Walt Disney Company

Walt Disney is a well-known name in today’s society. Walt Disney once stated, â€Å"You can dream, create, design and build the most wonderful place in the world but it requires people to make the dream a reality† (Sparks, 2007). Marty Sklar, Vice Chairman and principal creative executive for Walt Disney Imagineering was quoted as saying, â€Å"From the beginning, starting with Walt Disney, we have had five tings that make me proud to be a part of this company: high quality, products, optimism for the future, great storytelling, an emphasis on family entertainment and great talent, passion and dedication from our cast members. Walt Disney has come a long way, but it is still true to its core mission of providing quality entertainment for people around the world (Walt Disney, Culture). Since its founding in 1923, the Walt Disney Company continues to produce unparallel entertainment experiences leading a diversified international family entertainment and media enterprise (Walt Disney, Company overview). With its mission to be one of the world’s leading producers and providers of entertainment, Walt Disney continues to seek and develop the most creative experiences (Walt Disney, Who we are). Walt Disney’s values are what make the company stand out. These values are innovation, quality, community, storytelling, optimism and decency (Walt Disney, Culture). These values and culture is what reinforces their commitment and responsibility to the people in their organization. The services include talent acquisition, learning and development, employee services and events, and communication (Walk Disney, Business Standards and Ethics). Even though Disney locations throughout the world have many similarities, the biggest difference is in the culture. Each location offers culture that coincides with the location and its evident when each location was created, a lot of thought was put into making sure that the environment and culture would appeal to that community (Sparks, 2007). Part of this is due to the communication that frequently highlights initiatives and strategies as well as employee recognition, business conduct and ethics practices and social responsibility practices (Walt Disney, Business Standards and Ethics). Walt Disney realized early on that in order to be successful, training and organizational behavior methods would need to be implemented. The desire for all his employees to be customer responsive led to the development of the Disney Institute in 1986. The variety of training and the benefits of the training supplement the organizational culture of the company. Due to the detailed thought that went into training shows by the customer satisfaction with the show of jam packed theme parks year round (Sparks, 2007). The training deals with organizational behavior concepts including decision making, motivation, group behavior, communication, organizational culture, organizational structure and human resources practices. The Disney Institute created classes to teach employees how to create organizational culture along with observing group behavior and teaching motivation. As a result, other companies seek this training from the Disney Institute. The Institute also includes traditions which submerge the employees into the dream and mission of Disney and how Walt wanted the company to continue even after his death (Sparks, 2007). With the culture that Disney created, employees need to feel that they are valued as individuals and vital to the team. Disney has created this with open communication throughout the chain of command, comprehensive training and rewards. As a result, Disney has one of the lowest attrition rates for any company in the United States. The basic belief is that if you do not have happy employees, you cannot have happy guests. Disney’s philosophy of how to treat employees has been passed on year after year and is an example of organizational culture and an example of human resources practices (Sparks, 2007). One way Disney utilizes the communication from its employees is by using a 120 questions survey about management performance. These surveys convey if the is effective communication between management and employees. After the surveys are completed, staff meetings are held to discuss staff concerns and resolutions are discussed. These meetings are usually held within three weeks to show employees that Disney is concerned about the welfare of their employees and to help satisfy them. Walt Disney Company believes that every cast member and staff have valuable information that can be shared through ongoing communication efforts. As we can see, communication is as important as the company’s values are (Sparks, 2007). As with any company, strong beliefs, values and communication are needed in order for a company to succeed. Founded in 1923, the Walt Disney Company has maintained these strong beliefs, values and communication needed to ensure its success today. The success in employee training with the Disney Institute has led to other companies seeking their help (Sparks, 2007). This just strengthens the fact that Walt Disney Company has never wavered from its mission to be one of the world’s leading producers and providers of entertainment. References: Sparks, W. (September 23, 2007). The Magic of Disney’s Organizational Behavior Concepts. Retrieved March 20, 2011 from http://www.associatedcontent.com/article/381660/the_magic_of_disneys_organizational.html?cat=3 Walt Disney Company. (n.d.). Business Standards and Ethics. Retrieved March 20, 2011 from http://corporate.disney.go.com/corporate/cr_human_resources.html Walt Disney Company. (n.d.). Company Overview. Retrieved March 20, 2011 from http://corporate.disney.go.com/corporate/overview.html Walt Disney Company. (n.d.). Culture. Retrieved March 20, 2011 from http://corporate.disney.go.com/careers/culture.html Walt Disney Company. (n.d). Who we are. Retrieved March 20, 2011 from http://corporate.disney.go.com/careers/who.html

Analysis of a Pepsi Advertisement

Pepsi attempts to relate to their target audience by appealing to the sentimental side in all of us. In their ad they target the desires and beliefs and values of every American child and the child within all of us by using the symbolic images of the Christmas season and the magic that season brings with it. In this advertisement for Pepsi, a Teddy Bear is seen hanging on a string of lights on a Christmas tree with one hand while with the other he is reaching for the open Pepsi with a candy cane. This advertisement for Pepsi is trying to evoke emotions and to link those emotions to their product. One look at this ad and immediately the â€Å"awww†¦. † Factor is engaged. They do a very good job linking their product to a magical season and the special emotions associated with this season that brings out the child in all of us. When you look at the ad even closer you see the warm crackling fire in the background, bringing about the warm feelings of hearth and home and the nostalgic feelings associated with these subtle but powerful images. By using the Christmas season in their ad they get you to transfer the feelings that this magical season brings out in all of us to their product. They want you to believe that their product is so magical, so desirable and a good representation of a family oriented product by using the images of hearth and home at the most magical time of year. They link to the desires and feeling of what the average family oriented American wants or should want (if you are to believe the advertising industry) by using these powerful images. They want you to transfer the nostalgic feeling of family, hearth and home to their product. They go even further with the use of another powerful childhood image and an icon in American culture, the Teddy Bear, to relate to the inner child in all of us. The Teddy bear is seen in the ad reaching for what he most desires, the candy cane by using the tools that are readily at his disposal, in this case, a candy cane, (another powerful symbol of the season) to reach what he wants so bad.

Research Methodology and methods Essay Example | Topics and Well Written Essays - 3000 words

Research Methodology and methods - Essay Example Since this disorder has no scientifically proven single kind of a treatment for cure, the treatment for this disorder must specially aim towards being especially adaptable for meeting the needs of each individual child with disorder (Myers, Johnson, and Council on Children with Disabilities, 2007). In the past few decades, the UK government has largely focused on the inclusive mode of education to facilitate the process of social adjustment for children with any form of disorder including autism (Broach, Chalmers, Laurance, McKay, McKenzie, and Mustapha, 2004). This has been acheived chiefly through an emphasis on creating more mainstream schools that are inclusive in nature, where students of all kind (with special needs or otherwise) are made apart of the general stream and studies and provided for accordingly (Wilkinson and Twist, 2010). This paper will deal with this topic of educational system for boys with autism in Saudi Arabia, based on guidelines framed by the UK government for the British system of education. Methodology Any research work is actually a procedure of various systemic enquiries on a certain chosen problem that ultimately leads to the conception of new knowledge on that particular subject (Graziano & Raulin, 2009, 26). Since my topic is chiefly based on the autism and relevant suitable modes of education for autistic children, it deals with the problem seen in the modern mode of education that tends to differentiate between general students and special needs children. It will thus be a ‘systematic inquiry whose objective is to provide the information that will allow†¦problems to be solved’ (Blumberg, Cooper, and Schindler, 2005, 20). Here the problem is related to the education processes used for imparting education to the children with disorders (autism), where we find that under the traditional mode of education special needs children are provided with a different form of education thus segregating them form the genera l students. This leads to later maladjustment by the children with disorders, to the normal social and workplace environment. While some countries have recently started focusing on the inclusive mode of education, there are problems arising in this new mode of education too, where the general educators cannot meet the demands of teaching general students and special needs children, under one classroom setting. In order to arrive at a workable solution for the above stated problem issues, my paper will follow the research process methodology as outlined by Graziano & Raulin, which is represented in the flow chart given below in Fig 1. Their procedure is bases on observation and rationalism, or reasoning through analysis. Here the whole systemic enquiry starts with the generation of idea (the management question), which is often initiated through personal experiences (me being an avid internet user) or other’s research work (studying books, magazines or articles on the subject of web marketing and the social media platform). Once the problem has been defined and the research questions framed, the procedure design starts. Under this section many journals, books, articles, and governmental publications, will be studied to comprehend the meaning of autism, and the types of educational modes that are suitable for imparting effective education to the special needs children. Various data will be collected and analyzed from the different governmental (UK) websites to understand the scope and nature of inclusive mode of education, and also the nature of the various problems faced by the general educa

Pope Benedict XVI and Consumerism Research Paper

Pope Benedict XVI and Consumerism - Research Paper Example A man once believed that economic growth alone will bring forth happiness in the lives of people. But men, women and the youngsters of the prosperous nations stand destroyed as for their inner convictions today. They feel useless, helpless and trapped. This great crisis hopefully will unite the world-leaders to initiate a concerted action to save humanity from the evils of consumerism. Â  Many think-tanks with their faith in the virtues of materialist civilization believe that the natural resources are meant for human aggrandizement. That nature is the enemy and humanity should be a permanent ‘war’ with it. Mindless exploitation of the natural resources is considered as entrepreneurship. Let us take a simple illustration. Visit a supermarket. You will come across hundreds of varieties of toothpaste, soaps, detergent powders—each company manufacturing these items has substantial advertisement budgets, sales promotion staff and they try to attract the customers to their company’s products, by imaginative advertisement campaigns. Management of such companies is responsible to plan and promote cut-throat campaigns to subtly downplay the merits of the products of their competitors. Every company, every individual wish to become prosperous, as quickly as possible, even by employing dubious means. The pursuit of goodness and virtue has taken th e backseat. Universal prosperity and the single-minded pursuit of wealth are the supreme goal of life for such materialists. Spirituality has been considered as the after-retirement project to be thought over by an individual when one’s one foot is in the grave. Is such thinking conducive to universal peace, plenty and prosperity?

Thermodynamics Assignment Example | Topics and Well Written Essays - 500 words

Thermodynamics - Assignment Example The idea of making a bag that would keep the pizza hot for as long as it remains in it is built on the possibility of creating an isolated system. Once an isolated system is created, the first law guarantees that the energy (heat is a form of energy) will remain constant inside the system, which means whatever is in the bag will have a constant temperature, since temperature is a measure of heat. Another way to phrase the first law of thermodynamics is: "energy can neither be created nor destroyed," given that the isolated system is one that does not allow energy nor matter to cross its boundary it is easy to see how an isolated system can keep its temperature constant. Another way to put it is that energy's ability to do work always decreases. In terms of heat, work is done by heat's transition, and so for the energy's ability to do work to decrease (i.e. for entropy to increase) the systems would reach their maximum entropy when they have the same temperature, which would mean that they will no longer be able to exchange heat between them and therefore would not be able to do work. As isolated systems, the pizza bag's entropy increases, however the pizza bag and the surroundings together have an entropy that does not increase, this does not violate the second law of thermodynamics since it states that only entropy of an isolated system can increas

Roman Games and their Role in Ancient Rome Research Paper

Roman Games and their Role in Ancient Rome - Research Paper Example While the different types of games including horse racing, gladiatorial combat and so on, all emerged from different origins, each had two important functions: to provide entertainment and titillation to the population, keeping them happy to be part of the Pax Romana and establishing aspects of Roman culture and rule across the breadth of the giant Empire, and as a commercial venture for those involved. There were two major types of games held during the Roman era: chariot racing and gladiatorial combat. Both were immensely popular, but chariot racing was one somewhat more common than gladiatorial games (Romano 387), partly because of the cost of the gladiatorial games, which could often end with an incredibly expensive and well trained slave being wounded or even killed. It is estimated that at their height, there were twenty-four races a day on sixty-six days of the year, meaning that races were relatively common but still rare enough to be of great entertainment value (Bennet 42). Chariot races would consist of several competitors racing in an oval around central pier in a building called a circus or, after the Greek fashion, a hippodrome. Roman chariot racing evolved from the Greek practice, which had been ongoing for centuries, with a recorded history dating back to the first Panhellenic games (Levick 117). Though the Roman one was probably adapted from the Etruscan adaption of Greek racing, it was also probably directly influenced by the Greek practice (Matz 33). While the evolution of Roman chariot racing evolved slowly over many centuries, and has distinctive origins that are somewhat difficult to trace, the origins of gladiatorial games, which involved two slaves fighting each other for public entertainment, are a bit clearer. It seems that it was an Etruscan religious practice amongst the wealthiest people in society to hold funerary games to send off the dead: perhaps to give them a companion to accompany them to the underworld (Minowa 89). These the n began to be a part of traditional religious practices during the Roman ludi (games), which were massive week long festivals that would also include dramatic performances, religious festivities honoring Jupiter, music, and other activities (including chariot racing) (Plecket 160). Gladiatorial combats were also held by various wealthy and/or powerful Romans (people were rarely one without being the other) for various reasons, including celebrating an event like a military victory, ascension to a position and so on (Tataki 369). While the origins of both chariot racing and gladiatorial games are somewhat obscure and debated, their role in Roman society is relatively clear. The Roman state, and the people who ran it, saw games as part of their patrician obligation to their populace (Boatwright 190). They would keep the population happy and entertained as well as thankful to the Roman state. This was true of games that were held as a part of ludi, which also had religious significance , as well as one-off games that were often more explicitly designed for entertainment. Furthermore, amphitheaters and circi were often installed in smaller cities in Roman provinces, making their connection with the Roman state strong and centralizing the importance of Roman culture that might be quite distant from its centre, Rome (Carter 300). This all plays a central part of the Roman character, the idea

Health Care Informatics Research Paper Example | Topics and Well Written Essays - 500 words

Health Care Informatics - Research Paper Example It requires ample data related to the patient’s condition both before and during the illness to assess a near interpretation of the disease. Clinical Decision Support Systems (CDDSS) exceptionally fulfils the data requirement for optimum diagnosis. However, the problem to be solved originates in the minds of the clinician or health care personnel and a DSS could not be expected to lead direct to a confirmed conclusion. But the DSS are designed chiefly to avoid gross anomaly in diagnosis due to variance in expertise among clinicians. Thus Decision Support Systems facilitate potential reconciliation of one group of information with other. A refined definition of DSS is hence put as: A computer – based algorithm that assists a clinician with one or more component steps of diagnostic process. (Eta S.Berner, 1999) The term DSS is commonly construed as computer based system, since the micro views of clinical settings are generally contained within the perspectives of data bases, model bases, knowledge bases and graphical user interface. However, the broader view of clinical setting is provided by system wide organisational perspective. In view of effective organisational management, the health industry has absorbed and created a virtual dependency on automation, making the usefulness and applicability of computers inevitable. (Joseph K.H. Tan et al, 1998) Technological developments emerge as a result of innovation. The cult of innovation, although is universally recognised and accepted by virtue of its novelty at its core, the power of innovation is typically uncoiled at the intersection of three components namely, innovation, creativity and environment. (Barbara A. Blakeney et al, 2009). The authors of this article have well established their notion on innovation by delineating two different models of innovation: User-driven innovation & Disruptive innovation. The team

Premier oil company Essay Example | Topics and Well Written Essays - 1000 words

Premier oil company - Essay Example This paper will use the Porter’s forces to analyze Premier Oil environment. Force One: Buyer Bargaining Power The negotiating power of purchasers for Premier Oil is fairly moderate but projected to increase due to high demand from emerging nations in Africa and Asia and their energy demands will have to be met. Crude oil, therefore, is extremely crucial as these emerging nations use a projected 20% of energy supplied from oil. Intrinsically, in the present day world, oil has grown more into a commodity rather than a necessity owing to the underscoring of greener, alternate energy such as hydrogen-cell power-driven vehicles (Financial Times 2013). Force Two: Threat of Substitutes The lure of alternate energy has inflicted a bigger problem to the crude oil business today than it has ever had. Alternatives for bio-fuel or hydrogen cell driven vehicles are easily available to the people. Even nowadays, homes are fitted with solar-energy panels plus they are subsidized by governmen t subventions to counterbalance the huge startup costs required. The implications of automobile to the environment have rendered to the innovation of ‘bridge technologies’ or techno-fixes. This is because crude oil products such petroleum when used in automobile they release harmful gases into the environment. The availability of these techno-fixes is to offer an alternative for petroleum; such include hydrogen gas as energy. In respect to industrial life cycle, these techno-fixes represent the decline phase in which the industry may be supplemented by a new substitutes. However, while oil is even now a main energy fabricator, the premier oil company must study and develop fresh product, which can contend with these options. This is crucial for sustainability as well as for the productivity and development of the firm (History 2009). Force Three: Supplier Power The suppliers’ bargaining influence is low owing to the many corporations, which are frontrunnerswithin the oil business. The multinational companies, which entirely regulate the integration system forward and backward, power the immense bargaining influence of suppliers. The oligarchy system operates in favor of oil corporations, which provide distinct and exclusive products, which are ‘green friendly’ too to the surroundings. This alternative or ‘green friendly’ energy also poses a risk to the market-share since it generates future rivals to obtain market-share through their eco-friendly alternatives. Lastly, the multinational companies like premier oil hold a well-recognized brand image, which generates customer loyalty as well as similar familiarities for the contractors (Financial Times 2013). In respect to industrial life cycle, the phase where a company has established the dominant design is the innovation phase. Premier oil is always striving to acquire innovations and technologies to meet the consumer needs. Force Four: Rivalry amid Existing Busines ses The competitiveness within the business is very great and the bantam room for growth goes unmerited. The total number of other multinational oil companies vertically incorporated throughout diverse regions from the continent to

How Financing is Important for the Success of the Company Case Study - 37

How Financing is Important for the Success of the Company - Case Study Example As the paper outlines, sourcing finance is one of the critical factors determining the success or failure of a company. For example in 1971 Phil Knight was faced with a crunch situation regarding his company Nike. The company had at that point of time owned several stores and sales turnover was nearly $300,000. The company was poised for expansion. But the problem the Knight faced was that the company needed capital to finance the growth and this capital was not available with Knight at the point of time. It got this much-required finance from Nissho Iwai Corporation, a Japan-based trading company. Through this finance, the company could start manufacturing its own line of products outside its home country and then bring the finished goods back to the USA in order to market those. Any firm has access to mainly three sources of finances Debt, Equity, and Retained earnings. Different sources of finance have different associated costs. The cost of debt is calculated as the coupon rate ( 1-tax rate). Cost of equity, on the other hand, is calculated as = (Dividend per share/ Market price of the share (MPS)) + growth rate of dividends. Normally debt capital is considered as a cheaper source of capital than equity capital. However, both Debt and Equity come with associated advantages and disadvantages. Normally the firm should go in for a balance of debt and equity financing. The total debt capital used by Nike is $2,743,000 whereas the total equity capital of the firm is $10,824,000. The viability of a financing option depends primarily on the issue of whether the return of the investment proposal is greater the cost of the particular source of finance. For example, in 2002 Nike decided to enter into a contract with the University of Alabama whereby it agreed to pay them $100,000 annually (Kish, 2013). Whereas this deal may sound as too expensive but such deals are pretty important for sports giants like Nike.  

Effects of flicker on reading comfort (part 2) Essay

Effects of flicker on reading comfort (part 2) - Essay Example Two types of questionnaire, an initial questionnaire to identify the previous experience of discomfort and a symptom questionnaire were used. Results: The results indicated insignificant difference between discomforts caused by sustained reading and using computer. The condition of 50 Hz induced the greatest impact on reading comfort compared to DC. The most affected symptoms of discomfort were vision discomfort followed by eyestrain, blurred vision and headache. The mean difference of 75 Hz, 100 Hz and 140 Hz compared to DC lighting situation was not significant. Conclusion: The study shows that reading under 100 Hz LEDs light has no different effects on comfort than reading under LEDs light powered on DC. In addition, the study shows insignificant difference between discomfort induced by reading and by computer use in terms of incidence and nature. Further studies are required with larger and balanced sample size, different direction of illumination and longer period of reading tim e to address the possible limitations of this experiment. Methods Participants Students of the University of New South Wales (UNSW) were invited by posters and emails to participate in the experiment. Participants who completed the experiment received a nominal reward. The inclusion criteria were good binocular vision, lack of ocular and systemic abnormalities that possibly influence reading ability, and age had to be between 19 to 30 years old since light sensitivity often higher at this age group. The exclusion criteria were any known case of migraine or photosensitive epilepsy. A total number of 18 students were recruited (2 male and 16 female), all signed an informed consent form prior commencing the study. Ethics and the study protocol were reviewed and approved by the UNSW Human Research Ethics Advisory (UNSW HREA) Panel. Design and Procedure In a double masked randomized crossover study, discomfort symptoms were self-reported by using two types of questionnaires; an initial q uestionnaire and symptoms questionnaire. The participants had to attend five reading sessions under LED light, but with different rate of flicker in each session. They were randomly assigned to the sessions by Latin squares, and the reading sessions had to be separated by at least one day. At the beginning of the first session, the initial questionnaire had to be completed, whereas symptom questionnaire had to be filled immediately at the beginning and at the end of every session to evaluate reading discomfort. During the reading sessions, the ambient light was turned off, and the room was completely dark, so the only light source was that installed in lighting booth. The booth was positioned on a table, and a â€Å"twilight† novel was placed inside the booth directly under the light. Each subject had to read a part from the book on every session for 30 minutes with the habitual glasses. Comfortable sitting was enhanced by providing an adjustable chair placed in front of the booth to read with habitual reading posture. Questionnaires Two types of questionnaires were used in the study: the initial questionnaire and the symptom questionnaire. The initial questionnaire was designed to examine the previous experience of discomfort related to reading and computer use and to detect unknown cases of photosensitive epilepsy or migraine. The first part of the questionnaire was

Medieval Universities Essay Example for Free

Medieval Universities Essay Higher education plays a major part in todays society. Expected to continue their education beyond high school, many students attend four-year universities and colleges. The emergence of such higher education was first recorded in Europe during the Middle Ages. The origins and characteristics of these medieval universities as well as details of the students and their masters (professors) will be thoroughly discussed in the following paragraphs. These universities became the foundation of and models for the higher education of today. The Latin word universitas, or university, first appeared in the Latin text of Cicero, the word meaning the whole of mankind or the human race. The word gained educational meaning when the corporation of Paris masters and students first used universitas in 1221 to define the organized society of the entire body of masters and students. But even then the meaning of university was different. Unlike todays university, the medieval universities referred to the students and masters rather than to a building or specific place. This is mainly due to the fact that the early universities did not own buildings but used rented rooms or available rooms loaned by the church as their classrooms (Previte-Orton 622). This flexibility also gave the university the power to secede from their town during a dispute with the townspeople, a strategy used often by the scholars who were often in need of protection (Thompson and Johnson 725). Several conditions provided the way for the establishment of the university during the thirteenth century. The communal movement, or the migration of people to cities, and the formation of guilds provided a model for the scholastici, or scholars, to follow when forming universities. The existence of cathedral and canonical schools provided scholars and teaching material needed to begin such a university. The discovery and emergence of new disciplines and school manuals, translations of works, contact with the Arab world, the discovery of Aristotles treatises on logic, known as the Organon, and the revival of Roman Law also contributed to the rise of the university (Gabriel 282). The university followed two main types of organization: 1) the magisterial type of Paris, and 2) the student-university type of Bologna. At the University of Paris, the teachers or masters, referred to as the honestas societas or honorable society by Alexander Neckham in 1180, were the powers of the university. The chancellor granted teaching licenses to students, but the society instituted the requirements a student must fulfill to gain the title of master. Initially opposed to the new independent corporation, the papacy ultimately approved the university with Pope Innocent IIIs acknowledgment of the community of masters' right to act as a corporation around 1208 to 1209. An important feature of the University of Paris was its dominant position of the faculty of arts, considered there to be the mother of the higher faculties of saluberrima (medicine), consultissima (cannon law), and sacrtissima (theology). The Paris archetype was followed with slight modification by almost all the universities of Northern Europe (Gabriel 283). The second archetype was the student-university type of Bologna. The University of Bologna ultimately formed two universitates, one organization for Italian students and one for foreign students. These student organizations were originally formed for protection but eventually took over the supervision of the teaching with much protest from the doctors, or professors, of the school (Hyde 311). Bologna had been known as a center for legal studies during the second half of the twelfth century. Its fame increased due to the famous masters the city acquired as well as its teaching of Roman Law, which was forbidden in France and England in 1219. The university also offered lectures on practical sciences, such as the art of composition (Gabriel 284). The university, said to have the best school of law in Europe, had other faculties which were of more limited significance. The faculties of arts and medicine were established during the latter half of the thirteenth century. Theology was added to these in 1364, making the university one of the few to have all of the four faculties of arts, theology, cannon and civil law, and medicine. The University of Bologna came to be known as the Italian peninsulas center for legal and medical studies (Hyde 312). The students power over the University of Bologna resided in their economic bargaining force. The students paid their masters directly. This teacher/student relationship was often strained by disagreements (Gabriel 284). According to Willis Rudy, professors were known to resort to cheap tricks to gain a large audience. Students were also known to have whistled, hissed, shouted, groaned, and even thrown stones at professors who spoke inaudibly, who spoke too slowly to cover material fully, or who spoke too fast making it difficult for students to take full notes (Beeler 4). At times, the strains on the relationship between the students and their teachers became so great that the students would secede from the university in protest. Such secessions led to the forming of the short-lived universities of Vicenza (1204), Arezzo (1215), and Vercelli (1228). The students most often won against their professors (Gabriel 284). However, the University of Bologna lacked the administrative and representative unity that the University of Paris achieved with the rector, or principle of the school, whom was entitled to speak in the name of the university (Gabriel 284). This lack of unity hurt the student body during the twelfth century when student power declined, leaving the commune in charge of hiring the professors (Hyde 312). Besides organizational type, another defining feature of medieval universities was their manner of origin. Each university originated in one of three ways: 1) of spontaneous foundations, 2) of papal, imperial, communal, or joint foundations, or 3) paper universities, universities with foundation charters but never physically formed. The universities of Paris and Bologna were formed from spontaneous foundations, meaning they grew from existing schools. Oxford too had spontaneous foundations, emerging around 1208 to 1209 due to a conflict between the clerics and the townspeople. Oxford was organized like the Paris model but was close to the structure of Bologna (Gabriel 284). The first university founded by a papal charter was Toulouse, established in 1229. Toulouse was strengthened by the Parisian secession in 1229 to 1231. The scholars favored its teachings of civil law, which were forbidden in Paris. However, Toulouse ultimately declined in the fifteenth century (Gabriel 285). Princes who wished to establish a school in their name were mainly responsible for the foundation of paper universities, the third manner of origin (Gabriel 285). The course of study for a medieval student was much different than that of todays student. History and social science courses were nonexistent. However, the student was expected to be fluent in Latin and learned in Latin grammar before attending a university. Higher education limited to males, he was to spend four years studying the basic liberal arts, completing advanced work in Latin grammar and rhetoric as well as studying the rules of logic. After passing examinations, the student received his degree of Bachelor of Arts, the prototype for todays B. A. Some students pursued advanced degrees to ensure themselves a place in professional life. The Master of Arts degree, or M. A, required three or four years of the study of mathematics, natural science, and philosophy. Doctorates required more specialized training. For example, a doctorate in theology required about twenty years of total schooling at the University of Paris. However, doctorates, including the degree in medicine, only gave the student the right to teach. Despite their intended purpose, all university degrees were recognized as great achievements and could lead to nonacademic careers (Binnell 3). Information gathered from various sources indicates that the life of the medieval student, seemingly rough, primitive, and violent, was surprisingly fundamentally similar to the life of todays students. Many students sent letters home to their parents begging them for assistance. Letters from disapproving parents have also been found which expressed the parents frustration with their underachieving sons (Thompson and Johnson 735). Again like today, medieval universities granted funds to poorer students allowing them the privilege of higher education. Medieval students also ranged significantly in age, from as young as fifteen to as old as twenty or twenty-five years of age (Dahmus 569). Many people criticized the student population and its behavior. Students were said to be violent and quarrelsome, disturbing and attacking citizens and laymen. Armed, the students even fought each other over almost anything, especially women. Students spent much time gambling, drinking, and engaging in less than celibate behavior. However, the rowdies, attracting a disproportionate amount of attention, dominated the medieval universities no more than they dominate todays universities. Serious students were much more plentiful (Thompson and Johnson 736). The importance of this medieval invention is beyond measure. The university has substantially aided in the heightening of civilization and has become an educational icon of the twentieth century. The medieval university continues to influence the education of todays scholars. As said by the late Professor Haskins, todays universities, like medieval universities, are still associations of masters and scholars leading the common life of learning (qtd. in Dahmus 571). In conclusion, both the medieval and modern university represent the most powerful influences upon the intellectual life of their times. Works Cited Previte-Orton, C. W. The Shorter Cambridge Medieval History. 2 vols. Cambridge: Cambridge UP, 1953. Beeler, Stan. Scholarship and Education in Medieval Europe. Online. Internet. 10 April 1999. Available: http://quarles. unbc. ca/ideas/net/history/medieval. htm .EDU Binnell, Brynn. Discussion Document: Is University Life Any Different Today than it was Yesterday?. Online. Internet. 10 April 1999. Available: http://sunsite. wits. ac. za/wits/alumni/med_univ. html Gabriel, Astrik L. Universities. Middle Ages Dictionary. 1989. Hyde, J. K. Bologna, University of. Middle Ages Dictionary. 1989. Thompson, James Westfall, and Edgar Nathaniel Johnson. An Introduction to Medieval Europe. New York: W. W. Nortan Company, Inc. , 1937. Dahmus, Joseph H. A History of Medieval Civilization. New York: The Odyssey Press, Inc. , 1964.

Philip IIs Contribution Alexander the Greats Achievements

Philip IIs Contribution Alexander the Greats Achievements What was Philip IIs contribution to the later achievements of Alexander the Great? The lives of Philip II and Alexander the Great were intertwined in numerous ways. Philip II centralised ancient Macedonia. Philip II also built an army of unprecedented ability and resilience, which conquered the Greek peninsula and prepared the conquest of the Persian Empire that amalgamated with a Greco-Macedonia army. Alexander in point of fact led the invading forces, when he conquered the great Persian Empire. Alexander then took his army to the borders of modern India. Which is where Alexander created a monarchy and empire that, despite its fragmentation, shaped the political cultural, and religious world of the Hellenistic period. Alexander drove the engine his father had built, if Alexander had not done so, Philips II achievements might have been short lived as plenty of previous Macedonian rulers. Although it might be true some scholars believed that Alexander played a role in his fathers murder, may be directly and indirectly, in Order to lead the voyage to Asia that Philip II had organised (Carney and Ogden, 2010). The aim of this essay is to examine Philips II contribution to the later achievements of Alexander the Great. The most crucial point is Philip had bequeathed to Alexander three significant things (Ashley, 2004, p: 7).The first part of the essay will examine, Alexander’s nature and education including Aristotle, the second part will examine the army that Philip created in which later Alexander inherited (Curtis Hansen, 2013, p: 156). The third part and final analysis consists of the established homeland (Ashley, 2004, p: 8). Alexander III of Macedon was better known as Alexander the Great, who was known to mankind for his famous persona and great accomplishments (Thomas, 2007, p: 1). Alexander was the son of Philip II and Olympia. Philip II was the king of Macedonia and Olympias was the princess of Epirus (Stewart, 1993, p18). Alexander achieved the impossible. It is worth noting that uniquely in 13 years Alexander managed to conquer the whole known world. Alexander moulded the greatest Greek empire in history. Despite all of Alexanders great accomplishments, Alexander still lived in his fathers shadow. Due to the vigilant preparation and courage actions of Philip II of Macedon, Alexander would have little or no place in history. The supremacy of Philip on Alexanders actions and life can be seen throughout every aspect of his behaviour. Alexander owes his fate and place in history to his fathers actions and brilliant forethought (Joyer, 2012). This is clear due to Philips II military reforms, for example the sarissa, including infantry tactics, and a formidable Macedonian army and not forgetting an excellent education and tutoring of his day. Alexander as he entered the greater wider world in his young adulthood commenced his education. Alexanders main tutor Aristotle educated Alexander in philosophy, government, politics, poetry, drama and the sciences (Gunther, 2007, p: 28). Aristotle was appointed by Philip, but was educated away from court at Mieza and influenced Alexanders religious education (Blackwell, 2009, p: 193). Aristotle in his Hymn to Excellence (arà ªte) 1 used Alexander ancestors, Heracles, Achilles, as heroic ethos as a way of reinforcing the influence of his other mentors (Gunther, 2007, p: 28). The focal point of Alexanders studies was the title Iliad as a handbook of martial valour. It is worth noting that Alexander is said to have learned it by heart (Worthington, 2012, p: 336) and the admiration of Achilles lasted during course of his life, because of these ancient influences and his individual character, Alexander became the most charismatic, successful, complicated, challenging and contentious con queror of an ancient champion in Macedonia even in the 4th century. Before turning to the question of the Macedonian army to which the foundations could only be constructed upon as a consequence of Philip, is the question of coinage, as this was an important contribution to later achievements of Alexander who was immensely effective tactician and propagandist. Coining was rapidly taken up in the thriving Greek city governments, just over the Aegean Sea, though it was mainly silver until Philip II of Macedon ( 359-336 BC) acquired the gold and silver mines in Thrace (New Bulgaria) (Whibley, 1916, p: 546). Philips son Alexander the Great (336-323 BC) conglomerated the Greek Empire with the defeat of the Persian empire, and acquiring its immerse gold treasure built up by the Persians from gold sources on the river Oxus. It is proclaimed that Alexander the Great took over 22 metric tonnes (7000,000 troy ounces) of gold coin in loot the Persians (Sutherland, 1959). For both Philip II and Alexander the Great, gold became essential way of paying their armies and meeting other military expenses (Blackwell, 2011, p:465). Under the Greek empire, the coins were stamped with the head of the king, instead of lions, bulls, rams, that had previously decorated gold coin elsewhere (Sutherland, 1959). In 357 Philip captured Amphipolis (Roisman, 2011, p: 38.3.B). This colony was Athens. Philips authority of the strategic control became the disputation between Athens and Macedonia. Philip conceivably asseverated to reconstruct Athens, which Philip never did. Athens in turn stated war, which was never pursued (Roisman, 2011, p: 38.3.B). In 356 Philip captured the city of Crenides in the Thrace and after adding to it territory and settlers, Philip rename it Philippi (Roisman, 2011, pg. 38.3.B). The proprietorship of Philippi and Amphipolis permitted Philip to mine silver and gold ore. This made Philip wealthy, in fact one of the wealthiest men in Greece. Philips silver and gold coins in time replaced Athenian coins. Another relevant point is that, Philip was a extravagant spender, when Philip was murdered Alexander found he inherited Philips debt. Philip learnt a lot from Epaminondas, by living in close approximately to a great man, by observing the consequence of his character. Philip learned a lesson in the power of individual will, of which his later life was a consistent exposition. Epaminondas was a brilliant and forceful political idealist than Pericles, Epaminondas far transcends the Athenian in the ruder filed of action. 2 Epaminondas won their obedience by sheer dominance of will and their awestruck respect by consistent subordination of self to their common good (Hogarth, 1897, pg. 39). Empinondas also stands alone in intellectual eminence. 3 Empinondas was an ardent pupil of philosophy, and a first class lecturer. Philip created a formidable army. Philip also introduced military service as a paid and permanent job. This way the soldiers where better trained as they were not disrupted by harvests and farming work this meant the army was able to trained constantly. The army was also kept in one place to be ready at al l times (Ashley, 2004, p: 14). A pure military army is what Philip created, esprit de corps. Philip registered his citizens according their local and tribal divisions, which in turn were allocated to standing territorial regiments. For the infantry, the facts can only be deduced, from, 3 where the recruits (foot) from Macedonia are distributed. It has been found that the names of certain squadrons of the Calvary are actually recorded, instance à ¡Ã‚ ¼Ã‚ ¡ ΑÎ ½ÃŽ ¸ÃŽ µÃŽ ¼ÃŽ ¿ÃÆ'ÃŽ ¹Ãƒ ¡Ã‚ ¼Ã‚  and ΛÎ µÃŽ ½ÃŽ ³ÃŽ ±Ãƒ ¡Ã‚ ¼Ã‚ °ÃŽ ±, and so are the homes of others, the horseman from upper Macedonia, or Bottiaea and Amphipolis. These standing regiments are known each by its colonels name, and quoted thus by Arrian, who reflects the military usage of his authorities. A Ï„ÃŽÂ ¬ÃŽ ¾ÃŽ ¹Ãâ€š of foot, whose colonel is absent, is still referred to as his, though lead by another even after death, for instance Cleitus cavalry command bears his name after his death, as stated in (Id. iii. 11; vi. 6). 5 Phil ip conceived different ranks on a scale of honour rising towards the person of the king. The heavy cavalry was ranked above the service in the foot, for the former were more especially the à ¡Ã‚ ¼Ã¢â‚¬ËœÃâ€žÃŽ ±Ãƒ ¡Ã‚ ¿-Ï ÃŽ ¿ÃŽ ¹, or companions of the king; their generals have the most important commands in Alexanders army, and their troopers enjoy treble share of prize money as stated in (curt, vii. 5. 23). 6 Philip promoted whom pleased to this service. The à ¡Ã‚ ¼Ã¢â‚¬ËœÃâ€žÃŽ ±Ãƒ ¡Ã‚ ¿-Ï ÃŽ ¹ were Royals. The squadron of greatest honour Royals, or kings own, were called à ¡Ã‚ ¿Ã… ¸ÃŽâ€˜ÃŽ ½ÃŽ ³ÃŽ ·ÃŽ ¼ÃŽ ± (Hogarth, 1897, p 55). The most honoured amount the foot corps of Guards (ÃŽ ½Ãâ‚¬ÃŽ ±ÃÆ'πΠ¹ÃÆ'Ï„Î ±Ãƒ ¡Ã‚ ¼Ã‚ ±), specially attached to the person of the king. They became famous in Alexanders wars and later became known as the silver shields (ΑÏ ÃŽ ³ÃŽ ½Ã Ãƒ ¡Ã‚ ¼Ã¢â€š ¬ÃÆ'πΠ¹ÃŽ ´ÃŽ µÃâ€š). Like the cavalry they were all Royals, but amo ng them a special corps d elite (Ï„Ã ¡Ã‚ ½Ã‚ ¸ à ¡Ã‚ ¼Ã¢â‚¬Å¡ÃŽ ³ÃŽ ·ÃŽ ¼ÃŽ ± Ï„Ã ¡Ã‚ ½Ã‚  ÃŽ ²ÃŽ ±ÃÆ'ÃŽ ¹ÃŽ »ÃŽ ¹ÃŽ ºÃƒ ¡Ã‚ ½Ã¢â€š ¬ÃŽ ½) as stated in the journal of philology, xvii., No.33, p: 14. Army of Alexander. 7 Relying on its training and discipline, Philip could introduce his army to new fighting methods. Philip thought his army charge, not in a line but in a wedge shaped formations (Tact 16: cited by Lendon, 2006, p: 96-100). 8 A device destined to be resorted to by Alexander at Arbela. For the infantry, Philip perfected the famous phalanx, although in conception this phalanx was not different from the existing Greek fighting attire. Philip was regarded as its inventor, as Philip developed and regulated it. Philip had two main ideas, first to render bodies of pike man more mobile and pliable than the Theban or Spartan (Hogarth, 1897, pg. 60). Philips second idea was the sarissa or long pike, which would enable his phalanx to strike the first blow. For such a weapon as this, training and discipline were essential. The Macedonian armies of the third and second centuries plied a sarissa even twenty-four feet long. 9 No reference is made by any historian of Alexander to such a uncharacterist ic weapon as the sarissa. The secret to the success of Philips and Alexanders battles lies in their horsemanship, Macedonian and allied light guards and archers. The guards are often reckoned into the phalanx for example in (iii.11), 10 in Arrians catalogue of the array at Arbela, but they are also distinguished clearly from the heavy phalangites. This accomplished military system was the work of many years. Largely mercenaries supplemented Philips national army. 11 This method of assistants was not abandoned entirely by his son Alexander his son. A most crucial point we know as fact is that Alexander inherited forty thousand seasoned men, and a well-established system. Ancient warfare played a major role in Philips eleven sieges. Many of Philips military reforms did not happen overnight, but continued throughout his reign and even after his death with Alexander. In 350 headed by Polyeidos (Polyidus) of Thessaly Philip II established an engineering corps to design and build new siege machinery including the Mechanical Bow and Torsion Catapult (figure 11, Worthington, 2014. P: 37). Philip used the first early prototypes of the torsion catapult was in 340 at the siege of Byzantium (Ashley, 2004, p: 74). Philips chief engineer went on to develop a prototype of a more powerful torsion catapult that could shoot larger stones and arrows over greater distances. It is worth noting that the surviving documents refer to this new type of catapult as katapellai makedonikoi (Macedonian catapults) (Gabriel, 2010, p: 92). Polyeidos trained two of his students Diades, and Charias to continue his work. In 334 BCE Diades succeeded Polyeidos as Alexanders chief engineer, together Diades and Charias complete the development of the torsion catapult, by producing a machine capable of throwing stone shot large enough destroy walls (Ashley, 2004, p: 74). Under Alexander the Great the development of artillery continued, in 330s B.C. The torsion catapult was further developed to throw one-talent (57 pound stones) (Ashley, 2004, p: 74). It was under Alexander the Great siege warfare reached its height. This would never have possible if hadnt of been Alexander inheriting the ability to subdue cites quickly b ecause of the work Polyeidos (Philips engineer) created, as Alexanders Persian campaign would not been possible (Gabriel, 2010, p: 92). This was a difficult essay to write, as sources dealing with Philip are limited (Ashley, 2004, p: 74). Depending on the way you approach as it’s easy to focus too narrowly on the achievements of Alexander, without having analysed the contribution of Philip. Briefly it can be said that in many of the books I have read about this topic, many of the chapters were occupied with details of opinions about Alexander the Great, and in that progress his father King Philip of Macedonia was forgot. What a shortcoming! Personally, I am inclined to believe that world had not known Alexander the Great as Alexander ranked his self above ordinary mortals (Rostovtzeff, 1926, p: 352) then Philip would not have been talked about. On the other hand if it had not been for Philip, who laid most of the ground work in which Alexander inherited, Alexander then he would not have become Alexander the Great. Alexander reaped the benefit of his fathers work not just military (the army he had been trained to use), but through shrewd economic and diplomatic policy. Macedonia was a poor territory. The people lived in constant war with everyone and each other. Philip took things into his own hands, as he had great political acuteness and subtlety. Philip did this by creating a professional army, consolidating boarders with armed cities. Philip achieved this by bribing with coinage and cunning his enemies. Philip turned silver and gold mining to a profitable business. Philip also built roads and canals. The merger of Macedonia was a very difficult and prolonged project. Which paid off very well in the end. To return to an earlier point it is worth noting that it was Philip who created the first land state in history (Gabriel, 2010, p: 2), Greece, by replacing the obsolete city state system. Philips most formidable achievement was the peace of Corinth where Philip finally united all his previous adversaries, not forgetting Athens into one entity. The contributions that lead to the later achievements of Alexander were the education of Aristotle, the army Philip created including coinage and an established homeland. Unfortunately for Alexander, he felt held back by his father and always seem to live in the shadow of his father which seem to haunted by this as his achievements insignificant to those of his father. Alexander and Philip competed with each in many ways emulation and resentment as stated in Fredricksmeyer 1990. Even though I do not agree with every argument in journal of Alexander and Philip by Fredricksmeyer 1990. Its a fascinating portrayal of their relationship and gives excellent sources of references and occurrences in their relationship. Alexander and Philip were both great in their own right. If Philip had not created the army he did, Alexander could not have achieved what he did, yet Philip on the other hand could not have achieved what Alexander did had he survived. Alexander was Philips true son and heir. It was Philips contributions that laid the foundations for Alexander to become the man he was, for ins tance, education, the army and siege warfare that Alexander inherited and an established homeland. Notes 1 Hymn to Arà ªte: Athen. 15.696 B-D. Study of lliad: Plut: Alex 8.2; 26.1-2; Plin. NH 7. 108; Strabo 13.1. 27. Memorising lliad: Dio Ghrysostom 4.39. 2. Nepos, Epam. 4. 3. Id., Epam. 3; Diod., l.c., and 88. 4 From Arr., iii. 16, where the recruits (foot) from Macedonia are distributed into, Ï„Ã ¡Ã‚ ¼Ã¢â€š ¬ÃŽ ¾ÃŽ µÃŽ ¹Ãâ€š. Cf. Curt., v. 2. 6, where we are told that Alexanders main innovation at Susa were the abolition of all local and national divisions throughout the army. 6 Cf. Diod., xvii. 63, 74; Curt., vii. 5. 23 7 Army of Alexander in journal. Of philology, xvii, No. 33, p: 14. 8 Tact.16 cited in Lendon 9 The coincidence of Polybius (xvii. 12) with Polyaenus (ii. 29. 2) and the second recension of the Tactica (15) puts this beyond doubt. Cf. also Livys remarks on its unwieldy length (xliv. 41). The first recension of the Tactica reads πà ¡Ã‚ ½Ã¢â€š ¬ÃŽ ´ÃŽ ±Ãâ€š for πà ¡Ã‚ ¼Ã‚  Ãâ€¡ÃŽ µÃŽ ¹Ãâ€š, reducing the length to fourteen or sixteen feet: but either this is a manuscript error or correction, or it is a reminiscence of the earlier sarissa. 10 ld. iii. 11; vi. 6. 11 Diod., xvi. 8. Bibliography Ashley. J. 2004, The Macedonia Empire: The Era of Warfare Under Philip II and Alexander Great, 359-323 B.C. Blackwell. W. 2009, ALEXANDER THE GREAT: A NEW HISTORY. Blackwell. W. 2011, The Companion to Ancient Macedonia: Edited by JOSEPH ROISMAN AND IAN WORTHINGTON. Carney. E and Ogden. D. 2010, Philip II and Alexander the Great: Father and Son, Lives and Afterlives (Oxford university press). Curtis. K. Hansen. V. 2013, Voyages in World History Curt. 4.6.29; 9.3.19; Arr.5.28.3;7.14.4; Plut. Alex. 15.8-9; 62.5; 72.3; Diod.17.97.3; Ael. VH 7.8 Ameling 1988. Edmunds 1971: 363-91; King 1987: 1-45; Fredricksmeyer 1990: 304-6; Ameling 1988: 658-60; Stewart 1993:81; Huttner 1997: passim. Fredricksmeyer, E. A. 1990. Alexander and Philip: Emulation and Resentment. CJ 85: 300-15. Gabriel. R. 2010, Philip II of Macedonia: Greater Than Alexander. Gunther. J. 2007, ALEXANDER THE GREAT. Joyer. B. 2012, Alexander: Living inside the shadow. Available at [emailprotected] posted in Bens Den (accessed March 2015). Lendon. J. E, 2006, Soldiers Ghosts: A History of Battle in Classical Antiquity. Rostovtzeff. M. 1926, A History of the Ancient world: The Orient and Greece. Roisman. J. 2011, Ancient Greece from Homer to Alexander: The Evidence. Roisman. J. Worthington. I. 2011, A companion to Ancient Macedonia. Stewart. A. 1993, Faces of Power: Alexanders image and Hellenistic politics. Sutherland. C.H.V. 1959, Gold its Beauty and Power and Allure Board portrait of appeal of gold over last 5000 years, Thames and Hudson London. Available at: info.goldavenue.com Accessed March 2015. Thomas. G. 2007, Alexander The Great in His World. Whibley. L. 2016, A companion to Greek studies, Cambridge university press. Worthington. I. 2012, ALEXANDER THE GREAT ( A READER). Worthington. I. 2014, By The Spear: Alexander the Great, and the rise and fall of the Macedonian Empire.

Case Study Of Downs Syndrome

Case Study Of Downs Syndrome Paul Z is a 30 year old man who has a Learning Disability and Downs syndrome. He lives at home with Mrs Z, his mother who is his main carer and 18 year old sister S who goes to Sixth Form College and hopes to go to University. Mrs Z is devoted to Paul and gave up her part time job when he left school twelve years ago to look after him full time. Mrs Z who was widowed two years ago has recently been prescribed anti-depressants by her GP as she was not sleeping well and finding life difficult to cope with. Paul is able to complete his personal care and dresses himself appropriately, although he does sometimes need prompting or supervising depending on his mood that day. Mrs Z finds it very difficult to leave Paul at home for any length of time even though he is likely to be able to cope on his own for a few hours. She will occasionally leave him with his younger sister S but she has exams and a very full social life of her own. Neither has Mrs Z been willing to allow Paul to access community based activities, other than the Day Centre which he attends two days per week, because she fears for his safety. Paul really enjoys the Day Centre where he has been given his own shelf in the greenhouse and a patch of garden where he grows flowers and vegetables which he takes home to eat. Paul would like to increase his social activities, develop his independent living skills and have access to a bigger garden to grow more vegetables and to possible sell them. Pauls interests include watching films, reading comic books and playing computer games and football. He also enjoys swimming and accompanies Mrs Z when she goes. Paul is very sociable and well liked by all who meet him. Mrs Z does not drive and both she and Paul are dependent on public transport. Paul requires support when in the community as he could be extremely vulnerable if left on his own because of his friendly and trusting nature. Paul has a good understanding of everyday things but due to his learning disability tends to make decisions based on his every day experience and eagerness to please and may not have necessarily understood or taken into account all the information which might affect the decision. He can appear to have a better understanding of things than he has and he needs to be supported when making more complex decisions. Paul is also very difficult to understand verbally and uses his own language with a form of Makaton and picture Symbols. When he becomes anxious or worried he can be aggressive even towards those who he knows well. Also due to his poor communication skills he finds expressing himself very difficult. 3 practice related questions: In the context of Pauls circumstances provide a critical analysis of: Which types of assessments would need to be implemented, how these would be most appropriately conducted and by whom The first assessment that would need to be implemented would be an assessment of Pauls need for community care services. As Paul has a learning disability and Downs syndrome, there will be assessment barriers that need to be taken account for and overcome to enable Paul to participate fully in the assessment process. In addition this will ensure that the relevant and necessary information is gathered to accurately assess Pauls need for community care services. As described Paul has poor verbal communication skills, this could make it difficult for Paul to express himself during the assessment process. Furthermore Paul may need help in making sense of and understanding information, this would need to be addressed to maintain Pauls full involvement and level of understanding in the assessment and for any decision. Pauls challenging behaviour would need to be taken into account so not to cause harm to him or others. Pauls assessment would normally be conducted by a social worker from Pauls local social services department (NHS Choices, 2009). The social worker would need to find ways of dealing with these potential barriers before the assessment takes place. Paul communicates using his own language; with this in mind it may be appropriate to have someone who knows Paul well to be part of the assessment so they are able to interpret the information to the assessor. Pauls mother or sister could do this Alternative communication-picture symbols social worker could use these/interper however Paul is eager to please so may tell interviewer/social worker what they want to hear. May be case if mum/sister is present so an independent advocate may be advisable. As Paul can get aggressive-build the relationship up before assessment. Carers assessment Mothers own s47 assessment The issues relating to risk, proportionate response and capacity Risk assessment, vulnerable adult, MCA, IMCA How you would work to promote Pauls independence and his right to make his own choices, with whom would you cooperate to achieve this and which theoretical perspectives would inform your practice. Person centred planning-Valuing people Social model of disability 3 Legal Questions: What statutory duties, if any, does the local authority have in respect of assessing and providing community care services to Paul and/or Mrs Z? Please identify the relevant legislation. In respect of assessing Paul, the local authority under Section 47(1) of the National Health Service and Community Care Act 1990, has a duty to assess his needs and depending on the result of that assessment, will decide whether Pauls needs call for the provision of community care services. As Brayne and Carr (2010, pp.541) states there are two clear steps that are required by s.47(1)-an information gathering exercise and a decision making process. During the decision making process, the Local Authority will follow the guidance set by the Fair Access to Care Services Guidance for Adult Social Care Needs issued by the Department of Health in the Local Authority Circular 2002 (LAC 2002 13). The eligibility criteria is based on the risk to independence caused by an individuals presenting needs. End with saying about cc services to link to next paragraph. Community Care services are a range of services that are generally provided by social services to enable the people who are receiving them to remain living within the community rather than moving, for example into residential care (Clements and Thompson, 2007). The main statue that directs community based services is Section 29 of the National Assistance Act 1948. This gives local authorities the power and duty to provide domiciliary care services to disabled people who fall within the definition as defined by the act and who are in need of such services. Services can be provided within the service users home or elsewhere, such as a day centre. As Paul has a learning disability and Downs syndrome, he would be eligible for these services. Under s.29 of the NAA 1948, Paul could receive arrangements to support him with gaining independent living skills, services for recreational and social activities and assistance with setting up his own business so he could sell his vegetables. Paul, under s.29 of the NAA 1948, is defined as being disabled and therefore Local Authorities have further power and duties to provide services under Section 2 of the Chronically Sick and Disabled Persons Act 1970. This section offers a wide range of services that could be available to Paul. He could benefit from outings outside of his home, assistance with travel arrangements for such outings, practical assistance within his home and holidays. Mrs Z is Pauls main full time carer and so would be entitled to an assessment under Section 1 of the Carers and Disabled Children Act 2000, of her own needs in terms of her ability to provide and to continue to provide care for Paul. A carer, as described in the legislation, is an individual who provides or intends to provide a substantial amount of care on a regular basis for another individual aged 18 or over. Within s.1 of the CDCA 2000, Mrs Z, would still be eligible for an carers assessment even if Paul was to refuse a community care assessment himself. The local authority involved in this case, has a statutory duty, under the Carers (Equal Opportunities) Act 2004, to inform Mrs Z of her right to an assessment and must take in to consideration whether Mrs Z works or wishes to work or would like to undertake any education, training or leisure activities. The results of Mrs Zs assessment would be considered during the decision making process of Pauls need for the provision of community care services. If Paul was going to be placed in residential care what statutory duties or powers does the local authority have to place him in residential care, and what statutory duties does the local authority have in respect of the choice of accommodation. Would your answer differ if Paul lacked mental capacity to decide where he should live? If Paul was going to be place in residential care, the local authority has a duty to provide this under Section 21 of the National Assistance Act 1948. Within this act it states that residential accommodation must be provided for persons aged eighteen or over who by reasons of age, illness, disability or any other circumstances are in need of care and attention which is not available. Once Paul has been assessed as eligible for accommodation As Clements and Thompson (2007, pp.222-223) states the NAA 1948 (Choice of Accommodation) Directions 1992 constitute one of the few examples of genuine choice that individuals have in relation to their community care services. The NAA 1948 (Choice of Accommodation) Directions 1992- gives individuals genuine choice that individuals have in relation to their community care services. When they are engaged, the directions give service users a legal right to choose setting of their residential care. Once a social services authority has assessed a person as eligible for accommodation under NAA 1948, S21, it is then obliged to make arrangements to accommodate that person in a care home of his or her choice provided that the conditions in direction 3 of the NAA 1948 (Choice of Accommodation) Directions 1992 (as amended) are satisfied. S1(2) MCA 2005 -presumption of capacity S2 MCA 2005 Decision must be time and issue specific. S4 MCA 2005 if lacks mental capacity then a best interest decision is required c)In the context of the case study please identify any vulnerable adults and say why and in what circumstances you consider them to be vulnerable. What assessments if any would you carry out and what measures if any would you put in place to protect them? Critically analyse which other individuals and/or agencies, if any, you would involve in the safeguarding process. Assessment There are a number of statutes that deal with the matter of assessment. The overarching duty on local authorities is set out in the NHS and Community Care Act 1990. NHS and Community Care Act 1990 Section 47(1). This imposes a duty on local authorities to carry out an assessment of need for community care services with people who appear to them to need such services and then, having regard to that assessment, decide whether those needs call for the provision by them of services. An assessment is triggered where : The person appears to be someone for whom community care services could be provided and The persons circumstances may need the provision of some community care services There are a number of other Acts which deal with the matter of assessment: The NHS and Community Care Act 1990 Section 47(2). If, during the Section 47(1) assessment the person is identified as being disabled *, that person has additional rights as set out in Section 47(2). This requires local authorities to make a decision as to the services required under Section 4 of the Disabled Persons (Services and Consultation and Representation) Act 1986. Note: * see Section 29, National Assistance Act 1948 below Disabled Persons (Services and Consultation and Representation) Act 1986 Section 4. This imposes a duty on local authorities to decide whether the needs of a disabled person call for the provision by the Local Authority of any services in accordance with Section 2(1) of the Chronically Sick and Disabled Persons Act 1970. National Assistance Act 1948 Section 29 (1). To qualify for services under this Section persons must be:   Ã‚  Ã‚  aged 18 or over who are blind, deaf, or dumb, or who suffer from mental disorder of any description, and other persons aged 18 or over who are substantially and permanently handicapped by illness, injury, congenital deformity or such other disabilities as may be prescribed by the Minister. The definition of disabled person should be interpreted in this context to mean people over 18 years who have a permanent and substantial disability such as learning disability, physical disability, sensory impairment, mental health difficulties, chronic illness or any combination of these. LAC(93) 10 Appendix 4 asks councils to give a wide interpretation to the term substantial to take full account of individual circumstances and a flexible interpretation to the term permanent in cases where they are uncertain of the duration of the condition. Examples include episodic or recurring illness, intermittent disability / conditions. People who are disabled within the terms of this definition are not obliged to register with the Department, nor is access to assessment and services dependent on registration. Chronically Sick and Disabled Persons (CSDP) Act 1970 Section 2. This places a duty on local Authorities to assess the individual needs of everyone who falls within Section 29 of the National Assistance Act 1948 above. back to top Assessment of Carers The Carers and Disabled Children Act 2000 Section 1. This section gives carers, aged 16 or over, the right to an assessment of their ability to provide care or continue to provide care: Where they provide or intend to provide a substantial amount of care on a regular basis for another individual 18 or over And the local council is satisfied that the person cared for is someone for whom it may provide or arrange for the provision of community care services. This right exists even where the person cared for has refused an assessment by the local council social services department or has refused the delivery of community care services following an assessment. Note: The Carers and Disabled Children Act 2000 will only rarely be used by councils looking at the needs of 16 and 17 year old carers. Where it is used in these circumstances the assessment must be child centred and follow the guidance set out in the Framework for the Assessment of Children in Need and their Families (paragraphs 3.61 to 3.63.) (Ref The Carers and Disabled Children Act 2000 policy and practice guidance). The Carers and Disabled Children Act 2000 Section 6 . This section provides that a person with parental responsibility for a disabled child has the right to an assessment from the local authority of their ability to provide (and to continue to provide) care for the child. The local authority must take that assessment into account when deciding what services, if any, to provide under section 17 of the Children Act 1989. (Ref The Carers and Disabled Children Act 2000 policy and practice guidance). Disabled Persons (Services Consultation and Representation) Act 1986 Section 8. Carers also have rights under this section which requires local councils to have regard to the ability of the carer to provide or continue to provide care when deciding what services to provide to the disabled person. In these circumstances the assessment of the cared for person must take account of the carer situation and record this as part of the assessment of the cared for person. This requirement exists even where the caring role is not of a regular or substantial nature. back to top Mental Health Act 1983, section 117 requires a local authority jointly with the Health Authority to provide aftercare services for people leaving hospital after being compulsorily detained. It is implicit in such a duty that a process of assessment must be undertaken prior to discharge to identify needs and how they will be met. The delivery of all mental health services is framed within the Care Programme Approach (CPA) which provides the framework for all patients, both in hospital and in the community. Among the key elements of the CPA are: Systematic arrangements for assessing peoples health and social care needs The formulation of a care plan which addresses those needs The appointment of a Care Co-ordinator Regular review of the care plan. Other specific assessment requirements within Mental Health are determined by Sections 2, 3, 4 and 7 of the 1983 Mental Health Act. These sections require an Approved Social Worker to undertake an assessment of an individuals mental health along with key health colleagues. back to top Provision of Services Fair Access to Care Services and the Duty To Provide Once a community care assessment is carried out, councils need to make decisions about whether to provide support or not to individuals. Fair Access to Care Services (FACS) provides councils with an eligibility framework for adult social care to identify whether or not the duty to provide services under the following legislation is triggered. (Ref. Fair Access to Care Services policy and practice guidance). The duty on social services to provide or arrange services is triggered only for those people with eligible needs that is needs above the threshold for services line. The national FACS policy LAC (2002)13 states that councils may take account of the resources available to them in deciding which needs to meet. Needs that are identified as eligible needs and which sit within the laws relating to a duty on Social Services to provide services must be met. How those needs are met is a separate issue. Provision of services takes place primarily under: The National Assistance Act 1948, Section 21 and Section 29 The Chronically Sick and Disabled Persons Act 1970, Section 2 The Health Services and Public Health Act 1968, Section 45 The NHS Act 1977, Section 21 Mental Health Act 1983, Section 117 Carers and Disabled Children Act 2000 Community Care (Direct Payments) Act 1996 back to top Duty to arrange/provide services for people with Eligible Needs National Assistance Act 1948 Section 21(1). Concerns the provision of residential accommodation to certain groups of people over 18 years who through age, illness, disability or any other circumstances are in need of care and attention which would otherwise be unavailable to them. The duty is owed to people ordinarily resident in the Local Authoritys area. National Assistance Act 1948 Section 29. The local council has a duty to exercise its powers for people ordinarily resident in its area and must provide: A social work advice and support service Facilities for rehabilitation and adjustment to disability Facilities for occupational, social, cultural and recreational activities Chronically Sick and Disabled Persons Act 1970 Section 1. This section imposes a duty on local authorities to provide information about relevant services. Chronically Sick and Disabled Persons Act 1970 Section 2 (1). This section sets out the types and range of services that local councils should have available to meet the needs of disabled people *. These include: provision of practical assistance in the home; provision of recreational facilities outside the home or assistance to take advantage of educational facilities; provision of assistance with works for adaptation in the home; provision of meals. Note: * See Section 29(1) of the National Assistance Act 1948 above. National Health Services Act 1977 Section 21. This section identifies that services can be provided in relation to expectant mothers, prevention and after care and that home help and laundry facilities are functions exercisable by social service authorities. Schedule 8 identifies the power to provide and maintain day centres or similar facilities and power to arrange services specifically for people with alcohol and drug problems. Also to provide laundry services as part of the input of home help services. Mental Health Act 1983 Section 117(2) This section creates a joint duty on the local Health and Social services Authorities to provide after care services to various categories of people who have been detained in hospital for as long as the person needs them. Aftercare services are not defined in the Act but will include social work support in helping the ex-patient with problems of accommodation or family relationships, the provision of domiciliary services and the use of day centre and residential facilities. Community Care (Direct Payments) 1996 Act This sets out the circumstances when direct payments should be considered. It gives local authorities the power to offer people cash payments as an alternative to arranging social care services to meet their assessed, eligible needs. (Ref Direct Payment policy) Carers may also have access to Direct Payments. See Carers and Disabled Children Act 2000 Section 5 powers set out below. Health Services Act 1968 Section 45. The Local Authority has a power to make arrangements to promote the welfare of older people. The Carers and Disabled Children Act 2000 Section 2. Under this section the Local Authority has powers to provide services for carers following a carers assessment (whether joint or separate) under Section 1 of this Act. Services to carers are not defined by the Act. The local authority may provide any services they see fit to provide and which in their view help the carer care for the person cared for. These services may take the form of physical help or other forms of support such as training or counselling for the carer. (Ref The Carers and Disabled Children Act 2000 policy and practice guidance). The Carers and Disabled Children Act 2000 Section 5. This section extends the option of Direct Payments to carers aged 16 years or over who care for a person aged 18 or over. (Ref The Carers and Disabled Children Act 2000 policy and practice guidance).

Wittgensteins Dilemma :: Philosophy Science Language Papers

Wittgenstein's Dilemma Either language can be defined or it can be investigated empirically. If language is defined then this will be mere tautology. If language is investigated empirically then this will lead to a substantial yet contingent truth. The cure for this dilemma for Wittgenstein in his Tractatus Logico-Philosophicus was to submit the doctrine that the structure of language cannot be said but only shown. This doctrine is vague and misconceived. In this essay, I will show that it is vague and misconceived and, consequently, why it does not cure his dilemma. Wittgenstein stated in the preface of his book that he had solved the problems of philosophy. That these problems had been formulated by the misuse of the logic of our language by philosophers. What philosophers had been saying could simply not be said. Their philosophy was beyond the scope of what could be said and was therefore nonsense. By plotting the limits of language, Wittgenstein expected to be able to deal with the problems of philosophy finally. Outside the limits of what can be said lies nonsense, so any theory of language must occur within these limits. Wittgenstein thought that the nature of language could tell us what can and cannot be done with it. He believed this because he deduced that language had its own limits fixed within its structure. So, in his theory of language, he revealed the structure of language to entail these limits of language which were also necessary truths. However, this meant that they would also be empty tautologies! Wittgenstein believed that language disguises thought and therefore the nature of propositions would reveal the nature of the language that represents it. So, Wittgenstein based his theory of language on the nature of propositions. Within the nature of propositions, Wittgenstein found a satisfactory account of logical necessity. This lead to the fact that the limits of language were logically necessary. In this essay, I shall give an account of Wittgenstein's theory of propositions and show that his elementary propositions are in fact divisible. I will outline his 'picture theory' and show that the consequential 'doctrine of showing' is vague and misconceived. I shall submit my own theory of the tautology as a possible cure for the above dilemma. Numbers appearing after quotes refer to the numbered passages in the Tractatus. To begin, then, some detail of Wittgenstein's theory of propositions is needed in order to see how the important 'atomic' propositions idea came about.

Changing Impressions: A Sydney Carton Character Analysis Essays

They say a first impression is everything. However, I’ve found that these aren’t reliable. Some people cover their true feelings, trying to be tough. You never know what’s going on in people’s lives when you first meet them that causes them to act differently. And sometimes, we just make inaccurate assumptions. This is also true of things in literature.   Ã‚  Ã‚  Ã‚  Ã‚  In Charles Dickens’s novel â€Å"A Tale of Two Cities,† and in all his novels, he wants to confuse people to keep them reading. He creates complex characters who change over time, or rather just gives us more information influence our decisions our opinions. One of these complex characters who Dickens brings out in different light later is Sydney Carton. In the beginning of the story, when he is first introduced to us at Charles Darnays’ trial, we only see his outward actions, and none of his feelings. All we see of the man is that he appears to be a sloppy drunk, and quite the good-for-nothing loser. He spends the entire period during the trial staring at the ceiling with his eyes glazed over, never speaking once because he’s too drunk to do so. We later see that him after the trial, at a restaurant with Darnay. He does nothing other than drink. He orders glass after glass of wine, getting as drunk as possible. One wonders if he ever does anything else. He is rather mean to Darnay after the man thanks him profusely, and continues to drink. We see that not only is he a drunk, he’s a mean drunk. And then after Darnay leaves, Carton covers his head, lays down on the table, and tells the waitress to wake him at ten P.M. as he passes out. It almost implies he has nowhere else to go, but mostly just tells a reader that he has nothing better to do. We also see him at his law partner Stryver’s house, working late night hours as he drinks still more. It would seem that Stryver pulls Carton’s dead weight around to help him for some reason, and a reader wonder why Stryver does this. Stryver speaks of ambition and drive, and we can clearly see by comparison that Sydney has none. IT seems has no will to live, but rather stays alive only for his next drink. We later see him wondering around town like a vagrant, stumbling back to his house in the early morning hours. We arrives there, Dickens poetically that he cries himself to sleep. This is where one’s opinion of him first begins to chang... ...ding to this interpretation, the bright prophecies of better times ahead are basically Dickens' way of copping out, of pleasing his audience with a hopeful ending. If Sydney Carton's motives seem complicated to you, try stepping back and viewing him as a man, rather than an influence on the story. He's a complex, realistic character. We see him so clearly, working early morning hours on Stryver's business, padding between table and punch bowl in his headdress of sopping towels, that we're able to feel for him. Have you ever known someone who's thrown away his talent or potential, yet retains a spark of achievement, as well as people's sympathy? That's one way of looking at Sydney Carton. However you view him, though, is how Dickens meant it. He meant for his stories to be controversial and confusing; he loved it when his characters were complex and hard to understand. He felt he himself was this way, and made his characters modeled after him. But I know that after reading this book, I will check my first impressions and not really form too much of one before I see what’s really going on. And the next time I meet someone, I’ll remember that first impressions aren’t everything.

What is the role of dreams in John Steinbeck’s novella :: English Literature

What is the role of dreams in John Steinbeck’s novella ‘Of Mice and Men’ In John Steinbeck’s novella, ‘Of Mice and Men,’ the role of dreams plays a very important part. The book was written during the ‘Great Depression,’ which occurred just after the well known ‘Wall Street Crash.’ The book Of Mice and Men was set in the depression of the 1930’s in California in a place called Soledad. Men travelled around looking for any work they could find, they had to leave families and their homes just to make money. Even firms and companies went bankrupt; these were depressing and desperate times, with no hope and definitely no future. The Great depression caused long-term unemployment, migration, poverty and many young men had to travel across the nation to find a job in places such as California. As a consequence to the Great Depression, almost all of the citizens of the United States lived lives that were filled with unfulfilled dreams. Without dreams, no one would have a reason to keep going. In this essay, I will look at several of the main characters, whose desire and vision of their dreams draws them together in the only way that it will counteract the loneliness of their existence. The thought of achieving a personal dream seems to be the driving force behind the American society during the era of the ‘Depression.’ This was a time when many dreams were created; dreams of being successful, owning a land and looking after animals or growing crops. The people who had these dreams were mostly ranch workers, or migrants, people who never stay in one place long enough to form ever-lasting relationships, hence the dreams of many of the ranch workers in this beautiful novel. The American Dream Everyone has a dream to strive for. The poor ranch hands wish to be their own bosses, and actually have stability. George and Lennie have a dream, even before they arrive at their new job on the ranch, to make enough money to live â€Å"off the fatta the land† and be their own bosses. Lennie will then be permitted to tend the rabbits. Candy, upon hearing about the dream, wants to join them so that he will not be left alone, especially after they killed his dog. From the 17th Century, when the first settlers arrived, immigrants dreamed of a better life in America. People went there to escape from persecution or poverty, and to make a new life for themselves. They dreamed of making their fortunes in the goldfields. For many the dream became a nightmare. The horrors of slavery, of the American Civil War, What is the role of dreams in John Steinbeck’s novella :: English Literature What is the role of dreams in John Steinbeck’s novella ‘Of Mice and Men’ In John Steinbeck’s novella, ‘Of Mice and Men,’ the role of dreams plays a very important part. The book was written during the ‘Great Depression,’ which occurred just after the well known ‘Wall Street Crash.’ The book Of Mice and Men was set in the depression of the 1930’s in California in a place called Soledad. Men travelled around looking for any work they could find, they had to leave families and their homes just to make money. Even firms and companies went bankrupt; these were depressing and desperate times, with no hope and definitely no future. The Great depression caused long-term unemployment, migration, poverty and many young men had to travel across the nation to find a job in places such as California. As a consequence to the Great Depression, almost all of the citizens of the United States lived lives that were filled with unfulfilled dreams. Without dreams, no one would have a reason to keep going. In this essay, I will look at several of the main characters, whose desire and vision of their dreams draws them together in the only way that it will counteract the loneliness of their existence. The thought of achieving a personal dream seems to be the driving force behind the American society during the era of the ‘Depression.’ This was a time when many dreams were created; dreams of being successful, owning a land and looking after animals or growing crops. The people who had these dreams were mostly ranch workers, or migrants, people who never stay in one place long enough to form ever-lasting relationships, hence the dreams of many of the ranch workers in this beautiful novel. The American Dream Everyone has a dream to strive for. The poor ranch hands wish to be their own bosses, and actually have stability. George and Lennie have a dream, even before they arrive at their new job on the ranch, to make enough money to live â€Å"off the fatta the land† and be their own bosses. Lennie will then be permitted to tend the rabbits. Candy, upon hearing about the dream, wants to join them so that he will not be left alone, especially after they killed his dog. From the 17th Century, when the first settlers arrived, immigrants dreamed of a better life in America. People went there to escape from persecution or poverty, and to make a new life for themselves. They dreamed of making their fortunes in the goldfields. For many the dream became a nightmare. The horrors of slavery, of the American Civil War,

Year Round School Persuasive Essay

Imagine a way where your children could be relieved of their stress that they gain throughout the year, be given more breaks and not lose any knowledge over the summer! By going to the year round school system your children can achieve all of these things and also make higher test scores! It is better to have year round school as opposed to tradition school because when having year round school schools take more frequent breaks throughout the year.These more frequent breaks cause kids to have less stress and without the huge summer break you are not losing the knowledge that you have already learned throughout the year. By going to the year round school system there is no longer the long three-month summer break. However without the summer break it allows for schools to make for more frequent, weeklong, breaks throughout the year. Some schools, instead of taking breaks throughout the year, only go to school for three or four days a week to even out the time that summer break had give n kids before.Having a traditional school year and less school per week will cause kids to have less stress that everyday school brings to them now. The stress level from kids now going through a traditional school year is at an all time high. The stress levels of children would drop if there were more frequent breaks throughout the year or if the students only had to go to school for 3 to 4 days a week. In traditional schools where you have a three-month long summer break children lose the knowledge that they have gained throughout the year over that period with no learning.In schools throughout the nation that have a yearlong school program the test scores and grades of those students are significantly higher than those in a traditional school system. When going into a year round school system you are not having any lengthy time off from learning so you are not losing any knowledge that you already have gained. It is better to have year round school as opposed to tradition school because when having year round school schools take more frequent breaks throughout the year.These more frequent breaks cause kids to have less stress and without the huge summer break you are not losing the knowledge that you have already learned throughout the year. Imagine a way where your children could be relieved of their stress that they gain throughout the year, be given more breaks and not lose any knowledge over the summer! By going to the year round school system your children can achieve all of these things and also make higher test scores!

Favorite Holiday

Favorite holidays As an immigrant, Christmas is not my traditional holiday. I celebrated Christmas for the first time when I was in India. It was my first and last Christmas with my Indian friends. I collected money from friends and we held a little party at my house. Our Christmas party was very different than an American Christmas party. We didn’t decorate the Christmas tree and also there was no snow. I didn’t get different kinds of food for my friends because at the end I left with very little money. We didn’t tell our parents about celebrating Christmas and we made our gifts at home.For example, I made a card and one of my friends made a sewed a hankie. After the celebration we started to clean up and during clean up time we were telling jokes and laughing. It was the best Christmas of my life. Christmas has always been my favorite holiday because Christmas comes with snow, decorations and different varieties of food. First, Christmas is not complete without snow and cold. I love the combination of snow, cold and wind. Every single morning is like a surprise for me because I do not know what the weather will be like.When I glance around, I see snow everywhere just like a white blanket. I usually don’t go outside in the snow, but I adore watching snow from my window. It is also the best time for snow ball fights and for going snow sledding. When I go outside, I see people with heavy jackets and coats roaming around gives me cozy and warm feelings. Sitting on the couch, drinking coffee, and watching snow during Christmas time gives me feelings which are not comparable to any other feelings. Second of all, decorations on Christmas are usual and are very important parts of Christmas.Christmas time decorations are typically put up in stores in early December and people start to white wash their houses for this big occasion. Going to stores in Christmas time, everything looks very colorful to me. I usually see the Christmas decoration s in three colors like red, white and green. A week before Christmas day, people decorate their houses and front yards with lights, wreath, and plastic snowman. During Christmas time I love to go on walks because the decorations of the streets and houses everywhere make the holidays very pleasant for me. Looking at ecorated houses and streets in the night during walk fills my heart with happiness and joy. The sensation which comes to my spirit by looking at the decorations can’t be compared to anything else and makes me love Christmas. Third of all, the best part of the Christmas is the school break. Spending time at home without any worry of school is the greatest thing about Christmas. Every student in high school/college waits for Christmas desperately because teachers don’t give homework. Instead of doing assignments, I get to stay home and relax all day long.Going to school all year and working on school work doesn’t give me enough time to spend with my fam ily. On Christmas break, I help my mom with chores and go to work with my dad. Last year on Christmas I went to India. I didn’t get to stay long but it was memorable trip. Christmas allows me to go on vacation and gives me time to spend with my family. I don’t celebrate Christmas because of my religion, but Christmas is my favorite holidays. During Christmas I love the mixture of fantastic weather, the beautiful decorations and the awesome school break.

Causes Of Global Financial Crisis Economics Essay

About every corporate, company and person in this universe is good cognizant with the term Global Financial Crisis. However, there are several grounds for the causes of current fiscal causes and Global economic downswing. This assignment will be concentrating on few cardinal causes that led to the downswing of planetary economic system and brought a ne'er seen fiscal crisis state of affairs across the universe. Banks, companies, corporate, Multinational companies all felt quarries to it. United States and U.K and other few developed states majorly, witnessed the worst of the crisis and are still seeking difficult to retrieve from it. The 1990s and 2000s saw a planetary moving ridge of bad investing in fiscal assets and land, and the rise of the belongings developer as the key participant in urban development. US economic system went into problem in late 2007 when lifting trade good monetary values combined with the subprime mortgage crisis and finally triggered recession. In the background of fiscal crisis in US which started in 2007, the existent estate sector continued to bloom and give good returns to the investors. Banks and fiscal establishments seeing this as an chance reduced involvement rates and made mortgages easy available to common people. As a consequence many people bought houses for investing and made usage of easy recognition installations and mortgages. Fall of lodging monetary values and lifting involvement rates triggered mortgages refinancing jobs as investors found trouble in returning the involvement every bit good chief. This caused monolithic losingss for loaners and prostration of some Ba nkss and broader liquidness jobs in fiscal sector. ( Bunkley, N. , 2008 ) . Hamilton and Kim ( 2002 ) province that today the passage to post industrialism is about complete in the United States, as agribusiness and fabrication history for less than 10 % of the entire labour force ( and that per centum continues to fall ) . The twenty-first century has seen acceleration in this tendency: Between December 2000 and May 2009, the United States lost 5.25 million fabrication occupations, or more than 30 % . Securitization turned broad during the 1990s, driven by demand from institutional investors seeking mercantile establishments for their money, bringings from Bankss that got paid by the dealing and information engineering that enabled the rating of cryptic instruments. From place mortgages to car loans to recognition card receivables and concern loans, about everything with an income watercourse seemed to stop up as a bond, and the bond market enormously outstripped the stock market in value ( Pleven & A ; Silverman, 2007 ) . Large graduated table employers that provided occupation security, calling mobility through occupation ladders, and generous wellness and retirement benefits seem to hold been artifacts of the corporate industrial age in the United States and the United Kingdom. Many of the so called academy employers have explicitly renounced the former patterns that tied employees to their houses, through stop deading company pensions and phasing out retiree wellness benefits. General Motors, for case, notified its white-collar retired persons in July 2008 that in the New Year they and their dependants would no longer be covered by GM-financed private wellness insurance because it had become excessively dearly-won. Alternatively, they would be compensated with a $ 300 addition in their monthly pension cheques ( Bunkley, 2008 ) . Harmonizing to Ahrens ( 2002 ) , the crisis which proceeded this recession was by historical criterions barely a roar at all. The net growing in planetary employment in the 1990s and 2000s came near to zero, while mean GDP per capita really fell. Underemployment and concealed unemployment became common. Almost half of the universe ‘s occupations were classified by the International Labour Organisation as insecure. Defined-benefit programs provided employees strong inducements to pass their callings with peculiar employers. With the coming of the 401 ( K ) in the early 1980s, nevertheless, the big bulk of employers that still provided pensions began a displacement toward funding comparatively portable programs in which employees and houses both contribute to an separately owned pension that can be rolled over if the employee alterations occupations. These â€Å" defined-contribution † programs efficaciously transferred hazard from employers to workers, who were now respon sible for doing reasonable investing picks on their ain behalf from among the options offered by their employer ( Cobb, 2008 ; Hacker, 2006 ) . Although employers were motivated in portion by cost considerations, the consequence was to loosen the ties that bound employees to houses, farther reenforcing the tendencies described in the old subdivision. While the planetary economic system is demoing cautious marks of healing, hapless states are still enduring the effects of the world-wide depression and the nutrient, fuel and fiscal crises, which hit over the last two old ages. The poorest states will necessitate extra aid to travel in front of the planetary depression. states like UK, US can play a cardinal function in assisting to heighten international demand to bear planetary resurgence, but they will necessitate entryway to funding for old ages to come. The World Bank is working for a Crisis Response Facility to guarantee that rapid and helpful support can be provided to most incapacitated hapless states following dazes. Failure to cover with this demand could endanger the development achieved in many hapless states based on recent strong development attempts, and alternatively take to dearly-won reversals. ( Kotlan, V. , 2002 ) The positive side of recession is that it will convey new demands for be aftering to make what it has ever presented itself as making protecting the demands of ordinary people instead than privileged minorities, the populace instead than the private involvement, the hereafter instead than the present. New societal forces will impact on the behavior of contrivers and on be aftering results. And the recession will supply plentifulness of chances for these new forces to concentrate around and capitalize on ( Peel and Ioannidis, 2003 ) . No surprises so that some are already take a firm standing that the solution to the crisis is to work even harder at ‘Competitiveness ‘ than earlier. The old order, rational and institutional, will hang on every bit long as there are no possible options ( Andreou, et. Al, 2000 ) . For illustration, there will be no deficit of potentially utile infinite in the center of metropoliss everyplace. Already many authoritiess have targeted societal lodging and green substructure as the urban avenues through which to supply the necessary Keynesian injection to reconstruct macroeconomic stableness. The Obama disposal ‘s accent on environmental utilizations of the new public support raises the possibility of a turning consensus in favor of a Green New Deal within which the urban will be the cardinal graduated table in the United States. All of these will hold profound deductions for Planning ( Peel and Ioannidis, 2003 ) . Encourage nest eggs among the consumer base by increasing involvement rates so that consumers do non impart to a great extent on borrowing for their nutriment and stop up losing their net incomes on involvement or in the procedure of repossession of belongings and earning by Bankss which have lent them money earlier ( Davis, 2009 ) . To make this in a hazard free mode, recognition cheques should be made rigorous and incentive options should be given to people who maintain their evaluations therefore doing it a reciprocally organized attempt and non a exclusive run by the Government to cut down debitors in their state. In the capitalist universe in which we live the most of import influence on wellness and felicity at both the person and corporate degree is the handiness of occupations. In the new context of planetary recession, Kotlan ( 2002 ) argues the ILO has hence proposed that public policy should be readjusted to concentrate on low C employment intensive poorness cut downing growing. If planning is to repossess any credibleness as a concern devoted to societal betterment and environmental endurance it must set consequently. This implies a really different sort of planning, and contriver, from that of the recent yesteryear. In the immediate hereafter this would look to necessitate two new accents. First, cardinal strategic topographic point must be given to the end of maximizing local economic public assistance. Improved employment chances and a fairer distribution of incomes should go the premier mark of planning at all spacial graduated tables. Without this none of the other benign possibilities of be aftering base much opportunity of being realised. To be programmatic about it, the nucleus of planning at the urban and regional degree should be an expressed foundational Labour Market scheme to reconstruct and prolong an inclusive local labor market, as the UK All Party Urban Development Group has acknowledged, even if in mode that is already out of day of the month. The implicit in rule should be to maximize the sustainable employment impact of public disbursement and land usage ( Andreou, et. Al, 2000 ) . But this will merely impact those who get occupations. So, secondly, schemes should be developed to understate the negative effects of unemployment and low or insecure incomes by beef uping community resources and non-market chances. Bettering societal protection is an pressing precedence. There are many lessons of local authorities responses to earlier recessions and experiences around the universe that should be re-examined. Planners will hold to take on board a whole new universe of demands and responses.