Krogstad truly have the better relationship because they have adult conversations and work their problems out. These two couples are fundamentally opposites of each other except for the fact that they both become separated at some point. Christine and Krogstad truly love each other because they have both been out in the real world and want to be together. The Helmer’s do not have true love because Nora has never been out of her â€Å"dollhouse† to experience the world for herself. Nora and Torvald’s relationship is more similar to father/daughter rather than husband/wife. Torvald loves Nora as more of a daughter and cares more about what others think of him rather than what she thinks. â€Å"Torvald: From now on, forget happiness. Now it’s just about saving the remains, the wreckage, the appearance.† (Act 3). Torvald is extremely selfish in his relationship with Nora; Krogstad is not selfish at all in his relationship with Christine. Christine and Krogstad are able to solve their issues together as adults. The main characters in this play have foil characters who are there to support them and help the reader understand the story. Certain characters seem to be opposites of each other while also having similarities. Krogstad and Torvald have similar jobs and families, but are also quite dissimilar. Christine and Nora were childhood friends but grew up in different worlds. The relationship between Christine and Krogstad and the Helmers’ relationship differs because Krogstad and Christine truly love each other and the Helmers do not. Even though these characters do have similarities to each other, they are almost exact opposites; they are mirror images of each other.

An Analysis of the Australian Curriculum

Introduction With the introduction of the Australian National Curriculum into all education systems across the country, many questions and debates have occurred in reference to its effectiveness. From the often perceived conflicting curriculum definitions to the unfortunate failures of past attempts of curriculum implementation, every member of the community has an opinion on this significant shift in the way Australia thinks of its children’s education (Rudd, 2007).The Australian Curriculum however, has attempted to provide answers to these misgivings and societal concern, from an easy to use website interface, transparent developmental process and state/ territory inclusion of common educational individualities. The Australian Curriculums development has been that of promise and hopeful success (Brady & Kennedy, 2010).The Australian Curriculum should make it easier for teachers to incorporate community and student centred learning opportunities within the classroom, whilst a llowing for additional time and streamlining of assessment procedures, due to a short and precise teacher focused curriculum document. Therefore the current Australian Curriculum process is the best opportunity for the development and implementation of a world class curriculum that enables Australia’s future leaders to compete in a globalised world (MCEETYA, 2008; Shelly & Gunther & Gunther, 2012). Definition of curriculumDefinitions of curriculum are numerous and often believed to be conflicting. This can be especially so when delineated by the intended purpose of the curriculum as well as individual bias from specific stakeholders. Wiles (2005) lists varying definitions for four common curriculum purposes; curriculum as a plan, as subject matter, as an experience and as an outcome (appendix 1). Upon analysing these purpose related definitions it could be argued that each different definition ultimately alters the detail of what can be generally deciphered as a common intent , with individual stakeholder inclusions of specific content.Hutchins (as cited in Wiles, 2005) (appendix 1), when defining curriculum as a subject matter explains that curriculum should consist of grammar, logic, mathematics and the greatest books of the western world. In contrast Bestor (as cited in Wiles, 2005) includes the study of grammar, literature and writing, mathematics and the ‘mother tongue’ as the basis for his definition. As a result both academics can be seen to desire the same thing, extensive discipline based study; however have both included individualities perceived important to themselves.In order to define its intent, the Australian Curriculum has attempted to simplify the term curriculum through an explanation of purpose and intent. The Australian Curriculum Assessment and Reporting Authority (ACARA) (2012a) simply define the Australian Curriculum as â€Å"†¦ what all students should learn as they progress through school †¦ † [as a ] â€Å"†¦ foundation for their future learning, growth and active participation in the Australian Community† (para. 2). Through the defining of the curriculums purpose, the Australian Curriculum encompasses such academic inclusions of definition as noted by Wiles (2005) within its structure.As subject matter, the Australian Curriculum has included a discipline-based method of curriculum encompassing twelve learning areas with nationally significant individualities, through the incorporation of ‘Cross Curricular Priorities’. As a plan the Australian Curriculum has included ‘General Capabilities’ that ensure student future success with identified essential skills such as information and computer technology capability, ethics and intercultural understanding; amongst others (ACARA, 2012b) (appendix 2).Thus, the Australian Curriculum has defined itself as an individual curriculum idea through the incorporation of multiple intents within its structur e. Development of the Australian Curriculum and curriculum models related to this development Since as early as 1980, numerous attempts at the development of a National Curriculum with varying levels of support and enacted implementation have been made (Brady & Kennedy, 2010).The Australian political structure and the level of authority the federal government has over state/territory and independent organisations over educational policy, may have been a contributing factor for this lack of committed development and intended eventual nationwide implementation (Marsh, 2010). Learning from previous governments’ attempts implementing a national curriculum, the federal government from 2009, enacted a series of shaping reforms, with the aim of successfully gaining support and legal authority over the implementation of a national curriculum (Marsh, 2010).The request for state/territory appointed representatives, statements of open consultation in development, through to what Brady a nd Kennedy (2010) refer to as ‘hard policy’, including the establishment of ACARA as a statutory body over all manner of educational policy and the linking of funding repercussions to the implementation of the Australian Curriculum (Schools Assistance Bill, National Education Agreement) has led to all educational organisations agreeing to the use of the impending curriculum documents.Brady and Kennedy (2010) state that no single form of curriculum model is commonly used by developers, therefore using specific components of different models and designing a process that works for the organisation or individuals intent. As such the Australian Curriculum developers have appeared to take such an approach. With the foundation of a Naturalistic model of development, including the use of discussion, interaction and negotiation of developers and stakeholders, the Australian Curriculum developers have additionally used a fundamental aspect of an Objectives model of development (B rady & Kennedy, 2010).The use of defined standards or content descriptions (Objectives model) as depicted by the national curriculum has been incorporated both after initial targeted discussion between stakeholders and before final consultation prior to publication (ACARA, 2008). As a consequence the important developmental principles of curriculum development as described by Marsh (2010) that all decision making in the development of an Australian Curriculum is transparent whilst alleviating societies concern over a discipline-based curriculum was met by the initial and ongoing consultation being undertaken.Structure of the Australian Curriculum The Australian Curriculum has been published on the Internet in order to allow maximum flexibility in viewing and the organisation of content. As such the interface is user friendly and easy to understand. The Australian Curriculum is currently broken down to cover four subject areas with an additional eight areas to follow from 2013 (ACARA , 2012a; MCEETYA, 2008). Each subject area is broken down into year levels encompassing Foundation to year ten (with eventual inclusion of years eleven and twelve).In order to differentiate different subject sub topics; strands and sub strands have been developed to allow focus of content descriptions (statements of required student learning). English for example covers three interrelated strands; language, literacy and literature, with content descriptions grouped into sub strands, which enable the visual identification of development of knowledge, understanding and skills (ACARA, 2012f). Content descriptions are then listed, which describe the required learning that students must be exposed to within each subject, strand and sub strand.The content descriptions provide detailed information of learning opportunities, cross curriculum opportunities and a glossary of terms. Additionally digital resource information is also available that relates to each relevant content description. A wealth of information for educators, parents and the general community is available on the internet for the Australian Curriculum, including student work samples of content description attainment, which may negate any uncertainty surrounding student expected learning and eventual assessment practices the curriculum requires.Complimenting the subject areas and included content descriptions are cross curriculum priorities. ACARA (2012e) states that these priorities of, Aboriginal and Torres Strait Islander history and culture, Asia and Australia’s engagement with Asia and sustainability, will enable student relevance and address the issues that the students will face throughout their lives. The opportunities for inclusion of cross curricular priorities are embedded within the subjects curriculum documents where appropriate, however with differing levels of relevance for individual subjects (ACARA, 2012e).The Melbourne Declaration (MCEETYA, 2008), incorporated a set of seven ge neral capabilities that were deemed important for student future success by acting as a foundation for current and future learning. Student capabilities include literacy, numeracy, information and communication technology competence, critical and creative thinking, ethical behaviour, personal and social competence and intercultural understanding (ACARA, 2012b).Again it is seen that these basic capabilities will enable student success in a globalised workforce by enabling competiveness through the inclusion of 21st century needs of today’s students. Australian Curriculum in relation to the needs of 21st Century learners In the Federal governments’ educational reform document, The Melbourne Declaration (MCEETYA, 2008), the diverse needs of 21st Century students were acknowledged and a series of objectives established. The world is becoming ever more globalised with international mobility and competitiveness at the forefront (MCEETYA, 2008; Shelly et al, 2012).Therefore t he Australian Curriculum set to include a series of â€Å"general capabilities† (ACARA, 2012b) that would enable student future success by acting as a foundation of current and future learning. In addition, the inclusion of Information and computer technology (ICT) as a cross-subject enhancement tool, in order to address the needs of students of a digital age has also been included. The Melbourne Declaration (MCEETYA, 2008) defines ICT as â€Å"essential in all 21st Century occupations† (p. 5).Within the realm of ICT as a learning tool, educators are able to create authentic and meaningful learning opportunities across all subjects, as well as allowing the successful inclusion of differing learning styles of students through the use of digital resources such as podcasts, speech to text applications and web resources, amongst many others (Shelly et al, 2012). The Australian Curriculum provides these opportunities throughout and are indicated were appropriate throughout the content descriptions.The Australian Curriculum has set to include all students regardless of gender, race, socio-economic status and language ability the opportunity to succeed with the Australian Curriculum and provide them the best chance to be successful contributors to society (ACARA, 2012d). Teachers are able to make professional judgements on how to teach and assess the knowledge required to be learnt (ACARA, 2012d). Teachers are provided the flexibility to adjust the delivery of content to the needs of individual students to allow for maximum learning successes.Comparison of Australian Curriculum to local (state) and international models Prior to the publication of the Australian Curriculum in English, Mathematics, history and science, the Northern Territory was using a curriculum document titled Northern Territory Curriculum Framework (NTCF). The NTCF is vastly different in design to that produced by ACARA due to the NTCF being an outcome based curriculum model compared to the Australian Curriculums assessment of student achievement against explicit learning area achievement standards (NTCF, 2012).Similarities do exist between both the NTCF and Australian Curriculum incorporating a set of desired student personal attributes called EsseNTial Learnings in the NTCF document and General Capabilities within the Australian Curriculum documents. Both the NTCF and Australian Curriculums goals in the development of these personal development outcomes were to prepare students to be valuable members of the community and successfully contribute in a competitive globalised world (ACARA, 2012b; NTCF, 2012).The similarities in curriculum content continue through to the structure of subject content and related standards and outcomes of achievement. The Australian Curriculum content description for Mathematics – Foundation – Statistics and Probability, states that â€Å"[students] answer yes or no to questions to collect information† (ACARA, 20 12c). In contrast, the NTCF outcome for Mathematics – Chance and Data, Key Growth Point two for foundation, states â€Å"learners use everyday language to state opinions on the possibility of a given event occurring† (NTCF, 2012).Although the similarities in content within both the Australian Curriculum and Northern Territory Curriculum Framework are many, the difference in detail and length of the documents is significant. As noted by Kevin Rudd in the document titled New Directions for our schools (Rudd, 2007), state and territory curriculum organisations tend to develop curriculum documents that are far to detailed than necessary. This is especially evident when comparing the NTCF’s Australian Curriculum document implemented in semester two 2012.A quick glance clearly indicates the substantial difference as the original NTCF mathematics document consists of 130 pages compared to that of the NTCFs Australian Curriculum implemented document totalling six pages for transition to year ten levels (Appendix 3 – further comparison of current NTCF and NTCF Australian Curriculum documents). Thus the simplification of the documents may lead to teacher instructional enhancement and clearer levels of required attainment, enhancing student success working with the curriculum.Conclusion The Australian Curriculum is an extensive yet precise document detailing what is essential for student learning to enable success in the future. The Australian Curriculum has invented itself as a transparent holistic educational document with a clear purpose and intent. Additionally, the Australian Curriculum has learnt from the errors of past attempts at a national curriculum and incorporated soft and hard policy (Brady & Kennedy, 2010) that enforces the use and implementation of the document nationally.By incorporating an online presence with a thoughtful inclusion of student needs for success in the 21st century through the development of cross curricular pr iorities and general capabilities, the Australian Curriculum is enabling student success in a soon to be Asian dominated globalised world (MCEETYA, 2008). The Australian Curriculum has incorporated what is deemed significant throughout Australia’s diverse individual curriculums and indeed created a document that shares a common intent for education specifically with the Northern Territory Curriculum Framework.The Australian Curriculum is at the precipice of complete national implementation. Only time will tell if it is successful in its attempts at creating a world class curriculum for Australia’s leaders of tomorrow (MCEETYA, 2008). References Australian Curriculum and Assessment Reporting Authority (ACARA) (2008, July 17). Professor Barry McGaw AO, welcome address, Queensland Consultation Forum [Streaming video]. Retrieved from http://www. acara. edu. au/news_media/vodcasts . html Australian Curriculum and Assessment Reporting Authority (ACARA) (2012a).Overview. Retr ieved from http://www. australiancurriculum. edu. au/Curriculum/Overview Australian Curriculum and Assessment Reporting Authority (ACARA) (2012b). General capabilities in the Australian Curriculum. Retrieved from http://www. australiancurriculum. edu. au/File/85028d2c-d680-402b-84c7- 9fdd00ecac82. Australian Curriculum and Assessment Reporting Authority (ACARA) (2012c). Foundation to Year 10 Curriculum (Mathematics). Retrieved from http://www. australiancurriculum . edu. au/Mathematics/Curriculum/F-10Australian Curriculum and Assessment Reporting Authority (ACARA) (2012d). Diversity of learners. Retrieved from http://www. australiancurriculum. edu. au/Mathematics/ Diversity-of-learners Australian Curriculum and Assessment Reporting Authority (ACARA) (2012e). Cross Curriculum priorities. Retrieved from http://www. australiancurriculum. edu. au/CrossCurriculumPriorities Australian Curriculum and Assessment Reporting Authority (ACARA) (2012f). Content Structure (English). Retrieved fro m http://www. australiancurriculum. edu. au/English/ Content-structure Brady, L. & Kennedy, K. (2010). Curriculum Construction (4th ed). Frenchs Forest, NSW: Pearson. Marsh, C. (2010). Becoming a teacher: Knowledge, Skills and Issues (5th ed). Frenchs Forest, NSW: Pearson. McMillan, J. (2010). Classroom Assessment: Principles and Practise for Effective Standards- Based Instruction. Boston, USA: Pearson Education. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne, Australia: MCEETYA. Northern Territory Curriculum Framework (NTCF). 2012). Retrieved from http://www. det. nt. gov. au/teachers-educators/curriculum-ntbos Rudd. , K, & Smith. , S. (2007). New Directions for our schools. Canberra, Australia: Australian Labour Party. Shelly, G. , & Gunther, G. , & Gunther, R. (2012). Teachers discovering computers: Integrating technology in a connected world (7th ed). Boston, U SA: Cengage. Wiles, J. (2005). Curriculum essentials: a resource for educators (2nd ed). Boston, USA: Pearson. Appendix 1 Wiles (2005) definitions of curriculum: Curriculum as Subject MatterThe Curriculum should consist of permanent studies-the rules of grammar, reading, rhetoric and logic, mathematics and, at the secondary level, the greatest books of the western World (Robert Hutchins) The Curriculum must consist essentially of disciplined study in five areas: command of the mother tongue and systematic study of grammar, literature and writing, mathematics, the sciences, history and foreign language. (Arthur Bestor) The Curriculum should consist entirely of knowledge that comes from the disciplines (Philip Phenix) A Curriculum is a written document. George Beauchamp) Curriculum as a Plan The Curriculum is a planned program of learning opportunities to achieve broad educational goals and related objectives. (William Alexander) The Curriculum is all the learning of students that is planned by and directed by the school to attain its educational goals. (Ralph Tyler) The Curriculum is (a set of) planned and guided learning experiences for the learners’ continuous and wilful growth†¦ (Daniel and Laura Tanner) A Curriculum is a plan for learning. (Hilda Taba)Curriculum as an Experience A Curriculum is those experiences set up by the school for the purpose of disciplining students and youth in group ways of thinking and acting. (B. O. Smith, William Stanley, and Harlan Shores) The Curriculum is generally considered to be all the experiences that learners have under the auspices of the school. (Ronald Doll) The Curriculum is that series of things students and youth must do and experience. (Franklin Bobbitt) The Curriculum is the life and program of the school†¦ n enterprise in guided living. (Harold Rugg) Curriculum as an Outcome The Curriculum is a planned learning outcome for which the school is responsible (James Popham and Henry Baker) The Curri culum is a structured set of learning outcomes (objectives) resulting from instruction. (k. Howell, S. Fox, and K. Morehead) Appendix 1 Curriculum is concerned not with what students will do in the learning situation, but with what they will learn as a consequence of what they do. Curriculum is concerned with results. (Maurice Johnson) Appendix 2General Capabilities of the Australian Curriculum (ACARA, 2012b) Retrieved from http://www. australiancurriculum. edu. au/File/85028d2c-d680-402b-84c7-9fdd00ecac82 Appendix 3 Comparison of Northern Territory Curriculum Framework (NTCF) and NTCF Australian Curriculum document. Figure 1: Demonstrates the amount of additional detail the NTCF document includes, in comparison to the NTCFs new Australian Curriculum document implemented in July 2012 (Note: NTCF does not have an independent History Curriculum) (ACARA, 2012; NTCF, 2012)