Transferable Learning Assignment Example | Topics and Well Written Essays - 4000 words

Transferable Learning - Assignment Example The new strategy did well in expansion of the business within the energy. More overseas branches were opened (HUMAN RESOURCE MANAGEMENT INTERNATIONAL DIGEST, 2009). Company’s vision The company is committed to implementing strategies that are intended to improve its general customer service and operations. This move is intended to satisfy the clients wherever they are. The company recognizes the globalization trend that calls for stiff completion ads well as an extensive stable business operation mechanism with the aim of meeting both long-term and short-term goals. The effect of exemplary global competition in energy production and energy related services has gradually led to unpredictable and complex trade milieu in the global energy industry and market. For instance, some of these challenges include dynamic market trends, non-renewable features of considerable extent of energy sources, which limits the life span of the entirety of the company existence (POWER ENGINEERING IN TERNATIONAL, 2009). These conditions are inevitable in the global energy industry and the associated market space and it requires Centrica to position itself in a strategic manner to cope with the economic trends. The primary international and management operations strategies include extensive client commitment and associations, maintenance and continuity of competitive supply cost, operational aptness through intensive research and best practice. Centrica’s Ambition and Governance structure Centrica is committed in ensuring that its customers are treated with outmost fairness, securing affordable energy supplies and ensuring reduced carbon emission. The following...Centrica Company can be said to be a competitive player in the energy industry both in the local and international market. This research has indicated that Centrica has a complex system of management with well-outlined functions and indeed the reason for the company’s prosperity. The diverse management depa rtments work harmoniously with the common goal of putting the Company at the right position. In addition, the Triple bottom line model enables Centrica Energy Company to trace the product development trends both locally and internationally. Moreover, the model helps in ascertaining the effectiveness of the supply chain systems. The company’s’ continued culture of expansion and customer satisfaction will see it grow tremendously and compete aptly with other players in the energy sector. In essence, sustenance of the current strategic management of all the Centrica departments is fundamental to a more prosperous company in 2020.

Was Andrew Jackson Democratic Essay Example for Free

Was Andrew Jackson Democratic Essay Throughout time changes have been made to our country’s government in hopes of improving it, and reducing the flaws it has. Andrew Jackson made changes to our country in hopes of increasing its chances of longevity; however his methods in doing so are to this day very controversial. While Andrew Jackson was known as â€Å"the people’s president† his methods for improving America were quite ambiguous, and the concept of Jacksonian democracy is highly criticized. Andrew Jackson made contributions to our country while holding office; however his tactics were anything but democratic. Growing up on the frontier Andrew Jackson was the first president to not grow up wealthy, later in his life it proved to be useful in trying to appeal to voters, which proved to be successful. Yet in the race for presidency, even though he had won the votes, he did not win the election; John Quincy Adams, with the help of Jackson’s enemy Henry Clay, became president. In the next election to come Andrew Jackson had proved to be more successful, in acquiring the role of the president, both Jackson, and his ally Martin Van Buren, created a political organization, in what is now known as the democratic party. All seemed well, and politically Andrew Jackson had not made a mistake yet, However although he was known as a man of the people, Jackson believed in and promoted slavery. Jackson owned a plantation named The Hermitage. The Hermitage was a huge self-sufficient plantation that raised cotton and relied on the labor of African American men, women, and children. On his plantation there was rigorous labor that his slaves preformed daily. Due to the hard work of Jackson’s slaves, he continued to profit, and allowed him to acquire more land, thus he bought more men women and children to work his land, and help continue prosperity the Jackson family. Moreover, Andrew Jackson was skilled in military tactics; however he used his knowledge to take millions of acres of land from Native Americans. In 1814 he commanded the U.S. military forces that defeated a faction of the Creek nation. In their defeat, the Creeks lost 22 million acres of land in southern Georgia and central Alabama. As president, he continued to try and acquire more Indian land for white settlers who wanted to grow cotton, much like him. In 1830 Jackson signed the Indian Removal Act which allowed the government to move the Indians out of cotton rich land, and into Indian  reservations out west. This travel took a toll on many of the tribes, and the journey the Indians took came to be known as the â€Å"Trail of Tears†. In addition, there was the Supreme Court case of Cherokee Nation v. Georgia, where the Supreme Court ruled in favor of the Cherokee Nation. This ruling of the Supreme Court did not stop Jackson and his followers from driving the Cherokees off of their land, which people viewed unconstitional from Jackson’s part. Furthermore, Jackson was also known for many â€Å"injustices† while holding office, and criticized for expanding the power of the presidency. He was also known for rewarding his political supporters with government jobs. When it was brought up to his attention, he responded by claiming he was replacing aristocrats with the common man. Jackson stated To the victor go the spoils, and thus created the spoils system in government. Lastly, Jackson was portrayed as a sort of tyrant by his enemies, they even named him â€Å"King Andrew the First,† this was due to Jackson having the most vetoes out of all the presidents that came before him. With so many vetoes on Jackson’s part sometimes it seemed difficult to get anything done. His denial of a bill to re-charter a Second Bank of the United States was a significant event in Jackson’s term. To conclude, While Andrew Jackson did have a few positive outcomes for our country while he was president, it doesn’t ensure that he was completely democratic. In fact, his actions were quite opposite of democratic views. He did not respect Native Americans or African Americans. He used His military background to assist in the removal of Indians from their land, so that white Americans can raise cotton, while the Indians were moved westward so that they would not make obstacles for white colonists who wanted to expand. And he contributed in the creation of the spoils system. Andrew Jackson did strengthen the two-party system, he was not completely democratic. Work Cited â€Å"Jacksonian democracy and modern America† USHistory.org 06 Nov 2014 http://www.ushistory.org/us/23f.asp â€Å"Slavery at the Hermitage† Thehermitage.com 06 Nov 2014 http://www.thehermitage.com/mansion-grounds/farm/slavery â€Å"Trail of Tears† History.com 06 Nov 2014 http://www.history.com/topics/native-american-history/trail-of-tears â€Å"Jacksonian Democracy† History.com 06 Nov 2014 http://www.history.com/topics/jacksonian-democracy

Dolce Gabbana Perfume Review

Dolce Gabbana Perfume Review Dolce Gabbana by Dolce Gabbana Dolce Gabbana, not only popular in fashion industry but also in perfume fragrances. Started its line in 1985 and still sway peoples sensation worldwide. From its first perfume Dolce Gabbana Pour Femme, the company keeps revealing a sensible expression of its elegant designs. The new self titled perfume, Dolce Gabbana Pour Homme was released in 1994 receives three international awards at International Academy Awards of The Academia del Profumo and never stops to entice consumers to spend their cash on. It is one of the top-ranked fragrances in the world together with the other perfumes manufactured by this brand. Today, the labels alluring collection of scents symbolizes Italians mood of chic style. Product description Dolce Gabbana is blended with different likeable smell which goes with sweet, spicy, sexy floral and fruity scent for men that lasts with longevity. It is contained in a semi-cylindrical bottle covered with a black cap and its label is simple but with huge bang. The perfume comes in a box with blue velvety elegance that surely will capture your stare and feelings of envy. The Fragrance Topnotes The opening impression of its scent is an array of bergamot, orange, mandarin and lemon which makes it smells more of a citrus aroma. This citrusy smell attracts womens olfactory sense and so it is played in the topnotes making it more fresh and sexy in appeal. This is probably the reason why it is saleable to the market. On the other hand, Bergamot creates a basic and synthetic odour of the perfume making smells like ordinary,. The quick smell lasts for a day and so it is appropriate for those who have active lifestyles such as teen agers and working men who spend most of their days outdoor. The scent overshadows the sweaty feeling so it is a good product for an additional self confidence. Dolce Gabbana Pour Homme, as a critique for its head scent is more of a womans preference. The strong scent is a bit intolerable and beyond a guys thing. Women are more into strong and uplifting perfume spirit as what Pour Homme has. Middle notes The top smell of Pour Homme is an impression that lasts. Wait until you experience the heart smell which will pull your desire to stick to this product. It takes half an hour to appreciate the middle smell of the product. It is more intense compared to its top notes. You can likely sense the floral, nature smell of it that adds to its romantic and sexy fragrance. A tingle of peppermint also stands out making it cool and more invigorating. The lavender is slightly smelled just after the peppermint which is unique because it doesnt come in one sniff. Base Notes These are the scents that you will exactly live through after a day or two. This comes out once the spray dries on your skin or on your clothes. However, this also matters to each person wearing it. Some skin type does not absorb much of the perfume allowing only to smell the middle note of the perfume. It is better if you spray this on your clothes for lasting fragrance. Puor Hommes base notes are a combination of flavoured musk, velvety woods and much of a vanilla scent that is elegant and lusty. Many have tried and loved the underlying smell of this perfume. Men may spray this perfume just once in the morning and surely be chased by women even at the end of the day. Going out and having fun with friends after work is not a hindrance to you still smelling fresh and seductive. With this assortment of bottom scents can surely gain girls admiration. The Bottle Dolce Gabbana Perfume, as also illustrated above, is placed inside a semi-cylindrical bottle with a black cap cover. It appears simple and if only judged by its look then it will surely flop the market. Choosing a perfume does not actually matters on its bottle. Some are more attracted to colourful containers that they end up buying an unworthy product. There are also perfumes with both high quality and captivating bottles but Dolce Gabbana does not follow that trend. It only launched unfussy bottles but with its natural elegance from the name itself. No need to doubt about this product since the brand already proved itself even in 1985 as it started achieving its fame. The bottle is thick and not easily breakable once plunges down. It contains 1.7, 2.5 and 4.2 ounces of perfume which appears light yellow in color. Its label is also simple with no unnecessary texts written. The Spray Dolce Gabbana users can attest that it doesnt require ten sprays to experience the long-hour effect of this perfume. Two or three sprays are just good to perform its purpose. However, the length of time this bottle is used depends also on the consumers preference and to some factors such as the longevity of the fragrance and its effect on the person who will use it. Others are contented already even just a single spray as long as they sense the smell. Some are in excess when doing a spray because of fear that once, twice or thrice is not enough to give an alluring fragrance. Also, those who sweat a lot are advisable maybe to have more sprays than a non sweaty person does. Heavy sweats, like men into sports have, can vanish the scent of this perfume half day so it is better to carry this perfume with you once you plan to have a formal activity or stroll afterwards. Although famous brands assure high quality and effect of their products, it is still on the consumers hands if how will they utilize a product for it to last longer than expected. Fits for any Occasion This perfume suits for any occasion. This can be used either informal or formal events. Anywhere you want to go, this perfume has no limits. Some consumers find this scent as very strong and so they find it awkward to use it when going to the gym or department stores. This is just okay. No one can dictate you when to use your perfume as long as you can afford to purchase another one anytime. Hence, those who take months to save money to avail the product it is wise if you conserve the bottle for prolonged use. This is more costly compared to other perfumes or colognes so when you find your budget not enough to buy every month then use this in minimum or just in special occasions. The Cost Compared to other brands, Dolce Gabbana is more expensive. The manufacturers of this product are well known fashion designers and so their brand costs much. The prices of this perfume matters if where will you buy it. 1.7 and 2.5 ounces range from 21$ to 60$ whereas the 4.2 ounces ranges from 53$ to 75$. Dont worry, there are direct and online sellers who give discounts depending on the negotiation. Desired Users Dolce Gabbana perfume is desired for mens use. I can range this as 25-45 years old. Younger or older than this age does not really fit for this scent. This is more of a sex appealing fragrance and so bachelors are the favourable targets. Overall Dolce Gabbana Pour Homme is actually a good product based on its array of fragrances that are pleasing for men. Although the price is costly, quality is worth it. However, there are also perfumes out in the market that suits our budget and with almost the same quality as this brand has. Aside from paying for the product, consumers are also paying for the popular and elegant brand. It is actually depends on your taste, budget and desire if you want this perfume to be yours.

Othello’s Themeland :: Othello essays

Othello’s   Themeland  Ã‚        Ã‚  Ã‚   Built on a broad base of multiple themes, Othello is one of William Shakespeare’s most popular   tragedies. Let’s sift through the themes and try to rank them in significance.    In the Introduction to The Folger Library General Reader’s Shakespeare, Louis B. Wright and Virginia A. LaMar consider the arch-villainy of the ancient to be the most potent theme:    Othello avoids all irrelevancies and the action moves swiftly from the first scene to the denouement. We never get lost in a multiplicity of incidents or a multitude of characters. Our attention remains centered on the arch villainy of Iago and his plot to plant in Othello’s mind a corroding belief in his wife’s faithlessness. (viii)    A. C. Bradley, in his book of literary criticism, Shakespearean Tragedy, describes the theme of sexual jealousy in Othello:    But jealousy, and especially sexual jealousy, brings with it a sense of shame and humiliation. For this reason it is generally hidden; if we perceive it we ourselves are ashamed and turn our eyes away; and when it is not hidden it commonly stirs contempt as well as pity. Nor is this all. Such jealousy as Othello’s converts human nature into chaos, and liberates the beast in man; and it does this in relation to one of the most intense and also the most ideal of human feelings. (169)    Helen Gardner in â€Å"Othello: A Tragedy of Beauty and Fortune† agrees with Bradley, saying that â€Å"its subject is sexual jealousy, loss of faith in a form which involves the whole personality at the profound point where body meets spirit† (144). Of course, jealousy of a non-sexual nature torments the antagonist, the ancient, to the point that he ruins those around him and himself. Francis Ferguson in â€Å"Two Worldviews Echo Each Other† describes:    On the contrary, in the â€Å"world† of his philosophy and his imagination, where his spirit lives, there is no cure for passion. He is, behind his mask, as restless as a cage of those cruel and lustful monkeys that he mentions so often. It has been pointed out that he has no intelligible plan for destroying Othello, and he never asks himself what good it will do him to ruin so many people. It is enough for him that he â€Å"hates† the Moor. . . .(133)    Act 1 Scene 1 opens with an expression of jealousy and hatred: Roderigo is upbraiding Iago because of the elopement of the object of his affections –Desdemona -- with the Moor: â€Å"Thou told’st me thou didst hold him in thy hate.

E-Business Paper

E-Business Paper Jim Jones ACC/340 Joyce Williams December 3, 2012 ? Barnes & Noble has functioned well as a brick and mortar store since its inception. The company has developed over the years by adopting new products and keeping up with e-commerce as it has started develop. The company has been able to keep up with changes in the economy due to the development of the internet and e-commerce. We will examine how e-commerce has affected how the world around has changed. E-commerce has taken affect on how supply and demand functions in markets. Price is a bigger point on an online purchase than it is in brick and mortar stores.It is much easier for customers to search for a product and the cost of them doing their research is greatly decreased. A customer is able to see all or most of the products that are available and are easily able to compare them side-by-side. Many retailers do not have brand recognition. This is due to the somewhat high turn around in the internet business along with newer existence of e-commerce. Online stores may not be able to exist in markets that have high demand products where the consumers want the product now. For this reason, there are not many online markets for perishable products.This is due to the delay because of shipping needs to occur and the high cost of immediate shipping. There is a lower cost for e-commerce because you have less overhead and you do not need to go through a middle man to get your product. Many internet stores will sell to customers that live nowhere near their physical location. This allows a company to break into a whole new audience that they would not have been able to develop with just one physical store. A deterrent for using an online store is the time it takes to get a product after it has been ordered.Most physical items that can be delivered through an online store are also available at a brick and mortar store. Consumers will weigh the opportunity cost of waiting to determine if it is worth the wait. For this reason, some brick and mortar stores can justify higher prices for high demand products. A risk that some businesses run into is their consumers’ personal information. There is an extra cost the secure their consumers’ information. Information like an address or a consumer’s social security number may be stored in the online system so it is important to protect this information.A large benefit from using a business through e-commerce is that there is a lower distribution cost. This often occurs because certain areas of the supply chain have been removed. The development of the internet has made it much easier to track trends. This means that there are fewer inventories that need to be maintained because we can easily determine when certain products will be bought. Since there is already a delay because of shipping times, it is less of a problem when something is out of stock versus a brick and mortar store. (Lieber, 2011)Barnes & Noble has been a ble to keep up with its main competitors Amazon and Google by investing in its Nook e-business and developing an online store for physical books and e-books. Over the second quarter in 2012, Barnes & Nobles’ â€Å"digital content revenue grew 38 percent during the second quarter, but that was down from a 46 percent increase in the fiscal first quarter. † (Anderson, 2012) Despite the shortcomings of the most recent fiscal quarter, the overall stock for Barnes & Noble has increased by 11 percent throughout the past year.Barnes & Nobles’ e-business continues to be challenged by the further development of Apple’s iPad Mini, new Amazon Kindles and Google’s Nexus tablet. Barnes & Noble has done fairly well to keep up with the e-business competition and has only lost 3 percent in revenue from brick and mortar stores. (Anderson, 2012) Where Barnes & Noble falls short is their lack of apps for their tablets. Some of the other tablets are selling better beca use they are multi-functional whereas the Nook primarily functions to read books and magazines.Barnes & Noble has done well to keep up with the competition and maintain a viable stronghold in the bookstore industry. ? References Anderson, M. (2012). Barnes & Noble reports net income for 2Q. Retrieved from http://www. miamiherald. com/2012/11/29/3118537/barnes-noble-reports-net- income. html#storylink=cpy Lieber, E. , Syverson, C. (2011). Onlive vs. Offline Competition: Prepared for the Oxford Handbook of the Digital Economy. Retrieved from http://home. uchicago. edu/syverson/onlinevsoffline. pdf

Decision Making Analysis Discussion Summary Essay

The CEO of the Xerox Company is Anne Mulcahy. She has been with the company for over 30 years and has been the CEO for the last five years. Anne received a degree in English from Mary Mount College, Her brother made the suggestion that she join him and work at Xerox. As a team and as an individual, we agreed on the decisions that Mulcahy made to improve the Xerox Company. Through these decisions, she was able to get the company out of debt when she became CEO. Though many people advised to call it quits, file for bankruptcy and go home. She was determined and believed she could turn Xerox around. Anne Mulcahy had to make many hard decisions that affected many lives. She had to cut many unnecessary jobs to improve the company. She appears to be a very â€Å"hands on† CEO. An example is that she still works at booths, not that many CEOs of big companies will do that. During the hard times that Xerox had, Anne was able to have good communication with her staff members. She had to have the confidence to ensure her employees that the company would rise above the possible collapse.

E-tailing

E-tailing Retailing e-tailingLands' EndForwardThe company selected as the subject of this project is Lands' End. The criteria were:1. Size- Lands' End is probably the largest apparel retailer on the Internet2. Reputation- The company enjoys a sterling reputation with most of its customers3. Personal knowledge- the researcher is a long time very satisfied customer of Lands' End.4. Availability of information- The Company is now owned by Sears Roebuck who acquired it in June 2002. There is no current financial information available and historic results are difficult to impossible to locate. There is a good deal of information on the company's policies and business practices. This seemed more valuable for the purposes of this project than financial information.The company is interesting as a hugely successful Internet retailer built upon a history of success in other forms of retailing. It has also succeeded in utilizing the net in highly creative ways to overcome some of the difficulties inheren t in its chosen product categories.Sears & Roebuck founder Richard W. Sears spent his...What is e-tailing"E-tailing (less frequently: etailing) is the selling of retail goods on the Internet. Short for "electronic retailing", and used in Internet discussions as early as 1995, the term seems an almost inevitable addition to e-mail, e-business, and e-commerce. E-tailing is synonymous with business-to-consumer (B2C) transaction". SearchCIO.com (2006)E-tailing began to work for some major corporations and smaller entrepreneurs as early as 1997 when Dell Computer reported multimillion dollar orders taken at its Web site. The launch of the Lands' End site in 1995 makes it one of the pioneers among e-tailing pioneers. The success of Amazon.com hastened the arrival of Barnes and Noble's e-tail site. Concerns about secure order-taking receded. 1997 was also the year in which Auto-by-Tel reported that they had sold their millionth car over the Web, and...

How would an audience respond to An Inspector Calls in performance Essays

How would an audience respond to An Inspector Calls in performance Essays How would an audience respond to An Inspector Calls in performance Paper How would an audience respond to An Inspector Calls in performance Paper Essay Topic: Literature An Inspector Calls is a typical play of the late 19th/early 20th century period. It explores in depth what hides behind the respectable front of a middle class family. This type of play was most probably written originally for the working class. I do not think it would have gone down very well with the middle class because the play uncovers the unpleasant truths of combining too much money with lots of free time. This results in controversial behaviour consisting of drunkenness, adultery and theft which are all portrayed in An Inspector Calls. An audience would enjoy An Inspector Calls because seeing the elite of society having their reputation and lives disgraced would fill them with gratification that money and power does not always bring happiness. It would also make the audience be grateful for what they have, even if it is just a simple, honest life. Generally, people watching this play in theatre would probably feel sorrow for the family and especially characters like Sheila and Eric who were obviously very shaken up by the whole ordeal. The story reflects, to an extent a melancholy atmosphere and I feel an audience would probably become very understanding and show compassion for the characters. This would be brought out more in the theatre because the atmosphere is charged and the audience is allowed to let their emotions run free. At the beginning of the play the family are all in a pleasant frame of mind. They are all in evening dress, which signifies they are all of middle class- [Act 1 scene directions] All five are in evening dress of the period. The family members are very sure of themselves and act confidently around each other at the beginning. The Birlings and Gerald are drinking port and are taking advantage of having their parlourmaid, Edna, on hand- Giving us the port, Edna? . The audience will gain from this the impression that the Birlings are rather dependent on their servants. There is an excited atmosphere at the beginning of the play due to the engagement of Gerald and Sheila. This would reflect upon the audience, making them eager to see what lies in the future for the family. When Birling starts to talk about a possible merge with Crofts Limited the audience realizes that he is very enthusiastic about his business and is also quite selfish because even though he makes out the most important thing is the happiness of Gerald and Sheila, he is just interested in making a profit with a business merge. The audiences opinion of him will deteriorate even more when they hear the way he treated Eva Smith. The theatre would bring out these opinions and feelings because the actors are much more interactive with the audience than in a film. The theatre, depending on the play encourages the audience to become involved. When the inspector enters, he treats the family with the respect a middle class family deserves, for example Thank you sir. Yes, sir. Only recently transferred and Id like some information, if you dont mind, Mr. Birling. This will make the audience think he is a typical inspector of the period, and greatly conceals what is to come. As the story progresses the inspector becomes more and more commanding, for example [massively taking charge] Allow me, Miss Birling. Cutting in] Isnt he used to drinking? and [cutting in, with authority] He must wait his turn. The audience may be a little startled by the tone the inspector is taking with the family, and may suspect an imposter as the Birlings do towards the end after being informed by Gerald. Personally I did not suspect the inspector being anything other than what he appeared as. For the actors who are playing major parts such as Birling and Inspector Goole remembering all the lines can be hard. People enjoy and prefer the theatre because they are seeing the actors at their best. In a film if an actor forgets his lines then that section can be cut and then another take can be filmed, however in a theatre there is no going back so the actors must be on top form. This is often a main reason for why people go to the theatre. As the play draws to an end the audience will realize that the inspector is some sort of phantom or voice of the familys conscience [Rather savagely, to Birling] you started it. But just remember this. You mean you stole the money? These are all good examples of the inspector prodding the consciences of the family. In fact most of the inspectors statements and questions are imposing, and reveal the guilty conscience of the family. I think J. B. Priestley intentionally made the inspector sound more commanding as the family became more guilty and conscious of what they had done. As the family became more nervous about what would happen to their reputation and got more scared their conscience got harsher on them. When the family becomes more unhappy and depressed I feel the audience would reflect the same feelings. This relates to what J. B. Priestley said- You cannot be happy when you are surrounded by people who are unhappy. J. B. Priestleys language is a mixture of the real at the beginning and the supernatural as the play draws to an end. When the family begins to realize they have all crossed paths with Eva Smith the element of supernatural is interlaced with the action. At this point the audience would find the actors extremely exciting to watch because this is when the plot thickens. The tense, thrilling portrayal of the characters situation is one of the main reasons to why people go to the theatre. I think the audience would be quick to pick up the mystical twist, however I feel the end is extremely unpredictable. This is a good style to use in writing and shows J. B. Priestleys skill in stagecraft because as the play progresses the audience will probably feel that what is to come is rather predictable, until the Birlings discover the inspector had disappeared. This part is extremely effective because it would leave the twist in the audiences mind long after the curtain falls. Birlings ambition to be a respected social role model, a prosperous businessman and to finally receive a knighthood for all of his hard work on behalf of the local council drives him to all extremes. His hopes for his business is to keep the wages he is paying his employees as low as possible so that he can hold competitive prices and gain as much profit as possible. Unfortunately Eva Smith was a strong willed young lady whom stood up for her rights and revolted against Birlings preposterous wages. This was not wise and due to Birlings headstrong outlook on life he refused her proposal for higher wages and had her sacked with the attitude that many women would give their right arm for her job. This careless attitude was what started Eva Smith off with her long line of failure and depression. Birlings ambition gets in the way of him being a good father and a traditional family man. This results in his family acting very dysfunctional. The audience would gain the impression from his pompous, selfish attitude that he is an extremely disrespectful, bitter and poor father. One of the messages of the story is that private behaviour can have public consequences. The audience would notice that the familys horrible, disrespectful behaviour drove Eva Smith to suicide. Each member knew nothing of each others involvement with the victim until their conscience pricked them. They realized their reputation would be damaged after they received the phone call off the genuine police officer. I feel J. B. Priestley intended this message to be conveyed so that the upper and middle classes would pay more consideration to others and be more careful not to affect anyone as Eva Smith was. This message can be portrayed on stage because the emotion is happening there and then and is not recorded as in films. I believe J. B. Priestley wrote An Inspector Calls to make a plea for a change in human nature and society. By basing the story around a snobbish middle class family, Priestley was allowed to go to great lengths in making the family sound purposely abrupt and disrespectful to others. They sometimes went too far in their blatant disregard for others, however this was intentional by Priestley because no other characters could be too shallow or obnoxious to enforce his point that people are fast becoming unsociable. Priestley uses the inspector to convey his messages. When the inspector says Youre offering money at the wrong time. This was Priestleys way in saying that once you make a mistake and recognize what you have done wrong, you should try to put matters straight before the chance is lost, as with Birling. J. B. Priestleys play presents the audience with a fascinating study of guilt and innocence, and prejudice and hypocrisy. The sharply-defined characters of the Birling family and Gerald Croft, the enigmatic and puzzling figure of Inspector Goole and the shadowy figure in the background of Eva Smith would never fail to engage the audience and make them realize that peoples standards need to be improved before it is too late. Sheila and Eric are obviously much more shocked by the part they played in Eva Smiths suicide than the rest of the family. J. B. Priestley may have purposely highlighted the two younger characters in the play to convey his point that the younger generation must try to be apply a more moralistic and civil attitude to life as Sheila and Eric did towards the end, otherwise the future that lies ahead is going to be quite disenchanting. This is meant to appeal to the younger or more optimistic members of the audience. The hidden message might also be interpreted differently. The audience may feel that the play reflects a brighter future for the younger generation. The message is also another sign of J. B. Priestleys skill in writing for it deals with a serious matter involving the future generation. J. B. Priestley wrote the play in 1945, however the play is set in the year 1912. In my opinion I think he could see that the youth had changed since 1912 and maybe wanted to show how different Sheila and Eric were in 1912 compared to the youth in the year the play was written. This message would also apply to the youth of today. At the beginning of An Inspector Calls, Birling is as usual giving his opinion of where Britain is heading. And were in for a time of steadily increasing prosperity. He feels Britain is heading for a period of relative social and economic stability. Little does he know, Britain was about to be launched into world war one. It is ironic that the audience knows what is to happen to the country before any of the characters do. This makes the play almost comical in stages because Birling is constantly enforcing his views on future prosperity and likes to believe he is right when in fact the audience knows he will soon be sinking into recession. The good thing about telling a story that is set before a major event such as world war one is that the audience is instantly given extra background information on the surroundings in which the story is set. I find this would help because people genuinely respond better to subjects they already know a little about. So the audience would be able to immerse themselves into the play more easily. The play seems to suggest that the lower classes will never succeed when coming up against bigger fish. This refers to how Eva Smith was treated by all the members in the Birling family and Gerald Croft. She was sacked due to Birling and Sheila. She was used by Eric and turned away in her hour of need by Mrs. Birling. Gerald also used her for his mistress and even though he had sincere feelings for her, she still knew they could never continue their relationship due to the circumstances so this also contributed to messing up her life. Once the audience had seen the way Eva Smith had been treated they would have felt very bitter towards the Birlings and Gerald and incredibly sorry for Eva Smith who had had her life torn apart. This would have made the audience feel sad for Eva and maybe for Sheila and Eric who had recognized what they had done wrong and shown genuine guilt because of it. The end of the play where most of the characters were either feeling sorry for themselves or miserable about what they had done would reflect on the audience and they would also feel quite upset by the whole scenario. This backs up J. B. Priestleys statement You cannot be happy when you are surrounded by people who are unhappy.

Motivation in the Classroom: Dealing with Disruptive Behaviour

Motivation in the Classroom: Dealing with Disruptive Behaviour INTRODUCTION Research studies have shown the importance of motivation in supporting learning in education (Lai, 2011) and in raising educational attainment among pupils. A collective theme within the review is that a pupil’s behaviour is closely linked to the theory of motivation (Ikeogu, 2011). The transition into secondary school life has been shown to affect student’s self-competency, reduces their motivation and engagement in the learning process (Klem Connell, 2004; Jacobs et al., 2002; Wigfield Eccles, 2000). Ultimately understanding what motivates pupils is essential in order to influence and encourage constructive learning behaviour. It has been proposed that motivating pupils to learn will result in positive behaviour and higher academic achievement and reduce disruptive behaviour (Kane et al., 2004). This literature will investigate how motivational theories elucidate pupil’s behaviour in a classroom environment which will help teachers develop strategies to deal with such behaviour and create a constructive learning environment. The following study will firstly explore the theory of motivation in a pedagogical context, the factors that motivate learners and the relationship between motivation and disruptive behaviour. Several techniques are reviewed to understand and control disruptive behaviour as well as different theoretical motivational theories such as Maslow, Deci and Ryan which have been shown to determine behavioural hierarchy of confident behaviour. 1.1 Theory of Motivation Korb (2012, p.6) describes motivation as the cognitive state, intramural need, or ‘external goal’ that drives individuals. Romando (2007) agrees, describing motivation as one’s determination and drive that triggers behaviour towards the desired goal. Ball (1977) describes motivation as a series of performances brought upon by stimulating, guiding and sustaining student’s behaviour. McLean (2003, p.7) defines motivation as the need to learn, and the ability to manage any challenges or hurdles in order to realise their goal (Martin, 2008). The resulting behaviour depends upon the pupil’s level of motivation (Guay et al., 2010). Motivation plays an influential role in affecting student’s level of enjoyment in learning at school and can trigger either disruptive or constructive behaviour among pupils (Guay et al., 2010, p. 712). 1.2 Factors that motivate learners To understand pupil’s behaviour, the study needs to consider several factors that effects motivation. These are: ‘ the education they receive by teachers (Teven McCroskey, 1997), ‘ student-teacher relationships (Kelly Hansen, 1987; Johnson, 2008), ‘ pressures and expectations from parents (Dandy Nettelbeck, 2000) and ‘peers’ (Wigfield Tonks, 2002, p.2383), ‘ classroom environment (Qin et al., 1995), and ‘ school culture and system (Anderman Maehr, 1994). Wright’s (2012) study argues that pupils who have low levels of motivation misbehave out of frustration due to failure of the school system to meet the needs of the individual i.e. activities are too challenging, and lesson instructions are too vague or monotonous (Skinner et al., 2005; Linnenbrink Pintrich, 2002). Power et al. (1967) states that family and social background are the key influencers on pupil’s motivational level or lack of and ultimately their behaviour outcome in class. Galloway (1995) disagrees, stating that teachers are the main influencer and that home background employ little influence on pupil’s behaviour. He claims that absence of a positive interaction between teacher and pupils negatively impacts on student’s behaviour. 2. Links between Motivation and Classroom Disruptive Behaviour According to Brophy (1999), the theory of motivation has shifted from a quantifiable measurement to a behaviourist perspective in which the use of a stimulus can be used to reinforce the desired behaviour. Schools use this mechanism to encourage and reward positive behaviour and sanction negative disruptive behaviour with an aversive stimulus i.e. punishment exercise (Ikeogu, 2011, p.12). According to Seifert (2004, p.147) pupil’s motivational level is understood by their display of behaviour. Hudley et al. (2007, p.4) agrees with this assertion that that there is a link between behaviour and motivation and that schools need to diminish the desire to disrupt and increase the incentive to succeed. Disruptive behaviour can be classified as challenging, unacceptable and interruptive behaviour according to Galloway et al. (1982). Nour (2004) perceives distractedness as the most frequent disruptive behaviour in schools in China (Ding et al., 2008; Shen et al., 2009). Accordin g to other studies, disruptive behaviour in England (Arbuckle Little, 2004) and Australian schools (Ross et al., 2008) is perceived as consistent talking throughout the lesson. Browne (2012) defines disruptive behaviour as being disobedient and aggressive. Aly and Gracey (2013) state that using technology during class, reading unrelated material etc. is disruptive. Disruptive behaviour can interrupt positive social interaction, engagement, contribution and overall impede a proactive classroom environment (Doyle, 1986). Pupils’ motivational level are forecasters of performance in the classroom (Pintrich DeGroot, 1990) which helps explain pupils’ cognitive engagement and classroom behaviour (Miller et al., 1996). According to Skinner et al. (2008) using a motivational framework of ‘engagement vs. disaffection’ helps explain pupils’ behavioural and emotional input in classroom activities (Pierson Connell, 1992; Ryan, 2000; Wentzel, 1993) (see F ig.1). Educators can use this framework to measure student’s engagement level at school in order to prevent truancy by recognising early signs of disconnection (Appleton et al., 2008). Figure 1: A motivational theory of engagement and disaffection in the classroom According to Seifert (2004) student’s behaviour or motivation is determined by their emotional response to a task (Boekarts, 1993; Seifert O’Keefe, 2001). In order for students to develop positive classroom behaviour, students must set goals, become more competent and involved, and gain social belonging (National Research Council and Institute of Medicine, 2004). Ikeogu (2011) states that pupil’s lack of motivation and disruptive behaviour in the classroom is attributable to the teacher’s pedagogy and teaching style (Galloway et al., 1998). In order to achieve an effective learning environment, a supportive and nurtured teacher-student relationship needs to develop (Steer, 2005). Adopting effective motivational techniques can help teachers improve pupil’s engagement in class and ultimately raise classroom attainment. MOTIVATIONAL THEORIES To motivate students to climb the hierarchy, teachers need to understand disruptive classroom behaviour in order to achieve appropriate behaviour (Korb, 2012). Abraham Maslow designed a pyramid (Maslow’s Hierarchy of Needs, see Figure 2) to identify individual’s basic human needs. When pupils satisfy the most basic deficiency needs (physical and safety), they then climb the hierarchy towards the developed levels. Children with a stable, supportive home (high level of safety and security) tend to climb the hierarchy to achieve self-actualisation, as they do not have the same needs to seek attention. Those who are stagnant at the basic needs level are more susceptible to disruptive behaviour in the classroom as they are more prone to act-up. According to Korb (2012, p.6), pupils may seek attention in the classroom, either positive or negative if they don’t receive this at home. They may display signs of low self-esteem by being destructive and lack powers of concentration. Figure 2: Basic Human Needs. Source: Adapted from Maslow (1943). McClelland’s theory (Acquired Needs Theory) states that individuals are motivated according to three basic needs; achievement; power; and relationship (Miner, 2006). Maslow distinguished the discrete stages of needs and the transition amid these needs, while McClelland states that individuals are at different stages of elevated needs than others and their experiences eventually change pupil’s needs (Kirstein, 2010). Motivational theories proposed by Maslow (1970), McClelland (1985), and Deci (1980) associate the growth of self to psychological needs and emotional processes which classifies pupil’s behaviour according to their needs. According to Maslow, to satisfy pupil’s deficiency needs, teachers need to create an emotionally and physically protected and secure classroom, and take interest in pupil’s lives to appeal to their sense of belonging etc. (Biehler and Snowman, 1997). To understand and address disruptive classroom behaviour, Kaplan and Maehr (1999) used the Achievement Goal Theory which established a linkage between disruptive behaviour and performance-approach goals, performance avoidance goals, and positive behaviour was associated with mastery goals. Self-Determination Theory was also critically analysed in relation to disruptive behaviour. 3. Achievement Goal Theory Achievement Goal Theory refers to individual’s motives to engage in attainment-based behaviours (Pintrich, 2000, p. 93). This theory can influence how students tackle goals in an achievement scenario (Agbuga et al., 2010, p.279). Undertaking goals results in cognitive and behavioural outcomes, which helps understand pupil’s behaviour (Elliot Dweck, 1988, p.11). Jagacinski and Nicholls (1987) states that failure in a task can cause negative behavioural outcomes. Nicholls (1984) proposed the dichotomous model consisting of two major goals; mastery (learning goals), and performance (ego goals). Mastery goal focuses on development of pupil’s academic capability and competence while individuals pursuing performance goals are more engrossed with the quality of their performance in relation to others and people’s perception of their performance (Seifert, 2004). Roeser et al. (1996) agrees that pursuing mastery goal is centred on gaining knowledge, while pe rformance is focused on demonstrating knowledge. Pupil’s behaviour is determined by which goal they pursue. Example, according to Veiga et al. (2014), pupils who are mastery orientated achieve their goals (Linnenbrink Pintrich, 2002), are intrinsically motivated (personal enjoyment of the lesson) (Elliot and Harackiewicz, 1996, p.462) and therefore display positive behaviour (Ryan Patrick, 2001), and higher level of engagement in class (Ryan Pintrich, 1997). Encouraging pupils to take control of their learning and boosting self-confidence discourages disruptive behaviour and promotes a more positive behaviour (Pintrich, 2000). While in a performance goal orientated classroom, those pursuing to surpass their peers have a tendency to exhibit disruptive behaviour (Agbuga et al., 2010) and reduced level of engagement (Hughes et al., 2010). Pupils pursue performance goals as a defence mechanism to protect themselves from negative opinions of their competence, or receive po sitive acknowledgement of their competence (Dweck Legget, 1988; Seifert O’Keefe, 2001), and to come across superior to others (Nicholls et al., 1990). According to Roeser et al. (1996) performance goals are uncomplimentary to learning, as they lower pupil’s confidence in their competence to successfully complete tasks in class (Dickinson, 1995) by comparing and evaluating pupils against their peers and reducing ‘self-efficacy’, which negatively effects motivation and confidence levels (Schunk Mullen, 2012). Dweck (1986) states that pupils with low confidence can exhibit maladaptive behaviour. Kaplan and Maehr (1999) found that pupils seeking performance goals displayed signs of disruptive behaviour i.e. talking out of turn, teasing etc., which can lead to cheating and school absenteeism (Anderman Midgley, 2002; Roeser Eccles, 1998). Whereas mastery goals are learning orientated which results in more focus on successfully completing tasks and great er task-focused performance (Kaplan et al., 2002). 3.1 Mastery Goal orientated classroom A mastery orientated classroom should be fostered to motivate students effectively and promote positive behaviour and engagement in class. To drive students, teachers should promote self-sufficient learning, recognise and reward achievement, evaluate student’s effort and progress, encourage teamwork, designate a realistic time to complete tasks (Veiga, et al., 2014), communicate clear and concise lesson tasks, use alternative teaching and learning strategies, manage classroom behaviour and encourage pupil to give their opinion (Zyngier, 2007). Multiple perspectives were proposed in studies to analyse pupil’s behaviour. Dweck (1999) differentiated between performances and learning goals, and Nicholls (1989) proposed performance and mastery goals. Elliot and Harackiewicz (1996) further extended and challenged these two goals and included the performance-avoidance goal, forming a ‘trichotomous’ goal framework (mastery, performance, and performance avoidance goals) as an extension of the dichotomous model (Elliot and Church, 1997; McGregor Elliot, 2002; Ames, 1992). 3.2 Performance-Avoidance Theory According to Middleton and Midgley (1997) anxiety is a common emotion related with performance avoidance goals (Bong, 2009; Duchesne Ratelle, 2010). Avoidance or difficulties completing tasks can cause anxiety which may trigger pupils to play up to alleviate any negative emotions. Pupils may engage in disruptive behaviour as a defence mechanism to avert carrying out the activity to avoid humiliation and safeguard their sense of value (Seifert, 2004, p.144). Covington (1984) concurs that students would rather feel guilty about not doing the work rather than feel shamed due to low ability. 4. Self-Determination Theory Deci and Ryan (1985, 2000) cultivated the Self-Determination Theory (SDT) to understand and develop pupil’s motivation and the anticipated behavioural outcome which follows. SDT explicates how pupil’s interaction with their classroom conditions can either encourage or impede pupil’s positive contribution, drive, and engagement (Reeve, 2012). SDT presumes that students no matter their background, age etc. are self-motivated and integrally motivated to participate academically in class (Deci Ryan, 1985, 2000; Vansteenkiste et al., 2010). SDT addresses the features of intrinsic and extrinsic motivation. Intrinsic stimulus is the preferred motivational method to facilitate effective learning (Ryan Deci, 2009), as it involves one’s own decision to participate in the lesson out of enjoyment and interest. Intrinsically motivated pupils engage in a more profound learning, better quality of work, and exhibit positive behaviour compared to extrinsic motivatio n. According to SDT, to become intrinsically motivated schools need to facilitate ‘three basic psychological needs’; autonomy, competence, and relatedness (Kusurkar et al., 2011). Structuring lessons based on the needs of the pupils, helps to facilitate self-determined motivation. Promoting autonomous motivation contributes to better task-related behaviour which reflects real interest in the subject (Kusurkar et al., 2011). According to Kusurkar et al. (2011) appealing to their intramural needs to effectively stimulate proactive behaviour is more effective that using incentives to reinforce desired behaviour. MOTIVATIONAL TECHNIQUES TO CONTROL DISRUPTIVE BEHAVIOUR Effective motivational techniques help promote positive behaviour and reduce disruptive behaviour. Positive Behavioural Support (PBS) strategies has proven favourable in studies to transform disruptive and challenging behaviour and promote positive behaviour which aid effective learning in class (Ausdemore et al., 2005; Feinstein, 2003; McCurdy et al., 2007). This proactive approach explores the source of the behaviour, identifying undisruptive responses to manage challenging behaviour, reward desired behaviour and reduce rewarding disruptive actions, and decreasing the course components that initiate difficult behaviour. PBS strategies involves creating a positive, organised and consistent classroom, increasing autonomy, amending and differentiating the curriculum to meet individuals needs and abilities, acknowledging and rewarding positive behaviour, and teaching coping skills and behaviours to express pupil’s emotions and needs (Ruef et al., 1998). Carr et al. (1994) ag rees that PBS does not involve eradicating negative behaviour but rather to understand why pupils behave in that manner and to substitute disruptive behaviour with positive proactive behaviour’. 5.1 Motivating students with Positive Reinforcement (rewards and praise) Rewards and praise are used as a tool to reinforce and develop the desired classroom behaviour, to attain skills or sanction maladaptive behaviour. They are a tool used to inspire pupils to attain skills (Ruef et al., 1998) and should appeal to the pupil’s needs in order to motivate them. According to Ruef et al. (1998) and Walker et al. (1995) sanctioning bad behaviour is counterproductive and such action results in hostility, destruction, tardiness, absenteeism, and quitting school. Positive reinforcement (PR) is more effective (Frisoli, 2008). Wheatley et al. (2009) agrees that positively reinforcing desired behaviour decreases undesired behaviour. PR encourages pupils to engage in activities and behaviour out of personal pleasure e.g. reading (Lepper et al., 2005), inevitably enhancing pupil’s intrinsic motivation in and outside of school settings (Willingham, 2005). According to Willie (2002), introducing ‘mystery motivators’ positively reinforce s good behaviour which involves providing an unknown reward. Similar studies by Moore and Waguespack (1994) and Kehle et al. (1998) agrees that the ‘mystery motivator’ approach shows favourable results in improving disruptive classroom behaviour (DeMartini-Scully et al., 2000; Kehle et al., 2000). 5.2 Curriculum Adaptions Ferro et al. (1996) showed an association between the curricular content and the pupil’s resulting classroom behaviour. The content of the curriculum needs to be modified to adapt to the pupil’s additional needs and abilities in order to enhance their contribution and engagement in class and reduce the chances of disruptive behaviour. Curricular content that is not age and ability appropriate, lacks creativity, does not emulate the interest of pupils and cannot be applied to other contexts can foster challenging behaviour (Ferro et al., 1996). 5.3 Positive Competition Using competitive techniques will help motivate pupils to perform academically in class, raising situational interest (Jones et al., 2009). This method has shown favourable results amongst teachers (Ediger, 2001) and enjoyment amid pupils (Bergin Cook, 2000). However Kohn (1992) has criticised the use of competition to motivate pupils. Kohn (1993, p.1) argues that setting pupils against each other is destructive and counterproductive, negatively comparing ‘competition is to self-esteem as sugar is to teeth’. He states that disruptive behaviour is triggered by competition, as it fosters hostility and mistrust towards others. Meece et al. (2006) study concurs that competition is demotivating as students are outshone by their peers and the focus is on surpassing your peers rather than the learning process. Gottfried et al. (2001) study agrees, stating that competition has shown a decrease in level of engagement in class and an increase in disruptive behaviour. Howev er, Good and Brophy’s (2008) study disagrees, stating that competitive methods can be used to assist in behaviour management, to promote positive behaviour and reduce disruption within the class. Their study found that competitive methods creates a more stimulating and attractive lesson for pupils. Tingstrom et al. (2006, p.245) study shows positive results for effective use of positive rivalry e.g. the ‘Good Behaviour Game’ which motivates pupils and reduces disruptive behaviour. He suggests that competitive activities are usually accompanied with rewards for the desired learning intention and the fewest behavioural transgressions (Good Brophy, 2008). This leads to adopting competitive strategies to manage behaviour and results in improved academic performance i.e. meeting deadlines. 5.4 Student Autonomy Encouraging autonomy increases motivation among students in the classroom (Guthrie et al., 2000; Reeve, 2009; Stefanou et al., 2004). Hidi and Harackiewicz (2000) and Turner (1995) claims that increased self-sufficiency among pupils in their learning process can enhance academic interest in their work improving behaviour in class and educational performance. Stefanou et al. (2004) references 3 types of support that teachers can offer to students: 1. Organisational autonomy (allowing students some decision in the classroom organisation) 2. Procedural autonomy (choice of alternative media to portray ideas) and 3. Cognitive autonomy (providing pupils the opportunity to self-evaluate their own work). According to Bieg et al. (2011) teachers need to support autonomous behaviour which involves listening to pupil’s contribution and creating more individual based tasks for pupils to work on by themselves, promoting improved learning behaviour. 5.5 Student-Teacher Relationship Ikeogu (2011, p.74) study found that positive relations with pupils resulted in reduced levels of disruptive behaviour, and those who experienced disruptive behaviour felt this was due to unstable relationships among peers. Creating a connection with pupils allows teachers to understand their frustrations which helps to resolve any undesired behaviour (Kuhlenschmidt and Layne, 1999). Gest et al. (2005) proposes that a close, supportive relationship between pupils and teachers will result in a more positive atmosphere, quality academic performance and good behaviour in class. SUMMARY This present study aimed to review an assortment of literature on the connection between motivation in the classroom and disruptive behaviour. Many factors are relevant in influencing disruptive behaviour but paramount is the motivational level which are dependent on the school ethos. The interaction between pupils and social quality of the classroom, educators, and pupils can add to this. Following analysis of a selection of motivational theories, (using multiple academic approaches to understand student’s behaviour and how to motivate them) no single model addresses all the factors influencing motivation and how to control destructive behaviour in the classroom. A lack of evidence on external conditions influencing student’s behaviour requires further research in order to effectively motivate pupils and reduce possible undesired behaviour in the classroom. The findings of this study is that encouraging a mastery orientated classroom displays more positive behavio ur than achieving performance goals. Future research needs to focus on adapting the curriculum to address both classroom behaviour and academic motivation. 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Enhancing student motivation and engagement: The effects of a multi-dimensional intervention. Contemporary Educational Psychology, 33(2), 239-269. ‘ Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-96. ‘ Maslow, A. H. (1970). Motivation and Personality. New York: Harper Row. ‘ McClelland, D. C. (1985). Human motivation. Dallas: Scott, Foresman. ‘ McCurdy, B. L., Kunsch, C., Reibstein, S. (2007). Secondary prevention in the urban school: Implementing the behaviour education program. Preventing School Failure, 51(3), 12-19. ‘ McGregor, H. A., Elliot, A. J. (2002). Achievement goals as predictors of achievement related processes prior to task engagement. Journal of Educational Psychology, 94, 381’395. ‘ McLean, A. (2003). The Motivated School, London: Paul Chapman Publishing. ‘ Meece, J. L., Anderman, E. M., Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. 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Research Methods Dissertation Example | Topics and Well Written Essays - 3750 words

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Depression Essay Example | Topics and Well Written Essays - 1250 words - 1

Depression - Essay Example The major concentration of noradrenergic neurons relates to the locus ceruleus existing within the middle brain. Noradrenaline is essential in inhibiting and stimulating various emotional responses such as anxiety, stress, aggression, and sleep patterns. On the other hand, serotonin regulates pain, anxiety, pleasure, arousal, and sleep behavior during the sleep-wake cycle. In an attempt to manage extreme cases or incidents of depression, medical and psychological practitioners adhere to a set of standard practice process. First, there is need to focus on psychiatric management. Psychiatric management involves the establishment and maintenance of therapeutic alliance and evaluation of the patient’s safety. As a process, it enhances the coordination of patients’ care, monitoring of the patient’s psychiatric status and eventual improvement of the treatment adherence. The process is also fundamental to the provision of appropriate education to the patient and family. During the acute phase, there is need to focus on the utilization of appropriate treatment modalities such as somatic therapies, pharmacotherapy and psychotherapy while adhering to the condition of the patient. In addition, there is a substantial need for medical practitioners and nurses to determine clinical factors that might influence treatment process. The standard pr actice for management of the disease within my community adheres to the state and national practices with the intention of enhancing effectiveness and efficiency in the achievement of improved health conditions of the target audiences. There are diverse characteristics and resources for patients to manage depression effectively and efficiently. First, patients should access information that helps in managing depression. In addition, the patients who manage depression effectively and efficiently have the potentiality of enhancing their

Equity and Trusts Essay Example | Topics and Well Written Essays - 1000 words

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Health Care Providers in Different Religions Essay

Health Care Providers in Different Religions - Essay Example In many cases however, one does encounter a variety of different faiths when seeking out health care. In Christianity there are seven aspects of providing health care to patients. All of these are tied to religion and the Holy Bible and its sayings. The first is a moral code of conduct and justification that will guide health care providers to tend to patients in a manner that is in alignment with religion. Such as the fact that they cannot present life threatening drugs or force people to take a drug that may cause death. At the same time, women cannot be advised of abortion etc. Secondly the doctor patient relationship needs to be built on the element of trust; the patient is entitled to receive all the information regarding treatment, health care and any aspect of a procedure that they have to undergo. Even though the provider is the true healer and is believed to be so by the patient as well, all sides of the story is a duty of the doctor to the patient. Thirdly, patients are aut onomous, that is, they are allowed to make any decision they want to, after being presented all the facts of the situation. At the same time, health care providers have to act like good citizens, taking it on their conscience to care for the patient and heal them; and not just go through with this procedure in a mechanical fashion, but to be caring and loving and compassionate towards the patient. God will only show mercy to him who showed mercy on his creation, and so providers need to offer not just treatment but compassion and mercy to patients, praying for their well-being and taking it as a duty as God’s servants to take care of his creation. At the same time there is the concept of non-maleficence in Christianity; which essentially translates into â€Å"never harm anyone.† According to this principle, health care providers need to be such that they give the right kind of prescription to the right patient and they need to assess whether a particular treatment woul d harm or benefit the patient in question. Christianity also believes in the principle of justice. Therefore patients are all to be treated equally and fairly, and treated till depth of the provider’s ability as that is their right as not just patients of the doctor, but also as human beings. He is also to provide access to the patients to health care if he himself cannot suffice. Lastly, it is believed that one, no matter what profession he follows, must have a character of integrity and virtue, so that no matter who he is dealing with, he will uphold his virtuous character and refer to the Bible and never wander from what it deems to be right and wrong. (Benedict M. Ashley, 2006) It is the general view, that all the principles aforementioned should be followed, whether the person seeking treatment is a Christian or otherwise. Doctors need to be compassionate, caring, try their best to bring the proper and complete treatment to their patients, while at the same time, upholdi ng the ethics of their profession, that is, anything that can cause harm to their patients is supposed to be out of the question. However, some cultures and religions have different aspects or an addition to the aforementioned principles. Buddhism originated through the concept of suffering, the state of the soul being in trouble rather than the body being in any agony. The Buddhists believe in both technique and discipline, and those principles along with the eight fold path determine all other aspects of life even health care. The eight fold path includes right speech, right view, right

Depression Essay Example | Topics and Well Written Essays - 1250 words - 1

Depression - Essay Example The major concentration of noradrenergic neurons relates to the locus ceruleus existing within the middle brain. Noradrenaline is essential in inhibiting and stimulating various emotional responses such as anxiety, stress, aggression, and sleep patterns. On the other hand, serotonin regulates pain, anxiety, pleasure, arousal, and sleep behavior during the sleep-wake cycle. In an attempt to manage extreme cases or incidents of depression, medical and psychological practitioners adhere to a set of standard practice process. First, there is need to focus on psychiatric management. Psychiatric management involves the establishment and maintenance of therapeutic alliance and evaluation of the patient’s safety. As a process, it enhances the coordination of patients’ care, monitoring of the patient’s psychiatric status and eventual improvement of the treatment adherence. The process is also fundamental to the provision of appropriate education to the patient and family. During the acute phase, there is need to focus on the utilization of appropriate treatment modalities such as somatic therapies, pharmacotherapy and psychotherapy while adhering to the condition of the patient. In addition, there is a substantial need for medical practitioners and nurses to determine clinical factors that might influence treatment process. The standard pr actice for management of the disease within my community adheres to the state and national practices with the intention of enhancing effectiveness and efficiency in the achievement of improved health conditions of the target audiences. There are diverse characteristics and resources for patients to manage depression effectively and efficiently. First, patients should access information that helps in managing depression. In addition, the patients who manage depression effectively and efficiently have the potentiality of enhancing their