Behavioral and Emotional Disorders in Special Education

Behavioral and emotional disorders fall under the rubric of Emotional Disturbance, Emotional Support, Severely Emotionally Challenged, or other state designations. Emotional Disturbance is the descriptive designation for behavioral and emotional disorders in the Federal Law, the Individuals with Disabilities Education Act (IDEA). Emotional disturbances are those that occur over an extended period and prevent children from succeeding educationally or socially in a school setting. They are characterized by one or more of the following: An inability to learn that cannot be explained by intellectual, sensory, or health factors.An inability to create or sustain reciprocal relationships with peers and teachers.Inappropriate types of behavior or feelings in typical situations or environments.A pervasive mood of unhappiness or depression.Frequent occurrences of physical symptoms or fears attached to personal or school problems. Children who are given an ED diagnosis often receive special education support while participating in general education. Many, however, are placed in self-contained programs to gain the behavioral, social and emotional skills and learn strategies that will help them succeed in general education settings. Unfortunately, many children with diagnoses of Emotional Disturbance are put into special programs to remove them from local schools that have failed to address their needs. Behavioral Disabilities Behavioral disabilities are those that cannot be attributed to psychiatric disorders such as major depression, schizophrenia, or developmental disorders such as Autism Spectrum Disorders. Behavioral disabilities are identified in children whose behavior prevents them from functioning successfully in educational settings, putting either themselves or their peers in danger, and preventing them from participating fully in the general education program. The Behavioral Disabilities fall into two categories: Conduct Disorders: Of the two behavioral designations, Conduct Disorder is the more severe. According to the Diagnostic and Statistical Manual IV-TR, Conduct Disorder: The essential feature of conduct disorder is a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated. Children with conduct disorders often are placed in self-contained classrooms or special programs until they have improved enough to return to general education classes. Children with conduct disorders are aggressive, hurting other students. They ignore or defy conventional behavioral expectations, and frequently Oppositional Defiant Disorder Less serious, and less aggressive than a conduct disorder, children with oppositional defiance disorder still tend to be negative, argumentative and defiant. Children with oppositional defiance are not aggressive, violent or destructive, as are children with conduct disorder, but their inability to cooperative with adults or peers often isolates them and creates serious impediments to social and academic success. Both Conduct Disorders and Oppositional Defiant Disorder are diagnosed in children under 18. Children who are older than 18 are typically evaluated for antisocial disorder or other personality disorders. Psychiatric Disorders A number of psychiatric disorders also qualify students under the IDEA category of Emotional Disturbances. We need to remember that educational institutions are not equipped to treat mental illness, only to provide educational services. Some children are seen in pediatric psychiatric facilities (hospitals or clinics) in order to be provided medical treatment. Many children with psychiatric disorders are receiving medication. In most cases, teachers providing special education services or teachers in general education classrooms who will be teaching them are not given that information, which is confidential medical information. Many psychiatric disorders are not diagnosed until a child is at least 18. Those psychiatric diagnoses that are under Emotional Disturbance include (but are not limited to): Anxiety disorderBipolar (manic-depression) disorderEating DisordersObsessive-Compulsive DisorderPsychotic Disorders When these conditions create any of the challenges listed above, from the inability to perform academically to the frequent occurrences of physical symptoms or fears due to school problems, then these students need to receive special education services, in some cases to receive their education in a special classroom. When these psychiatric challenges occasionally create problems for the student, they may be addressed with support, accommodations and specially designed instruction (SDIs.) When students with psychiatric disorders are placed in a self-contained classroom, they respond well to the strategies that help Behavior Disorders, including routines, positive behavior support, and individualized instruction. Note: This article has been reviewed by our Medical Review Board and is considered medically accurate.

Foreign Policy, Globalization, And Nuclear Proliferation

In September of 2015, President Obama pleaded towards his administration to allow entry for 10,000 Syrian refugees into the United States. This sparked a lot of controversy between millions of Americans due to the threat of possible â€Å"terrorist sleeper cells†. The feelings of this can, partly, be contributed towards the emerging terrorist organization, ISIL/ISIS (Islamic State of Iraq and the Levant). Despite these feelings, there are also many citizens that believe that our nation must act humanitarianly and urge legislatures to allow these refugees admittance into our country. In the article, â€Å"Obama Increases Number of Syrian Refugees for U.S. Resettlement to 10,000†, the authors Gardener Harris, David Sanger, and David Herszenhorn discuss President Obama’s call-to-action and give details that support the allowance of Syrian Refugees into the United States. Contributing writer, David Sanger, is a chief Washington correspondent for The New York Tim es and he has covered many issues, like: foreign policy, globalization, and nuclear proliferation. Mr. Sanger writes about many of the struggles that the refugees may face when attempting to gain access into the United States and discusses many views from outside politicians and professionals. The history of current the Syrian conflict began, roughly, five years ago. From these conflicts, the whole world has been witness to many acts of violence and fighting in the country of Syria. Much of the conflicts in Syria canShow MoreRelatedPolicy Engagement with Iran1715 Words   |  7 PagesEngagement with Iran This essay recommends a policy of engagement reinforced by the key tenets of liberal theory for dealing with Iran. It will also discuss a principal weakness of engagement as well as demonstrate how Nixon’s foreign policy doctrine serves as a useful historical precedent for a policy of engagement. Engagement seeks to heighten shared interests through building diplomatic communications to achieve desired outcomes. Over the past three decades, contacts between the United StatesRead MorePresident Obama s Foreign Policy758 Words   |  4 Pagesapproaches to foreign policy. Lindsay (2011) suggests that the attacks on September 11th caused President Bush to take an ideological approach to foreign policy. Obama rejected Bush’s outlook and took a more pragmatic approach. Despite the differences between these two approaches, both Presidents were ultimately unable to meet their international goals. In this essay, I will summarize Lindsay’s main argument. First, I will review his discussion of President George W. Bush’s foreign policy. Second, IRead MoreDecision Making Skills For Arms Control And Trade1134 Words   |  5 Pagesthe late 1980’s early 1990’s the world saw a globalization of arms trade becoming an open market where the USA and Russia are able to deal with whatever country is willing to buy. Some of the most sought out weapons after the Cold War were nuclear and although there are only five countries are allowed to possess nuclear weapons, the US, United Kingdom, France, Russia and China, they are stored in over a dozen countries. The US for example has 180 nuclear missiles in allied countries like the NetherlandsRead More India, America and Nuclear Politics Essay1457 Words   |  6 PagesIndia, America and Nuclear Politics As we head towards the next millennium, no longer are there a few, traditional forces to lead the world economically. Third-world nations, such as India, are beginning to harness their manpower into greater modes of production, which signifies the end of superpowers, and the beginning of economic parity throughout the world. In this age of globalization, it is becoming quite clear that no longer can the United States dictate world order. In the comingRead MoreThe Role Of The Joint Chief Of Staff Essay2076 Words   |  9 PagesRole in Foreign Policy The Joint Chief of Staff has played an integral role in shaping foreign policy in the post-9/11 era. The Joint Chief of Staff offers military advice and strategy to the President, Secretary of Defense, Congress, and the National Security Council. In addition, the staff is compromised of the Secretary Army, Secretary of Navy, and the Secretary of Air Force and led by the Chairman of the Joint Chief of Staff . Interests in the Persian Gulf America’s direct involvement in theRead MoreThe President Of The Cold War Essay834 Words   |  4 Pages A Unique and Extraordinary Moment Gorbachev, Reagan, Bush, and the End of the Cold War, 1981-1991 Even though the United States and Soviet Russia have faced nuclear crisis several times, they have finally compromised that they would end the Cold War. The President of the United State, Donald Reagan and Soviet Russia Leader Mikhail Gorbachev declared that the US and Soviet Russia is old friend and the Cold War was ended. Donald Reagan is known as an extraordinary president because of his characterRead MoreThe United States : A World Leader And Its Responses Will Have Key Consequences1693 Words   |  7 Pagesoccurred outside of American borders. In response, there was no way for the nation to avoid becoming more globalized. Globalization came in the form of economic, social, and political pressure on the country. Some of these shifts in policy and world view were brought on by necessity such as the energy crisis of the 1970’s. Others were by choice of policymakers such as Cold War foreign relations and the response to 9/11 and invasion of Iraq. The United States will continue to face global challenges asRead MoreTheories of International Politics2076 Words   |  8 Pagesdifferences between these perspectives? How do these three theories differ in their analysis of globalization (what explains it, who benefits from it, etc.)? Realism, Liberalism, and Radicalism offer three very different ideas to International Political Economy. They differ for many reasons, such as the winners and loser, poor vs. richer country gain, free market ideas, and the effects of globalization due to capitalism. The ideas of power, free trade, and class also cause difference between theRead MoreEssay on PSCI 150 Fall 2014 Syllabus 1 2018 Words   |  9 Pagesrole of international institutions such as the WTO, the World Bank, and the IMF; and debates regarding globalization. In the fourth part of the course, focusing on emerging issues in international relations, topics will include the role of international law in international relations; human rights; prospects for international cooperation to resolve environmental problems; and nuclear proliferation. COURSE REQUIREMENTS Participation in Recitations 20% You are expected not only to attend recitation,Read MoreAustralias Interests : Security, Prosperity And Sustainability2111 Words   |  9 Pagesand its actual role towards the security problems, offer an important underpinning to retain the regional stability. In strengthening US commitment, the ANZUS Treaty provides a real contribution to those stabilities. In Asia, promoting practical policies and maintaining mutual respects with many countries in the area have been one of the major concerns of Australian government since a long period of time. This condition has created Australia s reputation as a dependable and consistent partner and

Polluter Free Essays

Polluter Corp (the â€Å"Company†) has three manufacturing facilities in the United States, which produce various household cleaning products. The company has a fiscal year end of December 31 and was granted emission allowances (â€Å"EAs†) of various vintage years to be used between 2010 and 2030. To comply with The Federal Energy Regulatory Commission (â€Å"FERC†) accounting guidance, Polluter recorded the EAs as intangible assets with a cost basis of zero. We will write a custom essay sample on Polluter or any similar topic only for you Order Now Each individual EA has a vintage year designation and those with the same vintage year designation are interchangeable, which allows entities to either buy or sell EAs to other entities, usually initiated through a broker. The Company has plans to upgrade its facilities in 2014 in order to decrease greenhouse gas emissions. It is anticipated the company will need additional EAs in fiscal years 2010-2014 but also believe there will be excess EAs after 2014. The Company operates in a capital-intensive industry and analysts and investors focus on important ratios and measures including working capital, capital expenditures, cash flows from operations, and free cash flow. The company entered into the following two separate transactions in fiscal year 2010 which will impact the Company’s results as presented in the statement of cash flows. . To meet its need for additional EAs in fiscal years 2010-2014, on April 2, 2010, the Company spent $3 million to purchase EAs with a vintage year of 2012 from Clean Air Corp. 2. In an effort to offset the costs of the April 2, 2010, purchase of 2012 EAs, the Company sold EAs with a vintage year of 2016 to Dirty Chemical Corp. for $2 million How to cite Polluter, Papers

Business Research Methodology for Human Resource -myassignmenthelp

Question: Discuss about theBusiness Research Methodology for Human Resource. Answer: Reflection report This research is effective for me to build depth understanding with respect to the impact of employee motivation in order to improve the customer service. From the introduction chapter, I have learned that motivating the employees to play a vital role to adjust the perception of the customer. It is also analyzed that human resource is an asset of the corporation and they are the ones who make direct relations with the customers. I have also observed that competent and dedicated workforces are the key parameters which lead to improving the customer satisfaction. This research is also beneficial for me to understand different strategies to improve the motivation level of employees. Further, this project has a wider scope to understand the relationship between employee motivation and customer service (Korschun, et. al., 2014). As a result, it could be effective to enhance my career in the field of managing human resources. From the literature review, it is analyzed that there are two factors which can affect the motivation of employees at the workplace named intrinsic and extrinsic factors. I have also observed that intrinsic factor is associated with feelings of fulfillment, satisfaction, and enjoyment. Together with, the external factor is associated with external factors that enable the employees to meet their goals such as rewards or punishment can be imposed on employees at the workplace (Walker, et. al., 2014). Besides this, I have observed that rewards are used to increase motivation level among the employees while punishment could be in different forms like a deduction in salary, termination, insult, humiliation, and others. This experience was beneficial to consider these factors within an organization to motivate the employees. As a result, I can be a good human resource manager in long-term. During the study of research methodology, it is analyzed that both qualitative and quantitative research methodology is used by a researcher for enhancing the quality of data collection (Chen, et. al., 2015). Consequently, it could be beneficial to implement the research design in further research within an organization. I have gained experienced that data collection is effective for getting the reliable and valid outcome from the customers. Further, I have pointed that both primary and secondary data collection method is used to pool the information regarding research topic. In this way, it can be evaluated that primary data is collected from survey and face to face interview while secondary data is gathered from the IT association and publication, company websites, journal articles, literature study and online sources (Lam and Mayer, 2014). As a result, it could be beneficial to gather the information about further research within an organization as it can improve my personal as we ll as professional career. It can be also evaluated that sampling method is effective to choose the right participants for getting the accurate information regarding the research issues (Chen, et. al., 2015). This is significant for me to gather a large amount of data through simple random sampling method. This sampling method is effective to reduce the biases from survey through a questionnaire. Consequently, it could be beneficial for me to choose the targeted people from a large number of populations. Thus, I can achieve my research objectives in a comprehensible way. Through data analysis, I have learned that there is certain technique can be used to assess the collected data such as MS-excel. This tool is used to present the data in a comprehensible way like a pie chart, scatter diagram and illustration (Michel, et. al., 2013). I have also gained my experience regarding research limitation. In this way, I have analyzed that there are different issues can be occurred during completing the research. For instance, there may be a conflict between the managers of multinational companies as they may be apprehensive to share their personal information. It can also delay the project (Menguc, et. al., 2013). Hence, this learning is beneficial for me as I can resolve the research limitation in future. Along with this, I have boosted my experience regarding time schedule. In this way, I have learned that time schedule is used to assess the time schedule for those activities that will be performed. This research schedule is beneficial to complete the research objectives in a specified time period (Menguc, et. al., 2013). As a result, now, I am competent to make research schedule within an organization which could be effective for me to enhance my personal and professional life. References Chen, Z., Zhu, J., and Zhou, M. (2015) How does a servant leader fuel the service fire? A multilevel model of servant leadership, individual self-identity, group competition climate, and customer service performance,Journal of Applied Psychology,100(2), p. 511. Korschun, D., Bhattacharya, C. B., and Swain, S. D. (2014) Corporate social responsibility, customer orientation, and the job performance of frontline employees,Journal of Marketing,78(3), pp. 20-37. Lam, C. F., and Mayer, D. M. (2014) When do employees speak up for their customers? A model of voice in a customer service context,Personnel Psychology,67(3), pp. 637-666. Menguc, B., Auh, S., Fisher, M., and Haddad, A. (2013) To be engaged or not to be engaged: The antecedents and consequences of service employee engagement,Journal of business research,66(11), pp. 2163-2170. Michel, J. W., Kavanagh, M. J., and Tracey, J. B. (2013) Got support? The impact of supportive work practices on the perceptions, motivation, and behavior of customer-contact employees,Cornell Hospitality Quarterly,54(2), pp. 161-173. Walker, D. D., van Jaarsveld, D. D., and Skarlicki, D. P. (2014) Exploring the effects of individual customer incivility encounters on employee incivility: The moderating roles of entity (in) civility and negative affectivity,Journal of Applied Psychology,99(1), p. 151.

The Crucible Elizabeth Essay Example For Students

The Crucible Elizabeth Essay The definition of judgement according to Encarta Encyclopedia, is the formation of an opinion. It is a simple definition, clear and direct. Although, there is more to the word judgement than meets the eye. What about the last word in the definition? What is an opinion? An opinion is described as a belief or conclusion that is held without any substantial proof. That word might not seem to have too much significance at this very moment, but it did back in 1692, in Salem, Massachusetts, during the witch scare. Making a judgement on somebody may seem harmless, but it can be very destructive. The citizens of Salem made judgements on their neighbors, forming opinions that they might be witches. Those solitary judgements led to many peoples deaths, and guess what. Their judgements of witchcraft were wrong. Arthur Miller gives people some insight into the Salem witch trials in his play, The Crucible, which shows how peoples poor judgement led to hysteria and tragedy in the community of Salem. It also shows how the people changed because of this witch scare that ran furiously through the town. We will write a custom essay on The Crucible Elizabeth specifically for you for only $16.38 $13.9/page Order now Elizabeth Proctor is one of these people, who undergoes a major change because of the events that occurred in Salem. In the beginning, she forms an unfair opinion of her husband, John. She finds it very hard to forgive him for certain actions. At the very end she ultimately has a change of heart, realizing the potential destruction and harm of her judgments. She realizes that she is not the one to be faultfinding of John and says she will not judge him regardless of what he does or decides to do. Now that is all well and good, but she didnt just all of a sudden change her mind on the issue. She didnt just all at once receive some divine wisdom that she was wrong. There are many factors that changed her mind and that led to her new perception of judgement. Explaining this switch of mind frame that Elizabeth underwent needs some description of what actually happened to make her judge John the way she did in the first place. Everything began when a girl named Abigail was working for the Proctors in their home. Elizabeth at sometime found out that John had sexual relations with Abigail, so she took the situation into her own hands and fired Abigail. From that point on, Elizabeth was a bit wary of Johns words, wondering and questioning in her mind whether they were true or not. She found it hard to forgive him for his actions. Meanwhile, while John and Elizabeth were having problems in their home, outside in the town people were being accused of witchcraft right and left. The main accuser was Abigail. Her and her friends had actually been some of the first accused of witchcraft because they were seen dancing naked in the woods, an unheard of act in their Puritan society. So to get themselves out of a potential death sentence, they started accusing innocent people. They did it with such resolution that many of the people believed them and came to fear some of the accused. Now Abigail didnt tell anyone that everything they were saying was untrue. She only told John Proctor. Another very interesting bit of information in this conversation was not well taken by Abigail, either. John said that he would never again even think about going back to Abigail. That comment spurred on a very evil plot by Abigail to completely remove Elizabeth from the picture so she could have John to herself. .u83c9f38cf85b38edf098fa99823a4304 , .u83c9f38cf85b38edf098fa99823a4304 .postImageUrl , .u83c9f38cf85b38edf098fa99823a4304 .centered-text-area { min-height: 80px; position: relative; } .u83c9f38cf85b38edf098fa99823a4304 , .u83c9f38cf85b38edf098fa99823a4304:hover , .u83c9f38cf85b38edf098fa99823a4304:visited , .u83c9f38cf85b38edf098fa99823a4304:active { border:0!important; } .u83c9f38cf85b38edf098fa99823a4304 .clearfix:after { content: ""; display: table; clear: both; } .u83c9f38cf85b38edf098fa99823a4304 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u83c9f38cf85b38edf098fa99823a4304:active , .u83c9f38cf85b38edf098fa99823a4304:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u83c9f38cf85b38edf098fa99823a4304 .centered-text-area { width: 100%; position: relative ; } .u83c9f38cf85b38edf098fa99823a4304 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u83c9f38cf85b38edf098fa99823a4304 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u83c9f38cf85b38edf098fa99823a4304 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u83c9f38cf85b38edf098fa99823a4304:hover .ctaButton { background-color: #34495E!important; } .u83c9f38cf85b38edf098fa99823a4304 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u83c9f38cf85b38edf098fa99823a4304 .u83c9f38cf85b38edf098fa99823a4304-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u83c9f38cf85b38edf098fa99823a4304:after { content: ""; display: block; clear: both; } READ: The Devils Carousel EssayAbigail is a conniving and evil girl, whose main concern is her own well being. She felt that if she could get rid of Elizabeth then John would be hers. So she accused Elizabeth of being a witch, knowing that Elizabeth would be hanged if convicted. She already had much of the community convinced her stories were sincere, so she knew this little lie would not be any less believable than the other ones she had already told. Of course, Elizabeth was not exactly delighted about being falsely accused. Her life was on the line because people believed the words of Abigail. The town was judging her, and she did not like it at all, but she had not yet realized that she was had actually been doing the same thing to her husband. John initially did not want to get involved in the witch trials, but he needed to defend his wife. He knew Abigail was lying and he went to the trial to try and prove that to the judges. Now, he knew the only way he could really save Elizabeth was by confessing that he had a romance with Abigail, and that Elizabeth had fired her because of it. Confessing, he knew would ruin his reputation, but he didnt care about himself as much as saving his wife. Although both were accused of witchcraft anyway, by the end of that trial Elizabeth had realized that she had been judging John wrongly all this time, for he was an honest man. All this time she hadnt given him credit for his integrity, didnt really believe he had much. Yet, her life was almost saved because of it. Later the judges came, saying that if anyone admitted to practicing witchcraft, he would not be hanged. Elizabeth had held her ground, and did not say anything to them. The judges knew she would not budge with her feelings, but they sent her to John to see if she could convince him to confess so that his life might be spared. John asked Elizabeth whether he should admit to witchery to save his life even though it was a lie. Elizabeth just said that no matter what he decided, she would not judge him anymore. She knew that she should not have judged him to begin with. She realized at the end of the trial that John was much more than she gave him credit for, much more than what she saw through her obstinate and partial eyes. He had given up the respect of every one of the citizens of Salem to try and save her, even with the thoughts of the distrust and resentment she had showed towards him. Her actions were punishment without a cause, and she knew it. Elizabeth was wrong in her judgement of him, and it hurt not only John, but also both of them. Her actions were punishment without a cause, is a phrase that parallels on the whole witch scare and trials that took place. Elizabeth probably felt that what she did to John was very similar to what the people were doing to her. They were putting her on trial for something they thought might be true about her. The narrow-minded citizens of Salem were judging her wrongly of witchcraft, and because of it she would probably be killed. The witch trials may have been on a bit larger intensity scale than her and John, but the concept was the same. No matter what it is, judgement especially without proof is terribly sinister and can have adverse effects on everyone involved. Once Elizabeth saw the similarities of herself and her neighbors, who were forming such outrageous opinions of her with absolutely no justification, she realized she had to change. .u7fc7a5908a53dd996979eeecf6437d41 , .u7fc7a5908a53dd996979eeecf6437d41 .postImageUrl , .u7fc7a5908a53dd996979eeecf6437d41 .centered-text-area { min-height: 80px; position: relative; } .u7fc7a5908a53dd996979eeecf6437d41 , .u7fc7a5908a53dd996979eeecf6437d41:hover , .u7fc7a5908a53dd996979eeecf6437d41:visited , .u7fc7a5908a53dd996979eeecf6437d41:active { border:0!important; } .u7fc7a5908a53dd996979eeecf6437d41 .clearfix:after { content: ""; display: table; clear: both; } .u7fc7a5908a53dd996979eeecf6437d41 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7fc7a5908a53dd996979eeecf6437d41:active , .u7fc7a5908a53dd996979eeecf6437d41:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7fc7a5908a53dd996979eeecf6437d41 .centered-text-area { width: 100%; position: relative ; } .u7fc7a5908a53dd996979eeecf6437d41 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7fc7a5908a53dd996979eeecf6437d41 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7fc7a5908a53dd996979eeecf6437d41 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7fc7a5908a53dd996979eeecf6437d41:hover .ctaButton { background-color: #34495E!important; } .u7fc7a5908a53dd996979eeecf6437d41 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7fc7a5908a53dd996979eeecf6437d41 .u7fc7a5908a53dd996979eeecf6437d41-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7fc7a5908a53dd996979eeecf6437d41:after { content: ""; display: block; clear: both; } READ: "Romeo and Juliet" was, and still is the most famous tragedy of all time EssaySo, she refused to judge him for whatever decision he made. Knowing finally that she should not be the one to intervene with his decision by thinking a certain way about him or telling him what to do, she said simply, He is good now. God forbid I take it from him! She realized at last that one part of his character might have been a bit flawed, but she should not have used that as the base of her opinion for the rest of his character. She realized that God is the only one that sees all, and that she was a fool if she tried to play His role for Him.

Eozostrodon - Facts and Figures

Eozostrodon - Facts and Figures Name: Eozostrodon (Greek for early girdle tooth); pronounced EE-oh-ZO-struh-don Habitat: Woodlands of Western Europe Historical Period: Late Triassic-Early Jurassic (210-190 million years ago) Size and Weight: About five inches long and a few ounces Diet: Insects Distinguishing Characteristics: Long, sleek body; short legs    About Eozostrodon If Eozostrodon was a true Mesozoic mammaland thats still a matter of some debatethen it was one of the earliest to have evolved from the therapsids (mammal-like reptiles) of the earlier Triassic period. This tiny beast was distinguished by its complex, three-cusped molars, its relatively large eyes (which indicate that it may have hunted at night) and its weasel-like body; like all early mammals, it probably lived high up in trees, so as not to get squashed by the larger dinosaurs of its European habitat. Its still unclear whether Eozostrodon laid eggs and suckled its young when they hatched, like a modern platypus, or gave birth to live babies.

Advertising Designed To Differentiate Remind Inform And Persuade Marketing Essay

Advertising Designed To Differentiate Remind Inform And Persuade Marketing Essay Advertising is one part of the promotional mix, and therefore advertising objectives will be set in line with overall Promotional and Marketing Objectives, which in turn will relate to the organizations’ overall Corporate Objectives. In general, however, there are three main categories of advertising objectives a business might set itself in terms of whether it seeks to Inform, Persuade or Remind the target audience. Types of advertisement: Inform: Informative advertising, seeks to tell the market about the product, explain how the product works, provide information on pricing, and build awareness of both the product and the company. Such objectives are normally pursued at the launch of a new product, or re-launch / up-date of an existing product. It’s the product of Pepsi Company and wants to inform people about it. Presenting different taste and verity of the product in daily print & Electronic media to influence people towards product. Persuade: Here objectives are to encourage the target audience to switch brands, make the purchase, and create a preference in the market for the product as opposed to its competition. Advertising of this nature is required in highly competitive markets, where a range of products compete directly with each other. In such circumstances businesses often seek to differentiate their product through Comparison Advertising – either directly or indirectly comparing its product to that of its competitors. Here Nestle Pakistan wants to inform public about the price of Product NIDO Price. That its price 39 rupees per liter and also persuade that it is low price then market price as well as grater Quality. Their target market is for product children’s. Remind: Reminder Advertising is used to maintain interest and awareness of a well established product in the market, often in the latter stages of its product life cycle. It is often used at the Point-of-Purchase to remind consumers of the Brand. Such advertisi ng is used by the likes of Coca-Cola and other leading brands, to maintain their position in the market. Nestle Yogurt is well know product of Nestle Pakistan, they advertise just remind people about the product. http://en.wikipedia.org/wiki/Advertising P-5: Evaluate appropriate uses and applications for advertising in two given situations. Uses of advertisement: Advertisements are used to tell the audience what products you are selling, services you provide and the type of business you do such as whether your business provides finance company loan services for purchasers. Advertisements may be used to notify the public of the date and venue of an event. They inform consumers of what is available with a view to get the customers into the store and make sales. Other Uses are Corporate Communications Incentive Programs Multi-State Marketing Campaigns Multifunction/Department Management Regional Markets Prominent Client List Strategic Advertising Account Marketing/Sales Vendor Research & Selection Strong Customer Relations Print/Newspaper Trends Marketing Program Execution Uses in Reminding: Brief messages designed chiefly to keep a product in the mind of the consumer once the product is already familiar. Reminder advertising usually follows an extensive advertising campaign, and therefore does not elaborate on the reasons to buy the product. Common examples of reminder advertisements are those found on matchbooks and pencils and in skywriting, as well as the more traditional media vehicles. Advertising designed to remind consumers of the benefits of a product or service, or of their current need for those benefits. For instance, the XYZ Company may seek to remind consumers of their need for XYZ anti-freeze when the weather begins to turn cold.

Film coursework Essay Example | Topics and Well Written Essays - 2500 words

Film coursework - Essay Example The most interesting aspect of Braudy and Cohen’s Film Theory and Criticism (6th edition), is the discussion of the female characters and their context in the Horror films (Braudy & Cohen, 2004 p36). The argument presented here is that; despite the presentation of women under a problematic image, â€Å"the audience reaction may either subvert it or undercut it† (Braudy & Cohen, 2004 p27). The idea is interesting in the sense that, the argument indicates that despite showing women as bad in the Horror film, people are not likely to buy the idea, or even if they would want to do it, they will still undermine the bad image as portrayed by the film, or at least weaken the seriousness of the bad image presented about women, in their interpretation (Storrs & Tyrrell, 2008 19). There are several reasons that can underline this argument. First, women are believed to be members of the weaker gender, according to gender stereotypes. Therefore, their image in the minds of the peop le, mostly the audience, is that of weak individuals, who are not directly confrontational and harmful, meaning that they are always subject to being dominated over by their male counterparts (Merrell, 1985 p23). This being the case, it therefore becomes very hard to convince the minds and the perception of the people that women are capable of being extremely dangerous and harmful, as could be painted by the bad image about them in the Horror movie. While it is observed and generally agreed that women are capable of many things, including being evil and capable of causing harm to others, it is still not convincing that they are extremely harmful, to the extent of fitting into the bad image portrayed in the Horror movies (Eberwein, 1979 p44). Therefore, people will tend to either undermine the bad image that is portrayed of them, or at least weaken its seriousness. Secondly, the feminine notion has always painted women as the victims, rather than the culprits or the oppressors (Barsa m, 1976 p12). This makes it extremely difficult to persuade the minds of the audience that women are capable of causing the extreme harm associated with horror films, since such is expected to have them as the victims. Therefore, any portrayal to the contrary cannot easily persuade the mind of the audience (Andrew, 1989 p37). Despite the Braudy and Cohen’s argument being crafted back in the year 2004, it has its true applicability well beyond the foreseeable future. To conclude, a question arises; what can the future Horror film makers learn from the Braudy and Cohen’s theory, regarding women’s role in the horror film? The future convincing power of the Horror film is locked in the portrayal of women as the victims, and not the contrary. Piece of Work Two: The scene Analysis In this analysis, through applying the semiotic theory, I shall analyze the post wedding scene in the Me, Myself & Irene (2000) film, where Charlie (Jim Carrey), has just wedded Layla (Trayl or Howard), in a wedding ceremony attended by his colleagues, who are state police officers of Rhodes Island (Jacobs, Farrelly, Cerrone, Farrelly & Carrey, 2000 p68). After their marriage, Charlie and Layla are ferried in a limousine by a dwarf black American driver, Shonte (Tony Cox), who is offended by Charlie’

Argo Case Study Leadership Analysis Essay Example | Topics and Well Written Essays - 3000 words

Argo Case Study Leadership Analysis - Essay Example In addition, they have noted some areas that are certainly in need of improvement. This report addresses each. 1. Part A - Leadership Criteria: From the case study of ARGO, select ONE sub criteria from the Leadership section and assess it using the RADAR methodology and EFQM requirements of the Leadership criteria. 1.1 Two Strength areas (things ARGO did well as related to applying the requirements stipulated in the criteria or the RADAR) Let us consider section 1 d of the leadership portion of the case study. This section details that ARGO leaders are to reinforce a culture of excellence with the organization’s people. As of recent assessment, it was felt that the manager were not living up to this part of the vision, partly because they themselves felt cut off from the corporate culture of ARGO. This was understandable, but certainly an area that could be improved upon. One strength area that was implemented rested in the CEO of the company taking two days in February to hos t a retreat style event over two days. This event provided the entire company a chance to connect with its various leaders and to be reminded of the corporate vision of ARGO. The nature of the work that the company is quite stressful, and given the remote location of many of the job sites, disconnect can often set it. These events provide an opportunity not only for the CEO to share what has been happening in the company, but also to hear from various managers about aspects of the business that need improving. In this sense, the company has done well an deploying a system of enablers, under the RADAR logic of the EFQM model. Rather than simply sending out corporate memos that dictated company policies on a continent wide scale, the company has enabled its respective managers to carry out leadership functions based on their own unique situations, as long as they within the company vision. By meeting together once a year, in a strategic environment, the company is further enabling an atmosphere of teamwork and congeniality to be developed that should serve to enhance the quality of relationships experienced by all employees. A second strength exhibited in this area involves the change to have all managers leave their enclosed office and work out amongst their staff in an open plan layout. This puts the focus on the employees. It makes them feel that they are valued and important. In addition, it allows the manager to have a better grasp of the overall work culture in the office. You see, when a manager remains in a closed office, or even one with a strong open door policy, they cannot possibly pick up on the attitudes and feelings of their staff. They do not know the struggles that are potentially being encountered by the team, nor do they really know what is going well. By sitting amongst the staff, problems can often times be headed off before they emerge into serious situations. This also enables the managers at ARGO to truly reinforce a culture of excellence that is being talked about in this leadership section. When sitting in a closed office, the staff are not really able to see what the manager is doing. If things are not going well within the organization, the manager will be the one initially to blame because the staff will no see that they are truly performing their duties in line with the culture and vision of the company. This has been express before on EFQM self-assessments where the employees do not always believe

Biography of Pope John Paul II Essay Example for Free

Biography of Pope John Paul II Essay I. Early Life The Pope John Paul II was born Karol Jà ³zef WojtyÅ‚a, before his papacy in October 1978 .He was born in the Polish town of Wadowice, a small city 50 kilometers from Krakow, on May 18, 1920. Karol Jà ³zef WojtyÅ‚a was then the youngest of the three children born to Karol WojtyÅ‚a and Emilia Kaczorowska. His mother died in 1929 while Edmund, his eldest brother who was a doctor, died in 1932 and his father who was a non-commissioned army officer died in 1941. A sister, Olga, had died before he was born. Fr. Franciszek Zak baptized Karol Jà ³zef WojtyÅ‚a on The 20th of June in 1920 in the parish church of Wadowice. He was nine (9) years old when he took his First Holy Communion and was a confirmed Catholic at the age of eighteen at eighteen (18). â€Å"Upon graduation from Marcin Wadowita high school in Wadowice, he enrolled in Krakows Jagiellonian University in 1938 and in a school for drama.† (Short Biography, 2005) A year after, the university was closed by the Nazi forces. The young Karol instead had to work in a quarry from 1940 until 1944 and after in the factory of chemicals, Solvay, to earn his living and to keep away from being deported to Germany. Karol was always aware of his religious callings, and it was in 1942 when he started courses of becoming a priest in the clandestine seminary of Krakow, managed by Cardinal Adam Stefan Sapieha, the archbishop of Krakow at that time. â€Å"At the same time, Karol WojtyÅ‚a was one of the pioneers of the Rhapsodic Theatre, also clandestine.† (Short Biography, 2005) II. Post World War II Life with the Church Karol Jà ³zef WojtyÅ‚a pursued his studies in the major seminary of Krakow when it had reopened after the Second World War. At the same time he was a faculty of theology of the Jagiellonian University. It was in 1946, at the first day of November when he was ordained to the priesthood in Krakow. Archbishop Sapieha did the honor to ordain him. Thereafter, the same cardinal sent Father Karol WojtyÅ‚a to Rome to work under the direction of the French Dominican, Garrigou-Lagrange It was in 1948 when Father WojtyÅ‚a finished his doctorate in theology having a thesis on the â€Å"subject of faith in the works of St. John of the Cross (Doctrina de fide apud Sanctum Ioannem a Cruce)†. (Short Biography, 2005).   Even then, he was a good catholic and a person because that time after having his doctorate degree, while he was on vacations, he applied his pastoral ministry among the Polish immigrants of France, Belgium and Holland. During the same year he returned to his home country and became a vicar of many parishes in Krakow as well as chaplain to young students in the university and these roles and activities lasted until 1951. Beginning 1951 he pursued his studies again to widen his knowledge on philosophy and theology and two years after he was to defend a thesis on evaluation of the possibility of founding a Catholic ethic on the ethical system of Max Scheler at Lublin Catholic University.† (Short Biography, 2005) After this event he became a professor teaching about moral theology and social ethics in the key seminary of Krakow as served as a Faculty of Theology of at the same time. He was appointed as a titular bishop of Ombi on the 4th of July in 1958. The Pope Pius XII also appointed him as an auxiliary of Krakow on that same moment. On the 28th of September of the same year he was consecrated as a bishop by Archbishop Eugeniusz Baziak in Wawel Cathedral located in Krakow. Bishop WojtyÅ‚a had a lot of meaningful religious activities before he became the pope in October 1978. Among these are the publication of his dissertation in 1960, Evaluation of the Possibility of Constructing a Christian Ethic based on the System of Max Scheler† and the publication of Love and Responsibility; and in 1965 he made his Letter of Reconciliation of the Polish Bishops to the German Bishops, containing the famous words We forgive and ask forgiveness (Pre-Pontificate, 2005) III. And He Became the Pope John Paul II It was October 16, 1978 when Cardinal Karol WojtyÅ‚a  was elected successor to Pope John Paul I, the 264th Pope of the Catholic Church and takes the name  John Paul II. (Pontificate, 2005) During his election as the pope, â€Å"there were three surprises: that the new pope should be so young 58; that he should be a non-Italian; and that he should come from an Eastern European country. Though there has been noticeably less talk about the Holy Spirit, once again the cardinals have said how satisfied they are with their choice.†Ã‚  (Hebblethwaite 3) During his first year in the papal seat in 1978, he made numerous and notable activities and encouragement to the whole Catholic world. Among these are the Urbi et Orbi  radio message, John Paul IIs historic embrace of Cardinal  WyszyÅ„ski, the visits  to the Shrine of the Blessed Virgin Mary at Mentorella, Rome and to  Assisi  to venerate the tomb of St. Francis, patron of Italy, and to the Basilica of Santa Maria sopra Minerva to venerate the tomb of St. Catherine, patroness of Italy, The preceding year of his papacy and the years after it, Pope John Paul II simply inspired the whole Catholic community with his leadership. In 1979, the Pope accepted the request made by  Argentina  and  Chile  for the Holy See’s mediation in solving the controversy that was on going between the two nations. He also made the Pastoral Visit to  Santo Domingo in Dominican Republic, to Mexico  for the Third General Conference of the Latin American Bishops and the Bahamas  on January 25th to February 1st 1979 for his 1st Apostolic Voyage. (Pontificate, 2005) This voyage was succeeded by the second, third and fourth, all happening in the same year, 1979. These were the visits or voyages to Poland in June, in  Ireland, the U.N.  and the  United States of America  in September and in Turkey in November. During his voyage to his homeland, he had a very specific message to his countrymen. â€Å"The popes letter on the purpose of his visit, in which he stressed that he hoped to serve the unity of the Poles. (Hebblethwaite 3) During the 1980s, among the outstanding activities of Pope John Paul II involve Pastoral Voyages to  Zaire, Republic of Congo, Kenya, Ghana, Upper Volta  and  Ivory Coast, France, Brazil, and West Germany. His pastoral visit to Naples, Potenza, Balvano  and  Avellino was made after the earthquake. The apostolic voyages, which obviously result to greater acceptance among the Catholics of the respective visited nations, also serve as reminders to each and every one to restore their faith and be better followers of God. The pope never missed in reinstating this message anywhere he visits. At the year 1980 was ending the pope made his Apostolic Letter  Egregiae virtutis  in which he proclaimed Sts. Cyril and Methodius, together with St. Benedict, Patrons of Europe. As the leader, teacher and model of millions of Catholic followers, John Paul II made and performed his papal responsibilities dutifully. The Popes 1988 encyclical,  Sollicitudo Rei Socialis,  which is about social justice threading a middle ground between the sides of capitalists and socialists and putting arguments on both economic developments and placing the needs of those millions of poors over the wants of the selected wealthy. This Sollicitudo Rei Socialis is in fact believed to be â€Å"one of his most substantial documents.† (John Paul II) A new catechism was approved by Pope John Paul II in 1992. This contained comprehensive statements of devotion meant to unify the entire Catholic It was in October of this year when the Pope was able to publish a large encyclical on moral issues fairly â€Å"inspired by the pedophilia or the sexual attraction of adults to children crisis† (John Paul II) that was rampant in the United States. It was called Veritatis Splendor  or The Resplendence of Truth. In 1994 the Pope was with the Special Assembly for Africa  of the Synod of Bishops on the theme:† The Church in Africa and Her Evangelizing Mission Towards the Year 2000: You Shall Be My Witnesses. On that same year however, on the month of April the Pope had an accidental fall on the evening of the 28th causing a fracture on his right femur. Thereafter the Holy Father recovered at the Gemelli Polyclinic Hospital and undergone an operation and was hospitalized until the 27th of May. (Pontificate, 2005) Fulfilling the promise of his apostolic letter  Tertio Millennio adveniente  (As the Third Millennium Draws Near, 1994 the pope entered the year 2000, which he greeted by a proclamation of this year as the year of the Great Jubilee.   The Pope carried on this year â€Å"with a series of epoch-making activities calling for dialogue and brotherhood among the faiths.† (Pope John Paul) In February of the new millennium, John Paul II was the first pope to make a visit to Egypt, where he celebrated a mass in Cairo, stirring on discrimination against Christians in Egypt and other countries of Africa. On March 12, 2000, the pope also asked for forgiveness for many of the Catholic Churchs past sins, such as its treatment of Jews, heretics, women, and native peoples. â€Å"This was believed to be the first time in the history of the Catholic Church that one of its leaders sought such a sweeping pardon.† (John Paul II Biography) In the beginning of 2004, the Pope made his appeal to everyone regarding World Peace. â€Å"All of you, hear the humble appeal of the Successor of Peter who cries out: today too, at the beginning of the New Year 2004,  peace remains possible. And if peace is possible,  it is also a duty!†(John Paul II, 2004) A year before his death, Pope John Paul II was conferred the  International Charlemagne Prize, a prestigious award given annually by the city of Aachen, Germany, in recognition â€Å"of the Pope’s personal commitment, and that of the Holy See, in favor of unity among the peoples of Europe on the basis of the values rooted in the common human nature and efficaciously promoted by Christianity† (Pontificate, 2005) On February, at least a month before his death the Memory and Identity was published. This book was all about the Pope John Paul II, his life, and his legacy to the world. With his great contribution to the Catholic Church and in humanity in general, Pope John Paul II died in Vatican on April 2, 2005 at 9:37 in the evening. He was a great pope, leader, teacher and a person who gave much inspiration and teachings to his followers.

Video Conferencing Essay -- Communication Essays

Video Conferencing This essay will be about a communication medium called Video Conferencing (not to be confused with Web conferencing). I will explain what video conferencing is, how it works, potential uses, future impact with regards to technology as well as advantages/disadvantages with video conferencing. According to West, Donald (august 2003) â€Å"Videoconferencing Whit Paper† Videoconferencing is two way video and sound between two or more locations using video, audio and high speed digital communication connections. The development of videoconferencing started way back in 1956 with AT&T building the first picture phone test system, and it gradually evolved and in 1991 the first video/audio conference was held (HREF1). By means of video conferencing, images are digital, bits or pixel is used to represent the image. Video is accomplished by sending a sequence of digital frames, this is then received, decoded and shown at the receiving end. Both parties of the conference receive and transmit streams of digital images and voice at the same time. Common features of video conferencing systems are camera, visual display, audio system, user interface and control system, network connection and compression. The critical component in this process is the compression, referred to as CODEC. This device converts images to a digital format for transmission and decodes the received image for display. Displays are normally standard television receivers, LCD or video projectors. The use of video conferencing as an essential part of business communication has increased dramatically in recent years. The growth is expected to continue unabated according to research firm Frost & Sullivan Inc, going from 1.9 billion U.S to 5.4 billion U... ... It has been limited by the lack of bandwidth, but as that is continuously growing streaming is definitely something to be reckoned with in the near future. The most interesting technology would be Teleportec, to be in two places at once sounds very fascinating, projecting a digital image of the user to appear in a room. Although it sounds more like science-fiction, it is vaguely in use today, even though it is very expensive it would be very interesting to se how this technology develops in the future. References Videoconferencing White Paper - August 2003 by West, Donald Video conferencing report by Taylor, Moira (HREF1) http://myhome.hanafos.com/~soonjp/vchx.html (HREF2) http://www.uc.edu/ucitnow/winter_01/vctech.htm Electronic Engineering Times. David Lammers Manhasset: Apr 29, 2002. , Iss. 1216; pg. 46, 2 pgs http://gateway.proquest.com:

Contracts Cases Essay

FACTS: An Agency agreement was entered into between the Mills Company and the appellants appointing the appellants it’s Agents for a period of 30 years. The appellants throughout worked only as the Agents of the Mills Company and for the Fasli years 1351 and 1352 they received their remuneration under the terms of the Agency agreement. Notice was sent to the appellants to pay the amount of tax appertaining to these chargeable accounting periods. The appellants submitted their accounts and contended that the remuneration received by them from the Mills Company was not taxable on the ground that it is was not income, profits or gains from business and was outside the pale of the Excess Profits Tax Regulation. The Excess Profits Tax Officer made an order assessing the income of the appellants for the accounting periods 1351 and 1352 Fasli at Rs. 8,957 and Rs. 83,768 respectively and assessed the tax accordingly. ISSUES: 1. Whether under the terms of the agreement the petitioner is an employee of the Mills Company or is carrying on business? 2. Whether the remuneration received from the Mills is on account of service or is the remuneration for business? ANALYSIS OF THE FACTS: 1. The appellants were registered as a private limited company having their registered office in Bombay and the objects for which they were incorporated were the following : To act as agents for Governments or Authorities or for any bankers, manufactures merchants, shippers, Joint Stock Companies and others and carry on all kinds of agency business. 2. Under the Articles of Association of the Mills Company the appellants and their assigns were appointed the agents of the Company. The general management of the business of the Company subject to the control and supervision of the Directors, was to be in the hands of the Agents of the Company. They were to have power to appoint and employ in or for the purposes of the transaction and management of the affairs and business of the Company. The agents were authorized to sub-delegate all or any of the powers, authorities and discretions for the time being vested in them. 3. The Agency agreement which was executed provided that the appellants and their assign were to be the Agents of the Company for a period of 30 years from the date of registration of the Company and they were to continue to act as such agents until they of their own will resigned. 4. The remuneration of the appellants as such Agents was to be a commission of 2 1/2 per cent on the amount of sale proceeds of all yarn cloth and other produce of the Company. The appellants were to be paid in addition all expenses and charges actually incurred by them in connection with the business of the Company and supervision and management thereof. JUDGMENT: 1. â€Å"An agent is to be distinguished on the one hand from a servant, and on the other from an independent contractor. A servant acts under the direct control and supervision of his master, and is bound to conform to all reasonable orders given him in the course of his work; an independent contractor, on the other hand, is entirely independent of any control or interference and merely undertakes to produce a specified result, employing his own means to produce that result. An agent, though bound to exercise his authority in accordance with all lawful instructions which may be given to him from time to time by his principal, is not subject in its exercise to the direct control or supervision of the principal. An agent, as such is not a servant, but a servant is generally for some purposes his master’s implied agent, the extent of the agency depending upon the duties or position of the servant.† 2. The difference between the relations of master and servant and of principal and agent may be said to be this: a principal has the right to direct what work the agent has to do: but a master has the further right to direct how the work is to be done.† 3. In the present case, the powers did not spell a direct control and supervision of the Directors as of a master over his servant but constituted the appellants the agents of the Company who were to exercise their authority subject to the control and supervision of the Directors but were not subject in such exercise to the direct control or supervision of the principals. 4. The remuneration by way of commission of 2 1/2 per cent. of the amount of sale proceeds of the produce of the Company savoured more of the remuneration given by a principal to his agent in the carrying out of the general management of the business of the principals than of wages or salary which would not normally be on such a basis. 5. All these circumstances together with the power of sub-delegation go to establish that the appellants were the agents of the Company and not merely the servants of the Company remunerated by wages or salary. 6. The objects of the appellants in this case inter alia were to act as agents for Governments or Authorities or for any bankers, manufacturers, merchants, shippers, Joint Stock Companies and others and carry on all kinds of agency business. This object standing by itself would comprise within its ambit the activities of the appellants as the agents of the Company and constitute the work which they did by way of general management of the business of the company an agency business. Apart however from this there is the further fact that there was a continuity of operations which constituted the activities of the appellants in the general management of the Company a business. 7. All these factors taken into consideration along with the fixity of tenure, the nature of remuneration and the assignability of their rights, are sufficient to enable us to come to the conclusion that the activities of the appellants as the agents of the Company constituted a business and the remuneration which the appellants received from the Company under the terms of the Agency Agreement was income, profits or gain from business. 8. The appellants were therefore rightly assessed for excess profits tax and these appeals must stand dismissed with costs. 2. P. Krishna Bhatta And Ors. vs Mundila Ganapathi Bhatta 1955 MAD HC FACTS: The dispute in this case relates to three items of properties, viz., two parcels of land used for raising paddy and arecanut in Kedila village and a coffee estate in Coorg, ISSUES: whether in regard to these items of properties Ganapathi Bhatta was benamidar and apparent owner? (IRRELEVANT ISSUE FOR US) whether Section 66, C.P.C. applies to the transactions relating to the two items or Kedila properties, in regard to which two sale certificates have been issued in favour of Ganapathi Bhatta. The other alleged in the pleadings that Ganapathi Bhatta was an agent for the joint family of Bheernayya throughout these transactions and that therefore the prohibition under Section 66, C.P.C., would not apply to this case. Ganapathi Bhatta by no stretch of imagination can be described as the agent of Bheemayya for the purpose of buying this property in Court auction sale. PRINCIPLE: In legal phraseology, every person who acts for another is not an agent. A domestic servant renders to his master a personal service; a person may till another’s field or tend his Hocks or work in his shop or factory or mine or may be employed upon his roads or ways; one may act for another in aiding in the performance of his Legal or contractual obligations to third persons, as when he serves a public carrier, warehouse-man or innkeeper in performance of the latter’s duties to the public. In none of these capacities he is an â€Å"agent† within the above meaning as he is not acting for another in dealings with third persons. It is only when he acts as representative of the other in business negotiations, that is to say, in the creation, modification, or termination of contractual obligations between that other and the third persons, that he is an â€Å"agent.† Representation of another in business negotiations with third persons so as to bind such other by his own acts as if they were done by the former, is of the essence of the relation of agency and the distinguishing feature between art â€Å"agent† and other persons who act for another. Looked at from this point of view, an agency is a contract of employment for the purpose of bringing another-in legal relation with a third party or in other words, the contract between the principal and agent is primarily a contract of employment to bring him into legal relation with a third party Or to contract such business as may be going on between him and the third party. An agent is thus a person either actually or by law held to be authorised and employed by any person to bring hint into contractual or other legal relations with a third party. He is a representative vested with authority, real or ostensible, to create voluntary primary obligations for his principal by making promises or representations to third persons calculated induce them to change their legal relations. Representative character and derivative authority may briefly be said to be the distinguishing features of an agent. HOLDING: It is not stated in the pleadings in the present case as to when precisely Ganapathi Bhatta was constituted an agent, or on what terms he was so constituted or when the agency was got terminated or other details to spell out an agency. HE IS NOT AN AGENT. SIDE NOTE: The ‘karta’ is not the agent, or trustee of the joint family, but his position has been described as like that of a chairman of a committee 3. Loon Karan Sohan Lal vs Firm John And Co. And Ors. 1967 All HC Facts: The defendant had entered into an agreement with the defendant for the deliver of 15 bales of yarn. Since the plaintiff did not deliver on time, he went on to sue his principal, the govt. Of assam. Mr. Misra argued that the plaintiff was appointed by the Assam Government as their agent to perform the duties of procuring yarn and if in the performance of his duties as agent he suffered loss he is entitled under Sections 222 and 223 of the Contract Act to be reimbursed by the Assam Government as principal. The agreement between the plaintiff and govt. Of Assam stated: â€Å"This agreement made between the Governor of Assam represented by the Additional Secretary in th Department of Supply (Textile) hereinafter called the Govt. of the one part and M/s Loonkaran Sohanla hereinafter called the agent of the other part. The agent has been appointed for the purpose of procuring yarfor the month of August and September 1948 on the following terms and conditions.† JUDGEMET But in my opinion the description of the plaintiff in the agreement Ex. C-l and in the letter Ex. 47 as the agent of the Assam government is not conclusive. The court must examine the true nature of the agreement and the subsequent dealings between the parties, and then decide whether it established a relationship of agency under the law. It is common experience that the word ‘agent’ is frequently used to describe a relationship which is not an agency in law. an agent primarily means a person employed for the purpose of placing the principal in contractual or other relations with a third party and it is essential to an agency of this character that a third party should be in existence or contemplated. † The agreement Ex. C-l does not suggest, even by implication, that the plaintiff was to represent the Assam Government in any transaction or dealings with any other party or parties. No such parties were mentioned in the agreement or in contemplation of the signatori es to the agreement. The conduct of the plaintiff after the agreement shows that he never functioned as the agent of the Assam Government. He entered into the agreement of sale of yarn with John and Co. in his own name and on his own behalf; he paid the price from his own pocket and did not debit it to the Assam Government; he regarded himself as the owner of the goods and filed this suit in his own name. He might have been advised, when things went wrong, that the Assam Government had described him as their agent and were therefore liable to reimburse him for theloss suffered by him in the discharge of his obligations under the agreement. He is entitled to our sympathy, but he cannot in the circumstances ask this Court to make the Government liable for his losses. Mr. Misra contended that even if the plaintiff was not employed under the agreement to represent the Assam Government in dealings with third persons, he was appointed â€Å"for the purpose of procuring yarn† for the Assam Government and thus employed† to do any act for another† and this made him an agent under Section 182. I am unable to agree. There are several answers to this argument. First. it is based on a misapprehension of the words â€Å"a person employed to do an act for another† in Section 182 of the Contract Act. There is a distinction between a person employed In do an act for another and a person who does an act at the bidding if another. In the first place the act done is not that of the person employed but of him who employs him in the second, the act is that of the person himself Again, in the first case, the person employed is an agent of the employer, in the second, he merely acts at the request of another. Then again in the first case, under Section 222 the person is entitled to be indemnified against the consequences of all lawful acts done by him in the exercise of his authority as an agent, in the latter, he is entitled to be indemnified only if there is a contract of indemnity to this effect. If the plaintiff had been employed to purchase and sell cotton yarn on behalf of the Government of Assam, or asked by them to distribute yarn, belonging to the Government, he would have been their agent under Section 182 of the Contract Act and entitled to be indemnified for the consequences of all lawful acts done by him But the plaintiff, under the agreement, was to purchase yarn from others and sell it to consumers in Assam The utmost he can claim is that he entered into a transaction of sale with John & Co at the bidding of the Government of Assam. But there was no undertaking by that Government, either under the agreement exhibit C-1 or any other to indemnify the plaintiff against loss. 10. After a careful analysis of the agreement Exhibit C, I am of the opinion that it is really a license conferring upon the plaintiff the exclusive right to purchase yarn and sell it to consumers within the province of Assam. Though the plaintiff is called an agent, he was no more an agent in law than a licensee under a permit to sell intoxicating liquor subject to terms and conditions specified in the permit. Here a representative character would be required for him to be an agent which is absent. 4. Unit Trust Of India vs Ravinder Kumar Shukla The Appellant is a statutory corporation established under Section 3 of the UTI Act, 1963. As part of its activities the Appellants float various schemes. Under the various schemes from time to time, the Appellant issue cheques towards maturity amount of the units purchased and/or towards repurchase value. It appears that the Appellant normally draw Account Payee, Non-transferable and Not Negotiable cheques and send them to the payee by registered post.The Appellant started receiving a large number of complaints from unit holders alleging non-receipt of the cheques. In all 1600 unit holders had not received cheques of the value of app. Rs. 3 Crores 35 lakhs. All these cheques were intercepted, new accounts opened in Banks/Post Offices in the names of payees of the cheques and thereafter the moneis were withdrawn leaving a minimum balance in the accounts. In respect of this colossal fraud, F.I.Rs. have been lodged, investigations and prosecution are in progress. The question before this Court is whether the loss is to be borne by the unit holder payee and/or by the Appellant. The answer to this question would depend on whether the post office was acting as an agent of the unit holder and/or the Appellant. Thus the law is that in the absence of any contract or request from the payee, mere posting would not amount to payment. In cases where there is no contract or request, either express or implied, the post office would continue to act as the agent of the drawer. In that case the loss is of the drawer. (drawer here is the appellant) any proof of any contract that the amounts could be sent by post or any proof that any request had been made by any of the payees that the amount be sent by post. Mr. Bhat was also asked whether there was any proof of any practice from which it can be implied that the payee had requested/consented to have the cheques sent by post, since the prrof of such a contract could not be established. Appellant/ drawer held liable.

Psychological and social processes in the development of drug addiction Essay

Psychological and social processes in the development of drug addiction Introduction            Drug addiction can be defined as a compulsive need to use drugs in order to function normally. It can also be defined as primary, chronic, neurobiological disease with genetic, psychosocial and environmental factors influencing its development and manifestations. It is characterized by behaviors that include one of the following: impaired control over the drug use, compulsive use, continued use despite the harm it does on the individual and its craving.            When an individual persists in the use of alcohol or other drugs despite the problems related to use of the substance, substance dependence may be diagnosed. Repetitive use may result in tolerance to the effect of the drug and withdraw symptoms when use is reduced or stopped.            Some of the most important things to know about addiction are that it is fundamentally about compulsive behavior and that such habits originate outside consciousness; from the unconscious mind. It is also important to know that addiction could be heritable meaning that family background and genetics play a big role. Also, people with additions often have psychiatric disorders and that it is characterized by frequent relapse (one should not expect to overcome addiction on the first try.) Another important thing to note is that different psychotherapy all produces similar results (Cohen, 1985, p.98)..            Drugs that cause addiction include both legal and illegal drugs as well as prescription or over the counter drugs. Addictive drugs also include a large number of substrates that are currently considered to have no medical value and are not available over the counter or by prescription. Several theories of drug addiction exist, some of the main ones being genetic predisposition, the self-medication theory, and factors involved with social/economic development. It has long been established that genetic or biological factors along with social and psychological factors are the main contributors of addiction (Bier, 1962, 74). Biological development of drug addiction Substance abuse and genetics            Genetics is one factor in addiction. The development of an addiction is influenced by multiple biological, familial psychological and social cultural factors. In our societies every one has access to drugs and alcohol, some people use them and other people become addicted. However, not all people who use substances will become addicted dependent or even use them regularly. Similar upbringing, environmental factors rate of abuse for a drug and even peer influence still do not mean that people will struggle with drug addiction.            Genetics account up to around half of the reasons for a person becoming addicted. There ire no specific genes for addiction though there are a number of biological and genetic factors that make someone more or less vulnerable to becoming an addict. Genetics are thought to contribute to the development of heavy substance abuse although environmental and social factors are necessary to lead someone into that problem (Barnard, 2007, p.38).            There are no genes or a set of genes that have been identified to directly cause a person to become a drug abuser or engage in drug taking activities. Genes are important in the control of behavior. If a gene is absent, a protein that controls the development or function of a psychological system may not be produced. In certain cases, the impact may be obvious, such as in case of mental retardation or related diseases. In other cases, the impact of genes on behavior may be less obvious but just as important in a person’s development. This is the case when genetic factors produce a tendency or predisposition to respond in a certain manner. Such is believed to be the influence of genes on a number of behavioral traits and disorders, including drugs and alcoholism dependence. Thus, genes are not the sole determinant of alcoholism or substance absence but their presence or absence may increase the likelihood that a person will become alcohol or drug dependent. Genetic predisposition and vulnerability            Genetic predisposition is considered important n development of drug and substance abuse. It is thought that an individual whose parent or grandparent has/had the problem of addiction are more vulnerable to addiction. This does not directly mean that people born in families where substance abuse has been a problem will have the problem but they are more susceptible to developing an addiction. It is also very difficult for them to quit once they get addicted or have more severe withdrawal symptoms.            Vulnerability to substance abuse is also influenced by demographic, environmental, behavioral and personality factors. Poverty, previous sexual abuse, rebelliousness, delinquency, incarceration and peer drug use are also issues that contribute to a person’s vulnerability without which genes have little or no influence on the person whose family has the history of addiction. Susceptibility to addiction            A person does not inherit a substance abuse but inherit susceptibility to it. Those people who are susceptible to addiction may never develop that problem unless they are exposed to the predisposing factors seen above. Note that a person who does not have a genetic factor may develop the problem and pass it on to his future generation. Genetics may have a place in the transition from recreational drugs taking behavior to established pattern of drug abuse. These genetic factors may include personality traits, mental health, psychological reactions to a drug such as the case of severity of hangovers and risk taking behavior.            Genetics may play a role in determining what kind of a drug a person is likely to abuse and which ione he/she cannot although this is also influence by the peer and environmental factors. Parental alcoholism            Parental alcoholism is known to contribute significantly to the risk of the child developing the same condition. This may occur for genetic reasons though it would also be affected by factors such as personality traits, exposure to alcohol and alcoholism lifestyle, peer pressure and mental health (Andrews, 1961, p.25).            For male children, the risk is up to eight times higher than that of female children of alcoholics. Behavior is considered the biggest factor in this development as disinhibiting and thrill-seeking traits are more in boys than in girls.            Alcoholism however, is not simply caused by genetics and no one should take that as an excuse for taking it and developing addiction. Family does not play a big role in influencing a person’s decision to use or not to use alcohol or other substances.            Adopted children have twice the risk if their biological parents were drug abusers. This suggests that for parents who aim to adopt children should research on the heath history of the child incase the child is susceptible so as to take the necessary measures. This will also help the parent in deciding the type of environment to raise the adopted child.            Biological development could also be argued to affect the brain causing long term changes in the anatomy and physiology of the brain’s neurons. Alcohol, methamphetamine, and MDMA (ecstasy) have been shown to be neurotoxic in animal studies. Unlike other cells in the body, neurons in many parts of the brain do not have the capacity to regenerate although recent studies have shown that the adult human brain can generate new neurons in the hippocampus, a part of brain responsible for memory and learning. Alcohol kills neurons in a part of brain that help create new memories (hippocampus and mammillary bodies). If those memories die, the capacity for learning decreases. Methamphetamine is toxic to dopamine containing neurons. MDMA has been shown to damage axon terminals of neurons that produce another neurotransmitter called serotonin. In addition to neurotoxic effects, drugs can significantly alter the activity of the brain. These events could be considered as a biological development of addiction since one the brain cells have been damaged, the person cannot function normally without their presence (Conrad, Martin, & ÄnggaÌŠrd, 1977, p.49). Psychological processes in the development of drug addiction            Drug addiction is behavioral and carries no connotations regarding the drugs potential adverse effects, the social acceptability of drug usage or physiological consequences of chronic drug administration. Although drug addiction is frequently has adverse medical consequences, it is usually associated with strong social disapproval.            Initial drug use can be motivated by a number of factors such as curiosity about the effects of the drug, peer pressure or psychodynamic processes can all provide sufficient motivation for experimental or circumstantial drug use. The development of addiction is thought to involve a simultaneous process of increased focus on and engagement in a particular behavior and the attenuation or shutting down of other behavior. For example, under certain experimental circumstances such as social deprivation and boredom, animals allowed unlimited to self administer certain psychoactive drugs will show such a strong preference that they will forgo food, sleep and sex for continued access. 59499524447500Drug Use 109347025146000899795825500004805045831850031743658318500 Casual drug intensive drug use compulsive drug use Addiction 14560558191500Circumstantial motivational strength motivational toxicity. Drug use            The above diagram represents a continuum of drug use illustrating the progression from casual drug use to addiction. Motivational strength is the determining factor in categorizing drug use. Motivational toxicity has not been considered as a defining characteristic though it may be the most distinguishing feature.            Substance abuse is referred to as psychological dependence by the psychiatrists who are considered as a form of a disease. Another lesser known situation is the pseudo-addiction. A patient with this situation will exhibit drug seeking behavior reminiscent of psychological addiction, but they have a genuine pain or other symptoms that have been undertreated.            Normally, psychological dependency leads to psychological withdrawal symptoms such as craving, irritability, insomnia, depression, anorexia and many others. Addiction in theory can be derived in any rewarding behavior and is believed to be strongly associated with the dopaminergic system of the brains reward system as in the case of cocaine and amphetamines. Some claim that it is a habitual means to avoid undesired activities but typically it is only so to a clinical level in individuals who have emotional, social or psychological dysfunctions replacing normal positive stimuli not otherwise attained.            If a person is physically dependent but not psychologically dependent can have their dose slowly dropped until they are no longer physical dependent. However, if a person is psychologically dependent, there is always the risk of relapse in abuser and subsequent physical dependence. Psychological dependence is not only limited to substances; even activities and behavioral pattern can be considered addictions if they become uncontrollable for example gambling, internet addiction, sexual addiction/pornography addiction, overreacting, self-injury, compulsive buying or work addiction.            Studies have examined factors which moderate substance abuse or dependence. For example there is a significant relationship between psycho-behavioral risk factors such as tolerance to deviance, rebelliousness, achievement, perceived drug risk, familism, family church attendance and other factors and substance abuse and dependence. That relationship is moderated by familism which means the strength of the relationship is increased or decreased based on the level of familism present in a given individual.            There are several factors that are thought to mediate between psycho-behavior and substance abuse. The first factor is risk taking behavior and parental involvement. Studies have shown that children who spend more time with their parents are not likely to get involved with drugs unlike children who get to learn most of the things in life from their friends. Generally people who like taking risks in life are more susceptible in life since they tend to experiment once they become familiar with the substance.            Another example of mediating variable is depression. Depression has been seen to mediate between childhood maltreatment and subsequent substance abuse in adulthood. In other words, childhood physical abuse is associated with increased drug and alcohol in young adulthood. More specifically, depression helps to explain how childhood abuse is related to subsequent drug abuse in young adulthood. A third example of a mediating variable is an increase in externalizing symptoms. In other words, stressful life events are associated with externalizing symptoms such as aggression or hostility which can lead to peer alienation or acceptance by socially defiant peers, which could lead to increased drug use (Gray, 1999, p.75). Management Addiction severity index            Some medical systems including those of at least fifteen states of the United States refer to an Addiction Severity Index to assess the severity of problems related to substance use. The index assesses the problem in six areas: medical, employment/support, alcohol and other drug use, legal, family/social and psychiatric. Detoxification            Early treatment of acute withdrawal often includes medical detoxification which can include doses of anxiolytics or narcotics to reduce the symptoms of withdrawal. An experimental drug, ibogaine is also proposed to treat withdrawal symptoms and craving.            Neural feedback therapy has shown statistically significant improvement in numerous researches conducted on alcoholics as well as mixed substance abuse population. In chronic opiate addiction, a surrogate drug such as methadone is sometimes offered as a form of opiate replacement therapy. However, treatment approaches universal focus of an individual’s ultimate choice to pursue an alternate course of action (Ausubel, 1958, p.76).            Disorders such as post traumatic stress disorder (PTSD) and depression. This is seen as a form of psychological development of addiction to drugs.            Drugs such as stimulants cause psychical addiction which could be moderate to severe and withdrawal is purely psychological and psychosomatic. Others such as amphetamine and methamphetamine, cocaine, caffeine, nicotine, sedatives and hypnotics also cause psychical addiction which could be mild to severe and physiological addiction; abrupt withdrawal could be fatal.            Some individuals self-medicate themselves with drugs such as alcohol and other drugs to avoid their intolerable states of their minds such as stress which increase the craving for drugs and relapses. Research as shown that people who survive disasters are prone to stress-related            Social development and adjustment factors also play a major role in drug abuse and addiction. An assumption of the developmental perspective is that the course of one’s life is a process in which life circumstances change, milestones are met or missed and new social roles are created while old ones are abandoned. These events and roles happen at some given stages of life although it also depends with the environment in which an individual is brought up in.            Studies of the social factors involved in drug use have mostly focused on either adolescents or young adults but a significant number of cocaine users may not initiate until they are at their middle adulthood. The majority of people enter into adult social roles on schedule. However some people enter into these roles earlier or latter that the same age peers. The developmental perspective predicts that this will lead to less than satisfactory adjustment and possibly negative consequences including drug and alcohol dependence.            Those who use alcohol and recreational drug at an early age are at a greater risk to developing addiction. The younger a person is when they experiment with drugs the more likely they are to become addicts latter on. These experimentations could be brought about by social functions and festivals in our societies especially. When the parents use alcohol and other drugs in such occasions it may be hard to control the children especially at adolescent stage (Bethesda, 2006, p.57).            Those who experience childhood trauma as well as those growing up in an environment where alcohol and other drug abuse is considered normal behavior are at even higher risk of developing addiction both of which are more or less social. For instance childhood trauma could result from tribal wars due to cultural differences in our societies where a child may be sexually and physically abused.            Some people just become victims of social classes and poverty where parents make illicit brews to sell them for a living. In this situation, the child grows up in that environment where brewing, selling and drinking the brews is the order of the day. Some of the parents who sell the drugs especially in Africa use the drugs on their children as sedatives as their do their work. In this situation the child grows up operating under the influence of drugs. This child has a very high risk of developing addiction latter on.            It is also believed that is a person grew up in the environment where his/her self esteem is suppressed are also at a risk of developing addiction. Also those people who find it difficult to manage antisocial behavior tend to ‘hind’ in drugs which may eventually lead to addiction for example gays. Poor parenting where children are exposed to social media at an early age could also be a motivating social factor to use drugs. Children watch movies which suggest that the only way to operate normally is under the influence of drugs. Such a child is likely to experiment. As much as poverty may contribute to the problem of drug use and eventually addiction, availability of money to buy the drugs may also contribute a lot. When a person is especially at an adolescent stage is exposed to the drugs may be by peers, availability of money will be the next factor. Other social factors that may lead to drugs and eventually addiction include: feeling of insecurity i n relationships, attention seekers, those who find delayed gratification and difficult impulsiveness (Washington, 1980, p.39). Addiction as a learned behavior            It is suggested that people may fall into addiction because of learned behavior. This would explain why those who grow up around substance abusers are more likely to become addicts themselves. Learning theory is based on the idea people don’t have to experience every behavior in order to decide whether to adopt it. If it is observed to bring reward and satisfaction to another person, it can be enough to convince another person to copy it. According to this theory, the answer to addiction is to unlearn the maladaptive behavior.            Studies have shown that the addictive power of a drug has been exaggerated and that interest in drugs diminishes in both laboratory rats and people when alternative rein forcers of an enriched environment are offered to the subject. Rather than addiction, poverty and crimes being inevitable consequences of drugs; drugs are more likely to be a consequence of poverty and crime.            Acute or recreational use of most psychoactive drugs causes the release and prolonged action of dopamine and serotonin within the reward circuit.            In conclusion, drug and substance abuse is more of ones choice than the motivating factors that are involved. No one should blame the biology (genes) and other factor s such as life events and the society for his/her involvement with drugs. Everyone should be responsible of choices they make in life considering the damage such that is posed by addiction both socially and economically (Horgan, 2001, p.76). References Andrews, M. F. (1961). Creativity and psychological health;. Syracuse, N.Y.: Syracuse University Press. Ausubel, D. P. (1958). Drug addiction: physiological, psychological, and sociological aspects. New York: Random House. Barnard, M. (2007). Drug addiction and families. London: Jessica Kingsley Publishers. Bellenir, K. (1996). Substance abuse sourcebook: basic health-related information about the abuse of legal and illegal substances such as alcohol, tobacco, prescription drugs, marijuana, cocaine, and heroin ; and including facts about substance abuse prevention strategies, intervention methods, treatment and recovery programs, and a section addressing the special problems related to substance abuse during pregnancy. Detroit, MI.: Omnigraphics. Bier, W. C. (1962). Problems in addiction: alcohol and drug addiction,. New York: Fordham University Press. Cohen, S. (1985). The substance abuse problems. New York: Haworth Press. Conrad, H. T., Martin, W. R., & ÄnggaÌŠrd, E. (1977). Drug addiction. Berlin: Springer-Verlag. Gossop, M. (2003). Drug addiction and its treatment. Oxford: Oxford University Press. Gray, P. (1999). Psychology (3rd ed.). New York: Worth Publishers. Heyman, G. M. (2009). Addiction: a disorder of choice. Cambridge, Mass.: Harvard University Press. Hollander, B. (2012). Addiction. New York: Rosen Pub.. Horgan, C. M. (2001). Substance abuse: the nation’s number one health problem : key indicators for policy update. Princeton, NJ: The Foundation. Lewis, J. M. (1976). No single thread: psychological health in family systems. New York: Brunner/Mazel. McDougall, W. (1921). An introduction to social psychology, (14th ed.). Boston: J.W. Luce & co.. McGhee, L. K. (2011). Drug addiction. San Diego, CA: ReferencePoint Press. Myers, D. G. (2004). Psychology (7th ed.). New York: Worth Publishers. Pathways of addiction opportunities in drug abuse research. (1996). Washington, D.C.: National Academy Press. Self, D. W., & Staley, J. K. (2010). Behavioral neuroscience of drug addiction. Heidelberg: Springer. Singh, J. M., Miller, L. H., & Lal, H. (19721974). Drug addiction. Mount Kisco, N.Y.: Futura Pub. Co.. Sora, J. W. (1997). Substance abuse. New York: H.W. Wilson. Bethesda, Md.: (2006). National Institute on Drug Abuse, National Institutes of Health. Washington, D. (1980). The facts about â€Å"drug abuse†. New York: Free Press. Source document

SAT Prep for ESL and Bilingual Students

SAT Prep for ESL and Bilingual Students SAT / ACT Prep Online Guides and Tips The SAT is a challenging test for all students, but especially for those whose native language isn't English. Even more so than its counterpart, the ACT, the SAT focuses on high level vocabulary words and reading comprehension. Most four year colleges require the SAT or ACT from ESL students, often along with the TOEFL or IELTS. This guide is for ESL and bilingual students who have college in their plans and want to know how to prep for the SAT. Before delving into your approach to test prep, let's discuss what exactly the SAT tests, and why it can be so demanding for non-native speakers of English. What Does the SAT Test? Some students ask, can you take the SAT in another language? What about the SAT in Spanish or Mandarin? What about just the SAT instructions in another language? The answer to all these is, sadly, no. There is no special SAT ESL or SAT bilingual version. The SAT is meant to assess your college readiness. It tests whether you have the math and verbal reasoning skills to do well in college classes. Since your college classes will be in English, it wouldn't be very helpful to offer SAT dual language or translations for the questions or instructions. The SAT has three main sections: math, Critical Reading, and Writing, which includes an essay. ESL, bilingual, and international students often score higher on the math section of the SAT than the Writing and Critical Reading sections. While the math does require some knowledge of math terminology and understanding word problems, it doesn't require as advanced English skills as the verbal sections (perhaps stating the obvious). The Writing section tests your understanding of grammar rules and sentence and paragraph structure. Multiple choice questions will ask you to identify errors in a sentence or rearrange ideas within a paragraph. Because the sentences are often complex, this section is challenging for ESL students. Some ESL students have an advantage on the Writing multiple choice, however. ESL students often study rules of English grammar more explicitly than native speakers do, who might just rely on their sense of "what sounds right." SAT scores of bilingual students who can identify and apply specific rules, like subject-verb agreement and parallelism, can do very well on this section. Writing also includes a 25 minute essay, which accounts for about 30% of the overall Writing score. This persuasive essay is tough for non-native speakers, since points are deducted for any errors in grammar or structure. Luckily, this essay is very coachable. By familarizing yourself with exactly what graders want to see and practicing essay writing before the exam, you can prepare yourself and improve your score. Finally, the most challenging section of the SAT for most ESL students is the Critical Reading section. To do well on this section, you have to be able to read and understand passages quickly. You also have to use reasoning skills to make inferences, interpret details, and determine main purpose. Doing well on the Critical Reading sections is no easy feat for any student. By improving your English level overall and studying specifically for the SAT, in terms of both content, and strategy, you can improve your scores a greal deal. The first step is asking yourself whether you're ready to start prepping for the SAT. Do you have the level of English necessary to study for and take the SAT? Let's try to answer this question for students in each of the three main levels: beginner, intermediate, and advanced. If you're a High Beginner or High Intermediate, you might fall somewhere in between and can take advice from both sections. Three delicious levels. What's Your English Level? Are you at the beginner, intermediate, or advanced level in your English language learning? As I mentioned above, many colleges require you to demonstrate your English proficiency with the TOEFL (another accepted exam is the IELTS) if you've taken one or more ESL classes in high school. Not only can this test help you get into college, but you can also use it to decide whether you're ready to take the SAT. SAT experts generally agree that you'll have trouble prepping for and taking the SAT until you've achieved at least a 90 on the TOEFL. The minimum TOEFL score I've seen to get into U.S. colleges is a 79, so this is another minimum benchmark to use. The TOEFL requires a lot of prep too, but at least all this studying will get you in the right mindset for the SAT. If you haven't taken the official TOEFL, you can try TOEFL sample questions and gauge your level that way. At the very least, you'll have a sense of your English level based on your class placement in school. If you're a beginner or high beginner ESL student, what can you do to start prepping for the SAT? Many colleges offer ESL bridge programs for beginner ESL students. SAT Prep for Beginner ESL Students If you're a recent ESL student at a beginner level, then you're probably not at the point yet where you can start planning for the SAT. The SAT is a measure of the math and verbal reasoning skills you need for college. Beginner ESL students would have a hard time keeping up with college classes in English. The best thing you can do at the beginner level is to keep studying and improving your English and all your reading, writing, listening, and speaking skills. Build up your vocabulary and knowledge of English idioms (some idioms will appear on the SAT). You might begin to familiarize yourself with what the SAT is all about, so you can incorporate relevant material into your English learning. By this I mean you could make sure you're learning geometry and algebra terms or focusing on a detailed understanding passages when you read. If you're looking to go to college at the beginner level, many colleges offer an ESL bridge program for bilingual and international students (and those who score lower than a 79 on the TOEFL). In a bridge program, you can keep learning English and eventually go straight into the school's undergraduate program. Some colleges with ESL bridge programs include UMass Boston, Roger Williams, and the University of New Hampshire, among lots of others. Another possibility is enrolling in a community college (which doesn't require the SAT, but usually wants to see the TOEFL), and then transferring to a 4-year school after a year or two. This can be a great option to give yourself time to build up your English, experience the U.S. if you're not living here already, gain college credits, and then ultimately get your diploma from a 4-year college. Keep working on your English so you'll have the language skills you need to take the SAT and succeed at the college level. Once you've brought your skills up to the intermediate or high intermediate level, you can begin to do more focused prep for the exam. Keep reading to improve your English skills. SAT Prep for Intermediate Students Intermediate students may be in a better position to score between a 79 and 90 on the TOEFL and find the SAT more accessible. If you're an intermediate ESL student, you should familiarize yourself with everything about the SAT. Find out what's tested on the Math, Critical Reading, and Writing sections. Learn all about the different question types. Understand how much time you have in each section. Math is typically easier for ESL students, but you still need to focus on the math concepts and making sure you can understand word problems and math vocabulary,like integer, mulltiples, and isosceles triangle. For Writing, study the most commonly tested grammar rules and read widely to improve your understanding of syntax and structure. Practice writing essays; hopefully you have someone who can give you feedback on them. Finally, for Critical Reading, practice reading texts closely(and quickly) for main purpose, vocabulary, and details. Figure out where you need to focus your studying the most. Then you can determine your approach to test prep. What Are Your Prep Options? There are a few options for SAT prep, but I wouldn't recommend all of them for intemediate ESL students. These options include self-studying from books, SAT classes, one on one tutoring, and online programs. Self-studying can be tough and even ineffective for intermediate ESL students. You have to figure out everything on your own. Students can improve a lot by studying their mistakes and reading through answer explanations. If you don't have the language skills to understand your mistakes, then you could keep repeating the same ones without learning what you're missing. SAT classes are a slightly better option, but they can be difficult if they're not geared toward ESL students. They might move at a faster pace and teach to native speakers. In large classes, you might not get enough individual attention to really understand problem types. I would recommend online programs or one on one tutoring (or online programs that include a one on one tutoring component). That way you can match the prep to your pace and language level and get the thorough explanations you need. PrepScholar's program, for example, helps you figure out your strengths and weaknesses and target the areas you need to improve most. It also gives you lots of lots of practice writing essays and getting feedback. One on one tutoring can also accomplish this, but it works best if the tutor has experience working with non-native English speakers. It also may just be a weekly meeting, whereas you could access an online program anytime you wanted. The key thing to remember is that you should target your weaknesses, understand your mistakes, and find a prep method that best meets your needs as an ESL or bilingual student. All of this takes time and a plan, so it's best to start a year or more before your test date to give yourself time to prep and additional test dates to retake the SAT, if needed. Meanwhile, continue improving your English, as ultimately a strong score on the SAT, and especially the verbal sections, requires advanced English skills. Full speed ahead! SAT Prep for Advanced Students Advanced ESL students or bilingual students who are fluent will benefit from SAT prep in much the same way as native speakers. The difference is that they may have to focus more on understanding idioms, high level vocabulary, and essay writing, and work on their ability to read quickly under time pressure. There are a number of resources for free official practice tests that students can use to get a sense of their strengths and weaknesses. As you review content and concepts, you can also try out strategies for saving time and approaching each section. Analyze your mistakes and keep trying out timed practice tests to improve your pacing. Is there a method of test prep that works best for advanced students? What Are Your Prep Options? In terms of your options - self-study, classes, one on one tutoring, and online programming - you have more flexibility as an advanced ESL student or fluent English speaker. If you can deeply understand test prep on your own from books, then you could benefit from using them to prepare. You also might learn in a class, though generally classes don't offer insight beyond the ordinary or give much individualized attention. The strengths of customized online programs and one on one tutoring still stand for advanced ESL students and native speakers, since they help you design a study plan, understand your strong points and weak areas, and prioritize the material in a way that will maximize your score improvement. Many schools waive their TOEFL requirement if you score a minimum score on the Critical Reading section of the SAT. UMass Boston wants to see a 450 for bilingual SAT scores, and Columbia and Brown want to see at least a 650. If you're an advanced speaker who can score high enough to waive the TOEFL, then you definitely want to get started on prep early. That way you'll know whether or not you have to take TOEFL before it's too late. The SAT is a challenging test that plays a huge role in your college plans. To do your best, you want to choose the best materials and method of test prep. Then you can design the study plan that will help you most increase your scores. And if you come up with the best design, Heidi Klum will wear it to the Emmys. Design Your SAT Study Plan While you should focus on prepping for all aspects of the SAT, you probably want to focus most of your energy on the Critical Reading section and the essay. These tend to be the hardest to score highly on if your native language isn't English. Official books, online programs, and tutoring can provide you with high quality materials, individualized attention, and detailed explanations. It also helps to keep improving your English and reading. There are even some SAT vocabulary novels that can be an engaging way to learn vocabulary in context. Once you figure out your target scores and check out the different test dates, you can divide your time according to your schedule. This is one possible study plan that starts early in high school. Some students may push this forward, but it's good to start early so you have available test dates to retake the SAT. Start prepping in sophomore year 2 to 3 hours a week. This would add up to 80 hours or more by the end of the school year! Take the SAT in the spring of junior year, like May or June. If you're not satisfied with your scores (which you very well may not be at this point), do intensive test prep over the summer, while continuing to advance your English. Test again in the fall of junior year, and again in the spring of junior year if you still see room for improvement. Keep in mind that the fall of senior year would be the last time you could take the SAT and make your deadlines. Don't wait too long to take the TOEFL if you'll need it for colleges. While you want to start early, you also need to have sufficient working knowledge of English and the content knowledge, like geometry, algebra, and certain literary terms. If you haven't studied geometry yet in sophomore year, then it might be tough to take the SAT then and better to wait a little longer. Even if you're just starting to study, adding an SAT Question of the Day is an easy way to slowly get familiar with the questions. You can also create vocabulary flashcards specific for reading and math to quiz yourself and build up your vocab. The SAT is meant to measure college readiness. Achieving your target scores shows you have the English and study skills you need to succeed in college level courses. What's Next? Check out these other free resources for learning about SAT content and strategy! How to Improve Your SAT Reading Score: 6 Strategies How to Improve Low SAT Math Scores: 6 Key Strategies How to Improve Your SAT Writing Score: 8 Key Strategies The Best Way to Read SAT Critical Reading Passages How to Stop Running Out of Time on SAT Math How to Stop Running Out of Time on SAT Reading How to Write an SAT Essay, Step by Step We have lots more guides to help students at all levels improve on the SAT and learn strategies to beat the test. Check them out and find the tips and strategies that work best for you! Want to improve your SAT score by 240 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: