President Clinton's Crime Policy Essay Example | Topics and Well Written Essays - 500 words

President Clinton's Crime Policy - Essay Example He successfully stole the "War on Crime" idea and added it into his campaign, and rode it all the way to victory in the White House. However, Clinton soon put his money where his mouth was, and showed just how tough on crime he was going to be during his Presidency. Throughout the entirety of Clinton's administration he "consistently supported increased penalties and additional prison construction. The Violent Crime Control and Law Enforcement Act of 1994 provided state and municipal governments with $30 billion to add 100,000 new police officers, to build more prisons, and to employ more prison guards, as well as funding for crime prevention programs". This was just the start of Clinton showing how he was going to continue his programs against crime in our country. Another potentially surprising figure is that during Clinton's reign as President, 225,000 more jail inmates were put into prisons than during Regan's administration. Clinton took what was considered a more Republican ideal, and turned it swiftly to benefit his campaign, and he also came through with the promises he made during his time in office. Also, by "signing the Violent Crime Control Act and Law Enforcement Act of 1994, which provided prison construction funds to the states, President Clinton's policies had already helped shift funds from higher ed

A Life Changing Story Essay Example for Free

A Life Changing Story Essay Apple Speech June 10, 2010 On September 20, 2002 1 bought my first classic pink iPod. On October of 2005, I bought my first iPod Nano in yellow. Last summer, I bought my first laptop computer, the Macbook Pro, and my first iPod touch. Wow! I have shared many of my first experiences with Apple and I am your loyal customer, and l, Ana Plascencia, am truly honored to be given the opportunity to address you (the men and women) who have contributed to the success of the Apple and who have contributed to my success in high school. Lets face it your ingenious technology assisted me with my homework nd research projects, allowed me to compose my own music, and allowed me to gain exposure to the outside world. You are the greatest innovators in the world, and you have been important to me because simply through your products you helped me succeed through high school and you have helped me make some of my dreams From an early age my mother inspired me to use values such as come true. passion, perseverance, and discipline to make my dreams a reality. My mother always says that the mind puts limits on ones dreams, but the heart has the power to overcome those limits and make those dreams come true. I have seen, in my mother and myself, this power of will to persevere and to strive to be greater than one thinks they can be. But I have also come to realize the deeper and truer meaning of my mothers saying. My mother emigrated from Mexico and raised me by herself with little education and little understanding of the English language. I believe strength and love motivated her as she worked three Jobs, seven days a week earning no more than nine twenty-five an hour. At the age of six, I began to work several times a week at restaurants and community events as a Mariachi singer thanks to an uncle of mine ho taught me how to play this great music from an early age. I performed for several hours during the weekends, earning as much as fifty dollars an hour, in order to help my mother make ends meet for the both of us. I loved Mariachi music then and still do now. But as I look back, Im am struck by key values such as working diligently and disciplinarily, along with the power of knowledge a power of the mind that also enabled me to help support my family even from a young age. As I grew older, I saw that my mother, too, recognized that passion and working diligently were mportant, but by themselves they were not enough to fulfill ones dreams. Along with passion and hard work, she believed the power of knowledge was a crucial key to realizing ones goals. She worked very hard so that I could go to school, to study, so that I might accomplish my dreams. But my mother and I didnt have the same vision at that time. I thought that by working and being focused on making money I could easily help support my mother. But my mother had bigger dreams for me; she knew that an education was crucial for my future. She knew that I needed to have an ducation to open new doors and have the opportunities she didnt have. Of course this tension between my mothers dreams for herself and her dreams for me was not something I reflected upon until later. My mother also instilled in me a dedication to my family and my community. Therefore at Mitty I got involved because it is was important for me to explore and take advantage of the opportunities offered at Mitty. and share the diverse Latin American cultures with the Mitty community. I was also a Mitty ambassador and an active member of campus ministry. In my local community, y passion for helping younger generations develop and strengthen their skills in reading lead me to co-found the S. T. A. R. S. reading program where I tutor children from low-income families and ignite in them the love for learning. Attending Mitty gave me the confidence to co-fund this program and help make a difference in a childs life, who through reading obtained confidence and a power of knowledge. My dedication for serving my community and my passion for learning have successfully transformed me into the young lady I am today. Today, this young lady that stands efore you Just graduated a few weeks ago from Archbishop Mitty High School, thanks to a scholarship that awarded me with the opportunity to attend a college- preparatory institution. The young lady that stands before you is a now a proud woman who will be the first in her family to attend college and who will be attending Wellesley College in Massachusetts this upcoming fall to obtain a dual degree in biochemistry and biomedical engineering so that I may train to become a medical doctor. My dream to become a doctor began when I started volunteering at the Santa Clara Valley Medical Center, and was touched after a special incident. During mid- July of 2008, I was handed a set of personal history questions and asked to interview Spanish-speaking patients. I wasnt worried about having to translate because I expected the questions to be rather basic, but they were deeply serious. The patient I interviewed was Mrs. G. Mrs. G was a forty-five-year old, obese, Hispanic woman suffering from diabetes. The first few questions were neutral enough, but then I translated, have you attempted or have thought of attempting suicide because of your health condition? To my surprise, Mrs. G said, mies. Then I had to ask Mrs. G if her health condition made her feel useless, insignificant, or invaluable, and again she responded, mies. Suddenly her face was covered with a flood of tears, and she began to plead for my help. She wanted me, a fifteen-year-old girl, to help her restore not only her health, but also her faith in life. At that moment I became frustrated and upset. I felt useless. I felt insignificant. The only thing I knew to do was to give her a hug and tell her with all my heart that everything was going to be okay. But I knew that was not enough. How could I restore her desire to live if I didnt have the knowledge or skills to make her healthy? Ever since this incident I felt powerless. The idea that I could help and make a difference in an individuals life through being a doctor was exciting. But at that moment I also understood I didnt Just wanted to be a doctor, I wanted to travel the world and offer pro bono healthcare to people who lacked the resources. I also wanted to be a doctor who gives inspiration and desires of hope. I believe that with this education I can follow my heart and be truly useful to my family and my community. If you had met me 5 to 6 years ago, my accomplishments would not have seemed possible or even realistic because I lacked the confidence to believe that a single individual can lead and change the world, especially if that individual was a minority with little money. Now I understand that I am as capable as anyone else to become a leader for my community and I have the power to transform the world I live in. All of you present here today, are successful (businessmen and businesswoman) you have realized some of your dreams had to experience to achieve success was difficult, but you have an education, an xtraordinary Job, and a great future ahead of you. More importantly I feel honored to stand before men and women who have the power to affect so many lives through the Apple products. In all you are, and all you must have done to be where you are, you have the power to make a difference in peoples lives. Dont limit yourself; and try to be the best you can be because you have the opportunity to continue to deepen your knowledge, achieve personal growth, and make a difference in your communities. You see, Just four years ago, I was given the opportunity to change my ife by attending Mitty, but I was naive and close-minded. I was afraid. I was afraid that by attending Mitty and striving to follow a different path than my neighborhood friends, I would have to leave behind my identity and betray my culture. I was afraid of being successful because in the neighborhood I grew up in, Mexicans never amounted to anything important which caused me to believe that I would fail like everyone around me did. I truly lost a sense of who I was and who I wanted to be. It may come as a surprise to you, but during middle school I was involved with gangs. Although I wanted to run away from the neighborhood I grew up in and I wanted to change who I was at that time, I was afraid that I could never become a better person. I had big dreams, but I was afraid that I would always be that person somehow. But in the end I realized that my past didnt have to define me and that I could change today and be the person I wanted to be. I realized I couldnt let this opportunity go away and that I at least had to try to change. In the end I realized that because of my fear I was creating excuses and setting limitations for myself, but that n order to grow, I needed to find the courage to overcome my fears. Many of you may be wondering, what motivated me to leave behind my fears and pursue a different path? What motivated me to overcome by own limitations? My family was a key factor, but I was most enlightened to change my path after a visit to Guadalajara, Mexico. A few weeks before the deadline for registration at Mitty, I traveled to Mexico during the summer. During my trip, I was shocked by the poor conditions my family members lived in. In my families nearby ranchitos (small towns), I saw children alking barefooted with ripped clothing begging on the dirt road in the rural countryside. As I saw the look of the childrens faces, I began to picture myself as the child begging on the dirt road. At the moment I understood why my mother worked as hard as she did and encouraged me to strive for greatness. At that moment I began to appreciate the food, the shelter, and the life my mother provided for me in the U. S. My trip to Guadalajara also taught me to value education. In the rural countryside in Guadalajara, I met an older cousin named Roxana; she is the second youngest of her six siblings. At the time, she had graduated from high school 3 years ago, but had to abandon her dream of becoming a physician because her family lacked the financial resources to pay for college. Roxana sacrificed her own dream to help her family survive. Once I heard my cousins story I felt insignificant. I felt ashamed of who I was at the time and how I was wasting my life because I knew that my cousin would have given everything she had to have the opportunities I did. At that point, I felt as if God was purposely rescuing me and offering me a second chance by blessing me with the scholarship. Almost instantly, my anxiety and fears wondering if my cousin ended up accomplishing her dream, and she did. After dedicating herself four years to work for the survival of her family, Roxana was awarded with a four-year scholarship that enabled her to pursue her dream. The hunger Roxana demonstrated to break free from the cycle of poverty, motivated me to also break free from my past and attend Mitty. My experience at Mitty was one of the most difficult experiences of my life. When I began my education at Mitty I was not very good at speaking English. I was an outcast. I entered a new environment here I experienced a culture shock because more than 56% of the student body was white and only 10% was Hispanic at that current time. In addition I didnt know anyone, I wasnt catholic, I didnt know the rules, and I felt imprisoned in a complete different world where it was hard adjusting emotionally, physically, and mentally. After spending the first month eating in a bathroom stall and preventing myself from integrating into the Mitty community, I said enough and I found the courage to break my shell. I had to work hard everyday and even though I grew tired of having to fit in nd adjust to the workload, I couldnt let anything or anyone stop me. I was given an opportunity to become an educated and well-rounded person, and how could I not do it, I couldnt let myself down. Despite the rigid workload and the many sleepless nights, Mitty truly transformed my entire life. I am intellectually competent and a leader of the Mitty community, but I am also a young lady who is passionate for social justice. In my four-year experience at Mitty, many didnt believe I would make it. Many didnt believe I even deserved to be given an opportunity such as attending a private high school with a full ride. Thanks to the support of my teachers, my counselors, my principal, and friends, I learned to believe in myself and that was all I needed to continue to fight. I am greater than I ever thought I could be, and I know I will continue to grow as I begin a new stage of my life in college. If I am successful, it is my heartfelt belief that my success will be by some combination of heart and mind. Passion and love may drive the values of sacrifice, hard work, and dedication, but insight, thought and knowledge will focus those values into the actions needed to realize my goals. Insight, thought, and knowledge along with hard work and edication are values that have helped you realize your own goals. You work in an extraordinary environment where your work each day transforms the world we live in. You are leading the way towards a future full of opportunities and new discoveries. My only wish is that from my speech today you remember two things. First, take advantage of the limitless opportunities Apple offers. These opportunities will allow you to deepen your knowledge, realize your greater potential, and become empowered to not only to achieve the seemingly impossible, but also achieve personal balance in your overall success. You are all already successful businessmen nd businesswomen, but dont feel afraid to take an extra step to find new, innovative ways to contribute to Apple. And finally, I feel privileged to have shared my story with such a special breed of people who can make such a difference because of all of the opportunities you have that others dont. I think you have power and you can pay it forward to others in our society. Look at how my life changed because one school believed in me and took a chance, and each one of you has the power to do the same. This is why I am so excited to be here with you, you are truly the greatest innovators power. Thank you.

A Look At Burnout Psychology Essay

A Look At Burnout Psychology Essay CHAPTER 2 LITERATURE REVIEW 2.1 Introduction This study examined the relationship between emotional intelligence (EI) and burnout among nurses working in private hospitals in Malaysia. Theoretical literature related to this relationship will be presented in the first part of this chapter. The existing literature on the topics was examined and key pieces were brought together to establish a foundation for this study. The next part of the review explores the literature which has supported the proposed relationship between EI and burnout among the nurses in Malaysia. 2.2 Burnout The term burnout has its roots in the medical and nursing disciplines. It was first defined by a psychiatrist, named Herbert Freudenberger in 1974. The theory of burnout was developed through his clinical experience by exploring the turmoil that people experience every day. According to Maslach and Jackson (1981a), burnout occurs in the helping professions, such as nursing due to the chronic stress associated with doing work that involves people. Basically burnout occurs as feelings of emotional exhaustion, negative feelings, and attitudes within the job and the increase of negative self-concept. The earliest use of the burnout term in nursing literature was found in the articles published by Seymour Shubin in 1978. Shubin described burnout as hazardous to nursing and all other helping professions. The study of burnout, although not exclusive to nursing, continues to be an important occupational issue for the nursing profession. 2.2.1 Definition of Burnout There are many definitions of burnout, however most definitions share a view of burnout as a state of fatigue and emotional exhaustion, as a result of emotional depletion and loss of motivation. The term burnout that was first coined by Freudenberger in 1974 refers to wearing out from the pressures of work. It was used to describe the experience of employees in professions that needs high degree of people contract. Freudenberger in 1975 further defined burnout as wearing out, failing, becoming exhausted, and it occurs when excessive demands on energy, strength or resources are made. Cherniss (1980) was among the first to describe burnout within human service field who defined burnout as a process that leads to an individuals attitudes and behavior change in negative ways in response to work stress. On the other hand, Maslach (1982) who has extensively researched about burnout has provided the most commonly accepted definition of burnout as a syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment that can occur among individuals who do people work of some kind. Maslach identified three related themes: (1) painful emotional experiences often resulted in clinical practitioners feeling emotionally exhausted and drained; (2) as a result, they developed negative and cynical attitudes towards their clients; and (3) personal competence suffered resulting in feelings of failure about their ability to work in the health care profession. These three themes were summarized as emotional exhaustion, depersonalization, and reduced personal acc omplishment and later operationalized to measure burnout using the Maslach Burnout Inventory (MBI) (Maslach, Jackson Leiter, 1996). Garrosa, Moreno-Jimenez, Liang and Gonzalez (2008) pointed out that burnout is a specific form of chronic and occupational stress in the professional social services. According to Westman and Eden (1996), studies have shown a strong relationship between work stress and burnout in many occupations. Especially, burnout has been repeatedly linked to job stress in the human service field due to the frequent and intense interactions with clients (Cordes Doughery, 1993; Lee Ashforth, 1996). Additionally, studies have also shown that nurses who experience occupational stress experience greater burnout (Stechmiller Yarandi, 1993). Thus, burnout is related to stress whereby burnout is a reaction to stress. Prolonged and unrelieved work stress often leads to burnout which results in negative attitudes towards work. Freudenberger (1975) postulates that burnout involves physical and behavioral symptoms. Behavioral consequences of burnout include decreased interaction with care recipients, ine ffective absenteeism, and high levels of job turnover (Maslach, 1982; Maslach Leiter, 1997). 2.2.2 Models of Burnout The burnout literature provides several models of burnout. This section describes four models constructed in the early eighties which proceed from the simplest to the most complex model. 2.2.2.1 Cherniss transaction model of burnout Cherniss (1980) was a significant figure of the first wave of burnout researchers and offered a burnout model that articulate transactional imbalance between the personal resources of the giver and the demands of the recipient or situation. Cherniss described burnout as a transactional stress process that involves three stages. The first stage is stress whereby demands placed exceed individual resources for coping. The second stage is strain, the initial emotional response to stress which usually includes feelings of anxiety, tension, fatigue, and exhaustion. Finally, defensive coping occurs which leads to changes in attitudes and behavior such as the tendency of burnout individuals to treat clients in depersonalized way. Two years later, Cherniss modified his model and elaborated on the model that the causes of stress can either be internal or external demands. Additionally, the limited resources contributing to stress can also be external (e.g. availability of time, work space, and equipment) or internal (e.g. skills, knowledge, energy, and personality). In summary, Cherniss theorized that burnout is a coping response in a transactional process that begins with excessive and prolonged exposure to job stress. The uncontrollable stress causes strain in the individual which influences the coping process. If the stress is prolonged or becomes more intense, it will deplete the coping resources of an individual and force the individual to withdraw psychologically. 2.2.2.2 Edelwich and Brodsky: Five stages of burnout Edelwich and Brodsky (1980) suggested five stages of burnout: (1) enthusiasm; (2) stagnation; (3) frustration; (4) apathy; and (5) intervention. At the first stage, employees have great enthusiasm for their new jobs. They do not know much about their job and have unrealistic expectations about outcomes of their effort. Therefore, when the outcome is not as expected, they become disillusioned. During the period of stagnation at stage two, realities of the job become evident. The job is no longer satisfying as it first appeared. Employees are now more concerned with meeting personal needs, working hours, and career development. The third stage is called the period of frustration. Employees begin to question their job effectiveness and the value of their job. The limits imposed by bureaucracy frustrate the individuals and they become dissatisfied with the job situation. At this stage, employees begin to develop emotional, physical, and behavioral problems. Proceed to stage four; employees frustration turns to apathy because individuals feel trapped. On one hand, they feel frustrated by the job situation but on the other hand, they need the salary. The emotional and physical responses of individuals become worse whereby they would avoid clients whenever possible. The final stage is intervention. Nevertheless, it cannot be determined whether this stage would occur in an organization or the individual who is experiencing burnout would recognize their psychological state as undesirable. In summary, Edelwich and Brodsky viewed burnout as an evolutionary process that begins with idealistic enthusiasm and commitment. Subsequently, the loss of idealism, vigor, and purpose is triggered largely by work conditions (Edelwich Brodsky, 1980). 2.2.2.3 Maslach: Burnout caused by social interaction Maslach, a social psychologist, who became a stellar figure in the emerging research of burnout, has provided the conceptual definition that begun the second wave of research. Maslach (1982) described burnout as a three-dimensional syndrome characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Another specific contribution Maslach made was the theoretical emphasis on the relational causes of burnout which linked to the social roots of emotional expenditure (Leiter Maslach, 1988; Maslach Leiter, 1997). Maslach (1982) saw that emotional overload and subsequent emotional exhaustion is the heart of the burnout syndrome. Thus, the first response to a stressful interaction with other people is emotional exhaustion. As people become emotionally depleted, they cope by cutting back on their involvement with others. This detached response which called depersonalization is the second aspect of burnout and leads to various negative attitudes and behaviors. At this stage, individuals who experience burnout feel more emotional distress and guilt about how they have treated those that they are trying to help. Finally, the feeling of reduced personal accomplishment which is the third aspect of burnout appears. At this point, the individuals feel inadequate about their ability to treat or help others. They tend to believe that they have failed professionally and chosen the wrong profession. A major contribution by Maslach was the development of the Maslach Burnout Inventory (MBI). Maslach and Jackson (1981a, 1981b) developed the MBI, which was one of the first reliable instruments for valid measurement of burnout. MBI is still the most widely-used measure of burnout in current research. MBI assesses psychological burnout and has three different versions, which include one general survey, one for human service professionals, and one for educators. The most commonly used measure of burnout is the Maslach Burnout Inventory-Human Services Survey or MBI-HSS (Maslach, Jackson Leiter, 1996) which was developed to measure occupational burnout among people working in the field of human services. 2.2.2.4 Golembiewski, Munzenrider and Carter: Rigorous scientific research While other models focused on the order in which burnout aspects occur and the helping professions, Golembiewski, Munzenrider and Carter (1983) were concerned to make the study of burnout more rigorous and to broaden the population in which burnout was examined. Golembiewski et al. noticed that research was lacking in terms of empirical investigation of the stages of burnout. To rectify both the lack of empiricism and extend the study of burnout to wider work settings, the authors used Maslach and Jacksons MBI (1981a, 1981b) to measure burnout among nursery school teachers and nurse educators. Golembiewski et al.s results in 1983 suggested that depersonalization occurs first and increases greatly before reduction in personal accomplishment occurs and finally emotional exhaustion follows. Their argument was based on the fact that when people sense a loss of control and autonomy, their self-image is threatened. Initially, individuals may seek constructive ways out of the situation such as leaving the job. However, if the situation persists, they may begin to treat others as objects resulting in depersonalization. This will lead to diminished personal accomplishment and ultimately worsening emotional exhaustion. Based on Golembiewski et al.s findings and discussion of the burnout model in 1983, it can be classified that their model is similar to the earliest version of burnout model proposed by Cherniss (1980). Additionally, based on their model, Golembiewski et al. used a modified version of MBI and administered the instrument to a small population. The results allowed them to propose a model of burnout with eight stages. However, their model did not clarify or simplify the understanding of burnout. They moved to more rigorous methods of data collection and analysis using MBI as measurement instrument and expanded the population of employees to which results can be generalized. 2.2.3 Burnout and Nursing Employees in general experience burnout on the job, especially those in jobs with high contact with people. Nevertheless, nurses are considered at high risk of work-related stress and particularly susceptible to burnout among the different healthcare providers (Keane, Ducette Alder, 1985; Kilpatrick, 1989; Schaefer Moos, 1993; Schaufeli Janczur, 1994; Duquette, Kerouac Sandhu Beaudet, 1994; Farrington, 1995; Decker, 1997; Marsh, Beard Adams, 1999; Koivula, Paunonen Laippala, 2000; Taormina Law, 2000; Shimizu, Mizoue, Kubota, Mishima Nagata, 2003; Jenkins Elliott, 2004; Piko, 2006). This is also proven by the fact that burnout in nursing has received world-wide attention (Demerouti, Bakker, Nechreiner Schaufeli, 2000). Several studies have identified nurse burnout rates are as high as 40-50% (Hapell, Martin Pinikahana, 2003; Vahey, Aiken, Sloane, Clarke Vargas, 2004). Nurses are particularly susceptible to the development of burnout, mainly because of the nature and the em otional demands of their profession. Nurses experience considerable stress in their job because they have long working hours, a wide range of tasks, interpersonal conflict with patients and their families, doctors, and other co-workers, exposure to death and dying, and noise pollution (Schmitz, Neuman Opperman, 2000; Maslach, Schaufeli Leiter, 2001; Shimizu et al., 2003). Studies have also confirmed that stressful circumstances for hospital nurses are escalating and including work load (Foxall, Zimmerman, Standley Bene, 1990; Healey McKay, 2000; Koivula et al., 2000). Basically, nurses are subjected to many demands in the workplace which include physical demands and the psychological/emotional demands. The physical demands are related to the physical energy required to perform the daily duties of nursing such as transferring patients in and out of bed and lifting patients onto a bed. On the other hand, psychological/emotional demands are related to the emotional energy required to care for patients with chronic illn ess (Van Servellen Leake, 1993). Therefore, nurses who feel overloaded perceive a lack of meaningful connection with the patients. 2.3 Emotional Intelligence (EI) Emotional intelligence (EI) is complementary to cognitive abilities (IQ) (Devrim, Nadi, Mahmut, Mustafa Mustafa Kemal, 2005). Goleman (1995) stated that EI is significant to success. Goleman further explains the difference between people with high IQs who experience difficulties in their personal and professional lives and people with moderate IQs who are very successful in all their endeavours. Emotions are separated from that of the rational mind having independent views and a mind of their own (Freshwater Stickley, 2004). Therefore, one has two minds, a rational mind that thinks and an emotional mind that feels. In conclusion, both the rational mind and emotional mind, store memories and influence our responses, actions, and choices. Furthermore, EI such as academic intelligence can be learned and developed with age (Mayer, Caruso Salovey, 2000). Research has shown that people with high EI understand their own and others feelings, know how to manage themselves, deal successfully with others, and respond effectively to work demands (Dulewicz Higgs, 2003; Goleman, 2005). Cooper (1997) stated that people with high levels of EI experience more career success, build stronger personal relationships, lead more effectively, and enjoy better health than those with low EI. Hence, developing EI competencies in existing employees or finding individuals who posses these skills will enhance the organizations bottom line (Goleman, 1998a, 1998b) and ensure long-term success for the company. 2.3.1 Background and Definition of Emotional Intelligence (EI) The idea of EI has its roots in the social intelligences. EI was first proposed by Thorndike in 1921, who noted that it was of value in human interactions and relationships. Gardners (1983) multiple intelligence theory later also contributed to the theory of EI through the identification of intrapersonal and interpersonal intelligences. Interpersonal intelligence comprised of the ability to understand others and to co-operate with them, whereas intrapersonal intelligence comprised of the ability to be self-aware, to recognize ones own feelings, and to use this to operate successfully in life. However, the term EI was not brought into mainstream psychology until 1990s (Mayer, DiPaolo Salovey, 1990; Salovey Mayer, 1990). Hence, EI is a new construct since the first peer-reviewed article that was published in 1990 (Salovey Mayer, 1990). The concept is also described as a new theory which is still in the initial stage of development and testing (Ashkanasy, Hartel Daus, 2002; Cherniss , Extein, Goleman Weissberg, 2006). As a result, definition of EI varies. Salovey and Mayer (1990) first coined the term of EI and defined EI as the ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use this information to guide ones thinking and actions. Mayer et al. (2000) further defined EI as an ability to recognize the meanings of emotions and their relationships, and reason and problem-solve on the basis of them. EI is involved in the capacity to perceive emotions, assimilate emotion related feelings, understand the information of those emotions, and manage them. However, the concept of EI was popularized by Goleman (1995) through his book Emotional Intelligence, which became a best-selling book for business and education leaders. Goleman (1998a) identified EI as the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. In addition, Bar-On (2005) defined EI as a cross-section of interrelated emotional and social competencies, skills, and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them, and cope with daily demands. In conclusion, recognizing feelings and controlling emotions are described as the core competencies of EI. Individuals who are emotionally intelligent can understand one another and each others views to overcome conflict and avoid damaging the relationship. Therefore, EI is about sensing what others are feelings and handling relationships effectively (Dulewicz Higgs, 2000). Previous research also addressed the relationship between EI and work outcome variables such as stress perceptions in the workplace (Bar-On, Brown, Kirkcaldy Thome, 2000; Nikolaou Tsaousis, 2002), job satisfaction (Wong Law, 2002), job commitment (Nikolaou Tsaousis, 2002), leader effectiveness (Higgs Aitken, 2003), and performance (Lam Kirby, 2002; Van Rooy Viswesvaran, 2004; Lopes, Grewal, Kadis, Gall Salovey, 2006). 2.3.2 Theories of Emotional Intelligence (EI) Since the emergence of the concept of EI in 1990s, many theories have been proposed. Nevertheless, three theories have gained acceptance among scholars and practitioners (Dulewicz, Higgs Slaski, 2003). These three major theoretical constructs each focused on understanding the roles of skills, traits, and abilities in EI (Emmerling Goleman, 2003). EI has been defined as an ability (Salovey Mayer, 1990), a set of traits and abilities (Bar-On, 2005) or a combination of skills and personal competencies (Goleman, 1995). The ability model is based on an individuals ability to use emotion as part of the reasoning process (Mayer et al., 2000). Mayer et al. asserted that EI depends on the ability to process emotional information and to use core abilities related to emotions. Bar-On (2005) conceptualized EI as a set of personality traits and abilities that predict emotional and social adaption within environments. Bar-On also affirmed that EI is teachable and learnable. According to Goleman (1995), EI is a set of learned skills and competencies and this conceptualization is most widely accepted outside academia. Golemans ideas have contributed to the development of leadership models that outline skills and competencies related to emotionally competent leadership (Emmerling Goleman, 2003). Additionally, the literature has evolved into two main categories of EI models: (1) ability model; and (2) mixed model (Feyerherm Rice, 2002). The Salovey and Mayer theory is considered an ability model of EI, while the Bar-On and Goleman theories are considered mixed model of EI (Mayer et al., 2000). Basically, the ability model encapsulates EI as a skill and the mixed model go beyond ability by including additional personality characteristics that leads to certain behavior. 2.3.2.1 Ability Model The ability model of EI is the Salovey and Mayer (1990) model which officially launched the field of EI. Salovey and Mayer viewed EI as an ability that exists, interacts, and complements an individuals cognitive capabilities. Ability theory promotes the relationship between cognition and emotion based on mental abilities (Mayer, Salovey Caruso, 2004). Salovey and Mayer conceptualized EI as a set of interrelated skills composed of four branches of abilities, which include: (1) perception and expression of emotion; (2) using emotions to facilitate thought; (3) understanding and analyzing emotions; and (4) managing emotions (Mayer et al., 2004). The four branches can be described as follows: (1) the perceiving emotions branch relates to the ability to detect emotions in oneself and in others; (2) the using emotions branch relates to the ability to use emotions in cognitive activities such as problem solving; (3) the understanding emotions branch relates to the ability to comprehend the complexity of emotional language and emotional relationships; and (4) the managing emotions branch relates to the ability for one to regulate emotions in oneself and in others. The ability model of EI is different from other theories because the model is the only one which utilizes an instrument designed to measure ability (Dulewicz et al., 2003). This model operationalizes EI using ability-based measures: the Mayer-Salovey-Caruso Emotional Intelligence Test (MECEIT) (Mayer, Salovey Caruso, 2002) and its predecessor, the Multifactor Emotional Intelligence Scale (MEIS) (Salovey Mayer, 1990). The ability tests measure how well people perform tasks and solve emotional problems, as opposed to other EI scales which rely on the individuals subjective assessment of his or her perceived emotional skills. However, ability tests are expensive and require more resources to administer and score. MSCEIT instrument is difficult to score and lacks workplace applicability (Brackett, Rivers, Shiffman, Lerner Salovey, 2006). Consequently, self-report assessment outnumbers ability tests are more widely used in the mixed models. 2.3.2.2 Mixed Models EI mixed theories highlight the emotional and social functioning of individuals (Goleman, 2005; Bar-On, 2006). Therefore, Bar-On categorizes his model of EI as a key of emotional-social intelligence (ESI). Bar-On (2005) asserted five key competencies are associated with ESI, whereby the five domains of this mixed model are: (1) intrapersonal capacity (the ability to be aware and understand ones own emotions and to express ones feelings and ideas); (2) interpersonal skills (the ability to be aware, understand, and appreciate others feelings as well as to build and maintain effective and satisfying relationships with others); (3) adaptability (the ability to adapt to various situations by effectively managing personal, social, and environmental changes by employing various skills such as problem solving, reality testing, and flexibility); (4) stress management strategies (the ability to manage emotions and to use those emotions to stay motivated and persistent); and (5) motivational an d general mood factors (the ability to be optimistic, to enjoy oneself and others, and to maintain positive feelings) (Bar-On et al., 2000). The Emotional Quotient Inventory (EQ-i), a self-report measure is considered as the most widely used measure of ESI (Bar-On, 2005). The EQ-i analyzes the concept of emotional and social functioning by measuring a persons ability to deal with daily demands and pressures. People who are taking EQ-i answer questions based on five competencies: (1) intrapersonal skills such as emotional self-awareness, self-regard, self-actualization, or independence; (2) interpersonal skills such as interpersonal relationships, empathy, and social responsibility; (3) adaptability, including problem solving, flexibility, and reality testing; (4) stress management, including tolerance and impulse control; and (5) general mood of optimism and happiness. Goleman developed his mixed model theory of EI by building on the work of Salovey and Mayer, in addition to other researchers in the field (Emmerling Goleman, 2003). Basically, Golemans model of EI can be grouped into personal competencies and social competencies that affect personal success in the workplace. Goleman (2005) stated that a personal competence is the ability to keep self-awareness and manage ones behaviors while a social competence is the ability to understand the behaviors of others and manage relationships effectively. These competencies are described in detail as: (1) self-awareness (knowing ones internal states, preferences, resources, and intuitions); (2) self-management (managing ones internal states, impulses, and resources); (3) motivation (emotional tendencies that facilitate reaching goals); empathy (awareness of others feelings, needs, and concerns); and (4) social skills (adeptness at inducing desirable responses in others) (Goleman, 1998a). Based on the emotional competencies identified by Goleman (1998a), the Emotional Competence Inventory (ECI) was designed to assess EI. ECI is a 360-degree scale which gathers self, subordinate, peer, and supervisory ratings on social and emotional competencies of individuals in organizations. Subsequently, Boyatzis (2007) designed Emotional Social Competency Instrument (ESCI), a multi-rater assessment in real organizational contexts which comprised of four emotional and social competencies, which include: (1) self-awareness; (2) self-management; (3) social awareness; and (4) relationship management. In general, EI mixed models stress performance based on behavioral competencies and personality traits suitable for a wide range of work contexts, job roles, and job levels (Petrides, Furnham Martin, 2004; Goleman, 2005; Boyatzis, 2007). The mixed model is also comprised of other measurement instruments. For examples, measures such as the Schutte Self-Report Emotional Intelligence Test (SSEIT) (Schutte, Malouff, Hall, Haggerty, Cooper, Golden Dornheim, 1998), and Wong and Laws (2002) leadership-focused measure of EI. Many studies in the literature utilize self-report measures of EI based on mixed model perspective that incorporates both disposition and ability (Chan, 2006). According to MacCann, Matthews, Zeidner and Roberts (2003), mixed model scales vastly outnumber ability tests at the stage of EI development, meaning that EI is more commonly assessed as a disposition, rather than as an ability. Additionally, self-report or peer-report measures require less amount of time to com plete and are most cost-effective than the ability based measure. 2.3.3 Emotional Intelligence (EI) and Nursing There is a large body of knowledge related to EI exists outside nursing whereas EI theory and research within nursing is scarce and a more recent phenomenon (Akerjordet Severinsson, 2007; Smith, Profetto-McGrath Cummings, 2009). Smith et al. (2009) conducted a literature review related to EI and nursing during 1995-2007. Smith et al. found only 21 theoretical and 9 empirical articles related to the subject and concluded that although the body of theoretical literature in nursing is growing, scientific research about EI and nursing is just beginning. Apart from that, researches that link EI and nursing are mostly correlation designs using small sample sizes. Akerjordet and Severinsson (2007) asserted that EI has significant implications for nurses quality of work in healthcare. Therefore some qualitative studies have been conducted to explore the concepts and ideas of EI in nursing (Akerjordet Severinsson, 2004; Freshwater Stickley, 2004; Kooker, Shoultz Codier, 2007; Hurley Rankin, 2008). Akerjordet and Severinsson (2004) used qualitative interviews to gain insight into mental health nurses emotional experiences in practice and sought to understand the connection between nurses articulations of emotions in practice and EI concepts. Four main themes emerged from the study, which include: (1) relationship with the patient; (2) the substance of supervision; (3) motivation; and (4) responsibility which are related to different aspects of EI. For instance, relationship with the patient which was a central research finding is linked to EI through the ability to interpret and communicate emotional information. Akerjordet and Severinsson co ncluded that EI implies important personal and interpersonal skills in nurses therapeutic use of self, critical reflection, and stimulates the search for a deeper understanding of professional nursing identity. Additionally, quantitative studies in nursing have linked EI with coping strategies (Rochester, Kilstoff Scott, 2005; Montes-Berges Augusto, 2007) and burnout (Gerits, Derksen, Verbruggen Katzko, 2005). Montes-Berges and Augusto (2007) investigated links between nursing students EI, coping with stress and success at school or work. They indicated that nursing students who possess EI competencies are more likely to manage the pressures of school and continue throughout the nursing programs. The findings further pointed out a moderate correlation between nurses EI and coping within work-related environments. Another study found a clear link between EI and burnout in nurses measured at two different points in time (Gerits et al., 2005). Gerits et al. conducted a two-year longitudinal study on the EI profiles with 380 nurses working in 56 Dutch residential facilities for people with mental retardation. The fewest symptoms of burnout were reported by female nurses with relatively high EI profiles and relatively low social skills. EI has been identified as important for leaders in healthcare environments (Vitello-Cicciu, 2002; Cummings, 2004; McQueen, 2004). Organizational literature supports the notion that strong leaders who know how to manage emotions within complex healthcare systems is needed and will further benefit patient care, nurses, and organizations (Snow, 2001; Herbert Edgar, 2004; Feather, 2009). Emotionally intelligent leaders use emotionally intelligent skill to recognize the professional and emotional needs of colleagues, establish positive relationships with nurses, motivate passion and dedication in the workplace and ultimately influence patient care practices (Vitello-Cicciu, 2003). In a nutshell, emotionally intelligent leaders secure a commitment for excellence in practice through emotionally intelligent relationships that promote improvements in thinking, critical decision making, and care delivery (Strickland, 2000; Snow, 2001; Goleman, 2005). In summary, EI concept is increasingly recognized and is making an appearance in nursing journals (Cadman Brewer, 2001; Evans Allen, 2002; Freshman Rubino, 2002). The literature revealed EI is important and relevant to nursing from both an empirical and a theoretical perspective. EI influences emotion within caring relationships, quality of care and stress management. Emotionally intelligent leaders influence employees retention, quality of patient care, and pati

Domus Aurea, Golden House Of N :: essays research papers fc

The Domus Aurea, Golden House of Nero In AD 64, Nero set fire to the city of Rome. The exact reasons he did it are not fully known. It is thought that he partly did for poetic or artistic purposes, or for the purpose of clearing away a city that had currently dissatisfied him. In its place however he did rebuild a better Rome, for the most part that is. A large portion, and arguably too large of a portion, was expropriated for the use of his own residence to be called the Domus Aurea. This is translated: The Golden House, and so, the residence is called: The Golden House of Nero. While the Domus Aurea had rather unjustified reasoning behind it, it is one of the greatest architectural achievements of the ancient world. Nero’s residence before his Golden House, was the Domus Transitoria. This was by now means any small living space. It was considered to be a mansion in itself. This palace linked to the Imperial Gardens of Maecenas on the Esquiline hill. It also spanned up the Velian slope beside the Forum (Grant 164). However this structure was not destroyed in the fire of 64. However it did clear out a valley behind it making room for Nero’s future house. Promptly after the fire construction was begun on Nero’s Golden House. It would continue until AD 68 (Wheeler 142). In fact the Domus Transitoria would soon become part of the new Domus Aurea. The architects of this great project were more engineers than they were architects. Their names were Severus and Celer (Picard 116). They were more like Italian bosses heading up a team of technicians who came to Rome in hordes due to their recent fire. However, these engineers main goal was to make the estate look bigger and be bigger without actually expanding. They accomplished by working on it from the inside out, utilizing paintings on walls that gave the impression of going on for infinity. It is an under statement to refer to these buildings as houses at all though. They were clearly much more than this, in even their smallest proportions. The Domus Aurea itself was a series of buildings and landscapes designed to give the impression of a vast park in a relatively small area for such a thing (Picard 116). The idea behind this was that you would create something more beautiful for the beholder if your creation was beautiful for how you used the earth.

Bullying Research Paper

No matter who you are in the world, at some point in your life you’ll experience some form of bullying. Whether it is in school or online, bullying is a serious issue and has significantly impacted many individuals and how they live their daily lives. This issue hits close to home because I’ve been bullied for as long as I can remember. I even conducted my own experiment on Facebook by posting a picture of my friends and I at the beach in our bathing suits on a page called, â€Å"The World’s Cutest Teens†. I knew that the picture would get some rude comments so I waited, and that’s exactly what happened.People began to call us rude names and basically told us that we were disgusting. I took a picture of all the rude comments and the picture of us and made a collage, I then reposted it on the page saying that I would use the information I found in my research paper. I said that it doesn’t matter who you are in the world, bullying still happens today and it needs to be addressed, that picture now has over 20,000 â€Å"likes† on Facebook and I’m receiving tons of messages from people saying how smart I am to have come up with this idea.Now although I didn’t take the rude comments to heart, there are still many people in the world that do. It hurts them and ruins their self esteem. Bullying is a human rights violation. It is the abuse of the powerless by those who think they have all of the power. Bullying is the first human rights violation millions of students in the United States will confront. As a human rights organization, STTP [Speak Truth To Power] stated in a recent interview that they can’t simply ignore the fact that children aren’t able to get the proper education that they deserve because of bullies.They have to do their best to put a stop to as much bullying as possible. Two children in every classroom in America are estimated to miss at least one day of school each month bec ause they feel unsafe. Local governments realize we cannot afford to dismiss youth violence as simply â€Å"kids being kids. † Anti-bullying legislation has been passed in 49 states, the District of Columbia and Puerto Rico. But laws and reporting systems aren't enough. We must move beyond simply having the systems in place to react to bullying.We must instill in our youth the ideals of civility and respect, and we must create environments that prevent bullying everywhere our children live, learn and play. (â€Å"Schools Have Work to Do†) However, bullying doesn’t just exist in school, bullying can happen anywhere at any time and people need to know what they can do to help prevent and stop the bullies from attacking. First, you want to make sure that the person being bullied informs someone that the bullying is occurring by telling a trusted adult.Then, if you haven’t already, confront the bully by telling them how what they’re doing to you is rea lly upsetting and you would like it if they could please stop. If the bullying still continues, the best option is to let the bullies’ parents know what is happening so they can handle the situation. And if that still doesn’t work, you can always call the police and let them talk to the bully, most of the time bullies will stop their actions if they know they’ll get in serious trouble if they continue. (Kennedy, Kerry)To many people, bullying is people saying rude things to each other face to face or having some sort of abusive contact with one another. However, this is not the case. As I stated in my personal story earlier, bullying also takes place on the internet [most commonly social networking sites]. This type of bullying is referred to as â€Å"cyberbullying†. Many people believe that cyberbullying isn’t a real issue; they say that it’s your own fault for continuing to stay on the social networking site you’re being bullied on, you could just simply shut your computer off.This of course is very unrealistic, teenagers shouldn’t have to delete their social networking sites, turn off their computers, and so forth just because of bullies. Teenagers should be able to enjoy talking to their friends and interacting without having to worry about bullies harassing them. (Foxman, Abraham) Cyberbullying has become a real threat, and parents and educators must work together to get rid of antisocial and harmful harassment and make such crimes punishable by law.There is currently a law being put into place, set to take effect next year. The law was passed in large part because of the tragic suicide of Jamey Rodemeyer of Williamsville. The 14-year-old killed himself last September after absorbing relentless bullying over his sexual orientation. Police at the time said that because of weaknesses in state law regarding cyberbullying, there was little they could have done for Jamey. The new law moves to rectify that . Had it been in place already, Jamey's story might have taken a different turn.Implemented properly and pursued diligently, it will no doubt prevent much misery in the future. The new law defines cyberbullying as harassment taking place through any electronic means and that â€Å"reasonably causes or would reasonably be expected to cause physical injury or emotional harm to a student. † School districts would have a responsibility for incidents occurring on and off school grounds. It also creates a system for reports of cyberbullying to reach school principals or superintendents and requires prompt intervention by school officials.Schools will also be required to establish anti-cyberbullying policies and to report incidents to law enforcement if school officials believe the acts constitute criminal conduct. It also calls for training for teachers and administrators. (Ells,June) This story leads me into my next point which is on teen suicide. As of early 2010, suicide was the third leading cause of death of those between the ages of fifteen and twenty-four and the fourth leading cause of death for children between the ages of ten and fourteen.According to the Southern California Academic Center of Excellence on Youth Violence Prevention, young females were more likely to attempt suicide, though males were about five times more likely to die by suicide. According to a 1996 report of the National Alliance on Mental Illness (NAMI), more young people died from suicide than from AIDS, birth defects, cancer, chronic lung disease, heart disease, influenza, pneumonia, and stroke combined. While the desire to commit suicide usually stems from a disorder such as depression, suicide is preventable.According to ABC News nearly 30 percent of students bully others or are victims of bullying. A report by Yale University in Connecticut indicates that victims of bullying are up to nine times more likely to consider suicide than their peers who are not bullied. Bullying comes in many forms and may include physical attacks, destruction of personal property, verbal abuse, starting rumors, name calling, and verbal attacks, which may be made in person, online, or through texting. Dr.Dan Olweus, a psychology professor from Norway and developer of the OLWEUS Bullying Prevention Program, says, â€Å"a person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself. † Bullying is most common between the fourth and eighth grades. A new term, â€Å"bullycide† has recently been used to describe those who have committed suicide because of bullying.According to bullyingstatistics.org, suicide rates among adolescents are rising, particularly in the late twentieth and early twenty-first centuries. It’s sad to think that there are so many teenagers in the world that are being effected by bullying so much that they woul d consider taking their own lives. Suicide is not the answer; suicide is a permanent fix to a temporary problem. Since depression caused by bullying is one of the leading causes of teen suicide, treatment of this condition is often the first step to preventing suicide. Treatments may include counseling, residential treatment, and medication, though the latter should be used with caution.The Federal Drug Administration (FDA) has a â€Å"black box† warning, its most severe label, on all antidepressants. Research has shown that children and teens on selective serotonin reuptake inhibitors (SSRIs) may have increased suicidal thoughts and behaviors. Experts recommend careful monitoring of young people on such medication. Those suffering from depression feel alone and helpless, so communication is vital. According to NAMI, about 80 percent of those who commit suicide exhibit warning signs or tell others of their intentions before they act.Any mention of death or suicide should be t aken seriously. Many people believe that discussing suicide openly with someone who is contemplating suicide is wrong. In fact, asking someone openly about his or her plans is helpful. Asking questions such as, â€Å"Have you thought about how you would do it? † and â€Å"Do you have the means? † help determine the severity of the situation. Someone who discovers another's intention to commit suicide should immediately call 911 or take the individual to an emergency room or the nearest psychiatric facility. (â€Å"Teen Suicide†)As stated before, bullying is a serious issue, not only in schools, but outside of schools too. Bullying can happen at anywhere, at anytime, to anybody, including on the internet. However there are many ways that we can help stop and prevent bullying and if there was some way we could stop bullying for good, we could all live in a better world and teenagers wouldn’t continue to take their own lives because someone is making them fe el depressed or worthless. There is always someone that can help and if you’re being bullied you need to seek help immediately so you can get back to living a normal bully free life.

The Civil War as a Second American Revolution History Essay Example

The Civil War as a Second American Revolution History Essay Example ly correct variant of the word Negro Afro-American, as negro is considered to be an offensive word. Calhoun points out Never before has the black race of Central Africa, from the dawn of history to the present day, attained a condition so civilized and so improved (p.602). One more achievement of the second revolution is the establishment of contract labor. As legislation, norms of banking, railroad tariffs and rules, regulations related to public land and many others. Adams pointed out all positive and civil laws, should conform as far as possible, to the Law of natural reasons and equity (p.109). These very features distinguish this Civil War among all civil wars which did not have such a prominent effect on the history of the world and of the United States in particular. One more distinguished feature of the Civil War that its leader Abraham Lincoln had ideas different from these ones declared by the Revolution. Thus, being an inveterate mercantilist he refused free-market capitalism. Also he doubted canons of civilization, constitutional rights of people, freedom, equality and fraternity of people regardless their skin color. Nothing could alter his belief in superiority of white people in comparison with the black ones. He saw America created for people like him and not for others. Lack of coincidence between revolution and its leader outlines this event from the list of outstanding revolutions of all times. To sum it up it should be pointed out that the Civil War is justly considered to be a second American revolution. Douglass pointed out that peace men preferred revolution to peaceful submission to bondage (p.595). It brought key changes to the main aspects of human life. Different leaders were appealing to the equity of all people in their speeches. Any power was considered as violence. Only tolerance was believed to be acceptable in new society. In spite of the fact that a big number of people died, the Civil War was marked by the triumph of freedom of black slaves and equity of black and white people. Equity was proclaimed as the main principle in social relationship formation. Tolerance was applied in the attitude to others concerning their religious, cultural or social preferences. Total revolution has brought total freedom in everything.

barbarians essays

barbarians essays To the peoples of ancient Greece, and later, Rome, a barbarian was anyone who was not of their extraction or culture. Because most of these strangers regularly practiced raids upon these civilizations, the term barbarian gradually started meaning, a person who was uncivilized, and regularly practiced the most vile and inhuman acts imaginable. Barbarians cannot think or act rationally. Barbarians are incapable of living according to written laws and only reluctantly tolerating kings. Their lust for gold is great, their love of drink never-ending. Barbarians can easily mean without restraints. Barbarians are usually barefooted and dirty. Many times the term barbarian is often used to refer to a person considered to be less civilized than the person using the term. However, barbarians and cavemen differ because barbarians are capable human beings who were raised in savage environments. It is evident that the past barbarians were depicted as humans with a harsh, brutish and savage life. Attila and Ivan the terrible led lives that were surrounded by violence and brutish murders. The Huns were classified as ferocious Barbarians, they lived a harsh life and were said to be slashed on their faces upon birth. This was the life Attila was molded into, before five he learned the use of the bow and sword. He was trained to ride horses even before walking. Attila became leader of the Huns by killing his brother, he was a lover of war and was a terror to men. These are the attributes presented by a barbarian. Ivan the terrible lived his life as an orphan. He was crowned at 17 and given the Roman title Czar. Ivan led a brutish life and used his power to strengthen Russias stature in the world. He was a strong leader who brought terror upon his people. The lives led by such barbarians constitutes a human being in being classified as a barbarian. Can a civilized person be classified differently from a Barbarian? A journ...

Physical Sexual And Emotional Abuse Of Children Social Work Essay Essays

Physical Sexual And Emotional Abuse Of Children Social Work Essay Essays Physical Sexual And Emotional Abuse Of Children Social Work Essay Essay Physical Sexual And Emotional Abuse Of Children Social Work Essay Essay The slaughter of the inexperienced person is increasing each twenty-four hours, and the public witnesses the act, yet does non come to the assistance of the kids. Childs are being physically, sexually, and emotionally abused by both aliens and familiar faces. Obvious marks of maltreatment are shown, but some are excessively afraid to inform the constabulary section or other organisations that will maintain kids safe. This leads to emotional or physical harm to the kid, even decease. All maltreatment is non obvious to others unless they are a portion of the family. For those who survive maltreatment, non-profit organisations are at that place to assist them get the better of this test in their life. Non-profit organisations can assist forestall physical, sexual, and emotional kid maltreatment, or help a kid who has been abused in order to salvage them from psychological unwellness and jobs with society. The types of kid maltreatment in the universe today are physical, emotional, and sexual. Physical kid maltreatment is the 2nd most often reported signifier of kid maltreatment. It accounts for 25 per centum of all instances of kid maltreatment ( MedicineNet ) . Physical kid maltreatment is physical hurt inflicted upon the kid with barbarous and/or malicious purpose. Physical maltreatment can be the consequence of punching, whipping, kicking, biting, combustion, agitating, or harming a kid physically. ( MedicineNet ) Emotional kid maltreatment is the 3rd most often reported signifier of kid maltreatment. It accounts for 17 per centum of all instances of kid maltreatment ( MedicineNet ) . Emotional kid maltreatment includes Acts of the Apostless of committee or skip by the parents and other health professionals that could do the kid to hold terrible behavioural, emotional, or mental upset ( MedicineNet ) . In instances of emotional maltreatment, the Acts of the Apostless of parents, without any injury evident in the kid s behaviour or status, are sufficient to justify the intercession of kid protective services ( Saisan, Smith, A ; Segal ) . An illustration of emotional kid maltreatment is when parents or health professionals use utmost signifiers of penalty, such as imprisonment of a kid in a dark cupboard. Another signifier of kid maltreatment is sexual kid maltreatment. Sexual kid maltreatment is a signifier of maltreatment in which an grownup or older stripling uses a kid for sexual stimulation. In the web article Child Abuse and Neglect: Recognizing and Preventing Child Abuse, it states that the types of sexual kid maltreatment contains indecorous exposure of the genitalias to a kid, exposing erotica to a kid, inquiring or coercing a kid to prosecute in sexual activities, irrespective if the act is completed or non, physical contact with the kid s genitalias, except during a medical test, sexual contact against a kid, screening of the kid s genital organ without physical contact, except during a medical test, or utilizing a kid to bring forth child erotica ( Saisan, Smith, A ; Segal ) . These lay waste toing Acts of the Apostless may go forth the kid psychologically sick, physically injured, or dead. In order to forestall these state of affairss, information on the features of all three signifiers of kid maltreatment is needed. Common features of parents that physically abuse their kids are: holding low defeat tolerance, impaired rearing accomplishments, a sense of incompetency in parenting, a history of maltreatment, and unrealistic outlooks of kids. They besides express choler unsuitably and are isolated socially ( Fennell A ; Anne p.1 ) . In Journal of Child and Adolescent Psychiatric Nursing, Fennell and Anne give a quotation mark from Bredehoft, an person who describes the features of opprobrious parents. He states, A parent who comes from a dysfunctional household ; abuses drugs or intoxicant ; is intellectually low operation ; has emotional unwellness or important physical unwellness, history of illegal activities, matrimonial jobs, been investigated for kid maltreatment or disregard ; a kid with important behaviour jobs or wellness jobs ; inadequate support system for the household ; several immature kids in the place ; important fond regard jobs between the parent and the kid ; grounds of force i n the place ; and/or fiscal emphasis. This information is of import in order to try to forestall physical kid maltreatment. Without this cognition, the kid will endure. The longer the physical maltreatment continues, the more serious the effects will go. Child Abuse and Neglect: Recognizing and Preventing Child Abuse states, Short term effects of kid maltreatment include instantaneous hurting, agony and medical jobs in some instances, or even decease caused by physical hurt. Emotional effects besides are the effects of physical kid maltreatment. It includes choler, ill will, fright, anxiousness, humiliation, lowered self-esteem and inability to show feelings ( Saisan, Smith, A ; Segal ) . Last, behavioural jobs are effects of physical kid maltreatment. Children become aggressive towards others or suicidal behaviours, overactive, enable to organize friendly relationships with equals and hapless societal accomplishments, and besides poorer cognitive and linguistic communication accomplishments than non-abused kids ( Saisan, Smith, A ; Segal ) . The long term effects are what may take kids astray. Long term effects of kid maltreatment include physical and psychological jobs such as long term physical disablements. Examples are encephalon harm or oculus harm. Another long term affect would be disordered interpersonal relationships, for illustration, trouble swearing others within big relationships or violent relationships, a sensitivity to emotional perturbation, feelings of low ego regard, depression, an increased potency for kid maltreatment as a parent, and drug or intoxicant maltreatment ( Saisan, Smith, A ; Segal ) . These effects will do the kid as an grownup to hold troubles in society. They are most likely to hold jobs with employment, have mental unwellnesss, commit offenses, and perchance go homeless. With intercession and placing the state of affairs the possibility that the high hazard of meeting these effects will diminish, and it will be easier for the kid to retrieve. Sixty-seven per centum of kids or striplings are 17 and under ( Prevent Child Abuse NY ) . In order to forestall sexual kid maltreatment, society must separate and respond upon the state of affairs. Sexual maltreatment does non ever occur upon contact. Exposing a kid to sexual state of affairss or stuff is sexual maltreatment. Many believe that misss are the lone gender at hazard of being sexually abused, but male childs are at hazard every bit good. Child sexual maltreatment is chilling, but it is even scarier to cognize that most sexual maltreatment is committed by grownups or older striplings that the kid knows and should be able to swear. For illustration, statistics show 93 per centum know their maltreater, 34 per centum abused are by household member, and 59 per centum are abused by person trusted by the household ( Prevent Child Abuse NY ) . Shame and guilt are the general effects of sexual maltreatment among kids. They frequently consider that in some manner they are responsible for the maltreatment. This can take to self-loathing and sexual jobs as they grow older. Children that are sexually abused are frequently either overly promiscuous or unable to hold intimate dealingss as an grownup ( Saisan, Smith, A ; Segal ) . The shame of sexual maltreatment makes it really hard for kids to come frontward. They may worry that others will non believe them, will be angry with them, or that it will do struggle in their household. Because of these troubles, false accusals of sexual maltreatment are non common. In order to assist forestall sexual maltreatment, many organisations supply a list of warning marks. Prevent Child Abuse gives warnings of a sexually abused kid, Having problem walking or sitting, shows knowledge or involvement in sexual Acts of the Apostless inappropriate to his or her age, or even seductive behaviour, makes strong attempts to avoid a specific individual, without an obvious ground, does non desire to alter apparels in forepart of others or take part in physical activities, an STD or gestation, particularly under the age of 14, and runs off from place. ( Prevent Child Abuse NY ) Sticks and rocks may interrupt my castanetss but words will neer ache me. At a immature age many kids are taught this phrase in order to educate them non to be concerned with what others articulate. Contrary to this old expression, emotional maltreatment can badly damage a kid s mental wellness or societal development, go forthing wombs of emotional kid maltreatment are: Changeless denigration, shaming, and mortifying a kid naming names and doing negative comparings to others, stating a kid he or she is no good, worthless, bad, or a error, frequent shouting, endangering, or intimidation, disregarding or rejecting a kid as penalty, giving him or her the soundless intervention, limited physical contact with the kid, no clinchs, busss, or other marks of fondness, and exposing the kid to force or the maltreatment of others, whether it be the maltreatment of a parent, a sibling, or even a pet ( Saisan, Smith, A ; Segal ) . Warning marks of emotional maltreatment consist of overly withdrawn, fearful, or anxiousness about making something incorrect, or demoing extremes in behaviour ( Saisan, Smith, A ; Segal ) . For illustration, the kid will be highly obedient or highly demanding ; highly inactive or highly aggressive, does non look to be attached to the parent or health professional, and acts either unsuitably grownup, taking attention of other kids, or unsuitably childish are besides marks of emotional maltreatment ( Saisan, Smith, A ; Segal ) . Emotional Abuse earnestly interferes with a kid s cognitive, emotional, psychological or societal development. Douglas Besharov provinces in Acknowledging Child Abuse: A Guide for the Concerned, Emotional maltreatment is an assault on the kid s mind, merely as physical maltreatment is an assault on the kid s organic structure ( Besharov ) . Danya Glaser finds that emotional maltreatment can be more strongly prognostic of subsequent damages in the kids s development than the badness of physical maltreatment ( Glaser ) . Surveies have shown that an baby who is badly deprived of basic emotional nurturance, can neglect to boom and can finally decease. Babies with less terrible emotional want can turn into dying and insecure kids who are slow to develop and who have low self-prides. Although the seeable marks of emotional maltreatment in kids can be hard to observe, the concealed cicatrixs of this type of maltreatment grows in legion behavioural ways, such as insecurity, hapless self-esteem, destructive behaviour, angry Acts of the Apostless, backdown, hapless development of basic accomplishments, intoxicant or drug maltreatment, self-destruction, trouble organizing relationships and unstable occupation histories. Emotionally abused kids turn up believing that they are lacking in some manner. This will go a rhythm where the kid that was abused will mistreat their kid when they are older. Child maltreatment has increased over the old ages, and so hold the non-profit organisations to assist kids that have been abused. One such organisation is Kids In Total Health. This organisation was created, in 1995, by two female parents that realize the importance of assisting abused kids take back their childhood. This plan helps raise kids s ego regard and motivates them so that they have the tools to develop entire mental, emotional, and physical wellness. Their plans include gymnastic exercises, soldierly humanistic disciplines, guitar lessons, voice lessons, and summer cantonment. This organisation besides pushes persons to assist others that are abused by informing them so they are able to assist. Their mission statement is, Kids In Total Health ( KITH ) is giving abused kids back a piece of their stolen childhood, by allowing their wants. KITH offers plans that raise self esteem, helps to actuate the kid which gives them the tools necessary to develop entire mental, physic al and emotional wellness. As a charity we provide both fiscal and emotional support to the kid and households of abused kids, so that they may mend. KITH besides has a direct impact on the kid s ability to execute better in school, place, and in society. KITH is aiming our young person that needs a small something particular so that they someday can state I am non a victim, I am a subsister. This statement gives hope and encouragement to those who have been abused. It besides informs them that it is clip to take back their artlessness that was stolen from them long ago. During my research I came across narratives of kids being sexually, physically, and emotionally abused. In February 2009, a female parent in Dallas, Texas, was charged with disregard after her nine-year-old died from complications of diabetes after she failed to assist her manage her disease. In June 2008, a female parent in North Central Texas had her three kids taken off because of a instance of Munchausen syndrome by placeholder ( Iannelli ) . In January 2009, two parents in Dallas, Texas, were charged with mistreating their six-month-old baby so badly that he was in intensive attention and it was thought that he was non traveling to be able to retrieve. Besides a female parent s fellow was charged with the decease of her six-year-old boy ( Iannelli ) . In December 2008, a male parent was charged with the decease of his three-month-old baby who was found unresponsive, with bone breaks and liver lacerations ( Iannelli ) . February 2009, a male parent in Lodi, California, was charge d with physical maltreatment after a school employee noticed and reported Burnss on a six-year old pupil, which were thought to hold been inflicted by a apparels Fe. She had besides been beaten with a stick and her female parent was charged with child hazard. In the same month a female parent and her live-in fellow in Janesville, Wisconsin, were charged with maltreatment after repeatedly hitting her three-year-old girl to the point that she required exigency encephalon surgery. Besides is this month a fellow of a kid s female parent in Wilmington, Delaware, hit and killed a 16-month old miss because she would nt halt weeping ( Iannelli ) . In January 2009, in Fall River, Massachusetts, a female parent was charged with firing her four-year-old surrogate boy with a curling Fe, doing third-degree Burnss that required tegument transplant surgery ( Iannelli ) . These are merely a few narratives of kids being abused. In the universe today, some kid maltreatment goes unreported, and others are reported to late. Society is needed to halt kid maltreatment and salvage our artlessnesss. Maltreatment happens every twenty-four hours. The slaughter of the artlessness continues. There are non-profit organisations that are willing to assist kids in demand of love and attention, but without acknowledging the marks of maltreatment they are unable to assist. Even though I merely gave one organisation there are 1000000s out at that place such as: Rescue Me Service Center, Free Art for Abused Children, Bikers Against Child Abuse, and Dreamcatchers for Abused Children, and many more. Even though is highly hard to forestall maltreatment, it is non hard to assist a kid after that horrific act is over.

International Management Accounting Case Study Example | Topics and Well Written Essays - 500 words

International Management Accounting - Case Study Example By using this technique, Toyota sets goals for cost reduction, and then tries to achieve these new targets through design changes that will accomplish the cost reduction goal. Toyota goes through a vigorous testing phase to judge the costs of the new design in comparison with the old one, in order to guarantee a cost reduction after implementation of the new technique. This is the main idea that Toyota uses to achieve their company wide goals. Toyota Co made changes to existing automobiles and not the design of new ones.There are several steps in the sequence of price, production, and cost decisions.Toyota first decides what the new retail price of the automobile is going to be by taking the old price and adding the value of any new functions.The sales division comes up with the suggested production volume, by taking past numbers and indexing them to market trends and the state of competitors.After all these figures have been set, the focus switches to cost planning.This cost plan is based on the product plan and the targets for retail price and production volume.Toyota establishes a profit target that is subtracted to determine their target cost. These cost planning decisions are made three years before they release the model. When Toyota estimates the approximate costs of a

Sucess Essay Example | Topics and Well Written Essays - 500 words

Sucess - Essay Example Regardless of the definition of success, there are numerous common characteristics and skills shared by numerous entrepreneurs and managers. This paper discusses the success traits and skills of Marc Jacobs and Louis Vuitton. He is an American fashion designer and heads Marc Jacobs Fashion Company in France. In addition, he also heads Marc by Marc Jacobs. Marc Jacobs is a successful entrepreneur with more than 201 retail ventures in 82 countries. Since 1997, while still running his ventures, he has been working for Louis Vuitton Company as the creative director (Grigoriadis). Recently, his success made Times Magazine rank him among the 100 most influential people in the world. This is a France-based Fashion House started by Louis Vuitton in 1855. It is one of the most leading and successful fashion houses in the world. Its monogram is well renowned as it is featured in its products which range from leather goods to shoes, jewellery, watches, sunglasses and luxury trunks (Richard 750). This fashion house owns boutiques and departmental stores across the globe, which act as its selling points. Moreover, the Internet has been a contributive factor of its high sales. A successful business cannot be built by one individual alone. This is a task that requires a team that is devoted to the business and its success. Marc Jacobs promotes cohesion and team work among the employees. This promotes good relationship between him and the subordinates. Craven notes that Marc Jacobs’ workers are loyal to him and that they love him. Levy asserts that Marc Jacobs discusses issues about fabrics with his staff. In addition, Marc Jacobs motivates his employees. In reference to Walker and Brown, employee motivation is a fundamental factor that leads to business success and promotes good relations between the employer and employee (580). A successful entrepreneur believes in the business.

International market entry Essay Example | Topics and Well Written Essays - 2000 words

International market entry - Essay Example It is important for the various industries to market some of these devices in international market. After welcoming the commodity, it is sure that entering the market will be easy as the technology devices will be used to simplify their works in those areas. It is important to go through the marketing of the ipad 4, one of the acclaimed devices in the hospitality industry, in Italy as this represents international market entry of the commodity. The country, Italy, has been a democratic nation for 46 years now; thus, the political environment is reputable for the marketing of the product. This is from the fact that with the democracy, the government does not inhibit the citizens from purchasing products at will. Moreover, the democracy also allows the United States, the producer of the ipad, to venture into the Italian market easily and consequently have increased sales of the ipad (Fleisher, 2008, 169). The fact that the country has a well laid out judicial system is also important f or the marketing of the new ipad. This is from the fact that there is control on the decisions that powerful politicians make. An example is a politician who may talk ill of the ipad and tell people not to purchase it. Such cases are few - the concept of freedom and independence is incorporated in the Italian market. One factor that may come as a disadvantage in the marketing of the ipad is with regards to the tax tariffs that the country has. Lately, Italy has set its tariffs very high in an effort to boost its economy. With the increased tariffs, the country will have reduced imports and – consequently – the goods within the country will increase in sales. With this the standards ought to increase and make the economy of the country boost. The issue of tariffs was induced by the executive arm of the government and has been a major hindrance to the sale of products. This factor is bound to affect the marketing of the product in the country (Henry, 2009, 48). Shifting focus to the economic aspect of the country, Italy’s economy is rated eighth largest in the world. This has been effective in ensuring that the circulation of products in the country is well above average. Moreover, this means that most citizens in the country are stable thus being in a position to market the ipad. This brings down the fears that one may have when introducing the ipad into the Italian market. It is also important to understand the fact that country’s economy is not stagnant but rather on the rise from the various measures taken by the government such as increased taxation (Cohen, 2011, 68). This ensures that the citizens of the country are always up and busy to ensure that they achieve their goals while living a comfortable life. Introduction of the ipad into the market would work great to ensure that these people are always informed on the changing market trends by using the device. This acts as a positive impact on the sale of the ipad, and so there is the need to introduce it into the Italian market. The transport sector is one other factor to consider with regards to the marketing of the ipad in Italy. Italy’s economy has been stable, and ensuring infrastructure development is a key aspect in the country. Italy has well established roads that generate a huge income for the government. The fact that these roads are in great conditions ensures the

Why didnt the South win the Civil War Essay Example | Topics and Well Written Essays - 500 words

Why didnt the South win the Civil War - Essay Example One answer is that the North won it. The South lost because the North outmanned and outclassed it at almost every point, militarily. Despite the long-held notion that the South had all of the better generals, it really had only one good army commander and that was Lee. The rest were second-raters, at best. The North, on the other hand, had the good fortune of bringing along and nurturing people like Grant, William T. Sherman, Philip Sheridan, George H. Thomas, and others. The South was way outclassed industrially. There was probably never any chance of it winning without European recognition and military aid. And we can now see in retrospect what some, like Jefferson Davis, even saw at the time, which was that there was never any real hope of Europe intervening. It just never was in England or Frances interests to get involved in a North American war that would inevitably have wound up doing great damage, especially to Englands maritime trade. Industrially the South couldnt keep up in output and in manpower. By the end of the war, the South had, more or less, plenty of weaponry still, but it just didnt have enough men to use the guns. It is one of the factors of lost that south was inherently weaker in the various essentials to win a military victory than the North (Holness, 2). The North had a population of more than twenty-two million people to the Souths nine-and-a-half million, of whom three-and-a-half million were slaves. While the slaves could be used to support the war effort through work on the plantations and in industries and as teamsters and pioneers with the army, they were not used as a combat arm in the war to any extent. So if the South were to win, it had to win a short war by striking swiftly--in modem parlance, by an offensive blitzkrieg strategy. But the Confederates had established their military goals as fighting in defense of their homeland. In 1861, when enthusiasm was high in the

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Where do toll road fees go - Essay Example gh state law states that it is up to the county attorney to decide what to do with the funds collected, it is only common sense to suggest that the funds are put back into the local county transportation system. Stafford suggested that the law does not provide any provisions for having to use it all on the toll road. Yes, that is correct, but the fact remains that not a single cent is put back into the toll road. Where the money actually goes is to provide parties for county events and also to pay employees of the local county. I believe that there should be more accountability on the part of the county attorney. What he is currently doing is almost stealing because he is using taxpayer dollars to fund something that the taxpayers have not been consulted about. Not all of the toll road fines fund needs to be put back into the toll road, but a significant portion of it needs to be used so there is

An Analysis of the Woolcock Street Investments Case Assignment

An Analysis of the Woolcock Street Investments Case - Assignment Example This case began in 1987 when the Eagle Star Nominees, Inc., designated as trustees for the BSL Growth Trust Company, engaged a company doing engineering work to design foundations for a warehouse and offices in Townsville. When the building’s construction had been finished, the trustee Eagle Star then decided to sell the property to the plaintiff. In the contract of sale, there was no warranty indicating that the building had no defects. Likewise, the buyer did not conduct any building inspection, survey before purchase, or any sort of appraisal to determine whether or not the building had been constructed in an optimal manner. Also, there was no assignment in contract by the vendor of the rights to proceed against others in case of defects. Just more than a year after the property had been turned over, the defects become apparent. The building had unmistakable structural distress and this was because of how the foundations were arranged, as well as the material below the foundations. The buyer filed a case against the engineering company and its employee, stating that the company owed a duty of reasonable care in designing the foundations of the building and ensuring the safety of the premises. In response, the company said that they owed no such duty of care to the buyer and that they were not at fault, because they in fact had asked the trustee to allow them to do soil tests, however they were told that such soil tests were not necessary and to simply use structural footing sizes. A lawsuit for damages was then filed, and the main question that the courts were tasked to respond to was: â€Å"Whether or not a subsequent buyer of commercial property had the right to sue the builder for design malfunctions?† The court ruled against the buyer and ruled that the duty of care owed to a subsequent or remote purchaser by the engineer that built the foundation of the building in question does not hold when the defective building is used for commercial purposes. This means that there is no case that can be filed against the engineer by the subsequent buyer because the building was not used as a dwelling, but rather as a commercial establishment. Previous Jurisprudence It is difficult to talk about Woolcock without talking about the progenitor case, Bryan v. Maloney. [(1995) 182 CLR 609, 616–17, 623 (Mason CJ, Deane and Gaudron  JJ) (‘Bryan’)]. In that case, the plaintiff was able to successfully claim damages against the builder, despite the fact that she was a subsequent buyer of a residential property and the sale was concluded seven years after the property had been built. The plaintiff had inspected the house many times before purchasing it, with no observations made that there were any defects. However, after six months, it was discovered that there were cracks on the wall and this was because the builder had constructed footings that were inadequate to withstand the changes in the

Why didnt the South win the Civil War Essay Example | Topics and Well Written Essays - 500 words

Why didnt the South win the Civil War - Essay Example One answer is that the North won it. The South lost because the North outmanned and outclassed it at almost every point, militarily. Despite the long-held notion that the South had all of the better generals, it really had only one good army commander and that was Lee. The rest were second-raters, at best. The North, on the other hand, had the good fortune of bringing along and nurturing people like Grant, William T. Sherman, Philip Sheridan, George H. Thomas, and others. The South was way outclassed industrially. There was probably never any chance of it winning without European recognition and military aid. And we can now see in retrospect what some, like Jefferson Davis, even saw at the time, which was that there was never any real hope of Europe intervening. It just never was in England or Frances interests to get involved in a North American war that would inevitably have wound up doing great damage, especially to Englands maritime trade. Industrially the South couldnt keep up in output and in manpower. By the end of the war, the South had, more or less, plenty of weaponry still, but it just didnt have enough men to use the guns. It is one of the factors of lost that south was inherently weaker in the various essentials to win a military victory than the North (Holness, 2). The North had a population of more than twenty-two million people to the Souths nine-and-a-half million, of whom three-and-a-half million were slaves. While the slaves could be used to support the war effort through work on the plantations and in industries and as teamsters and pioneers with the army, they were not used as a combat arm in the war to any extent. So if the South were to win, it had to win a short war by striking swiftly--in modem parlance, by an offensive blitzkrieg strategy. But the Confederates had established their military goals as fighting in defense of their homeland. In 1861, when enthusiasm was high in the

An Analysis of the Woolcock Street Investments Case Assignment

An Analysis of the Woolcock Street Investments Case - Assignment Example This case began in 1987 when the Eagle Star Nominees, Inc., designated as trustees for the BSL Growth Trust Company, engaged a company doing engineering work to design foundations for a warehouse and offices in Townsville. When the building’s construction had been finished, the trustee Eagle Star then decided to sell the property to the plaintiff. In the contract of sale, there was no warranty indicating that the building had no defects. Likewise, the buyer did not conduct any building inspection, survey before purchase, or any sort of appraisal to determine whether or not the building had been constructed in an optimal manner. Also, there was no assignment in contract by the vendor of the rights to proceed against others in case of defects. Just more than a year after the property had been turned over, the defects become apparent. The building had unmistakable structural distress and this was because of how the foundations were arranged, as well as the material below the foundations. The buyer filed a case against the engineering company and its employee, stating that the company owed a duty of reasonable care in designing the foundations of the building and ensuring the safety of the premises. In response, the company said that they owed no such duty of care to the buyer and that they were not at fault, because they in fact had asked the trustee to allow them to do soil tests, however they were told that such soil tests were not necessary and to simply use structural footing sizes. A lawsuit for damages was then filed, and the main question that the courts were tasked to respond to was: â€Å"Whether or not a subsequent buyer of commercial property had the right to sue the builder for design malfunctions?† The court ruled against the buyer and ruled that the duty of care owed to a subsequent or remote purchaser by the engineer that built the foundation of the building in question does not hold when the defective building is used for commercial purposes. This means that there is no case that can be filed against the engineer by the subsequent buyer because the building was not used as a dwelling, but rather as a commercial establishment. Previous Jurisprudence It is difficult to talk about Woolcock without talking about the progenitor case, Bryan v. Maloney. [(1995) 182 CLR 609, 616–17, 623 (Mason CJ, Deane and Gaudron  JJ) (‘Bryan’)]. In that case, the plaintiff was able to successfully claim damages against the builder, despite the fact that she was a subsequent buyer of a residential property and the sale was concluded seven years after the property had been built. The plaintiff had inspected the house many times before purchasing it, with no observations made that there were any defects. However, after six months, it was discovered that there were cracks on the wall and this was because the builder had constructed footings that were inadequate to withstand the changes in the

Operant Applications Essay Example for Free

Operant Applications Essay Self actualization is at the pinnacle of Maslow’s Hierarchy of Needs which examines the order by which human actions are geared towards. According to Maslow, in order to have the other needs, the basic needs have to be satisfied first . Only upon satisfying the physiological needs are the other needs considered. As such, the graduation in level suggests that self-actualization is the most difficult level to attain because of the preconditions that need to be satisfied in order to advance. According to Maslow, this is the most difficult to achieve due to its nature. It is not an absolute fact but is relative and therefore difficult to attain. The teachings of Maslow have shown that due to the relative nature of self actualization it is possible that a person may have achieved this but has not realized such and is therefore incapable of self actualization. In order to be self actualized, Maslow stated that there is a need for inner exploration and action. Man needs to realize his internal self and come to terms with such. It is this motivation which leads a person to self-actualization. This is problematic on several levels which explains why Freud had a different perspective on the matter. While Maslow derived his theory from Freud, Freud’s teaching was different in that these innate impulses are caused by the developments in the human psyche and the subconscious. There is no innate mechanism but rather the logical effect of the interactions of the different personalities and parts of the human mind. The motivation comes not from the desire for self-actualization but from human behavior. From a cognitive point of view, this hierarchy of needs and self actualization is a function of the perturbations that an autonomous system needs. It is not so much self actualization, from this perspective, as it is the perceived competence to satisfy the basic needs in due time. There are, therefore, three main components, material, cognitive and subjective. As such, self actualization is hampered by subjective incompetence which is caused during childhood that act as an inhibitor preventing the further development of cognitive competence.