Biopsychosocial Analysis of Maria Andrade Essay

Maria Andrade is 79 years old. She came to America as a Cuban refugee at the age of 20. She was raised by her grandparents in Cuba. She began working at the age of 14. When she arrived in Miami, she was able to obtain part time employment and immediately enrolled herself in ESL classes. Thereafter she attended community college for about two years. She then moved to Los Angeles due to being accepted to UCLA where she obtained a BA in Sociology and a Masters’ in Business Administration. She worked for a private bank for about 24 years where she met her current husband. She now works for the Department of Public Social Services where she has been working for about 25 years and is planning on retiring in the near future. She has been working for the past 49 years non -stop not including the years she worked in Cuba. Maria got married at the age of 30 and has been married since. I recall Maria stating that although she is looking forward to retirement and loves her husband very much, one reason she is not looking forward to retirement is due to the fact that she will now have to spend the majority of her time with her husband. She feels that one of the reasons they have had a long successful marriage is due in part to the fact that she and her husband have not had to spend all their time together and have been able to have separate lives away from each other due to both of them having full time employment with different schedules. The reason I mention the marriage is because she has been working for 49 plus years and therefore, she will now have to adjust to a new life that does not include work. Maria also stated that when she retires she will be able to spend more time with her grandchildren and close friends and family. She will continue to be active by gardening, walking, swimming and any other activity that her mind, body and soul as she  puts it, allow her to. Maria understands the importance of maintaining an active life style â€Å"The new model for successful aging includes physical and mental well-being and contains three elements: avoiding disease and disability, sustaining high cognitive and physical function, and engaging with life (NIMH, 2002; Row & Kahn, 1997). The reason Maria is able to remain active now is because she began taking care of herself as a teenager after both of her parents passed from severe cases of diabetes. She made a conscious decision to always eat healthy and remain physically active. She kept this way of thinking even after arriving in a foreign country. Although diabetes runs in her family, she has been able to remain free of diabetes and other major health issues that seem to plague older people. She feels that majoring in Sociology helped her to understand the importance of how living a healthy life style from an early age will help in the aging process, â€Å"In early childhood, the life cycle’s second phase, learning physical autonomy and control of one’s bodily functions, versus shame and doubt in not learning them, paves the way for coping with deterioration of the body in old age† (Hillier, Barrow, 9e, p76). At 79 years old, since I have known Maria, she has not had been on any type of medical leave. She believes that her parents’ death served as a wake-up call for her. She feels that if it were not for both of them dying, she may not have lived to 79 years old because she would have eventually developed diabetes. Her mental well being was affected so much so that at one point while still in Cuba, she was starving herself in order to avoid eating the â€Å"wrong foods†. She eventually learned what types of food were healthy and unhealthy. Maria feels that her perceptions, intelligence, learning, memory and personality have been affected but only because she feels that it is part of the natural aging affected process, â€Å"Normal aging includes stable intellectual functioning, capacity for change, and productive engagement with life† (Hillier, Barrow, 9e, p122). She admits to once in a while not remembering where she left items. Although her perceptions and memory have been slightly affected, she has been able to maintain a work load of 400 plus cases. As mentioned before, once she retires, she will be spending a lot of time with family and friends. Maria and her siblings became even closer after her parents passed away. Together they experienced the deaths of both parents and they travelled together from Cuba and have not separated since. Therefore, she understands the importance of having family and friends in your life, â€Å"Given their shared experiences, siblings can be a major resource for life review among older adults†, (Hillier, Barrow, 9e, p153). She keeps close relationships with her brother and sister as she is the eldest and has always been protective of them. Maria and her husband will assume the roles of babysitters for their grandchildren. They volunteered to take care of their grandchildren as part of their plan to continue with their active lifestyle. Maria understands how important she and her siblings were to her own grandparents as they were raised by her mother’s parents. Maria will continue to be physically active by walking, gardening and swimming and will continue with her friendships. Currently she meets with her friends once a week due to her full time work schedule; however, once she is retired, she is planning on meeting with her friends every other day. She knows how important friendships are; therefore, she understands that by maintaining her friendships so close to her, she will be able to turn to them for support as she feels that she may need it once she retires, â€Å"Friendship is extremely important in the lives of elderly people† (Hillier, Barrow, 9e p162). As for her husband, she believes that he is a blessing because she understands that not everyone is lucky enough to live a long married life, let alone getting to an older age while still having your spouse by your side. Maria feels that he has been an integral part of her overall well being. He supports her with everything she does. They both maintain well eating habits and daily exercise although she states that he protests at times, â€Å"Marriage maintains health: married people tend to have higher levels of well-being and better health than unmarried people† (Hillier, Barrow, 9e p174).

Hitler’s Life and what he did Essay

Adolf Hitler was a German politician who was born in Austria. He fought for the German army during the First World War, becoming one of the most decorated veterans. After the war, he joined a political movement that was later to become the infamous Nazi Party (Kershaw 5). That was in the year 1919; and by the year 1921, he had become the leader of the National Socialist German Workers Party, abbreviated as NASDAP or simply the DAP from its German name (Giblin 52). Adolf Hitler was later to become a very instrumental figure during the build-up to the Second World War, and during the war itself. He is remembered in bad faith as one of the main architects of the holocaust. In this paper, I aim to discuss his life in detail and how his rise to power influenced world affairs. Early Life Adolf Hitler was born in a town known as Braunau-am-inn in Austria near the German border to Alois, a customs officer and Klara on the 20th of April, 1889 (Kershaw 5). At the age of six, he was already attending school around the town of Linz, which is located to the east of his birthplace. Hitler’s performance in school was however pathetic, and this forced him to abandon school without completing his courses with the ambition of becoming an artist (Kershaw 6). Between the ages 16 and 18, Hitler did not have any employment. He solely depended on his mother for his upkeep since his father Alois had died when Adolf was merely thirteen; but at eighteen years, he had acquired a keen interest in politics and managed to successfully apply for admission at the Vienna Academy of Fine Arts (Kershaw 7). Adolf Hitler the Orphan When Adolf Hitler was 19 years old, his mother died of cancer (Kershaw 9). He had no relatives either able or willing to support him; and his predicament prompted him to move to Vienna hoping that he would somehow manage to make ends meet. That was in the year 1909; and in Vienna, things did not go so well for the young vagrant. Within a year, he was sleeping in shelters for the homeless (Kershaw 9). He had vehemently refused to accept any form of regular employment but readily took up any menial jobs that would come his way and also sold some of his paintings so that he could provide himself with subsistence. Adolf Hitler in the First World War By the year 1913, Adolf Hitler was still homeless and broke. In the hope of bettering his life, he moved to Munich, Southern Germany (Welch 5). This relocation coincided with the outbreak of the First World War that broke out in 1914. Adolf Hitler volunteered to serve in the German military and was accepted into the 16th Bavarian Reserve Infantry Regimen (Welch 31). His tenure into service of the state had officially begun, and no one could imagine that he would once rise to lead his nation into war against the world. During the course of the war, Adolf Hitler fought so bravely that he became widely recognized. He was duly promoted into Corporal, getting decorated with the military honors of the Iron Cross Second Class and the Iron Cross First Class (Giblin 54). He wore the latter up o until the day he died; but the irony was that the officer who recommended him for the second award was a Jewish regimental, a race he was going to persecute severely after his rise to power. In 1981, he was temporarily blinded by a gas attack orchestrated by the British. He however made a quick recovery and returned to his regiment, based in Munich, in December 1918. Adolf Hitler Ventures into Politics (Welch 24) Adolf had his first stint in politics between December 1918 and March 1919 while he was working at a camp for prisoners of war before returning back to his regiment in Munich (Housden 66). After his return, he witnessed an incident in which local communists attempted to take over political authority before the army effectively quashed their attempt. During the proceedings of an investigation, which was established to inquire into the incident, Adolf Hitler was called in as a witness. Afterwards, he was appointed into a local organization within the army whose function was to persuade soldiers who were returning from the war not to convert into either communism or pacifism (Housden 67). While serving in the organization, Hitler greatly developed his oratory skills. His job description also involved him conducting espionage activities on some political groups, which were mushrooming in the background of the Munich political scene (Welch 41). One day, he attended a meeting organized by the German Workers’ Party and when one of the members stood to deliver a keynote address, Adolf Hitler was so infuriated that he burst out, delivering a charged harangue to the speaker. The founder of the German Workers’ Party, Mr. Anion Drexler, was so impressed with Hitler’s outburst that he spontaneously asked him to join their party. Hitler, though hesitant at first, agreed to join the organization and became its seventh official in the September of 1919 (Welch 41). Hitler became a vocal official of the German Workers’ party and addressed a crowd of over two thousand people in Hofbrauhaus, Munich in February 1920 where he managed to get the attention of the people (Welch 41) . Leader of the Nazi Party Involvement with the DAP meant that Adolf was discharged from the army. He then engaged into an extensive campaign increasing his influence inside the party, raising funds for its mechanisms and winning in supporters and sympathizers (Hauner 32). He increased the strength of the Nazi party and even attempted to overthrow the government. In the melee, he and other leaders of the National Socialist German Workers Party, which was now the name of the Germany Workers’ Party, were arrested and detained. Upon his release after six months in Jail, the mechanism of the Nazi party had been crippled. Hitler himself found out that he had been banned from delivering any public speeches. However, the great depression in the mid-1920s brought a new opportunity for Hitler and his party to convince the people of Germany. He participated in the 1932 election but lost, even though the winner of the election did not last long owing to external pressure (Housden 71). Adolf Hitler’s party formed a coalition after securing a parliamentary majority and used their bargaining power to prevent the formation of any other government until Adolf Hitler was named chancellor in 1933 (Kershaw 17). Having secured the highest political seat in the nation, Adolf proceeded to consolidate his grip by convincing the German people that he was their savior from the economic woes external aggression and other undesirable minorities. He and the Nazi party eliminated opposition to their rule. Hitler and the Build-up to the Second World War  The Nazi regime immediately embraced aggression as a foreign policy to stamp its authority in the world. It formed alliances that were later to group nations during the war. Adolf denounced the treaty of Versailles and made an alliance with Austria. In international peace forums, Hitler would preach peace and claim that the destruction of the First World War made Germany need a lot of time before she could be in a position to re-arm for war; but back home, he placed priority in military armament (Victor 59). He could not even allow funds to be diverted to creating employment if his military budget was not satisfied. It is this arms race that was later to lead to the greatest war mankind had ever known, the Second World War. Hitler and the Holocaust Hitler embraced a philosophy known as racial hygiene that was based on the concept of racial purity under which all â€Å"life unworthy of life† was to be exterminated from the face of the earth (Victor 63). Through a program named Action T4, he ordered for the killing of all children with developmental and physical disabilities. These were his first victims. Because of public outcry, Hitler created an impression that the killings had been stopped, but in a period spanning six years from 1939, between 11 and 14 million people were killed (Hauner 71). Among these were six million Jews. Many victims died from diseases and starvation while enslaved in national and private German ventures while others were either gassed or burned. Among the Jews, other population groups targeted in the holocaust were political opponents, gays and lesbians, the physically disabled and mentally retarded, trade unionists and psychiatric patients.

Expectations of Customers and Management-Perceptions Gap Assignment - 2

Expectations of Customers and Management-Perceptions Gap - Assignment Example Therefore, it is important for an organization to do enough research on what the customers expect and later implement according to the high demand in the market. The company should also practice the centralized kind of organization since it is easier to be implemented. Meeting the correct expectations is usually an important task, but not good enough to achieve superior quality service. The performance standard is important for improving high service quality products (India, 1968). The biscuit organization seems not to meet customer expectation since they consider their expectations as unreasonable, the demands of customers are at times difficult to be predicted, and lastly, some organizations are inflexible in the way it operates. Several factors have contributed to the failure of meeting the service quality. These are the presence of inadequate management among the employees, which reduces the service quality. Lack of standardization of extreme cases where hard and soft copies of technology are used to standardize the services. They work with much laxity since they have no target to meet in places where the organization fails to make goals. Lastly, is the perception of invisibility, such that managers do believe that the customers’ needs can be met (India, 1968). All this should be changed so that the company would improve its management and service delivery. Some of the factors that have resulted in this gap include; the workers are not qualified, use of poor technology, ambiguous employees who always have conflicts among themselves and inappropriate supervisory control systems. For efficient work, the goods not only should they meet the customers’ expectations, but should also be backed with adequate and appropriate resources (India, 1968). The standard of good should be ensured to be effective this can be enhanced by ensuring that the employees are measured and compensated depending on the basis of their performance. Management should also have standardized technological gadgets and qualified employees for them to meet their goals.  

Summary and analyse the movie Downton Abbey Essay

Summary and analyse the movie Downton Abbey - Essay Example The second wave in the mid-20th century advocated other areas in regard to the social life of the women. The third wave in late 20th century sought to address geopolitical differences as speared by queer and masculinity studies. However, these waves were viewed as being less important thus standardizing feminine thought. Some groups in the UK enjoyed more advantages in regard to feminism relative to other groups. The male gaze appeared to be unavailable for black women because they were unworthy of the male gaze, triggered even more activism. Anglo-political feminism was more advantage relative to geopolitical contexts. Women were significantly underrepresented in media production. For instance, Women directors, writers, producers and editors only assumed less than a quarter of the employed media production people. Media is highly gendered with men taking the role of active pleasure looker apart from being media maker while women take up roles in consumer media and acting the role of passive pleasure looker. The woman takes the role of an object for men flattery. Other statistic shows that women make only 30% of speaking characters and that they are dependent on males, and their roles are household functionalities. Comics, romantic books and video games contort women by hypersexualizing their roles. The design assumes that the audience is male, and thus the foundation for erotic spectacles. Advertisements present women as objects for a price. The question that gaze is only credible for men brought even more compromise for Mulveys

Egypt Essay Example | Topics and Well Written Essays - 1750 words

Egypt - Essay Example Its neighboring countries include Libya in the West, Israel and Gaza Strip in the East, and Sudan in the South. Egypt covers a total area of 1,001,449 km2 and is double the size of France in terms of area (â€Å"Geography of Egypt†, n.pag.). Egypt possesses a long coastline around the Mediterranean Sea, Gulf of Suez, Red Sea, and Gulf of Aqaba (â€Å"Geography of Egypt†, n.pag.). The country has twenty six provinces, also known as governorates, among which the most prominent ones include the city provinces of Alexandria, Cairo, Port Said, and Suez. Furthermore there are several other governorates in the Upper Region and Lower Region of Egypt. Egypt essentially ahs a large area covered by deserts. Due to the arid and desert-like climate, a very small percentage of the total area of the land is fit for agriculture thus only a small fraction of land is cultivable. Due to the naturally unique location of the Suez Canal which provides a very short route to the East, Egypt benefits from the short trade link it provides thereby incurring lower transportation costs. The main physical regions of Egypt are divided into four parts consisting of the Nile Valley and Delta, the Libyan Desert, the Eastern Desert, and the Sinai Peninsula (Fig. 2). River Nile is the longest river of the world and its Valley and Delta are perhaps the most important regions to the country surrounded by areas of arable land. River Nile is an important source for fish and the area surrounding the river provides sustenance for majority of the Egyptian population. Nile Valley occupies a region which is known as the Upper Egypt whereas the Nile Delta occupies a place which comes under Lower Egypt. These two regions are of significant importance for Egypt as they make the surrounding area fit for agriculture and farming. Fig. 1. Physical Map of Egypt. [Map] n.d. Free World Maps. Web. 11 Dec 2013. Without the presence of River Nile, the vast area of land in Egypt would have been dominated by the Sahara Desert. The Nile Valley and Nile Delta have been a result of the flow of River Nile in the region. River Nile has three man sources which originate from the Central African sources: White Nile, Blue Nile, and Atbara. White Nile, which emerges from Uganda, contributes about twenty eight percent of River Nile’s water. Blue Nile originates from Ethiopia and contributes the largest amount to River Nile’s waters which accounts for about fifty eight percent. And the Atbara River starts in Ethiopia and supplies about fourteen percent of River Nile’s waters. Thus, River Nile receives water from all these sources which contribute a significant percent of the water during high seasons. The high volume of water in River Nile deposit silt and other minerals as Nile spreads out into a delta. Today, River Nile only has two branches called Damietta and Rosetta. A number of irrigation canals connect from these branches so as to provide water for the irrigation and farming of arable lands. Thus the silt deposited by the river and the water provided is imp ortant for farming and agriculture in the area as it supports almost the entire population of Egypt. The Art Art, music, and culture evolved greatly in Egypt particularly after the fall of the former Egyptian President Hosni Mubarak. Egypt has also been a central place for the recording of Arabic music and Egyptian music derives greatly from Arabic music. In particular, the music reflects Arabic and Islamic influences. There are various genres of Egyptian music and they are

Comparing Marble statue of a kouros (youth), ca. 590580 B.C. Archaic Essay

Comparing Marble statue of a kouros (youth), ca. 590580 B.C. Archaic and Statuette of Amun, ca. 945715 B.C.E. Dynasty 22 late Dynastic period - Essay Example it was used to talk about an adolescent - not yet man, but not a child anymore. The first statues of this type were made of wood but later, Greeks learning from Egyptians, started carving them in stone. According to various sources, it's not only in the material used that the influence of the Egyptians is to be seen, but in the style of the statue also. The theme itself is derived from them. (Carpenter, 18) Greek art is divided into several periods: the formative stage known under the name of geometric style (900-700B.C), a period when geometric and abstract models are predominant in art, the archaic period (700-500 B.C), the early classicism (480-450 B.C), the classic period (450-400 B.C.), the late classicism (400-350 B.C.), and the Hellenist period. The archaic period is known as an age when very important events take place, greatly important especially for the future of architecture and sculpture. It's the period when the natural size men and women figures appear. They are shown in a standing position. Their rigid attitude and their frontal representation demonstrate the Egyptian influence. The masculine kouros resembles a lot the Egyptian statues, with the left leg forward and both arms very close to the body. Although presenting an idealized nude, the early kouros figures present rather geometric than natural features. In Greece, art had no magical or mystical purposes as in Egypt or in other cultures. The places where the kouros statues were found in Greece as compared to the places where they appeared in Egypt are a proof of this fact. Egyptians placed them in tomb chambers where they were supposed to serve as refuges for the souls of the deceased persons, while in Attica they appear near burial places, far from temples. If early kouros statues mark tombs in Greece, they soon become the image of the living persons, not of the dead ones, representing the athlete, a deity, a human votary or anything that could be represented and thought of as having a material, physical body. They are not, like in the Egyptian art, "a symbol of a superstitious belief or an act of magic ritual" (Carpenter, 19), but a representation of something material, representation that suited the practical Greek mind. This is especially because of Greeks beliefs and philosophy of life. "The Greek Gods like all the Greek heroic company of myth and legend were as immediately accessible to artistic representation as anything in the world of sight." (Carpenter, 18). That is why, in art, between human and divine there is no barrier. Although taking the model from the Egyptians, the Greeks leave their own trace on the statue of the kouros, giving it certain particularities. Egyptians represent the male figure skirted, while Greeks represent the young man nude - which is the case for this kouros. Geometric forms predominate - mark of the Greek art, but the way the wrists and the knees are carved is a formula belonging to the Egyptian art. The long hair is rendered as a string of beads. The reason why Charles Seltman, the author of Approach to Greek Art sees the Greek kouros statues in general as different from the Egyptian ones is the fact that "they didn't have portrait-like faces but features as formal and patterned as were the bodies."(34) And indeed, if we look attentively at the statue of kouros from 590-580 B.C. the truth of this statement is obvious. Eyes, nose and mouth seem only sketched and not clearly defined, ears are not

The Determinants of Household Poverty in the USA - 1980 Statistics Project

The Determinants of Household Poverty in the USA - 1980 - Statistics Project Example It is the dependent variable in this analysis. Family size is basically the number of people in a single family. The county-level family sizes were obtained by dividing the total number of people within respective counties by the number of households. Large family sizes are known to increase dependency levels, thereby making it more difficult for the breadwinners to invest in productive income-generating ventures and subsequently increasing poverty levels. Urbanization refers to the percentage of the entire population in a county that resides in urban areas. According to Cali and Menon (2009), urbanization has a net poverty reduction effect, since it invigorates business aspirations and income prospects for the population. Unemployment rate is the percentage of the entire population within a locality that is unemployed. Unemployed people tend to have higher poverty levels. Higher unemployment rates correspond to higher poverty levels within a population. Income refers to the median income of all the employed individuals within a county. The higher the average income for a population, the lower the poverty levels within it. Higher income enables workers to live more comfortably since they can meet their needs and obligations more easily. Equally, better-paid people tend to have more room for investing and, therefore, diversifying their earnings to accumulate even higher income. This study aims to establish the individual strengths of each of the independent variables as a determinant of poverty (the dependent variable). Correlation analysis has been used to establish the nature of the relationship between each of the independent variables and poverty (whether positive or negative). Using regression analysis, the independent variables are investigated for their ability to predict levels of poverty within the sample population. This type of analysis also provides the basis for obtaining a predictive model that can be used to project future poverty

Cost-benefit analysis of the ban on drugs in netherlands Essay

Cost-benefit analysis of the ban on drugs in netherlands - Essay Example Cost-benefit analysis of the ban on drugs in netherlands The case under study will consider the use of cost-benefit analysis as one of the economic approach to testing the cost that the society will incur if they opt for either of the mentioned policies (Cleveland, 2008, p. 563). On the other side of the coin, the benefit that each of the two options will accrue will also be measured, and the further systematic test procedure qualifies one to be adopted. Economic policies across the world have been influenced by both political and social factors. It is worth noting that the general welfare of people is given priority. In any economic idea in the society, critical analysis needs to be carried out to ascertain its benefit or loss to the people. Various concepts are applicable in this respect but their uses also depend on the nature of economic variables under question (Chris & Wilhite 2004, pp. 108-9). Cost-benefit analysis is an economic concept that has a wide use. In project appraisal it is one of the recommended methods of testing the vi ability of a project. . It is a double faced in-depth analysis of the various cost that would be incurred in making a given investment policy and comparing with the benefit that would be obtained from successfully undertaking the project under question. Its application is not only limited to economic projects but also covers the political decisions that are pegged on economic results. An example includes decisions by the government to introduce a given statute that will regulate a given behavior of a specific group of people. In this regard, the Netherlands is faced with a policy dilemma of whether to legalize the aforementioned drugs or to put a ban. Some of the challenges that it faces are the issue of a high influx of tourists who pose a threat to the law regulating the consumption of these drugs (Miron & Zwiebel, 2005, pp.67-8). It is, therefore, important to draw a cost-benefit model that would check which way is the best to go. Social cost of prohibition tends to be higher as it triggers various socials ills in the society, which translates to retrogressive economic direction of the country. On the other side, legalization comes with some costs of formulating and harmonizing the legal policy across the various groups of people that include citizens and foreigners without creating any negative impact on the diplomatic relations with other states and the tourism sector (Miron, 2001, p. 851). In estimating the costs, there is a breakdown of various tangible and intangible costs, and this is a characteristic of the legal proposals that the Dutch authorities are trying to put across. Benefits in terms of economic policy also have a wide use and sum up all the positive contributions of a given idea which includes reduction of negative factors. In applying the concept of cost-benefit analysis in the case of this country, we are simply assuming that the cost has a negative sign while the benefits have positive signs. When the two are summed up, a positive sign i s deemed acceptable; the negative result, on the other hand, is considered a burden while zero may mean that other factors are taken into consideration. In relation to the case of imposing a ban on the drugs, a lot of social costs are eminent (Chris & Wilhite, 2004, p. 114; Cleveland, 2008, p. 577). One of them is the

Blood spatter Essay Example for Free

Blood spatter Essay Blood spatter is a common form of physical evidence at a death scene, and is often of major relevance. It is not a field in which all forensic pathologists feel confident, as in some jurisdictions it is regarded as totally within the domain of the forensic scientist and in others, the crime scene investigator. It should be reasonably regarded as a shared topic, one understood by all players, as each expert has an individual slant on the subject, and can thus provide separate insights. It is important to avoid evidence clashes. Examination and documentation of blood spatter, including what, where and how much, allows interpretation of the type and form of bleeding, and may provide a reconstruction of the incident and some surrounding circumstances. The form of report produced tends to vary with different departments, but usually is incorporated into the general scene report. Blood loss itself is due to breaches of blood vessels, and this may be due to natural disease processes or trauma. Typical examples of natural disease-causing problems at crime scenes include bleeding from a varicose skin ulcer, which is at ankle or shin level, and bleeding from lung cancer, which produces coughed-up blood. Both of these may be associated with widespread blood deposition. Commonly, these kinds of cases are associated with some degree of cleaning up or self-help, of a type consistent with a solitary life style. The type of loss is dependent on the kind of blood vessels involved. Veins return blood to the heart, operate at low pressure and flow is at a constant rate. A breach causes an ooze or pour of blood. On the other hand, arteries operate at high pressure and have a pulsatile flow. This produces a very variable flow rate, and a breach causes a spray or spurt of blood. The normal blood pressure peak and trough is 120/80mmHg at rest, but can be as high as 180-200mmHg with strenuous activity or stress, excluding any disease process. Obviously, this level may be expected in violent deaths. As veins and arteries commonly run parallel to each other, both types of vessels may be damaged at once. The size of vessel is also important, as small vessels will produce little blood, whereas the major vessels can bleed catastrophically. An arbitrary level of 200ml has been defined as the cut-off between a small and a large volume. The pathologist can rarely estimate the volume directly at the scene with any great degree of accuracy. The estimate may have to be done indirectly by crime scene examiners, such as by weighing areas of soaked carpet, and comparing this with dry areas. Classifications of Blood Stains: The appearance and the size of the blood patterns depend on the force by which they were created. When a sort of an object comes into direct contact with the blood, the force by which that object makes contact moves the blood and enhances its velocity. In some fashion the blood must react to this force transfer. Velocity is calculated in meters per second. There can be an evidence of three forms of blood spatter at a crime scene, high, medium or low blood spatter or a mix combination of these. The predictable process of categorizing blood stains was based on the connection between the speed of the force pressuring the blood drop or source that administer the individuality and dimension and distance of the resulting bloodstains. The three essential grouping of stain groups which were used based on the idea that the dimension of the blood stain being inversely comparative to the power useful to the still blood. Low Velocity Blood Spatter LVBS (Low Velocity Blood Spatters) are stains of blood which are created when the cause of blood is subjected to energy with the speed of up to 5 ft/sec. Major stains calculate normally 4mm in distance or superior. Medium Velocity Blood Spatter MVIS (Medium Velocity Blood Spatter) are stains of blood which are formed when the cause of blood is subjected to a might with a speed in between the range of 6 to 25 ft/sec. The distances of the consequential stains are in the mass range of 1 to 3 mm, even though larger and smaller bloodstains may be there. Stains in this group are normally connected with beatings and stabbings. High Velocity Blood Spatter HVBS (High Velocity Blood Spatter) are stains of blood formed when the cause of blood is subjected to a power with a speed of more than 100ft/sec. The width of the spatter is mainly less than 1mm, although larger and smaller bloodstains are frequently experiential within the outline. Bloodstains in this group are usually related with gun shots and explosions. Other device that formed bloodstains within the mass range of the usual high and medium velocities such as expiratory blood and satellite spatter bloodstains were not valued to the level that misunderstanding might and do occur. Most of the bloodstains forecasters have selected to stop this conservative terms and categorization for a more holistic advancement to bloodstain categorization. The subject that formed the rethinking of the conservative categorization of high-medium-low velocity was the diameter of sizes of stain among the high and medium velocity group and the understanding that devices other than stabbings, gunshots and beatings often formed stains with the dimension ranges within these groups. The pattern and bloodstains are confidential based on their substantial features of distribution, location, size, concentration and shape into inactive stains, splash stains or distorted stains. These are more confidential relation to method that may create stains with that uniqueness with mention to relevant scene, medicinal and case related history and facts of the proof. The forecaster than may be able to set up the exact method by which the outline was formed. More Analysis on the three classifications An abrasion or superficial laceration involves large numbers of very small to small vessels. This produces diffuse velocity from the whole area, and neither a pour nor a spray of blood would be expected. Incision of a superficial artery, such as in the wrist, involves larger vessels, with a small area of origin. This produces mainly a low velocity of blood due to pumping or spurting. A stab of a deep artery, as in the thigh, may mean involvement of a larger deep vessel. Here the presence of overlying tissues will interfere with the production of a spray, and the blood exits as a rapid pour, usually without spurting. However, there is usually still a clearly pulsatile element. But again this would be said as a low velocity blood spatter. The size of blood spots relates to the impulse of dispersal. Low velocity blood spatter such as venous bleeding, will produce large blood spots. A medium velocity blood spatter, such as produced by the use of a blunt instrument, will produce finer spots. High velocity blood spatter, as in gunshot injuries for example, will produce a fine spray. This can also be used in interpretation, as in the case of a crewman missing after an on-board explosion. There were several areas of very fine blood spray near the relevant hatch cover, and also on a broken ships railing. This clearly indicated that the deceased had been hit by the swinging hatch cover, and had broken the railing by force of his impact with it, during the course of being thrown overboard. Some knowledge of the injury pattern will produce the best results in interpretation. For example a slash of the neck might be expected to produce arterial spurts from large superficial vessels. A stab of chest could produce a medium flow, but if the stab is small or angulated, producing a degree of sealing, there may be little external bleeding. For example, multiple heart and aortic stabs with a skewer have been seen to produce only occasional external drops of blood. A stab of the lung may have the combination of direct bleeding from the stab and the expiration of blood mixed with air. Projected bleeding can also occur from mouth and nose following a gunshot wound of the head. During the bleeding process, the blood may be around the injury itself, and be capable of making contact impressions, or may have been projected away from the injury, and no longer be on the body at all. This blood may be around the body, and situated on bedding, furnishings, walls or carpet. The type of patterning will provide the pathologist with insights of where and how the deceased had moved. The blood may be on objects at the scene such as a weapon or a vehicle. The position, patterning and extent may indicate which part of the object caused the injury, and in turn, this may indicate the position of the deceased at the time of sustaining this injury. There may be minimal blood present at the scene, or what appears to be an inadequate amount, in view of the injuries. This may indicate that this is a secondary scene, and that the primary scene must be searched for elsewhere. Produce a fine spatter of blood at low level, with the last drops producing the greatest effect. This may outline the feet on the floor, and will also be present on the inner borders of the feet and the tops of the feet. The blood on the feet may subsequently be transferred elsewhere. The target surface is of major importance, and the effect is far less on a carpet than it would be on tiles, due to the reduced pool effect. Another significant aspect relates to blood which has been deposited from an injury onto a weapon, and is then cast off by the centrifugal force of swinging the weapon again. This may leave blood trails on ceilings or on high walls. There are various forms through which people can be killed. Listed are the few and the classification of which Velocity Blood stain it belongs to: Shootings (Medium and mostly high level Blood Spatter Velocity) Apart from the normal documentation of the scene, it is necessary to consider a number of specific matters. The pathologist must determine if the victim has moved during the course of the shooting, or has shown signs of activity afterwards. This can be done by noting the position of the body, the accessibility of the entry sites in the current body position, the presence of bullets or markings near the exit sites, and blood or tissue spatter patterns. There is usually little back spatter, but there may be considerable forward spatter, especially with more powerful weapons. It is worth bearing in mind that there may also be significant spatter extending from gas splits in the skin, and this could be at right angles to the main bullet track. Knife (Medium Velocity Blood Spatter) As mentioned above, the possibility of movement has to be considered. The volume of blood coming from an injury will depend on factors such as its type, situation and coverings, but if these are held in mind, then useful information can be gathered in order to reconstruct the incident. A knife or other sharp weapon is unlikely to cause damage to the scene, except in the most violent incidents, but it may be wiped or cleaned on the victims clothing or on furnishings, leaving a bloody outline. Axe (Mostly Medium Blood Spatter and at time High velocity) Because of the type of injury produced, these scenes tend to be very bloody. As there is a tendency to inflict multiple blows, there may also be evidence of the way in which these injuries were inflicted, as left by the spatter patterns. These patterns will frequently include cast-off spatter, as well as medium impulse spatter. There may even be loose fragments of soft tissue, bone or teeth. There maybe damage to the scene, particularly near to the body, due to missed hits. Fists and feet (Low velocity Blood Spatter) Assaults by kicking or stamping maybe associated with considerable contamination of the crime scene. This maybe in the form of a low-level blood spatter which may be evident up to a meter or so above ground level. Evidence of the type and position of an earlier phase of the assault is to be looked for, and blood pools that are separate from the final position of the body indicate periods of immobility. The ground surface has to be considered from the point of view of its being the possible anvil opposite some of the injuries, and thus help to interpret the assault. Footprint patterns may help to provide information as to whether bare or shod feet were used. Explosion (High Velocity Blood Spatter) Explosion scenes may extend from those where only a gram or two of explosive material is involved, to those involving tonnes of material. The pathologists approach will vary accordingly. Where a small quantity of material is involved, the pathologist should attempt to assess if there was any movement of the body from its original site to the point at which it is found. Blood and tissue spatter is most valuable here. The crime scene findings must be correlated with the burns and particulate damage later identified at the autopsy. The presence and role of any primary or secondary projectiles must be assessed. The author was involved in the investigation of an explosion on board a ship, where a crewman caused an explosion that blew him overboard. The body was not recovered, but damage to a hatch cover and the ships rail, both with deposition of high-impulse blood spatter and small tissue fragments indicated the extreme nature of the trauma that must have been sustained. Fragmentary body remains may be all that is recovered following a large explosion. As these may be covered with cement dust or other building materials, recognition of these remains at the scene may prove to be difficult, but this task is usually easier for a pathologist than other investigators. Work Cited Page †¢ Book Title: The Practice of Crime Scene Investigation. Contributors: John Horswell author. Publisher: CRC Press. Place of Publication: Boca Raton, FL. Publication Year: 2004. †¢ Catten Ely (2000) Blood Spatter, What is it? From Suite 101. Retrieved on October 23, 2007, from http://www. suite101. com/article. cfm/crime_stories/34498 †¢ Louis L Akin (2005) Blood spatter interpretation at crime and accident scenes: a basic approach. (Focus on Forensics): An article from: The FBI Law Enforcement Bulletin. Publication: The FBI Law Enforcement Bulletin (Magazine/Journal) †¢ Book Title Introduction to forensic science criminalistics (2007) Publishers McGraw-Hill †¢ James, Stuart H. (2005) Principles of bloodstain analysis; theory and practice. Publisher CRC Press †¢ Blood Spatter (2006) Department of Forensic Medicine, University of Dundee. Retrieved on October 23, 2007 from http://www. dundee. ac. uk/forensicmedicine/notes/Bloodspatter. htm †¢ Base Pair (2004), Blood Spatter Pattern Analysis. Retrieved on October 23, 2007, from http://www. tx. ncsu. edu/Science_Olympiad/Coaches_workshop/2007%20Presentations/Blood%20Spatter%20Analysis. doc †¢ Blood and Stain Analysis. Retrieved on October 23, 2007, from http://home. iprimus. com. au/ararapaj/craigslea_testbed/Forensic%20Web%20Test%20Site/blood_analysis. htm

Making A Good Decision For Your Child Essay Example for Free

Making A Good Decision For Your Child Essay All parents want their child to become successful. Some parents will go to great lengths to â€Å"help† their child by signing them up for a club, sport, or other extracurricular activities that will be â€Å"good† for them and their future. Usually the child ends up hating it or it causes something bad to happen. Even though parents might think they’re making a good decision for their child, it could end up as the bad decision that could potentially ruin the parent/ child relationship, lead to trouble later in life, or ruining the child’s chance of doing something for themselves. A parent can potentially ruin their relationship with their child if the make a bad decision for their child. If their child disagrees with the decision of the parent, the child could begin to resent them. Like in the story, I Stand Here Ironing, the narrator is the mother of a girl named Emily. The narrator tries to provide a good life for Emily but even then their relationship suffers because she does not show her daughter love like she does with her other children, like when her little sister, Susan, was a baby, the narrator paid lots of attention to her and not to Emily, â€Å"She would call for me, and I would rouse from exhaustion to sleepily call back: ‘You’re all right, darling, go to sleep, it’s just a dream,’ and if she still called, in a sterner voice, ‘now to go sleep, Emily, there’s nothing to hurt you.’ Twice, only twice, when I had to get up for Susan anyhow, I went in to sit with her.† (Olsen). This harms their relationship because Emily knows her mother chooses Susan over her even when she was little. Later on, when Emily is in her high school years, she and her mom are not very close still. Based on this we can see that making a bad decision for your child can leave the parent/child relationship in ruins. Making a bad decision for can also affect the child in the future. It could influence them to a life of despair. In the story Teenage Wasteland, Donny gets into trouble a lot in his high school years but when used to be good  when he was younger so as he has been doing bad things, his parents have been getting stricter and stricter which is only the start. His mother decides to be less controlling and then, â€Å"He said they acted like wardens. On weekends, they enforced curfew. And anytime he went to a party, they always telephoned first to see if adults would be supervising. ‘For God’s sake!’ he said. ‘Don’t you trust me?’† (Tyler). This causes his parents to try not to control him as much to make him happy but he spirals from here into him getting expelled for alcohol possession and later running away. The decision to be less strict on Donny was a mistake because this allowed him to make a mistake that will affect him forever. Bad decision can also ruin the child’s future. A parent’s bad decision for their child can also ruin their hope to do something that will make them happy. The child could want to do something that interests them but based on the decision their parent makes then do not feel capable of doing what makes them happy. A Modern Indian Woman’s Struggle with Arranged Marriage is a great example of this because the author struggles with her parents trying to choose her husband for her like a traditional arranged marriage. Her father goes on different Indian nationality dating websites and picks a man based on a profile and sets them up. She finds it funny that her parents do this for her but she really is limited by this choice and has to only go out with men that are of her dad’s approval (Jain). This makes it hard for the thirty year old to find a husband. This ruins her hope of finding someone that she likes for them and marrying them. Bad choices by parents can hinder the child in the end instead of helping them. Parents should think about the child’s whenever they make decisions for them so they do not hurt them in these ways. Works Cited Tyler, Anne. â€Å"Teenage Wasteland.† 1983. Print. (Tyler) Olsen, Tillie. â€Å"I Stand Here Ironing.† Tell Me A Riddle. 1961. Print. (Olson) Jain, Anita. â€Å"Is Arranged Marriage Really Any Worse Than Craigslist?† New York Print.

Implications Career Counseling Based On Hollands Theory

Implications Career Counseling Based On Hollands Theory It is John Hollands view that career choice and career adjustment repre ­sent an extension of a persons personality. People express themselves, their interests and values, through their work choices and experience. In his theory, Holland assumes that peoples impressions and generalizations about work, which he refers to as stereotypes, are generally accurate. By studying and refining these stereotypes, Holland assigns both people and work environments to specific categories. Holland (1966, 1973, 1992, 1997) has published five books that explain his typological theory. Each book represents an update and a fur ­ther-refined version of earlier work in the development of his theory. The -August 1999 issue of The Journal of Vocational Behavior contains 12 arti ­cles which describe John Hollands 40-year contribution to career develop ­ment theory. Two psychological inventories were important in the devel ­opment of his theory: the Vocational Preference Inventory (Holland, i985b) and the Self-Directed Search (Holland, 1994). These instruments, in differ ­ent ways, measure self-perceived competencies and interests, which are an assessment of an individuals personality. Holland (Holland, 1997) recog ­nizes that his theory can account for only a portion of the variables that underlie career selection. He is clear in stating that, his theoretical model can be affected by age, gender, social class, intelligence, and education. with that understood, he go es on to specify how the individual and the en ­vironment interact with each other through the development of six types: Realistic Investigative, Artistic, Social, Enterprising, and Conventional. Both individuals and environments consist of a combination of types. The Six Types Realistic The Realistic Environment The Realistic (R) environment makes physi ­cal demands on the person. Such work settings have tools, machines, or animals that the individual manipulates. In such a setting, individuals are re ­quired to have technical competencies that will allow them to do such things as fix machines, repair electronic equipment, drive cars or trucks, herd animals, or deal with other physical aspects of their environment. The ability to work with things is more important than the ability to interact with other people. Construction sites, factories, and auto garages are ex ­amples of environments that provide machinery or other things for Realistic people to master. Some Realistic environments require a great deal of physical agility or strength, such as roofing, outdoor painting, and pipe fit ­ting. These environments may be hazardous and may produce more phys ­ical illness or accidents than other work environments. The Realistic Personality Type Realistic people are likely to enjoy using tools or machines in their hobbies or work. They tend to seek to develop competencies in such areas as plumbing, roofing, electrical and automotive repair, farming, and other technical disciplines. They are apt to like courses that are very practical and teach the use of mechanical or physical skills. Realistic people are likely to have little tolerance of abstract and theoreti ­cal description Often, they approach problems, whether mechanical or personal, in a practical or problem-solving manner. They are likely to value Investigative The Investigative Environment The Investigative (I) environment is one in which people search for solutions to problems through mathematical and scientific interests and competencies. In such a situation, people are encouraged to use complex and abstract thinking to solve problems cre ­atively. Examples of occupations that offer the opportunity to use analyti ­cal thinking skills are computer programmer, physician, mathematician, biologist, science teacher, veterinarian, and research and development man ­ager. In each of these environments, cautious and critical thinking is val ­ued. Individuals are likely to need to use logic and precise methodical thinking in order to find solutions to problems in these fields. These jobs require that people use their intellect to work independently to solve prob ­lems. They are not required or encouraged to use human relations skills to solve problems, nor are they likely to need to use thachines. For example, a computer programmer .uses logic to figure out solutions to problems (an Investigative environment), whereas the computer technician works with machinery and may assemble it or fix it (a Realistic environment). The Investigative Personality Type The Investigative person is likely to enjoy puzzles and challenges that require the use of intellect Such a per ­son is apt to enjoy learning and to feel confident about his or her ability to solve mathematical and scientific problems. Such people often enjoy read ­ing about science and discussing scientific issues. They seek to work in ­dependently to solve problems such as mathematical or scientific ques ­tions. They are likely to enjoy courses in math, physics, chemistry, biology, geology, and other physical or biological sciences. They are not likely to enjoy supervising other people or dealing directly with personal problems, but they may enjoy analyzing or searching for solutions to psychological problems. Artistic The Artistic Environment The Aitistic (A) environment is one that is free and open, encouraging creativity and personal expression. Such an envi ­ronment offers much freedom in developing products and answers. Exam ­ples of occupations in which people can use creative and unconventional ways to express themselves are musician, fine artist, and freelance writer. Such settings allow people to dress the way they wish, keep few.appoint ­ments, and structure their own time. These work environments encourage personal and emotional expression rather than logical expression. If tools are used, they are used to express oneself (for example, a clarinet or a paint ­brush) rather than as a means to complete a task (for example, an electric drill or a wrench). The Artistic Personality Type The Artistic person likes the opportunity to express himself or herself in a free and unsystematic way, creating mu ­sic, art, or writing. Such people may use instruments to do this, such as a violin, the voice, sculpting tools, or a word processor. They are likely to want to improve their ability in language, art, music, or writing. Original ­ity and creativity are particularly important in expression. To use a painted by-numbers kit would be deeply offensive to an Artistic type, who needs and desires the opportunity to express herself or himself in a free and open manner. A pure Artistic type would dislike technical writing and would prefer writing fiction or poetry. Social The Social Environment The Social (5) environment is one that encour ­ages people to be flexible and understanding of each other, where people can work with others through helping with personal or career problems, others, affecting others spiritually, and being socially responsible. The Social environment emphasizes human values such as being idealis ­tic, kind, friendly, and generous. These ideals most commonly exist in the education, social service, and mental health professions. Examples of these occupations are elementary school teacher, special education teacher, high school teacher, marriage counselor, counseling psychologist, speech thera ­pist, school superintendent, and psychiatrist. The Social Personality Type The Social person is interested in helping people through teaching, helping with personal or vocational problems, or providing personal services. Social people enjoy solving problems through discussion and teamwork rather than through delegation. Preferring to talk and resolve complex problems that may be ethical or idealistic in nature, they often choose to avoid working with machines. They seek out envi ­ronments where they can use verbal and social skills, such as in education, welfare, and mental health. Enterprising The Enterprising Environment The Enterprising (E) environment is one where people manage and persuade others in order to attain organizational or personal goals. These are situations where finance and economic issues are of prime importance and risks may be taken to achieve rewards. In such an environment,- people tend to be self-confident, sociable, and assertive. Its an environment where promotion and power are important, and per ­suasion and selling take place. Examples of Enterprising environments are sales work, buying, business management, restaurant management, poli ­tics, real estate, the stock market, insurance, and lobbying. All of these en ­vironments provide the opportunity for power, status, and wealth. The Enterprising Personality Type The acquisition of wealth is particu ­larly important for Enterprising people. They enjoy being with others and like to use verbal skills in order to sell, persuade, or lead. They tend to be assertive and popular, trying to take on leadership positions. They enjoy working with people but prefer to persuade and manage rather than to help. Conventional The Conventional Environment Organization and planning best describe the Conventional (C) environment. Much of the Conventional environ ­ment is an office environment, where one needs to keep records, file pa ­pers, copy materials, and organize reports. In addition to written material, the Conventional environment includes mathematical materials, such as bookkeeping and accounting records. Word processing, calculating, and copy machines are the type of equipment that is found in a Conventional environment. Competencies that are needed to work well in a Conven ­tional environment are clerical skills, an ability to organize, dependability, and an ability to follow directions. The Conventional Personality Type. The Conventional person is one who values money, being dependable, and the ability to follow rules and orders. These people prefer being in control of situations and not dealing with am ­biguous requests. They enjoy an office environment where their values of earning money and following rules, regulations, and guidelines can be met. Their strengths are their clerical and numerical ability, which they use to solve straightforward problems in their environment; Their relationships they tend to be directed toward accomplishing tasks and establish ­ approach to problems. Hollands Theory and Implications for Career Counseling John Hollands typological theory of persons and environments is regarded as the most influential in the field of career counseling (Brown, 2002), but this has not carried over to the field of higher education and academic advising (Smart, Feldman, Ethington, 2000). This conundrum led us to explore whether or not Hollands theory and research were relevant and could shed light on the behavior and organization of college faculty and students, which could ultimately improve the effectiveness of academic advising and career counseling. This article summarizes the results of our exploration. As colleges and universities have grown in size, scope, and organizational complexity, some students have found it difficult to find a home (Astin, 1984). While students may identify with a student organization, residence hall, or activity program, we believe that the academic department is the entity where students are likely to find important mentors, peers, involvement, direction, and inspiration. Academic departments have an inherent, varied mixture of characteristics that are created by the interests and behaviors of the faculty. If students can recognize, differentiate, and understand these diverse academic environments and the faculty who dominate them with respect to Hollands theoretical model, we believe they are more likely to find a place within the university that will increase their satisfaction, involvement, and persistence. Hollands person-environment interaction theory is especially important to scholars and practitioners in education and psychology. John Holland pioneered in assessing the environments of colleges and universities and their influence on students. His research has been central in the development of knowledge about nonacademic accomplishments. Hollands Theoretical Contributions Many inventories and career assessment tools use the typology to enable individuals to categorize their interests and personal characteristics in terms of combinations of the six types: Realistic, Investigative, Artistic, Social, Enterprising, or Conventional. Hollands typological theory (Holland, 1997) specifies a theoretical connection between personality and environment that makes it possible to use the same RIASEC classification system for both persons and fields of study or occupations. According to RIASEC theory, if a person and an environment have the same or similar codes, e.g., Investigative person in an Investigative environment, then the person will likely be satisfied and persist in that environment (Holland, 1997). This satisfaction will result from individuals being able to express their personality in an environment that is supportive and includes other persons who have the same or similar personality traits. It should be noted that neither people nor environments are exclusively one type but rather combinations of all six types. Their dominant type is an approximation of an ideal, modal type. The profile of the six types can be described in terms of the degree of differentiation (flat or uneven profile), consistency (level of similarity of interests or characteristics on the RIASEC hexagon for the first two letters of a three-letter Holland code), or identity (stability characteristics of the type). Each of these factors moderates predictions about the be havior related to the congruence level between a person and an environment. Persons and environments are typically described proportionally in terms of the most highly weighted three of the six Holland types, e.g., Lawyer, ESI; Accounting, CEI. The environments of college campuses, fields of study, work positions, and occupations can also be classified using the RIASEC system (G. Gottfredson Holland, 1996). Hollands early efforts with the National Merit Scholarship Corporation (NMSC) and the American College Testing Program enabled him to look at colleges and academic disciplines as environments. It is important to note that RIASEC theory had its roots in higher education and later focused on occupations. However, almost any social setting, e.g., a family-owned business, a classroom, or a work group, might be characterized in terms of a RIASEC environment. Every aspect of the theory can be applied to different kinds of environments. L. S. Gottfredson and Richards (1999) traced the history of Hollands efforts to classify educational and occupational environments. Holland initially studied the numbers of incumbents in a particular environment to classify occupations or colleges, but he later moved to study the characteristics of the environment independent of the persons in it. College catalogs and descriptions of academic disciplines were among the public records used to study institutional environments. Astin and Holland (1961) developed the Environmental Assessment Technique (EAT) while at the NMSC as a method for measuring college environments. Success in measuring faculty and the curriculum led Richards to explore differences in environments in Japanese (Richards, 1973) and British Commonwealth universities (Richards, 1974), U. S. law schools (Richards, 1987b), and Historically Black colleges (Richards, 1987a). For example, Richards found that Japanese universities placed less emphasis on the Artistic area and more on the Realistic area than U.S. universities. The most recent instruments for measuring environments are the Position Classification Inventory (PCI; G. Gottfredson Holland, 1991), a direct theory-based measure of occupational environments, and the Environmental Identity Scale (EIS; Holland, 1997). These instruments make it possible to study college faculty directly and thus advance the study of academic disciplines and their effects on college students. Those who study or provide services to college students need to understand the importance of Hollands RIASEC theory. For example, Day and Rounds (1998) reported that the RIASEC typology was used similarly by ethnically diverse groups of U.S. students to organize information about their interests and options. This means that varied cultural subgroups in the United States have a sufficiently common social and educational experience that RIASEC theory and related practical applications can be applied to almost everyone. More recently, Tracey and Darcy (2002) found that college students whose schema for organizing information about interests and occupations differed from Hollands RIASEC structure had less career certainty and more career indecision. This finding suggests that the RIASEC hexagon may have a normative benefit regarding the classification of occupations and fields of study. Definitions Although the terms academic advising and career counseling are familiar, it is important to define them as they are used in this article. Ender, Winston, and Miller (1984) defined developmental academic advising as a systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the utilization of the full range of institutional and community resources. The distinctions between academic advising and career counseling are primarily a matter of scope and emphasis. Career counseling is a broader, more comprehensive term not limited to educational settings. However, both functions involve a process of individual or small group interventions to help persons use information to make educational and occupational decisions that are consistent with their personal goals, values, interests, and skills. We believe that a theory that informs career counseling, such as John Hollands RIASEC theory, can also infor m academic advising. Academic advising is more narrowly focused on college and university students and life/career decision making related to curricular and co-curricular activities. Creamer (2000) defined it as an educational activity that depends on valid explanations of complex student behaviors and institutional conditions to assist college students in making and executing educational and life plans. Traditional Application of Hollands Theory in College Settings The most prevalent strategy used by scholars is to define achievement in terms of the further acquisition, growth, or development of individuals initially prominent characteristics; that is, the competencies, values, interests, and attitudes associated with their dominant or primary personality type. For example, in our recent book (Smart, Feldman, Ethington, 2000), Academic Disciplines: Hollands Theory and the Study of College Students and Faculty, we tested the validity of the congruence assumption by examining the extent to which college students with dominant Investigative, Artistic, Social, and Enterprising personality types who entered congruent and incongruent academic environments differed on their development of Investigative, Artistic, Social, and Enterprising abilities and interests, respectively. Separate analyses were conducted for each of the four personality types. Our findings provided rather clear support for the congruence assumption, though the evidence was decide dly stronger for students with Artistic and Investigative personality types than for those with Enterprising or Social personality types. The logic that flows from the traditional definition of achievement illustrated in our and others findings is that students who enter congruent academic environments are more likely to be successful and to exhibit higher levels of achievement. Conversely, students who select academic environments that are incongruent with their personality types are likely to be less successful or to manifest lower levels of achievement than would be expected. Education is of course a nurturing profession, and our task, especially as teachers and counselors, is to assist students in their efforts to be successful throughout their college experiences. Given the conceptual appeal of Hollands theory and the accumulative evidence in support of the congruence assumptionthough often of modest magnitudecounselors and others have embraced the theory in their efforts to assist students in their efforts to successfully navigate the complexities and challenges of their college experiences. In so doing, the typical advice given students is to select academic majors (i.e., environments) that are congruent with their personality types. The strategy is simple and straightforward given the exemplary instruments developed by Holland and his colleagues to assess students personality and academic environment types: simply (1) assess students personality types using such established instruments as the SDS or the SCII, (2) look up academic majors that are simi lar to the students personality types using such reputable references as the Dictionary of Holland Occupational Codes (Gottfredson Holland, 1996) or The Educational Opportunities Finder (Rosen, Holmberg, Holland, 1994), and (3) advise students to select academic majors that are congruent with their personality types. This has been, in my opinion, the typical or traditional approach to research on the validity of the congruence assumption of Hollands theory and the use of his theory by counselors and others to assist students in the selection of academic majors in which they have the greatest likelihood of being successful and satisfied. All this is predicated on the selection of academic majors that are congruent with students initially prominent characteristics (i.e., their dominant personality types). The vision of a college education that evolves from this strategy is one characterized by assisting students to further develop their primary or dominant interests and abilities they had as freshmen. To venture from this tried and true path was assumed to lead to dissatisfaction, failure, and dropout. An Alternative Application of Hollands Theory in College Settings Something seemed amiss or disquieting to me as a result of such investigations of the congruence assumption in this manner. Our definition of achievement and the research strategies we employ are essentially silent as to what students who entered incongruent academic environments learned in those environments because our definition and strategy of learning or achievement focused only on students further development of their initially prominent characteristics; again, that is, the competencies, values, interests, and attitudes associated with their dominant personality type. This conceptual and analytical approach seems unfulfilling and problematic in college settings given that American higher education has historically sought to promote student growth and learning in a broad repertoire of competencies and interests. This repertoire is evident in the various taxonomies of college student outcomes developed by Bowen (1977), Lenning, Lee, Micek, and Service (1977), Ewell (1984), the Association of American Colleges (1985), and others. In addition, one need only examine the professed intent of higher education as manifested in their catalogues and in the growing use of performance indicators proposed by statewide coordinating agencies to assess the effectiveness of those institutions (Nedwick, 1996). Are students who enter incongruent academic environments really less successful and, as a consequence, their institutions less successful as well? My sense of discomfort led to two recent articles (Feldman, Smart, Ethington, 2001, in press) that are grounded in that portion of Hollands theory that is sociological in perspective and implicitly postulates a homogeneous pattern of reinforcement and reward by the respective academic environments irrespective of students levels of congruence with those environments. The approach is referred to as the socialization assumption or hypothesis of Hollands theory. Most important to remember here is that students success or achievement within the parameters of the socialization perspective is judged by the extent to which they grow in terms of the abilities and interests resistent and rewarded by their chosen environments (i.e., their academic majors) rather than enhancing their initially prominent characteristics. That is to say, for example, that while students who select academic majors that are incongruent with their personality types may remain the same or decline in their initially prominent characteristics, they may gain or grow in the abilities and interests reinforced and rewarded by their chosen academic major. This is a very different definition of students success or achievement within the parameters of Hollands theory than the typical or traditional approach discussed earlier (i.e., students ultimate satisfaction and success in college is dependent on their choice of an academic environment that is congruent with their personality type). Socialization Effects of Disciplines The research of Smart et al. (2000) was based on two ideas. First, faculty create academic environments inclined to require, reinforce, and reward the distinctive patterns of abilities and interests of students in a manner consistent with Hollands theory (p. 96). Second, students are not passive participants in the search for academic majors and careers; rather, they actively search for and select academic environments that encourage them to develop further their characteristic interests and abilities and to enter (and be successful in) their chosen career fields (p. 52). In the following paragraphs, we summarize findings relevant to these two ideas. Smart et al. (2000) sought to discover whether or not changes in students over four years were the result of their experiences in their major fields of study (academic discipline). They reasoned that faculty chose to be in academic environments, e.g., academic departments, because of their preferences and values regarding the goals of undergraduate education and their preferred ways of socializing students. Smart et al. held that faculty are the primary representatives of academic environments and the primary contributors to behavior patterns of students who choose those environments as majors. Students and Major Change Thus far, we have concentrated our analysis on the impact of four disciplines in socializing students toward the development of interests and skills predicted by Hollands (1997) typological theory. But what about the personal choices made by students in selecting a discipline? In order to study this phenomenon, Smart et al. (2000) classified students as primary or secondary recruits. Primary recruits were defined as students initially selecting a discipline and staying in that field over four years. Secondary recruits were those in a different major in the fourth year. When environments (percentage of seniors in each of the four areas) rather than entering students were examined, Smart et al. (2000) found that from 1/3 to 1/2 of the four environments were composed of primary recruits, and about half of the sample were secondary recruits, e.g., the seniors who had changed their majors. This means that almost half the seniors ended up in a discipline that was different from their initial choice. This was most notable in the Artistic environment where 2/3 of the students were secondary recruits from one of the other areas and did not intend to major in the Artistic area in their freshman year. About 1/3 of the students migrating into the Social area came from Investigative, Enterprising, or undecided areas. Students moving into the Investigative area were most likely to come from the Enterprising area, and vice versa. These data reveal the fluid nature of students major selections and the heterogeneous nature of the four environments with respect to t he students initial major preferences. Socialization in Relation to Student Characteristics The specific findings of Smart et al. (2000) regarding the impact of socialization for the four discipline environments with respect to student personality characteristics are summarized below. The variability in the socialization styles and the effects of the environments, as well as how socialization effected the students congruence with the environments are described. It will be recalled that a high level match between the person and the environment, e.g., Investigative person in Investigative major, indicates high congruence. Faculty in Investigative environments place primary attention on developing analytical, mathematical, and scientific competencies, with little attention given to character and career development. They rely more than other faculty on formal and structured teaching-learning, they are subject-matter centered, and they have specific course requirements. They focus on examinations and grades. This environment has the highest percentage of primary recruits. All students in Investigative environments increased their abilities and interests in this area, and this was even stronger if they were Investigative students at entry (primary recruits). Investigative students in disciplines outside of the Investigative environment did not increase their abilities and skills in the Investigative area. Artistic environments focus on aesthetics and an emphasis on emotions, sensations, and the mind. The curriculum stresses learning about literature and the arts, as well as becoming a creative thinker. Faculty also emphasize character development, along with student freedom and independence in learning. Varied instructional strategies are used. About two-thirds of students in the Artistic environment did not anticipate majoring in the Artistic environment when they entered college. Artistic type students were not more likely to initially select a major in this environment. On the other hand, Artistic students majoring in Artistic environments did have stronger interests and abilities in this area. Students majoring in Artistic environments did show large increases in Artistic abilities and interests, and this was true for both primary and secondary recruits. Artistic personalities not majoring in Artistic environments did not increase their self-rated interests and abilities over four years. Social environments have a strong community orientation characterized by friendliness and warmth. Like the Artistic environment, faculty place value on developing a historical perspective of the field and an emphasis on student values and character development. Unlike the Artistic environment, faculty also place value on humanitarian, teaching, and interpersonal competencies. Colleagueship and student independence and freedom are supported, and informal small group teaching is employed. The socialization effect of the environment was the smallest of the four areas studied and the effects were muddled by gender. Small increases were recorded for Social students in Social environments, but these were not much different from those for Social students in other environments. Social disciplines seem to have the least impact and Social students reported the least gains in related interests and abilities. Stated another way, the Social environments appear to be the most accepting and least d emanding of the four environments studied by Smart et al. (2000). The Enterprising environment has a strong orientation to career preparation and status acquisition. Faculty focus on leadership development, the acquisition and use of power to attain career goals, and striving for common indicators of org

Analysis of Nike Essay -- Nike Tennis Shoes Retail Businesses Essays

Analysis of Nike Basketball players â€Å"wanna be like Mike†, but shoe companies â€Å"wanna be like NIKE.† NIKE is the worlds #1 company and controls more than 40% of the US athletic shoe market. The company designs and sells shoes for just about every sport, including baseball, volleyball, cheerleading, and wrestling. NIKE also sells Cole Haan dress and casual shoes and a line of athletic wear and equipment, such as hockey sticks, skates, and timepieces. In addition, it operates NIKETOWN shoe and sportswear stores and is opening JORDAN in store outlets in suburban markets. NIKE sells its product to about 19,000 US accountants, in about 140 other countries, and online. Chairman, CEO, and co-founder Phil Knight owns. Nike Co. is very interesting, as well is a popular brand. Nike, pronounced NI-KEY, is the winged goddess of victory according to Greek mythology. She sat at the side of Zeus, the ruler of the Olympian pantheon, in Olympia. A mystical presence, symbolizing victorious encounters, NIKE presided over history’s earliest battlefields. A Greek would say, â€Å"When we go to battle, and win, we say it is NIKE.† Synonymous with honored conquest; NIKE is the twentieth century footwear that lifts the world’s greatest athletes to new levels of mastery and achievement. The NIKE â€Å"swoosh† embodies the spirit of the winged goddess who inspired the most courageous and chivalrous warriors at the dawn of civilization. Among artistic representations of Nike are the sculpture by Paeonius (c. 424 BC) and the â€Å"Nike of Samothrace.† Rhodians probably erected the latter, discovered on Samothrace in 1863 and now in the Louvre Museum, Paris, about 203 BC to commemorate a sea battle. Excavations have shown that the sculpture was placed alighting on a flagship, which was set in the ground in such a way that it appeared to float. If you were to break the word NIKE down, you would get Ni-key. The pronunciation for Nike is ‘nI-kE. Its function is noun, and its etymology is Greek NiKE. If you defined the word NIKE, you would find out that it means the Greek goddess of victory. Another meaning and definition of a word is SWOOSHING. Main entry: Swoosh, function is noun, and it is an act or instance of swooshing. The origin of the swoosh dates back as far as 1971. Phil Knight was supplementing his modest income from Blue Ribbon Sports Inc. by teachi... ...enior labor official reiterated complaints that workers in Nike-contracted factories faced inhumane treatment. ``Violations of labor rights generally are occurring in their smaller contractor joint venture or wholly-owned ventures in which the Vietnamese side has minimal control,'' said Tu Le, a senior official from the Vietnam Labor Union. Nguyen's report was to be released today in New York. Just weeks ahead of the report, Nike announced it had hired former U.N. Ambassador Andrew Young and his Goodworks International group to review a new code of conduct for the company's overseas factories. The measure was aimed at quelling mounting criticism that working conditions at factories in Indonesia and Vietnam were substandard. Nike uses five manufacturing plants in Vietnam, where it takes advantage of low-cost labor and relatively high production standards. About 3 percent of Nike's output is produced in Vietnam, a Nike spokesman said in an earlier interview. Michael Jordan became the first athletic mega businessman. His role as a spokesman for Nike turned that athletic-shoe and- apparel company into the world leader, earning both him and Nike millions of dollars. Analysis of Nike Essay -- Nike Tennis Shoes Retail Businesses Essays Analysis of Nike Basketball players â€Å"wanna be like Mike†, but shoe companies â€Å"wanna be like NIKE.† NIKE is the worlds #1 company and controls more than 40% of the US athletic shoe market. The company designs and sells shoes for just about every sport, including baseball, volleyball, cheerleading, and wrestling. NIKE also sells Cole Haan dress and casual shoes and a line of athletic wear and equipment, such as hockey sticks, skates, and timepieces. In addition, it operates NIKETOWN shoe and sportswear stores and is opening JORDAN in store outlets in suburban markets. NIKE sells its product to about 19,000 US accountants, in about 140 other countries, and online. Chairman, CEO, and co-founder Phil Knight owns. Nike Co. is very interesting, as well is a popular brand. Nike, pronounced NI-KEY, is the winged goddess of victory according to Greek mythology. She sat at the side of Zeus, the ruler of the Olympian pantheon, in Olympia. A mystical presence, symbolizing victorious encounters, NIKE presided over history’s earliest battlefields. A Greek would say, â€Å"When we go to battle, and win, we say it is NIKE.† Synonymous with honored conquest; NIKE is the twentieth century footwear that lifts the world’s greatest athletes to new levels of mastery and achievement. The NIKE â€Å"swoosh† embodies the spirit of the winged goddess who inspired the most courageous and chivalrous warriors at the dawn of civilization. Among artistic representations of Nike are the sculpture by Paeonius (c. 424 BC) and the â€Å"Nike of Samothrace.† Rhodians probably erected the latter, discovered on Samothrace in 1863 and now in the Louvre Museum, Paris, about 203 BC to commemorate a sea battle. Excavations have shown that the sculpture was placed alighting on a flagship, which was set in the ground in such a way that it appeared to float. If you were to break the word NIKE down, you would get Ni-key. The pronunciation for Nike is ‘nI-kE. Its function is noun, and its etymology is Greek NiKE. If you defined the word NIKE, you would find out that it means the Greek goddess of victory. Another meaning and definition of a word is SWOOSHING. Main entry: Swoosh, function is noun, and it is an act or instance of swooshing. The origin of the swoosh dates back as far as 1971. Phil Knight was supplementing his modest income from Blue Ribbon Sports Inc. by teachi... ...enior labor official reiterated complaints that workers in Nike-contracted factories faced inhumane treatment. ``Violations of labor rights generally are occurring in their smaller contractor joint venture or wholly-owned ventures in which the Vietnamese side has minimal control,'' said Tu Le, a senior official from the Vietnam Labor Union. Nguyen's report was to be released today in New York. Just weeks ahead of the report, Nike announced it had hired former U.N. Ambassador Andrew Young and his Goodworks International group to review a new code of conduct for the company's overseas factories. The measure was aimed at quelling mounting criticism that working conditions at factories in Indonesia and Vietnam were substandard. Nike uses five manufacturing plants in Vietnam, where it takes advantage of low-cost labor and relatively high production standards. About 3 percent of Nike's output is produced in Vietnam, a Nike spokesman said in an earlier interview. Michael Jordan became the first athletic mega businessman. His role as a spokesman for Nike turned that athletic-shoe and- apparel company into the world leader, earning both him and Nike millions of dollars.

Ghana: The Gold Coast of Africa Essay -- Geography

Ghana: The Gold Coast of Africa The Gold Coast, now known as Ghana, is one of many civilizations of Africa. It was a British Colony until March 6, 1957, when it became independent as the State of Ghana. In 1471, the Portuguese invaded this area and became involved in gold trade, giving the region the name, The Gold Coast. They built forts to protect their monopoly of gold trade from merchants representing other nations. In 1642, the Dutch West India Company captured all Portuguese strong posts and they devoted their interests in slave trading rather than gold trading. In the Seventeenth and Eighteenth Centuries, the Gold Coast was one of the chief West African sources of slave export. At the beginning of the Nineteenth Century the countries involved in slave trading began abolishing it as illegal and immoral. The British abolished it in 1807, the Danish is 1804 and the Dutch in 1814. In 1821, British forts were transferred from private ownership to government control. The Gold Coast became a British colony and the new government was known...

Comparison of two car advertisements

In this essay I plan to compare two car advertisements. One of which is about a large car, the other, a small car. In a year millions of pounds are spent on advertising so from that it is easy to accept that a car advertisement will cost a lot of money. Advertisement 1 has a frame of a Volkswagen Boulevard, facing towards the reader with three stereotypical cleaning ladies draped over the car in a humours fashion. The copy is presented below the frame with a slogan that uses both humour and rhyme. The frame does not let you see the back of the car, and the copy uses a range of print sizes. The print contains twelve short paragraphs. The advert is from the Sunday Times, which is a respectable broadsheet newspaper; the advert takes up a whole page, which is an A3 sized piece of paper. Advertisement 2 shows a large blue Volvo Estast in the countryside, surrounded by rocks grass and trees. A woman and a man are standing behind the car unpacking or packing a hiking kit. The car is shown from the back with the boot open. The rocks and the scenery are presented like this to show that the car can be used on other landscapes; the colour of the car also blends in with the scenery, as it is a natural blue. The rocks suggest that the car is rugged, strong, and long lasting, which gives a positive view towards the Volvo. The alloy wheels give it a sporty viewpoint, which is backed up with the copy â€Å"performance cars†. Volvo's are well known for their safety and this is also subconsciously shown by the red lights on the back of the car, the helmet and all the other hiking equipment that is used for safety, like the ropes. The man acts as if he owns the car, he stands at the back dominantly as he stands he seems to be taking charge, he is closer to the car from this point you can see that the advert is obviously aimed towards the male audience. The boot of the car is open to show that there is lots of space, the amount of space is also shown by the angle the frame is shown at this can make the car look bigger than it actually is. Advertisement 1 obviously has women as its target audience as they have not used glamorous women over the cars and have not gone into great detail in describing the more technical features of the car. The advertisement captures the consumers attention through the amount of space the advert takes up, only approximately one third of the page is actually taken up by the car. There is a lot of empty space around the car, and because the car is being sold as a small car the visuals represent it. Throughout the advert it stresses the point that the car is small and compact. An example of this is in the copy with â€Å"quite a little number† little being the buzzword. The advert shows individualism. â€Å"Draping models over our cars has never been our style. This advertisement is also targeted towards first time buyers as it repeats â€Å"special edition† twice and it has minor details on price in the fine print under the normal print. In conclusion both adverts are aimed towards a rather different audience but both seem affective in what they have set out to do. Advertisement 1 tells of the car being small and compact and shows it many ways, whilst advert 2 tells and shows of the car being large and sports like and shows it using more frames then print. I could see a lot of people reading these adverts and wanting to buy the cars. There fourth I think that both advertisement companies do well in what they have set out to do.

Lindsey Weightman Electoral Process Conservative

Green Party In groups, research the Political party you have selected: Local Election Follow a 4 year cycle. Not all councils vote at the same time. Councillors are elected ‘by thirds' for a period of 4 years (One councillor being elected per year for 3 years, and no Local election in 4th year). Who can stand for election? 21 years of age or over. British, Commonwealth or Republic of Ireland Citizen. Must be nominated by at least 10 registered electors of that constituency. If representing a party, consent must be gained.If you are not representing a party, you are classed as ‘Independent'.  £500 deposit when registering, refundable if you receive 5% or more of the vote. A prisoner serving 12 months or more in custody can not stand for election. Just for Local: An individual can stand if they are a member of a European Union Nation Candidate Selection Process If standing as an Independent representative, there is no selection procedures. Existing MPs are usually approve d to stand when being re-elected. Political parties generally have more representatives than seats.Political parties vigorously select potential candidates to improve their chances of winning. The selection process is similar to selection for the Uniformed Public Services. Sift of C. V, personal statement, application form and aptitude tests. Local interviews sometimes take place. Shortlists consisting of only women have been known to take place. What do you think about this? Period of an election Mayors typically keep their post for 1 year. Councillors up to 4 years. MP's up to 5 years. After these periods, they must either stand down or be re-elected.Types of voting Polling office, usually a church hall, school or a community centre. ‘First past the post'- an individual steps in to a booth and casts their vote anonymously by making an ‘X' next to the candidate they wish to vote for. Postal voting. Voting by Proxy. Internet voting. In order to be a DEMOCRATIC society, t he representatives who serve on our behalf both Locally and Nationally must be elected by the people of the Nation. General Election Maximum term for a parliament is 5 years, 3 weeks. Tends to occur every 3. 5- 5 years. The Prime Minister decides when the election will be.Local and General 1-5 years depending on the position held: The party in power at the time decides when the election is to be held. (Within a 5 year period). Party in power has the chance to change things just prior to the election- generally things like lowering taxes. Why would they do that? Superior funding for larger parties such as Labour and Conservative. Independents and smaller parties are at a disadvantage. Influence of Political parties Political campaigning TASK Create a Political Poster for your party (Chosen at the start of the session) Other ways of campaigning: Tv Radio Newspapers PostersPersonal interviews Public meetings Leaflet distribution First Past the Post (Westminster and Local Elections) Add itional Member System (Scottish Parliament, Welsh Assembly and Greater London Assembly) Supplementary Vote (Mayor of London) Single Transferable Vote (Northern Irish Assembly) List System (European Parliament) Different election processes Basis of British electoral system Very clear cut and well defined Candidate with highest number of votes wins FPTP is used in both general and local elections First past the post Advantages of First past the post It allows decisive political change.By providing an outright winner, the system ensures that a party has a mandate to carry out its programme. Easy for the voter to understand. Strong links between MP and constituents, due to single member constituencies. Strong single party governments. The winning Party may not have won the overall majority of votes cast. The chance of anomalous results is increased. Encourages the tactical voting technique, known as ‘compromising’. Disadvantages of Firstpast the Post Voters must rank candid ates on the ballot paper in order of preference If a candidate receives 50% or more of the first preferences, they are elected If not then the candidate with the lowest number of first choices is eliminated and their second choices distributed to other This continues until one candidate has a clear majority The Alternative vote Ensures the winner has a majority Strong bond between candidates and constituents is maintainedRemoves issue of wasted votes Extreme left or right wing parties would be unlikely to get enough support to be elected Does not give parties proportion of seats there votes have earned Time consuming and more complex than FPTP. This is a system which tries to match the proportion of votes cast with the proportion of seats a party receives For example, under PR, if you received 35% of the vote you should get 35% of the seats in parliament Represents wishes of voters as a whole Minority parties end up with fairer share of seats Increases opportunities for independents Can be difficult if no party has clear majorityCan lead to unstable coalition governments Proportional representation TASK 2 As a member of the coalition government you have been tasked by the Cabinet to look at the various electoral processes available after Liberal Democrat election promises to reform the voting system in the UK. The leaflet will then be distributed to the general public. This is a highly controversial subject as Conservatives promised not to reform the voting system whilst Liberal Democrats vowed to make the system fairer. As such your leaflet needs to be as descriptive and in depth as possible so that the public can form their own opinion on which voting system they prefer. In the form of a leaflet you should: Explain electoral processes used in UK elections (P3) andCompare the electoral processes used at different levels of government in the UK (M2). GUIDELINES FOR ASSESSMENT TASK 2 When explaining the electoral process for P3, learners only need to include on e election process and ensure that they clearly identify to which level of government it relates. The explanation should be detailed in its content and will be expected to identify the complete process from the initial application to stand for election to the declaration of the vote, including the voting system that is used. Evidence for M2 must include a comparison of the election process for the elected representatives for at least two levels of government. Lindsey Weightman Electoral Process Conservative Green Party In groups, research the Political party you have selected: Local Election Follow a 4 year cycle. Not all councils vote at the same time. Councillors are elected ‘by thirds' for a period of 4 years (One councillor being elected per year for 3 years, and no Local election in 4th year). Who can stand for election? 21 years of age or over. British, Commonwealth or Republic of Ireland Citizen. Must be nominated by at least 10 registered electors of that constituency. If representing a party, consent must be gained. If you are not representing a party, you are classed as ‘Independent'.  £500 deposit when registering, refundable if you receive 5% or more of the vote. A prisoner serving 12 months or more in custody can not stand for election.Just for Local:An individual can stand if they are a member of a European Union Nation Candidate Selection Process If standing as an Independent representative, there is no selection procedures. Existing MPs are usually approved to stand when being re-elected. Political parties generally have more representatives than seats. Political parties vigorously select potential candidates to improve their chances of winning. The selection process is similar to selection for the Uniformed Public Services. Sift of C.V, personal statement, application form and aptitude tests. Local interviews sometimes take place. Shortlists consisting of only women have been known to take place. What do you think about this? Period of an election Mayors typically keep their post for 1 year. Councillors up to 4 years. MP's up to 5 years.After these periods, they must either stand down or be re-elected. Types of voting Polling office, usually a church hall, school or a community centre. ‘First past the post'- an individual steps in to a booth and casts their vote anonymously by making an ‘X' next to the candidate they wish to vote for. Postal voting. Voting by Proxy. Internet voting. In order to be a DEMOCRATIC society, th e representatives who serve on our behalf both Locally and Nationally must be elected by the people of the Nation. General Election Maximum term for a parliament is 5 years, 3 weeks. Tends to occur every 3.5- 5 years. The Prime Minister decides when the election will be. Local and General 1-5 years depending on the position held: The party in power at the time decides when the election is to be held. (Within a 5 year period).Party in power has the chance to change things just prior to the election- generally things like lowering taxes. Why would they do that?Superior funding for larger parties such as Labour and Conservative.Independents and smaller parties are at a disadvantage. Influence of Political parties Political campaigning TASKCreate a Political Poster for your party(Chosen at the start of the session) Other ways of campaigning: Tv Radio Newspapers Posters Personal interviews Public meetingsLeaflet distribution First Past the Post (Westminster and Local Elections) Additiona l Member System (Scottish Parliament, Welsh Assembly and Greater London Assembly) Supplementary Vote (Mayor of London) Single Transferable Vote (Northern Irish Assembly) List System (European Parliament) Different election processes Basis of British electoral system Very clear cut and well defined Candidate with highest number of votes wins FPTP is used in both general and local elections First past the post Advantages of First past the post It allows decisive political change. By providing an outright winner, the system ensures that a party has a mandate to carry out its programme. Easy for the voter to understand. Strong links between MP and constituents, due to single member constituencies. Strong single party governments. The winning Party may not have won the overall majority of votes cast. The chance of anomalous results is increased. Encourages the tactical voting technique, known as ‘compromising’.Disadvantages of First  past the Post Voters must rank candidat es on the ballot paper in order of preference If a candidate receives 50% or more of the first preferences, they are elected If not then the candidate with the lowest number of first choices is eliminated and their second choices distributed to other This continues until one candidate has a clear majority The Alternative vote Ensures the winner has a majority Strong bond between candidates and constituents is maintained Removes issue of wasted votes Extreme left or right wing parties would be unlikely to get enough support to be elected Does not give parties proportion of seats there votes have earned Time consuming and more complex than FPTP.This is a system which tries to match the proportion of votes cast with the proportion of seats a party receives For example, under PR, if you received 35% of the vote you should get 35% of the seats in parliament Represents wishes of voters as a whole Minority parties end up with fairer share of seats Increases opportunities for independentsCa n be difficult if no party has clear majorityCan lead to unstable coalition governments Proportional representation TASK 2 As a member of the coalition government you have been tasked by the Cabinet to look at the various electoral processes available after Liberal Democrat election promises to reform the voting system in the UK. The leaflet will then be distributed to the general public. This is a highly controversial subject as Conservatives promised not to reform the voting system whilst Liberal Democrats vowed to make the system fairer. As such your leaflet needs to be as descriptive and in depth as possible so that the public can form their own opinion on which voting system they prefer.In the form of a leaflet you should:Explain electoral processes used in UK elections (P3) andCompare the electoral processes used at different levels of government in the UK (M2).GUIDELINES FOR ASSESSMENT TASK 2When explaining the electoral process for P3, learners only need to include one elect ion process and ensure that they clearly identify to which level of government it relates. The explanation should be detailed in its content and will be expected to identify the complete process from the initial application to stand for election to the declaration of the vote, including the voting system that is used.Evidence for M2 must include a comparison of the election process for the elected representatives for at least two levels of government.