Health Article Analysis Essays - Human Sexuality,

Health Article Analysis HLT 110-2H Professor Courtney Dowell Ian Lucas Citation: Asare, Matthew. "Using the Theory of Planned Behavior to Determine the Condom Use Behavior among College Students." (n.d.): n. pag. Web. 1 Mar. 2015. Randolph, Mary E., Hector Torres, Cheryl Gore-Felton, Bronwyn Lloyd, and Elizabeth L. Mcgarvey. "Alcohol Use and Sexual Risk Behavior among College Students: Understanding Gender and Ethnic Differences." The American Journal of Drug and Alcohol Abuse 35.2 (2009): 80-84. Web. HEALTH ARTICLE ANALYIS "Using the Theory of Planned Behavior to Determine the Condom Use Behavior Among College Students" is an article from the "American Journal of Health Studies" written by Dr. Matthew Asare, who introduces the many STIs that college students have to face such as, gonorrhea, chlamydia, syphilis, and human immunodeficiency virus (HIV). According to this article students the ages of 20-24 are more at risk of being diagnosed with an STI than any other age group. American College Health Association did a study in 2012 revealing that 9% of college students ranging from the ages of 20-24 have had more than one sexual partner in the past year. It also goes on to state that students with an active sex life are more likely to be vulnerable to STIs than someone that is abstinent (which is 100% effective according to the article). The Theory of Planned Behavior basically explains the way science and sexual behavior go hand in hand. It claims that so called "perceived behavioral control" can gue ss the outcome of whether or not students having sexual activities will use a condom. It claims to predict all the different actions with condom usage as well as to advertise the need for better condom use among the young adults. In its conclusion this article states that overall, students feeling overconfident is the main reason for their refusal to use condoms properly or ever. Things that stood out to me and reminded me what we have learned in class was that 19 million are affected by STIs in the United States every year, and people under the age of 25 account to nearly half of those people affected. In class we go over the ABC's of safer sex (A is for Abstain, B is for Be Faithful, and C is for Condoms) and the article basically gives us the same rundown to avoid a chance of infection from an STI. We are also told in the article that we face dangers from other STIs in our college youth, such as Hepatitis (an STI virus that causes inflammation of the liver), HPV or better known as genital warts, Herpes, HIV (a type of virus that can cause a bunch of health problems, and can lead to AIDS if not treated) etc, and the best way for us to avoid these dangers is to follow the ABC's of safer sex. "Alcohol Use and Sexual Risk Behavior among College Students: Understanding Gender and Ethnic Differences" is another article but from the "American Journal of Drug Alcohol Abuse" written by Mary E. Randolph and Hector Torres from the Medical College of Wisconsin, Cheryl Gore-Felton from the Stanford University School of Medicine, and Bronwyn Lloyd and Elizabeth L. McGarvey from the University of Virginia. According to their study younger men were at greater risk of contracting HIV which is the same thing that was said from the "Theory of Planned Behavior" article stated before hand and what we went over in class. The purpose of the study that was conducted was to jump into the role of genders and ethnicity in a relationship with alcohol use and risky sexual behavior by asking 425 sexually active college students (265 women, 160 men) if they part take in alcohol use, and thus they came to the conclusion that one-third out of 425 voluntary participants binge drink multiple times o ver the past two weeks. So what they are basically trying to say is that college students that are sexual active are more than likely to binge drink on a weekly basis, and they also found out that males have a higher sexual behavior than females. Things that really stood out to me in this article is that men generally are reported to have more active sex

Free Essays on Adoption

Adoption When a person decides to adopt, he takes the responsibility of raising a child who is not biologically his own. There are various reasons why people decide to adopt. Some say adoption is the best thing for certain children and many successful stories prove it to be true. However, there are also numerous tragic reports of adopted children being abused. â€Å"Basically, what adoption meant, and still means, is that someone (the adoptive couple) is promising to assume all responsibilities for taking care of someone else† (Powledge 4). How the adoptive parents go about raising the child is completely up to them. Although there are many different types of families in today’s society, one special kind of family that has become more and more common are the families created through adoption. There are various and somewhat difficult processes and laws concerning adoption. New laws are being created year after year to make this process easier and the outcome positive. Adoption is not exactly new; the idea of adopting has been around for a long time. â€Å"The oldest written set of laws is the Babylonian Code of Hammarabi, which contains a long, sophisticated section on adoption† (Benet 23). It is hard to pin point when and how adoption first originated but Governor Sir William Philips of Massachusetts was considered the first adoptive father in the original thirteen colonies, he adopted in 1693 (Academic XXI). Americans adopt more than 100,000 kids a year (Harnack 13). This may seem like a large number of adoptive families but there are still over 400,000 kids left in foster care or in shelters. With this in mind it seems like Americans should be desperate to place the homeless kids in a family. But through trial and error it has become known that only certain famil ies should be allowed to adopt and in some cases kids are better off left in foster care. â€Å"In 1917 Minnesota was the first state to require an agency or state welfare ... Free Essays on Adoption Free Essays on Adoption Adopting a child is an experience that promises to bring great joy as it changes a couple or individual’s life forever. But what happens if the mother of that child wants to endorse their child? Those are the issues that many adopting parents and birth-right mothers are facing today. Many biological mothers want their child back. There are many concerns for adopting parents to know- that there is the possibly that the birth mother may file for the child. As a birth mother or the adopting parent one must realize consequences that could lay ahead. The legal and social transfer of all parental right, responsibilities, and roles from one parent or parents, usually biological, to a nonbiological parent or parents is the definition of adoption. In such a transfer, adoptive parents accept the same rights and responsibilities as the child’s birth parents would have had, while the child becomes a member of a family that provides the social, emotional, and physical nurturing that children needs to grow up to be healthy, functioning adults. But there are some legal issues or opinions that can lead to a halting backfire in the adoption process. But, as the biological parent(s) and adopting parent(s), they must be ready for the quickly, approaching pros and cons. Throughout the adoption journey, the gardein must be prepared and know what is best for them and their child. There are many positive feedbacks to adoption. Children are in need of adoption because some birth parents are unable or unavailable to provide adequately for the needs of their child. Birth parents may feel they cannot take on the responsibility of an unplanned child because they are too young or because they are financially or emotionally unable to provide proper care. They do not feel ready or able to be good parents. Most adopting parents, although, feel confident that most birth-right mothers will not seize their child back. Chris Intagliata, a mother of two adopted... Free Essays on Adoption Adoption Ever since the Pharaoh’s daughter plucked the baby Moses from the bulrushes of the Nile and raised him as her son, adoption has been a part of our civilization (Lasnik 5). Every parent possesses certain rights and responsibilities to his or her child. The law grants these rights and imposes these responsibilities from the moment the child is born. If a parent does not wish to fulfill these obligations, they may opt to place their child up for adoption. Adoption is the legal process by which these rights and responsibilities are given to a person to whom is willing to take that child as their own, and love and care for that child that was not born unto them (Sifferman 1). Adoption is a topic that many are uniformed on. To truly understand adoption, one must understand topics such as, why people adopt, who can adopt, special adoptions, the overall adoption process, and post-adoption adjustments. One specialist talked about why someone would choose to adopt by saying â€Å"often times couples choose to look into adoption for a variety of reasons.† One reason may or may not be because a couple are not able to have a baby together and want to love and care for a child. Sometimes couples already have children of their own, but still want to adopt another child because they love children so much (Luther Online). Another specialist once emphasized that most adoptions are made because couples want to either start a family or expand a family. Although some adoptions take place because a couple may want to get a child out of a particular lifestyle and give him or her better opportunities in life (Goldstein 36). Sifferman has often commented on why a parent might choose to place their child up for adoption. There are many reasons why birthparents choose adoption. Many singles mothers feel their child could benefit from having two stable parents, so they choose to put their child up for adoption. Some couples choose to pu... Free Essays on Adoption Adoption When a person decides to adopt, he takes the responsibility of raising a child who is not biologically his own. There are various reasons why people decide to adopt. Some say adoption is the best thing for certain children and many successful stories prove it to be true. However, there are also numerous tragic reports of adopted children being abused. â€Å"Basically, what adoption meant, and still means, is that someone (the adoptive couple) is promising to assume all responsibilities for taking care of someone else† (Powledge 4). How the adoptive parents go about raising the child is completely up to them. Although there are many different types of families in today’s society, one special kind of family that has become more and more common are the families created through adoption. There are various and somewhat difficult processes and laws concerning adoption. New laws are being created year after year to make this process easier and the outcome positive. Adoption is not exactly new; the idea of adopting has been around for a long time. â€Å"The oldest written set of laws is the Babylonian Code of Hammarabi, which contains a long, sophisticated section on adoption† (Benet 23). It is hard to pin point when and how adoption first originated but Governor Sir William Philips of Massachusetts was considered the first adoptive father in the original thirteen colonies, he adopted in 1693 (Academic XXI). Americans adopt more than 100,000 kids a year (Harnack 13). This may seem like a large number of adoptive families but there are still over 400,000 kids left in foster care or in shelters. With this in mind it seems like Americans should be desperate to place the homeless kids in a family. But through trial and error it has become known that only certain famil ies should be allowed to adopt and in some cases kids are better off left in foster care. â€Å"In 1917 Minnesota was the first state to require an agency or state welfare ... Free Essays on Adoption At the present time, facing the issue of adoption ethics forces us to confront a highly uncomfortable situation. This case is especially true of international adoptions. A critical analysis of adoption practices as they relate to adoption within Canada as well as between Canada and Romania will follow. Encompassed within this will be the changing trends that have occurred with regards to the rights of the child and privacy of information exchanged between the adopting parties. In this field the rights of the child are not always clear cut and obvious. In recent years, the issue of opening sealed adoption records has presented a challenge to secrecy and anonymity. The implications for community rehabilitation practitioners are numerous. Nowhere has a shift of values and powers been more apparent than in the practice of adoption. Intercountry Adoption Intercountry adoption has become an important social policy issue in Canada. Almost unheard of until post World War II period, the numbers have grown from less than 10 a year when records were first kept in 1970 (Altstein, 1991) to an estimate of more than 2400 a year in 2001 (Tepper, T. et al. 2002). This means that nonrelative adoptions in Canada are now as likely to involve children who were born outside of Canada as those born within Canada. Most of the children from out-of-country have a different racial background. The question for policymakers, service deliverers, prospective adoptive parents, and biological parents deciding whether to relinquish their child, is whether there is enough information exchanged or not in the best interests of the child. With the increase in the number of children being adopted internationally, and the shift in the primary motivation for adoption, discussion has surfaced with respect to what Tizard (1991) has called the â€Å"morality† of intercountry adoption. Three major positions have emerged in the debate; one which opposes intercountry adoption,...

Introduction to the global economy Essay Example | Topics and Well Written Essays - 2500 words

Introduction to the global economy - Essay Example The WTO greements ssist the ctivities of trnsntionl enterprises, the principl plyers in globliztion, nd the Uruguy Round confirmed this liberliztion. From the Genev Round in 1947 to tht of the Uruguy Round in 1986-1994, the level of triffs pplied to industril products hs fllen from 40 per cent to 3.8 per cent, nd the reduced triffs tht hve been consolidted hve fcilitted the estblishment of trnsntionl economy. In the following pper I will further discuss the importnt of GTT nd WOT for interntionl trde. The nlysis will include historicl bckground of orgniztions followed by explntion of GTT replced by WTO nd generl results of such trnsformtion nd concluded by the short nd long term consequences of WTO's running. The GTT hs been clled "remrkble success history of post-wr interntionl orgniztion tht ws never intended to become one" (Grhm, 1983: 124). It strted out in 1947 s set of rules to ensure nondiscrimintion, trnsprent procedures, the settlement of disputes nd the prticiption of the lesser-developed countries in interntionl trde. To increse trde, GTT used triffs concessions, through which member countries greed to limit the level of triffs they would impose on imports from other GTT members. n importnt tool is the Most-Fvored Ntion (MFN) cluse, which clls for ech member country to grnt every other member country the sme most fvorble tretment tht it ccords to ny other country with respect to imports nd exports. (Brber, 1982: 9). MFN, in effect, provides for equl, rther thn specil, tretment. The GTT ws built on severl principles: 1. The Most Fvoured Ntion (MFN) cluse, which ensures non-discrimintory tretment. This principle, ccording to which ll dvntges, fvours, privileges or immunities grnted by one contrcting prty to product originting from or destined for ny other country shll, immeditely nd unconditionlly, be extended for the sme tretment to ny similr product originting or destined for the territory of ll other contrcting prties promotes the cuse of liberliztion. This principle reduced the trnsction costs of the negotitions for the members. ll countries hving n interest in product nd seeking to improve ccess to it in n exporting country nd hving negotited this concession, must ccord the sme to every other country. 2. The second principle of this system is tht of ntionl tretment nd is intended to complement the MFN cluse. It stipultes tht every imported product fter pyment of the customs duties must not receive less fvourble tretment thn locl product. Ech member stte is obliged to tret locl nd imported products in the sme wy. 3. The third principle is tht of trnsprency. The Mrrkesh greements reinforce trnsprency by djusting notifiction nd informtion procedures. ll lws nd regultions must be published, in order to enble other members to consult them nd ensure tht they conform to the previling legl texts in force. Trnsprency is lso the im of the review mechnism of trde policies. This enbles WTO members to exmine the implementtion of the trde policy of member stte or group of countries within regionl greement. It gives more trnsprency to trde policies. t present, the trde policies of the four biggest exporters - the United Sttes, the Europen Union, Jpn nd Cnd - re exmined every two yers, those of the sixteen other lrgest exporters every four yers, nd those of developing countries every six

Project management Coursework Example | Topics and Well Written Essays - 1250 words

Project management - Coursework Example Several studies revealed that majority of traffic collision is caused by human factors related to intoxication or the use of cell phones while driving (Strayer & Drews, 2004; Strayer, Drews, & Johnston, 2003; Williamson, Feyer, Friswel, & Finlay-Brown, 2001). In some cases, other forms of visual or sound distraction such as the presence of billboard in highways or the use of loud radio could also promote road accidents (U.S. Department of Transportation, 2008). To prevent unnecessary deaths caused by traffic collision, this project initiation document will discuss the importance of joint training and exercises as a way to improve the multi-agency response to road traffic collision. Project Aim / Goal The aim of this project is to develop and implement a joint training and exercises programs that will improve the multi-agency response to road traffic collision. Project Objectives The following project objectives will be considered to ensure that the project goal is attainable: 1. To e ncourage the health care team (doctors, emergency care medical personnel, and nurses) to participate and work together with other related agencies like police department, traffic enforcement group, and the transport department in developing and implementing a joint training and exercise programs that will reduce the number of controllable traffic collision that happens each day; and 2. To educate the public about human factors that can contribute to controllable traffic collision and how to avoid vehicular accidents. Project Benefits This project will not only increase the public awareness concerning the public with regards to the primary causes of traffic collision, it will also serve as a means of reducing the number of deaths due to vehicular accidents. Since vehicular accidents related to traffic collision could create socio-economic and emotional problems on the part of the victims’ family and loved ones, the project benefits can be more than the cost of encouraging the health care team (doctors, emergency care medical personnel, and nurses) to participate and work together with other related agencies like police department, traffic enforcement group, and the transport department in developing and implementing a joint training and exercise programs that aims to reduce the number of controllable traffic collision. Project Costs Based on the work breakdown structure presented on page 4, the estimated cost of this project is ?2,330,000. (See Appendix I – Summary of Work Breakdown Structure on page 8) Business Case Based on the World Health Organization (2002) report, the global death associated with traffic collision is roughly 5 million each year whereas physical injuries caused these vehicular accidents can be as much as 12% of the total annual deaths (Peden, McGee, & Sharma, 2010). On top of the large number of road traffic injury cases, between 20 to 50 million people who becomes a victim of traffic collision has suffered from serious physi cal injuries (Geetha et al., 2010). Since the annual hospital cost of physical injuries related to traffic collision is between $65 billion to $100 billion (Geetha et al., 2010), implementing the proposed project with a budget of ?2,330,000 can be considered highly feasible. By implementing this project, the government will be able to save more people from going through the burden of paying large amount of money on hospital bills but also save the lives of thousands and

Presidential Election 2012 Essay Example | Topics and Well Written Essays - 750 words

Presidential Election 2012 - Essay Example 1). The 2012 party conventions show that Democrats maintain the advantage over the Republicans though their lead is smaller than in 2008. Results from the interviews conducted in 2012 indicate that Democratic Party has 35%, and the Republican had 28% while other independents have 33%. When we compare the leanings of the independent voters, a higher percentage of independents lean more on the Republican side than on the Democratic side. The recent Centre polls indicate that Americans prefer the Republican platform to the Partys nominee, Mitt Romney, during the convention. As for the Democratic convention, Americans applauded to Obama’s speech more than they were with the party’s platform. The Republican Platform approved during the convention represented a right shift for the party. It hewed the conservative and made no exceptions for the abortions regardless of whether it was intentional or not, and offered strict definitions on marriage (Lindemann par. 2). Contrary, Democratic platform expressed support homosexuality and gave its reaffirmation for the support of abortion rights. The democrats oppose privatization of the social security while the republicans advocate for personal investments for the young employees. The presidential nominee for the Republican Party faced criticism especially when he expressed his lack of support to Jerusalem. On the other hand, the Democratic Party nominee, President Obama, expressed the commitment towards Israel’s security. In October 15th, Romney criticized the decision by the Democrats and termed it as a shame (Lindemann par. 3). Ideally, the two parties have different ideologies on the fundamental requirements for both the country and the family. Democratic platform has termed the elections in 2012 as just not a battle between two nominees. They argued that it enhanced the determination of the fundamentals necessary to the welfare of the country while the Republicans consider the

All students with special education needs

All students with special education needs 1.0 Introduction: This paper explores an ongoing debate in the educational field; should all students with Special Educational Needs (SENs) be included in mainstream educational provisions? To fully understand the issues involved, the paper will begin with an introduction to SEN and historical developments that have shaped SEN as we know it today. An investigation into inclusion will follow evaluating current issues that will help to determine whether inclusion for all SEN is possible or not. An analysis of SEN pupils will highlight strategies that may allow teachers along with organisation to implement inclusion along with its limitations. A conclusion will finalise the paper evaluating key findings. 2.0 Special Educational Needs (SEN) An Overview In order to assess whether students with SENs should be included in mainstream educational provisions, one must first understand what SEN means. Under the 1944 Education Act, children with special educational needs were categorised by their disability defined in medical terms. This meant that some children were considered to be uneducable and pupils were labelled into categories such as maladjusted or educationally sub-normal and given special educational treatment in separate schools. The Warnock Report in 1978, followed by the 1981 Educational Act, radically changed the conceptualisation of special educational needs. It introduced the idea of special educational needs (SEN), statement of SEN, and an Integrative which later became known as inclusive an approach based on common educational goals for all children regardless of their ability or disabilities: namely independence, enjoyment and understanding. For purpose of this paper the definition proposed by The Special Educational Needs Code of Practice (2002) is taken into account stating that children have SEN if they have a learning difficulty that calls for special educational provisions to be made for them. However, the difficulty with such definition, and the issue arising from The Warnock Report, was the unforeseen consequence that the term SEN has become to be the name of a single category which has led to some conflicting issues. Quarmby (2006) reiterates that government has been using it as if it is the same problem to include a child in a wheelchair and a child with Aspergers, and this is conspicuously untrue This category within the SEN umbrella help to understand students with special needs, and ascertains the fact that certain students may need different special educational provisions to be made for them. But whose responsibility is it to provide the necessary provisions for students to learn? The paper asks a deliberate straight forward question should all students with SENs be included in mainstream education? If yes, does this mean mainstream schools would be expected to include pupils with Cognitive and Learning Needs; Behaviour, Emotional and Social Development Needs; Communication and Interaction Needs and Sensory and/or physical needs? At what level do we need to include them? Is it just sharing time, socialising, sharing tasks or is it the active participation in-class activities following the same curriculum. This leads to the unenviable task of evaluating inclusion. 3.0 Inclusion Over the last 30 years, policies about integration and subsequently about inclusion have been the subject of much controversy. Much has been written about efforts to include pupils identified as having special educational needs (SEN) in mainstream schools and classrooms. Inclusion reflects the idea that it is not for SEN children to be somehow fitted in or integrated into the mainstream but that education as a whole should be fully inclusive of all children (House of Commons Report, 2006). Until the 1990s the term inclusion was rarely used and instead we referred to integration or mainstreaming meaning the placement of pupils with disabilities or special needs in mainstream schools. Integration was the term first introduced in the 1978 Warnock Report referring to the concept of integrating children with SEN into a common educational framework. There were different integration, from full-time placement in a mainstream classroom (functional integration) to the placement of a pupil in a special class or unit attached to a mainstream school (locational) (Hegarty, 1991). The aim to end segregation was gathering momentum and from a human rights approach, it was certainly a requirement. However, there was often little difference between locational integration and a traditional special school, which can be seen as equally segregating experiences (Jupp, 1992). Indeed, even pupils placed in mainstream class may be isolated from their peers, particularly if they work with a support worker in one-to-one sessions for the majority of each day. Integrated placements, therefore, still leave many pupils segregated (Harrower, 1999). Partly for this reason, the term inclusion came to describe the extent to which a school or community welcomes pupils identified with special educational needs (SEN) as full members of the group and values them for the contribution which they make. Their diversity of interests, ability and attainment should be welcomed and be seen to enrich the life of the school. In this sense, as Ballard (1999) argues, inclusion is about valuing diversity rather than assimilation. This general movement towards inclusion was also (In addition to The Warnock Report) strongly influenced by the Salamanca Statement (UNESCO, 1994) which had a major impact on shaping policy developments in many different countries. In England this is evident in various government initiatives since the late 1990s including, for example, the statuary Inclusion Guidance (DfES, 2001a), the Special Educational Needs and Disability Act (DfES, 2001b) and the Removing Barriers to Achievement strategy (DfES, 2004) each providing a further impetus towards inclusion (Hick et al, 2009). Overall, after an extensive literature review it was evident that three main strands have developed relating to inclusion. One is about equal opportunities and right to education for all. It argues that any form of segregation on the basis of disability or learning difficulty is morally wrong (Jordan and Goodey, 1996; Lindsay, 2003). A second strand is based on a re-conceptualisation of the special needs issue as part of the process of school improvement (Ainscoq, 1999). This idea is based on the argument that it is the structure of schools as organisations rather than differences between individual pupils that creates special educational needs (Tomlinson, 1982). The third strand of literature has been concerned with questions of pedagogy. Though some have focused on the development of inclusive practice from the outset (Forest and Pearpoint, 1992), others have considered whether or not teaching practices and methods can be implemented in mainstream schools and classrooms in order to meet the challenge of inclusive education (Cook and Schrimer, 2003). Inclusive practice is therefore concerned with actions and activities that staffs in schools do that give meaning to the concept of inclusion. These 3 main strands will be used as a framework in deciding whether students with SEN should be included in mainstream education provision. In addition it is essential to understand and apply the SEN Code of Practice principles that support inclusive education as a framework in achieving inclusion. The five fundamental principles that support inclusive can be observed in Table 2: As with any change, the inclusion of all students with SENs in mainstream education provisions may bring both positive and negative impacts within schools and pupils. 3.1 The Good and the Evil Although inclusion is seen as a very positive strategy by some, it is considered idealistic and impractical by others. Some critics have argued that inclusion happens at the expense of good and appropriate education for the other children in the class; in other words, if a student with special needs is taught within a mainstream class, they might need extra attention from the teacher, or may be disruptive or difficult in class, and this could harm other childrens education. On the other hand it can be argued that the other children in the class benefit a great deal from working with students with special educational needs and that inclusive education helps to remove stereotypes and ignorance. It is also argued that children with SEN are better off in segregated classrooms as this enables them to gain social support from others with similar difficulties. It also allows opportunities to concentrate specialist teachers and resources in one place. The objection to this is that the disadvantage of keeping children with certain difficulties together is that it makes it harder for them to integrate fully into society once they leave school. 3.2 Inclusion in Practice The Government recognised the barriers to inclusion that exist in schools in its statement in 2004(DfES, 2004) and set out a proposal about how the barriers should be tackled. OFSTED, in its report in 2004, found that more mainstream schools saw themselves as inclusive, but only a minority met special educational needs very well. Members of the SENCo Forum responded to the Governments Special Need Action Plan by stating that schools would have to provide much higher level of flexibility in the way that learning and teaching take place, if the aims of inclusive education are to be realised (SENCo Forum, 2003). In addition, MacBeath et al (2006) concluded that some of the problems in schools attempting to implement inclusion were that the current education system itself made it difficult to implement inclusion. Gillinson and Green (2008) argue that it is essential to regard children and young people themselves and their parents as normal practice. They conclude that the issue is not about treating everyone as the same- what is important is that everyone should be treated equally. Gross (2001) also comments that what young people most want is the right to belong. Belonging brings along a morale issue with regards to inclusion. It is therefore imperative to understand what characterises these pupils with SEN and understand better what makes them unique. 4.0 Special Educational Needs Pupils At heart of all the discussion are the actual pupils who suffer special needs. In light of the extensive research, proposals by government, frameworks and guideline and committee reports one inevitably raises the question of their effectiveness. Are mainstream schools performing? Are pupils experiencing inclusive education? Are these guidelines and proposals effective? Unfortunately the overall answer may be unsatisfactory. The Audit Commission found that the vast majority of permanent exclusions in the 22 local authorities surveyed related to pupils with SEN: 87% of exclusions in primary schools and 60% of exclusions in secondary. In addition, pupils with attention deficit hyperactivity disorder (ADHD), autism and mental health problems made up significant proportions of these pupils. At this stage one wants to highlight that it is not the purposeful intention to only focus on pupils with Autistic and Social, Emotional, and Behavioural Difficulties but data does demonstrate that with regards to inclusion of sensory and/or physical needs pupils, some success in mainstream education provisions are beginning to develop. The House of Commons Report (2006) cites the Disability Rights Commission (DRC) recognising, there has been major progress in providing disabled children and young people with more equitable educational opportunities and a steady improvement in educational outcomes, which show a faster annual increase in achievement of GCSE grades A-grades, A-C and equivalent over the last six years by disabled people than non-disabled people In addition, the Disability Rights Commission (DRC) highlights that not all disabled pupils and students have learning difficulties. Similarly, pupils and students deemed to have learning difficulties or SEN are not disabled. In light of the above finding, as well as the overwhelming data demonstrating that the majority of the of exclusion in primary and secondary are pupils suffering from ADHD and autism, specific effort has been given to address the inclusion of these in mainstream educational provisions. In addition, the Gibraltar Educational Schooling Structure limits the contact of mainstream teachers with pupils with severe/profound and multiple needs, as well as multi-sensory impairments. These pupils enrol in special school environment. Being exposed to pupils with ADHD and autism (in the organisation) will also aid in supporting some answers with research evidence. Increasing knowledge in these groups will also is beneficial for CPD purposes. 5.0 Behaviour, Emotional and Social Needs and Autism Young people with emotional and social development difficulties and autism are the fastest growing categories of SEN. This is having repercussions for schools, and more so for pupils. In addition as the parent representative group Network 81 describe: the lack of understanding of conduct disorders, behavioural, and emotional needs is quite unbelievable. Many children are labelled as naughty, badly brought up, and defiant by teaching staff who group all bad behaviour together. This serves to highlight a possible issue where pupils are being misunderstood and labelled by those who may impact significantly their future teachers. Furthermore, The House of Commons Report (2006) states it is widely recognised that there is a strong correlation between exclusions and children with SEN-particularly those with social, emotional and behavioural difficulties and autistic behaviour. The Committee finds it unacceptable that such a well known problem continues to occur and quite frankly from a teacher point of view, one can only agree. This indicates that schools need better guidance and staff training, particularly with Autistic and social, emotional, and behavioural difficulties. This leads to the inevitable argument on whether SEBD pupils should be included in mainstream educational provisions. In order not to fall into the generalisation trap, one has focused on the main groups of exclusion at the current moment. These are pupils suffering from ADHD and autism. An evaluation of the 3 strand mentioned prior will determine whether inclusion should be possible or not. 5.1 Attention Deficit Hyperactivity Disorder (ADHD) ADHD has been a topic of heated discussion within the educational world. For some, it is considered to be a medical condition, characterised by inattention, hyperactivity and impulsivity (APA, 2000). However, according to others (e.g. Humphrey, 2009) there has been no biological marker identified that can reliably distinguish between children with and without the condition. Estimates though suggest that between 2% and 6% of students are affected by ADHD (Cooper, 2005) and still growing. From a mainstream school provision, and more so from a teachers perspective, it is generally accepted that students with ADHD are considered among the most difficult to include effectively. Lack of knowledge about disorder end up with teachers frustration towards students (SCOtENS, 2008). It is therefore important to consider what we mean when we say we are helping to include them. Mainstream teachers report a lack of appropriate training as a key barrier to success in this area (West et al, 2005). If inclusion means meeting the childs needs in mainstream schools and settings, have the child views sought and taken into account and having full access to a broad, balanced and relevant education as suggested in The Special Educational Needs Code of Practice (2001), then it must go beyond general questions of the presence of children with SEN in such schools, and as Norwich and Lewis (2005:2) explain, we need to address the question of classroom teaching and curriculum in considering inc lusion and inclusive practices. There is the suggestion that the needs of such learners dictate that they require distinct kinds of teaching in order to learn the same content as those without special needs. If not, pupils with ADHD are more likely than others to experience social isolation, with fewer reported friendships and greater levels of rejection (Bagwell et al, 2001) inevitably leading to disruptive behaviour. Norwich and Lewis (2005) argue that pedagogic needs can be addressed by thinking about the needs that are specific to all; thinking about those needs that are specific to a certain group (such as students with ADHD); and thinking about those needs that are unique to the individual. The strategies are based upon the principle that by creating a better fit between the school environment and the student, we are creating opportunities for pupils to succeed. The question now lies in determining whether these strategies can be implemented in mainstream provisions and whether they will conflict with good an d appropriate educational strategies that other children in the class already experience. Students with ADHD often experience difficulties in mainstream classrooms and schools because the emphasis on meeting common needs mean that their specific group needs are not being addressed (Cooper, 2005). However, these common needs may come about due to the National Curriculum. One of the major concerns about the National Curriculum has been that it does not address the breadth of education necessary to meet childrens and young peoples educational needs. So is the curriculum in its present form a contributory cause of poor behaviour? A further concern about the National Curriculum is the current approach to assessment. Research from the perception of students themselves suggests that many experience confusion, anxiety, blame and guilt (Hughes, 2005) in relation to their education, which is not exactly surprising considering the struggles they need to deal with. However, as a mainstream teacher, one is fully aware that change in the National Curriculum cannot be proposed and overcome easily therefore an alternative strategy must be investigated to create a better fit between school environment and the student. The strategy may lie in pedagogy. In achieving the necessary learner aware pedagogy, the problem for the classroom teacher concerned with the SENs of a pupil lies in identifying the nature of the learning difficulty or disability, and assessing the implication for its consequences (Levine, 2002b). The Special Educational Needs Code of Practice refers to the awareness as the point at which a teacher has a concern about an individual pupil (DfES, 2001). A crucial prerequisite for any teachers subsequent decision for action is a clear understanding of the nature and the consequences. It is important then to recognise that a given learning difficulty or disability may or not prevent or hinder an individual from making use of educational facilities of a kind provided in schools (Education Act, 1999). Once the teacher is aware action may take place to meet their needs. Pedagogy takes an important role as it represents the interaction between the learner and the teacher with respects to curricular aims and objectives. This issue therefore concerns the central operation in education, and, in principle, should specify the optimal circumstances in which successful learning and teaching can take place Research into the typical learning styles of students with ADHD suggests that they learn more effectively when they are able actively to experiment and are presented with concrete examples that are visual in nature (Cooper and Ideus, 1996). In addition, students with ADHD are said to be somewhat verbose, talking at inappropriate times; an aspect that can be exploited by designing lessons that allow increased opportunity for verbal participation. Research also shows that this kind of approach can lead to decreases in disruptive behaviour (Levine, 2002b). This strategy will welcome pupils with SEN as full members of the group and will help to value them for the contribution they make. This will develop their feeling of belonging and their ability to participate in a mainstream school environment. Better staff-student relationships and a positive classroom ethos is also said to be essential when dealing with pupils with ADHD. Such a change may be difficult to achieve but recent research by Ghanizadeh, Bahredar and Moeini (2006) demonstrated that more tolerant and positive attitudes towards students with ADHD are associated with levels of knowledge of ADHD among teachers. This suggests that training to increase teachers knowledge of ADHD may need to be a priority if inclusive practice is to consolidate. Breaking down tasks into small, manageable chunks will also facilitate to accommodate the shorter attention span of such students. In addition by highlighting key information where possible will help students who experience difficulties in selective attention (Levine, 2002a). Over time, students can be taught to practise drawing focus to key information themselves (Humphrey, 2009). These strategies are said to help to create a better fit between the class environment and the students and are things that staffs in school do that give meaning to the concept of inclusion. However, many of the strategies proposed are appropriate and should be an integral part of any lesson regardless whether children with SEN are present or not. Another approach as a tool to promote and achieve inclusive practice is what Humphrey (2009) refers to as Cognitive-behavioural approach. Cognitive-behavioural approaches emphasise the use of reinforcement principles to alter thoughts or cognitions related to ADHD behaviours. Simple examples of the application of such techniques in the classroom include teaching children to use self-testing strategies (e.g. when reading, students are encouraged to stop at key points and ask themselves questions about what they have just read) and use self-reinforcement (such as giving themselves praise for achieving targets, such as staying on task for a period of time). A review of cognitive-behavioural approaches by Ervin, Bankert and DuPaul (1996) concluded that they can be successful in achieving behaviour change, but they are more effective when combined with behavioural contingencies in the natural environment. Startling statistics show that up to 75% of students with ADHD are prescribed stimulant medication, with Ritalin being the most important commonly used drug (Department of Health, 2003). If specialist knowledge and understanding is important in promoting inclusive practice, teachers knowledge with regards to the use of medication within this group is essential. It is crucial for teachers to understand the role it plays in students lives, and the implications it may have for education. Teachers may take an active role here in monitoring the effects of medication observed in the classroom (Cooper and Ideus, 1996). Having an understanding of the effects of stimulant medication will enable the teacher to plan for specific pedagogical strategies in a way that takes these factors into account and allow full access to education. Stimulant medication takes effect very quickly, but its influences may not last throughout the school day. For instance, their effect on behaviour (in terms of activity levels) typically lasts longer than its effects on cognition (in terms of attention). As a result, even though students may not be up and out of their seats or blurting out answers, they may still not be accessing the curriculum because they are struggling to maintain their focus on the material presented. In addition, even though medication may be effective in managing the core difficulties experienced by those with ADHD, it is less useful in alleviating secondary problems such as social isolation and academic underachievement (Dogett, 2004), therefore limiting the active participation of the child in both class and school environment. In addition, inflexible staff and lack of inventiveness in some schools have been reported by OFSTED (2004) as factors affecting the development towards effective inclusion. From a personal perceptive ine can concur with OFSTED;s statement. Within ones organisation, teachers overall consensus is one of frustration and guilt when dealing with pupils with SEN in not being able to help them. An SEN register is distributed to every teacher with pupils name and their areas of need well into the 1st term. This result with the teacher suddenly realising that pupil X and pupil Y might be experiencing a range of difficulties due to their needs not being taken into account, resulting in disruptive behaviour. In addition, an organisation where teachers SEN knowledge and understanding is limited brings in another issue. Teachers find themselves wondering what can be done to help these pupils with limited success. Within the organisation there is a SEN Coordinator position, but in the past, when approached and asked for am expert opinion, the answer was you can look it up in the internet and find out further information. This barrier is significant as Wedell (2008:131) rightly states Consultation with the schools SENCo may be required, and this may extend to the involvement of support services from outside school, as indicated in the successive stages of the Special Educational Needs Code of Practice all in effort to make sure the students actively belongs and participates in mainstream school settings. This is currently non existent within the organisation. Furthermore, learning support classes are timetabled for children with SEN, but these take form more as a homework club rather than a structured learning support session. Teachers have no influence in what get taught in these classes resulting in the possibility of pupils doing something that not necessarily links with what is being taught in mainstream class. The students find themselves in an inclusive mainstream sett ing in curriculum subjects and in a segregated setting with regards to learning support. This may result in confusion and frustration, especially with pupils who are said to benefit from being provided with a clear structure to each day lesson and task. With regards to medication, throughout the 4 year career in teaching, there have been a number of students diagnosed with ADHD. However, up until today, there is no awareness or knowledge whether they were on medication or not. Overall, within the organisation it is clear that it is unrealistic to expect teachers and other members to be able to properly fulfil requirements such as differentiating the curriculum for all children, including those with SEN, without receiving the appropriate support and training to enable them to do so. In some cases as mentioned above, the teacher may require a detailed knowledge of child development psychology to equip them to do so to the greatest effect and of equal importance, to understand why the pupil acts and behaves the way they do. 5.2 Autistic Spectrum Disorders According to Jordan (2008:1) education can be, and perhaps should be, an effective treatment for autistic spectrum disorders (ASD) in the sense that, there is so much that individuals with ASD have to learn that is just intuitively grasped by the non-autistic, learning may best be enhanced through high-quality teaching. But education is more than just another treatment. It is the way that citizens are taught the values, understanding, knowledge and skills that will enable their full participation in their community in a way that welcomes full their values and contributions they make. The first battles for those with ASD were fought for the same purpose as the battles for any special educational need: the right to be included at all. As with SEN there was recognition that degree of autism can occur across the full ability range. ASD inclusion has been based on the entitlement view of education as the only way of becoming a full member of society. The bases of most programmes for inclusion for pupils with ASD were not inclusion at all, but form of integration (Jordan and Powell, 1994). As previous research demonstrates (Ainscoq, 1999) the issue with regards to ASD pupils has been that the content and the teaching approaches of the National Curriculum in mainstream schools were not changed to accommodate children with ASD It was assumed that the content was of equal relevance to all children, requiring modification and breaking down curriculum content into smaller steps (which is often effective for some children with learning difficulties) is not appropriate for ch ildren with ASD, where the development and learning patterns are different. There is even problem with the main purpose of mainstream education, which in terms of inclusion, is surely to gain from co-operative and collaboration with typical peers. Yet many of the supports to enable inclusion of children with ASD serve to make the child more isolated from peers, and support assistance are seldom given training (or a role) in enabling such children to have positive contact with their peers (Jordan, 2008), thus being more an organisational constraint rather than a pupils. Jordan (2008) also state that is a child is different, or has special needs, extra resources are provided to enable the child to have access to other children, even though the success of those resources in bringing that about has never been tested. So is inclusion possible for pupils with ASD? In order to include ASD students there needs to be a flexible education system. Teachers must know about learning and teaching and about the diversity that exists in teaching. If educators teach in a way that attains diversity, then more children with different SEN will be able to manage in mainstream settings becoming full members of the group. This will also benefit disruptive students and those with ADHD, dyslexia and so on. Once again the statement made by OFSTED (2004) that effective inclusion was frustrated by rigid timetabling and inflexible staffing is relevant. Rigid class grouping is associated with high pupil-teacher rations, which clearly make it difficult to give personal attention to individual pupils. In addition, successful learning opportunities in inclusive settings will require radical school reform, changing the existing system and rethinking the entire curriculum of the school to meet the needs of all children (Mittler 1994), what Norwich and Lewis (2005) explain as the curriculum dilemma. In addition, and similar to ADHD, the current approach to assessment needs to be addressed if inclusion is to prosper as the House of Commons Report for Children, Schools and Families (2008:3) reports that: we find that the use of national test results for the purpose of school accountability has resulted in some schools emphasizing the maximization of test results at the expense of a more rounded educational for their pupils Inevitably, one must be aware that there will be some individuals with ASD whose autism is so severe that they will need specialist support, but that does not need to be in a segregated setting if inclusion is desired. Resources based are the best model (Hesmonghalgh and Breakley, 2001), where the child with ASD belongs to his peer group teacher but has support staff with expertise and a haven in which to recover when needed (Jordan, 2008). This is a perfect example on how a child with SENs may have their needs met in a mainstream provision (following point 1 of the SEN Code of Practice) and is not segregated. Pupils with severe ASD will need special support and it is here where there is a role for specialist schools. Special schools should be seen as centres of excellence, pioneering new ways of working with ASD and dealing with the most extre

The Death Penalty Should be Discontinued :: Against Capital Punishment Essays

There are a lot of people who think that the death penalty should not be legal in the United States. Killing someone doesn't right the wrong that has been committed. They say that executing the offender doesn't give him or her a chance to be rehabilitated and become a productive member of society. This may be true, but executing an offender does prevent a criminal from killing again. In the 21st century, the death penalty is considered by most civilized nations as a cruel and inhuman punishment. Since 1990, 30 countries have abolished it, however, the death penalty continues to be in use in other nations. The United States, China, the Democratic Republic of Congo, and Iran are the most prolific executioners in the world. There has been much debate in the US as to whether the death penalty constitutes an appropriate punishment, at least to the most dreadful crimes. In recent years, it has been well documented that many criminals sentenced to death have later been found not guilty. Because our appeals system is no more perfect than our criminal court system, the exoneration of those wrongly convicted takes a lot of extremely good luck. The death penalty is not a deterrent to `capital' crime. There have been studies that prove the theory, but it doesn't take much to conclude that those who commit crimes do not consider that they will be caught. In the case of premeditated crime, the person expects to escape from being caught. In the case of `crimes of passion', the person simply does not think about the punishment before committing the crime. In Canada, which abolished the death penalty in 1975, studies show the homicide rate has fallen. The death penalty does not seem to be applied evenly. Most studies that criticize the death penalty do so because more people from minorities are given a

Florence Nightingale – A Name of its Own

Florence Nightingale was born into privilege and wealth. Born in Florence, Italy on May 12, 1820, she received her name from the city of her birth. It is noteworthy that Florence was considered an unusual name at the time, but this changed with the fame of Miss Nightingale. Although born in Italy, she grew up in Derbyshire, Hampshire, and London, where her parents kept large, comfortable homes. Nightingale was the offspring of parents of upper-class power and influence, She was the younger of their two daughters and her upbringing was a classical education and social prominence. Miss Nightingale†s classic education included history, multiple languages, economics, astronomy, science, philosophy, and mathematical skills. Mr. Nightingale took upon himself the classical education of Florence while Mrs. Nightingale taught her the social skills and leadership qualities. Florence became increasingly unhappy with her upper-class lifestyle. Victorian England afforded women of upper-class means to a life of little education, but an emphasis on proper male-female roles. A woman†s role in 19th century England was to be subservient to her husband and avoid occupational ambitions. The Nightingale family ignored the custom of offering little education to their girls. On February 7, 1837, Florence said she heard the voice of God tell her that she had a mission. Nine years later she discovered her mission. In 1846, a friend sent her the Year Book of the Institute of Protestant Deaconesses at Kaisersworth, Germany, which is a training school for nurses. Four years later Florence left for Germany to attend the institute during 1850, and again returning to Germany in 1851. These two brief periods were the only formalized medical training she received. Miss Nightingale†s mother never supported her nursing desires, and Mr. Nightingale opposed her nursing aspirations, but gave his blessing after becoming ill and receiving attentive care from his nursing student daughter. In 1853, Nightingale received an unpaid position of Superintendent of Nurses at the Institution for the Care of Sick Gentlewomen in Distressed Circumstances in London. This position allowed her to display innovative skill for nursing and nursing leadership. She established numerous changes in nursing care which included hot and cold running water on all floors, and patient call lights. In 1854, Miss Nightingale was called upon during the Crimean War. Nightingale assembled 38 women on October 21, 1854, and left for Turkey two weeks later to care for the injured and diseased British solders. For 21 months, Nightingale†s team of women established hygienic standards in the care of the wounded, and established a pure water supply. When she arrived more men were dying from fever and infection than the war wounds themselves. She enforced sanitary regulations, and introduced special diets. With her own money she bought she bought linen, shirts, food, and even beds for the military hospital. As a result of these efforts, the mortality rate dropped to 2%, down from 60% previous to their arrival. In 1860 the Nightingale School, a formal nursing training program opened with only 10 students. Although nursing education was not her utmost personal mission after returning from the war, it soon became her mission. Florence Nightingale was a pioneer and a brilliant motivator and organizer. She is credited with establishing nursing as the respected profession it is today. Florence Nightingale is responsible for not only modern western nursing education, but also secularized nursing training. Although a believer in a perfect and eternal God who developed laws that ruled the universe, she came to believe that all people, without regards to religious affiliation or belief, are entitled to medical and nursing care. Her influence extended beyond mere buildings and institutions. Her mission was guided by a prevailing philosophy of nursing springing from past experiences in Crimea and London. Her conceptual theories were later refined and improved upon, as other great theories have developed over time. But the rich legacy she left behind has to do with ideas. Among these is the nursing model that treats patients as multidimensional individuals rather than merely treating the disease. Nightingale popularized the view that the purpose of nursing was to â€Å"put the patient in the best possible condition for nature to act upon him†(Nightingale, 1859). This is now known as the environmental adaptation theory. Nightingale was also a world known writer. Notes on Nursing was her most famous book in which was written as a guide for the general public as an outline for various hygienic and sanitary improvements. Her main concern was how the public could alter the environment in order to increase health and wellness of patients. The lifelong works of Florence Nightingale have made the nursing profession what it is today and has greatly influenced the patient care ethics of Western civilizations.

What Is The 10x Marketing Formula - CoSchedule Blog

What Is The 10x Marketing Formula Blog If you’ve ever been disappointed in your content marketing results- or lack thereof- you’re not alone. Less than 50% of North American B2B marketers  rate their content as successful. For many, it’s failed to live up to the hype. I’m on a mission to change that. Let me introduce you to The 10x Marketing Formula.What Is The 10x Marketing Formula?Tenfold Growth In 3 Months The formula is all about achieving tenfold growth rather than incremental improvements. And it’s a system for creating explosive results in short timeframes. Consider this scenario. Imagine your boss saying to you: â€Å"You have three months to grow our email list from 10,000 subscribers to 100,000, or I have to let you go.† Would you know what to do if your job was contingent on achieving 10x growth? Now, before you roll your eyes at such a dramatic scenario, I want to share part of our story with you. Here’s an excerpt from my upcoming book  to explain: We were going to build and launch a product in just three months. Launching meant we made the coveted transition from a service-based company to a product-based company. This was great. But it also meant we literally had three months to live. We were betting it all on with just a few months of runway. At launch day, we had one quarter to go from zero revenue, zero customers, and a small following to a minimum of 300 paying customers and a flourishing audience. It was 10x growth or lights out. When you’re staring at zeroes across the board and you have both a team and your family counting on you, the stakes are as high as they possibly can be. Failure is a real possibility. It becomes tangible, constantly nipping at your heels. So, you either make it happen and generate revenue fast, or you and your entire team are out. When you do this, there’s no fallback system. There’s no one to pick up the slack. And minimal returns on sales and marketing activities aren’t simply a disappointing quarter, they’re doom. In a large company, growing revenues, audience, or a similar metric by 10 percent may be acceptable. But in a startup, numbers like that are your death writ The marketing abyss stared us right in the face and everything was on the line. It was results, or die! The marketing abyss stared us right in the face and everything was on the line. It was results, orFour Phases To 10x Growth As a startup, our marketing simply had to work. And the truth is, so does yours. At a high level, The 10x Marketing Formula is a system of frameworks that work together to produce tenfold growth in any marketing capacity. And it’s a revolution in both methodology and mindset. The formula unfolds in four phases that can move anyone in any industry from â€Å"meh† results to 9,360% growth  like we’ve experienced. I’ve talked about why I’m revealing this formula. Now, I want to show you what it’s actually made of. The 10x Marketing Formula presents four phases to content marketing mastery: planning, execution, publishing, and analysis. It isn’t simply a variant of a marketing to-do list, it’s a set of methodologies and principles that will work in any context. Here’s how it works. Phase One: Plan In the first phase, you will learn how to create content so good, so powerful, and so effective that it makes your competition look like they didn’t even try. You will learn to find your unique niche where your content will stand out and get results. Key to creating this kind of stuff is finding what I call your content core. Your content core will be made of topics that directly intersect with two things: what your audience cares about, and the value your product or service provides. Here’s the deal, it’s not enough to simply drive traffic. You have to be able to convert that traffic into customers. I also interview the brilliant growth expert Noah Kagan  on how to use content for growth hacking. In this conversation, we went way beyond buzzwords In the first phase, you will dial in your content to attract incredible traffic and drive conversions. In the first phase of the 10X marketing process, you will dial in your #content to attractPhase Two: Execute In phase two, you will learn to get sh*t done†¦ And growth-critical stuff at that. If you’re going to get best in class results, you have to execute world-class 10x projects. These are the ideas, campaigns, and launches that will multiply your results tenfold rather than a measly 10 percent. Now, even the best marketing projects in the world won’t be worth the pixels on the screen if they don’t get done! That’s why you loop a badass editorial calendar, the 10x Calendar. It becomes your one source of truth to keep everyone organized and focused on your singular growth goal. To execute your 10x projects master plan, you will document processes with 10x Workflows. This is a system to ensure your team can methodically complete mission-critical tasks on an aggressive timeline. 10x workflows marry time and quality- but are only possible if you build or become a 10x team. 10x workflows marry time and quality- but are only possible if you build or become a 10x team.A 10x Team commits to processes that: acknowledge guessing, embrace failure, thrive on learning, and consistently pursue the best results over activity. You will also learn how to create the best content on the Internet from industry from seasoned vets like Pat Flynn, Jeff Goins, and Brian Dean. And how to adapt agile methodologies  for marketing teams with Andrea Fryrear. In phase two, you will dramatically elevate your team’s output, learn to generate the best ideas of your career, uncover a system that magically prioritizes these ideas, and keep laser-focused on growing the key metrics to growth. In phase two of the 10X marketing formula, youll dramatically elevate your teams output.Phase Three: Publish Phase three is packed with moments of truth. You’re publishing big marketing projects and then learning to wildly promote them. If you need to sharpen, or totally replace, your social media strategy  or build a massive email list, this phase is your ticket. You will also learn how to run a lean and hyper-efficient marketing team from Ash Maurya  and how to use visuals for 10x social promotion from John T. Meyer. In phase three, you will learn to ship the most impactful projects and then promote them with frameworks for social media and email. In phase three of the 10X marketing formula, youll ship the most impactful projects and thenPhase Four: Analyze Finally, phase four is all about analyzing and optimizing your results. But you’re going to go beyond Google Analytics, here. It’s not simply about the right marketing tool stack, it’s about driving growth with the â€Å"One Metric That Matters† framework. In modern marketing we don’t have a data problem- we have a data filtering. So, what is the single most important metric to indicate success or failure? How do you benchmark your work? And how do you show your boss your newfound marketing genius? In addition, you will learn how to write irresistible calls-to-action (CTA) and calls-to-value (CTV). Are you able to convert traffic into prospects, leads, and then customers? Not only do I peel back the curtain on conversion psychology, but I also interview master conversion copywriter Joanna Wiebe  on her framework for getting thousands to click, try, and buy. emIn phase four, you will learn to convert traffic and cut through the clutter of irrelevant data so you can measure what matters most.

The Power Of The Spoken Word Essays - English Words, Profanity

The Power Of The Spoken Word Essays - English Words, Profanity The Power Of The Spoken Word Allen Huggins The Power of the Spoken Word Words themselves are innocuous; it is the consensus that gives them true power (Naylor, 344). The consensus governs our society because of the power it holds. The understanding of the spoken word, especially derogatory terms, shapes our world because of the power these vile words hold in balancing or tilting race relations. The American Heritage College Dictionary defines power as political, social, or economic control (1072). White America has social control over the consensus, but in Mommy What Does 'Nigger' Mean? Gloria Naylor shows that African-American minorities can reclaim the power of the consensus and give new, equal meanings to words that have plagued African Americans for ages. Gloria Naylor uses a young boy in her third-grade class as an example of white America's social control over the consensus. In her third-grade class she recalls the young white boy getting a lower score on a math test and her rubbing it in. Upon hearing her mockery, he spit out that word (344). He had learned the word nigger as a mode of humiliation, probably from his parents, showing how white America views the meaning of the word nigger. As our country's majority, white America has the most influence on such hateful terms that drastically tilt the racial balance. Such influence over the consensus exemplifies the statement language is power because of the malicious manner in which the word nigger is used. One small word gave a third-grade boy a sense of power over Naylor that she had never experienced. The impact of such words occurs daily because America regards the derogatory use of the word nigger as a singular definition of the word, ceasing to acknowledge a positive meaning. As an example of a more positive meaning of the word nigger, Naylor introduces her southern, black family and its use of such controversial words. Naylor's family is an example of a minority group retaking the power of the consensus. Instead of using nigger as a term of humiliation, her family uses the word as a term of distinction. Naylor vividly recalls one family member saying, I'm telling you, that nigger pulled in $6,000 of overtime last year referring to a man who had distinguished himself in some situation that brought [her family's] approval for his strength, intelligence, or drive (345). These men and women have reduced such a powerful term in white America to a minute expression of praise in their vocabulary. Naylor explains how the people in [her] grandmother's living room took a word that whites used to signify worthlessness or degradation and rendered it impotent (346). This impotency also illustrates the language is power motif. The family has gained a certain power because they have used a word that has slandered African Americans for years and left it powerless in their views. Degrading words can have a profound impact if they are allowed to infect a person, but the true power comes from a person that can withstand such remarks and render them worthless. Although Naylor is able to show a minority retaking the power of the consensus, the fact remains that racial relations in our society are vastly separated because of the majority's consensus and the power it allows the majority to claim. Naylor states, If the word [nigger] was to totally disappear from the mouths of even the most liberal of white society, no one in that room was nave enough to believe it would disappear from white minds (346). White America needs to realize that harmful words can only hurt our country and detract from its potential. Equality would create endless avenues our country could travel, yet without it, our country will only be able to go so far. Bibliography Costello, Robert B. ed. The American Heritage College Dictionary. New York: Houghton Mifflin Company, 1997. 1072. Naylor, Gloria. Mommy, What Does 'Nigger' Mean? New Worlds of Literature. Eds. Jerome Beaty and J. Paul Hunter. New York: W. W. Norton & Co., 1994. 344-47.

Team meeting and thair role Essay Example | Topics and Well Written Essays - 250 words

Team meeting and thair role - Essay Example The process architecture, as described by Sammie, is where the direct invoice process precisely positioned. The direct invoicing process falls within its value chain. The modelling conventions was adopted and a justification for the choice given. Second, the business process modelling described in a structured manner, together with any of the assumptions related to the process modelled. The process models were presented in a direct invoicing process. It comprised of the value chain of the SSP where the direct invoicing process belongs. By Allen/Vision, the choreography diagram for the direct invoicing process layered a collaboration diagram for the direct invoicing process. The processes were as per the refinement of the choreography and they pertained; central process model by Nicole and the detailed sub-process models by Ibrahim. The processes and the sub-processes presented were sufficiently

Quality Management in MNC - Organisation Research Paper

Quality Management in MNC - Organisation - Research Paper Example Therefore, the quality of the product is variable and could not be confined to one single definition and the standard of quality fluctuates according to the customer needs and expectation. For that reason, the organization should grasp the customer’s need by evaluating the level of quality by the customer’s desires and expectations meet total quality management (Schneiderman, 2002). What is known about the quality Management in the organization? An organization identifies the total quality management as an approach to enhance the efficiency, credibility and flexibility of an organization. It assumes great importance in managing the organization with compatibility and allows the organization to discard those efforts and unwanted diligence which is unable to contribute in the development of an organization. Leaders are getting enlightened and providing an effective strategy towards the improvement of managing department and its related sources. It provides the way by whic h problems are not only detected but prevented too. People are also getting successful by the involvement of TQM which is first set up by the leaders of the organization. All senior managers are keen to adopt the efficiency and principles of total management quality for providing their customers best quality over products and services. However, middle managers are also obliged to demonstrate their task under the course of TQM and promote the strategies within the principle to get their people benefited. An organization could not relish the fundamental benefits of TQM without above prime responsibilities of managing department. Organizations are determined that an astounding quality policy can only be possible by the systematic plan and approach and therefore contemplates excessively for the desired result. Leaders are coming to the front and examining all the policies that whether they would meet the company objectives and console customer’s aim (Porter & Parker, 2006). To ma ke total management quality accessible in an organization, effective leaderships are required which first established the customer’s desire oriented objective, pursued by a strategy and finally the implementations of the policy is the key to the organization’s success. An organization also understands the importance of reviewing and improving of the management system. A TQM approach ultimately drags the organization to a credible position which tightens the customers and the organization relationship for a very long term (Bank, 1992). What are the principles of quality management? The TQM offers a procedure through which all the management members and employees contribute in the continuous improvements of the production process and the offerings of the business. The tools of total quality management are aimed at increasing business and reducing losses and to cut the extra cost of production. TQM is a management term that integrates all the functions of the business lik e marketing, design, engineering, production, customer services etc. to meet the organizational goals and objectives. There are eight major principles reinforce the quality management system in any organization. The senior members in management very often exploit these principles in order to have sound management. Following are the major principles with its reach to improve the management (Joiner, 2006).