Resonse to comment W4CT and CE Essay Example | Topics and Well Written Essays - 250 words

Resonse to comment W4CT and CE - Essay Example The payback period gives the manager the amount of year it takes to break even. The payback method allows managers to assess a capital project quickly and make operating decisions based on the results. If the payback period is longer than what the company can afford then the project must be rejected. The reason a manager should accept a project with above an above cero NPV is because the metric ensures that the firm will generate money taking into considerations the time value of money. As you mentioned in your response the use of the NPV method lowers the risk of managers of accepting projects that could be unprofitable. The great thing about using the NPV method to evaluate projects is that this method provides results that are unbiased due to the fact that the NPV mathematical methodology is flawless. If the NPV results states that a project has a negative NPV results this is undeniable prove that the project will not bring a company any benefits. If a manager does not use any pro ven capital budgeting techniques such as NPV the manager is being irresponsible and his work as a manager can be considered irresponsible and incompetent. DQ2 Managers must use financial capital budget techniques to evaluate whether to accept or reject a project.

Dynamicity in HRD Essay Example for Free

Dynamicity in HRD Essay Introduction One of the vital pre-requisites in the field of human resource management is the development of its members.   Consequently, to be able to meet the complex changes that occur in every organization, human resource development seemingly surfaces through the essence of maintaining the ability of the human resource to perform their duties and obligations in the most competitive mean possible.   Organizational behavior critically stresses the idea that every organization must shape up an efficient managerial style—which includes the human resource department—so as to have a thorough breakdown of work for the pursuance of the organization’s established goals and objectives (Schwab, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Conceivably, to be able to get the top notch mark of the member’s designated task or job prescription, one undergoes a series of training to be able to harness the skills and the abilities apt for that certain individual as well as for the person to be able to thoroughly understand the importance of being â€Å"an expert† on the certain job.   Moreover, organizational changes must take place when companies change strategies. However, even the best strategic plans encounter resistance. Any significant transformation creates â€Å"people issues†. To thrive, administration should have a personal indulgence of the human phase—the placement of the company’s culture, values, people, and behaviors—to support the preferred results.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Training is considered as a dynamic that contain value; value is realized only through the continual, combined actions of all employees who are accountable for designing, executing, and existing with the shifting milieu.   Hence, in this certain kind of schema, then it goes to show the perception that no matter how high an individual’s position may be, each member of the organization must be open to change, to allow themselves to be trained and develop for the betterment of the whole group or the company for that instance. Synthesis on the role of HRDs   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Human resource developers are perhaps one of the most important key players in an organization.   It is through them that the employees and the prospect workers are being oriented, trained, assessed and evaluated before a certain position is given.   As a matter of fact, they are vested with the authority to control the inevitable shortcomings or other forms of predicaments which normally arise in diverse situations.   Promotion for example, is influenced by the HRD’s advice to the higher authority since that these individuals are concisely those who have carefully studied and analyzed whether an employee deserves to get that position (Wilson, 2002).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Further, human resource developers are required to be in flying colors in public relation skills as well as with human behavior schemas.   Not only does it make the responsibility quite complicated, but it is also one of the main reasons why they need to not only see the â€Å"intellectual† skills of the employees but must also pay high regard on the factors that may have manifested the behavior and the performance of the subjects under study.   As to how HRD is defined: â€Å"..Organized learning activities arranged within an organization in order to improve performance and/or personal growth for the purpose of improving the job, the individual, and/or the organization.† (Wilson, 2002)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With this connotation alone, the role of human resource developers in managing an organization is nevertheless the backbone of the management.   Globalization stresses the need of carefully and intelligently crafted programs designed to set certain provisions on communication, leadership and management skills as a pre-requisite in achieving administrative goals (Hughes Beatty, 2005).   The complexity of the world of business strategically sets varied requirements which stage the flow of the environment’s dynamicity requiring a higher level of attention for the adaption of organizational changes (Segil, 2002).   Hence it may then be taken to assumption that without the aide of these â€Å"critics† in an organization, growth and development within its members would be crippled down.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The role of the HRD’s specifically include areas of training and development, career development, and organization enhancement which, in essence, adheres with the level of changes that occur in the environment as well as with the society where the organization falls of service.   Training is primarily the focal point of enhancing the skills and abilities of the employee.   Surveys have shown that employees who are inclined with rigor training through the guidance of HRD constituents are most likely to have an outstanding performance in an organization.   This is because through proper training—wherein the employee is able to fully understand, practice and study one’s job description—mistakes have a minute chance for being committed. Key aspects of training in HRD Managers of training and trainers, no matter what their titles, will find in this book all the tools they need for any training challenge (Wilson, 2002).   Training directors and human resources directors, who are in positions with administrative accountability, will find this short and snappy how to method, particularly the checklists that have a propensity to make bigger judgment, exceptionally useful. Executives will promptly see the capacity of a variety of aspects of training and be ministered to in decision making about the series of their responsibilities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are several ways to perform training, (1) learning and development can be best defined with the quote:   â€Å"If you are not going forwards, you are in fact going backwards;† (2) leadership/management training and development can be done through a series of formal or informal approaches which will help both the trainee and the trainer meet the loop of expectations, (3) setting training and learning at the right level denotes that in every training, there is a corresponding time or duration for each activity or session to be performed, hitherto implying that the activities involved need to be in an order and has to be followed. Not only does the training need to be speculated in the most deliberative context of the schema, (4) it must also give high regard on Training Needs Analysis (TNA) which is characterized as the point of determining what is necessary to complete the work in action; the accessible skill intensity of the staff carrying out the work and the preparation gap—which floats in the final stages of the training. Understanding the root causes of training is an essential advantage in management. Theories of mental models and mind traps help explain why individuals are more likely to maintain previous positions. As individuals, we all build our own mental maps that we use to perceive, contextualize, simplify, and make sense of things happening in front of us. Those formulated mental maps can trick us into mental traps from thinking objectively, logically or rationally. They also hinder us from accepting differences. Changing mental maps causes discomfort or pain. The greater the pain and the experience, the greater the training will be. Conclusions and further remarks   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The necessity of training in an organization is consequently a factor which presumably exists even in the medieval ages and is carried along in the contemporary society.   The difference between the past and the present would only fall on the streamline of â€Å"intellectual capacity† hence taking the training methods which are implemented nowadays are aimed towards the composition of technical and conceptual skills—all of which tantamount to a conclusion that for a person to be able to develop, one must consistently train his or her self so as not to be left behind and be competent enough for society’s constant changes (Watson Noble, 2005). References Hughes, R. L., Beatty, K. M. (2005). Becoming a Strategic Leader: Your Role in Your Organizations Enduring Success (Lst Ed ed.). San Francisco: Jossey-Bass. Schwab, D. P. (2004). Research Methods for Organizational Studies (Second ed.). New York: Lawrence Erlbaum. Segil, L. (2002). Dynamic Leader Adaptive Organization: Ten Essential Traits for Managers (1 ed.). Toronto: Wiley. Watson, T., Noble, P. (2005). Evaluating Public Relations: A Best Practice Guide to Public Relations Planning, Research Evaluation. London, United Kingdom: Kogan Page. Wilson, J. P. (2002). Human Resource Development: Learning and Training for Individuals and Organizations (Second ed.). London: Kogan Page.

Developing Competent Reader In Classroom

Developing Competent Reader In Classroom The definitions of read and reading from the Longman Dictionary of Contemporary English are: Read means to look at the written words and understand what they are mean. Reading means the activity of understanding the written words. There is a vast literature on the definition of reading. According to Spache and Spache (1969) there were a variety of definitions of reading due to the complexity and successive stages of reading development. Reading can also be described in a variety of headings such as reading for skill development, as a visual act, as a perceptual act as a reflection of cultural background and a thinking process. On the other hand, Williams (1984) defined reading as a process in which a reader looks at a text and understands what has been written. He further stated that reading does not mean a person needs to understand everything he reads because people read for different reasons and purposes. Reading by itself seems easy and simple but many studies have been carried out to show with scientific evidence that the act of reading is actually a very complicated process. According to Ponnusamy (1997), the first important description of reading and its process can be traced back as early as 1917 by Thorndike, a psychologist who coined reading as reasoning. The process of reading can best be described in an analogy written by Thorndike (1917) as cited in Ponnusamy (1997: 21) in which he described the reading process as: à ¢Ã¢â€š ¬Ã‚ ¦understanding a paragraph is like solving mathematics. It consists of selecting the right element of situation and putting them together in the right relations, and also within the right amount of weight or influence or force for each. The mind is assailed as it was bothered by every word in the paragraph. It must select, repress, soften, emphasize, correlate organize all under the influence of the right mental shape or purpose or demand. Thus, it appears that reading an explanatory or argumentative paragraph involves the same sort of organization and analytic action of ideas as those that occur in thinking supposedly higher sorts. ii) Definition of Competent Reader: In response to this question is how the term competent can technically have slightly different meanings for different individuals and families. The basic definition is that not only reading on a regular basis, but picking up at least some of the underlying message of what youre reading. If youre reading more for pleasure than work or school, then the key for competency is that youre enjoying the story and feeling like youre truly diving into the universe of the story when reading it. But as I just said, this term is one of those that is a fluid scale of meanings, so this is all just one point of view. In the English progression maps, the competent reader is briefly characterized as being able to read between the lines, seeing meaning that isnt stated directly and to deploy a wide range of active strategies to find and read texts for different purposes. Pupils who are becoming competent readers have secured sufficient reading strategies, such as phonics, contextual cues, word attack skills and sense of grammar, to tackle new and unfamiliar texts, with confidence, on their own. While they may still read hesitantly on occasions, they possess sufficient self-help strategies to hear their errors and self correct when necessary. They not only scan ahead to tackle longer, complex sentences; they are beginning to look beyond the sentence to paragraphs, chapters and whole text layout. Pupils at this stage read for meaning and are willing participants in the imaginative world of the text, visualizing, empathizing, and making judgements about what they read. 1. The Importance of Developing Competent Reader in Classroom Reading is a habit to be developed by oneself and it cannot be taught by teachers. Reading is an interactive process between the readers and the text. Knowledge means a deep understanding of topics and the language that the reader has acquired. The more the student reads the more are the chances of becoming a good reader. Teachers should implement various strategies in schools to bring individuals with good reading skills, for which he proposed extensive reading of easy and interesting books that would create interest in students to read and simultaneously improve vocabulary. In countries such as Malaysia, the challenges for any student writers of English are indeed great. In addition to having to learn to write (and write to learn) to meet the conventions and requirements of writing in the target language, they are expected to demonstrate a high level of linguistic competence to convey the intended message in their writing. In other words, to become competent writers, not only do they need to have a clear idea of the macro or top-down features that make the text cohere with other texts of the same discourse genre, they also need to be able to draw upon the relevant linguistic resources at the micro or bottom-up level to make the particular piece of writing cohesive (Celce-Murcia Olshtain, 2000). Within the literacy community, there are two distinct but complementary perspectives on reading development. The first perspective, prevalent in several well publicized documents and federal legislation (e.g., Snow, Burns, Griffin, 1998), deals almost exclusively with the early period of reading development, what might be described as emergent literacy. This early period is unquestionably a critical time in reading development, and there are virtually libraries devoted to basic dimensions of reading acquisition, including phonological awareness, vocabulary, and fluency (Adams, 1990) Yet, there is another view of reading development that extends well beyond the initial period of basic skill and process acquisition. This perspective looks at reading as a long-term developmental process, at the end of which the proficient adult reader can read a variety of materials with ease and interest, can read for varying purposes, and can read with comprehension even when the material is neither easy to understand nor intrinsically interesting. This particular orientation does not discount the emergent literacy view, but subsumes it as a first step in lifespan development. It is this second perspective of reading development-one less addressed in public and political rhetoric, legislation, and educational policies-that we examine here. Specifically, it is the goal to investigate how reading develops across the lifespan by building on the vast literatures in developmental psychology, cognitive psychology, expertise, motivation, and domain-specific learning, as well as reading research. There are important educational benefits accrued by viewing reading within such a lifespan developmental framework. For one, it helps us to consider the changes and challenges students and adults face once they journey beyond the early elementary grades. Currently, there is an increased awareness that more must be done to understand the nature of adolescent literacy (Alvermann et al., 1996; Moje, 2000) and adult literacy (Kruidenier, 2002; Nist Holschuh, 2000). The more we understand about adolescents and adults continued development as readers, the better we can provide for them. The approaches and interventions suitable for young readers taking their first steps toward reading competence are not likely to work for older children, adolescents, or adults, even if they still struggle to make sense of print (Alvermann, 2001). Not only have these adolescents and adults changed cognitively, physically, and socially, but the in-classroom or at-work literacy demands they face have changed as well (Nist Simpson, 2000). A lifespan developmental perspective would not stop in the early years or attend only to those who have yet to acquire the most basic skills or processes. Rather, it would consider reading from womb to tomb; that is, for all populations and for all phases of reading growth. If teachers understood the nature of changes that should occur in readers as they progress toward competence, and if teachers had some idea of the problems that might arise during that journey, then they could better formulate interventions or craft educational materials that might circumvent problems or ameliorate their effects (Pressley, 2001). For example, students motivations for reading are critical forces in sustaining their continued growth and development in the domain of reading (Guthrie Wigfield, 2000). Thus, educational programs intent on supporting students long-term reading development should give ample consideration to such motivational variables, including students interests and goals. 2. The Competent Reading Framework This reading framework is designed to emphasize on the active and interactive nature of reading. The aim of the COMPETENT reading framework is to develop COMPETENT, independent readers. The content and utility of two models of reading comprehension tests, the basic skills assessment model and the multiple choice cloze (MCC) model, are discussed. The basic reading competency model assesses the ability to read or infer basic meanings from a range of written or symbolic communication, as is necessary for daily living in this society. This limited analysis of the basic competency model suggests some degree of positive practical impact of the test; applications of this model are illustrated. Criticisms of this model state that such a test is not theoretically based, nor objectively reproducible, nor does it yield scores that provide detailed diagnostic guidance in the instructional process. The multiple choice cloze (MCC) technique was developed as one expression of the literal comprehension construct, viewed as the basic skill underlying the readers ability to infer explicit meanings from written language. Items in the test are objectively developed and derived from a theoretical framework, thus providing guidelines for interpreting the resulting test scores. Current developments suggest that these test results can be used to identify the kinds of materials that readers can comprehend at the literal level for specific purposes. The test also appears to offer a diagnostic capability with fairly clear-cut instructional implications 3. The Benefits of Competent Reading Framework. There are several key aspects of the Competent Reading Framework made it so effective in helping students to improve their own selves. Such as: Comprehensive Schools come to establish two to three hours of daily literacy instruction across all content areas Schools utilize a framework for addressing four important learning components: comprehension, fluency, word knowledge, and writing Professional development includes instruction, lesson planning, and evaluation and assessment of students Capacity Building Teachers become better prepared to plan and implement instruction that addresses students strengths and needs Teachers learn to choose research-based strategies that lead to increased student achievement Professional development extends to the administration to assure support of teachers efforts to improve literacy instruction Flexible The Framework is not a scripted program or commercial product, so it can be shaped to local contexts to better meet the needs of students School personnel can match their own styles, curricula, and materials to Framework guidelines All activities and staff development are designed collaboratively with each school Effective Adoption of the Framework has helped many schools accomplish remarkable gains in school reading achievement (Preliminary Analysis of an Innovative Framework for School Reading, National Science Foundation, 2001) This project was adopted system-wide in 2001 by the Chicago Board of Education and is now implemented in 600 Chicago schools, with 26,000 teachers, serving 437,000 students annually The Framework principles are consistent with recent finding of the National Reading Panel, and has been so effective that it is now used by hundreds of schools across the nation Services for Helping Schools The Chicago Reading Framework Project offers schools a wide range of possibilities to choose from when deciding on services. Schools can customize their professional development services by selecting from the following options: Ongoing Support School-wide support to implement the Reading Framework, focusing instruction on comprehension, fluency, word knowledge, and writing Consultations to assist teachers in developing more opportunities for reading and writing within language arts/reading and across the content areas Support for teachers in differentiating their instruction to meet the needs of heterogeneous classrooms Follow-up coaching to teachers that includes classroom observations, support within the classroom, in-class modeling of instructional strategies that support Framework guidelines, oral and/or written feedback, and co-planning to meet the needs of students Analysis of available student data to identify focused, measurable objectives, as well as appropriate instructional strategies to meet those objectives Participation in grade level meetings to present additional, grade-appropriate strategies and information Workshops Professional development that addresses the following key reading elements: phonemic awareness, phonics, fluency, vocabulary development, comprehension, and writing Workshops on a variety of topics such as assessment and evaluation, motivation, standards-based curricula, content area literacy, classroom management, among others Full day or half day workshops, developed in conjunction with reading specialists to address school needs, are available for the whole faculty Combine sound theory and practical classroom application to help teachers understand why and how to effectively utilize suggested ideas and strategies Include modeling, guided practice, and comprehensive materials to help teachers fully grasp what they learned during workshops and apply it in their own classrooms Leadership Consulting with administrators, reading specialists, and teachers to analyze school wide literacy efforts and determine long- and short-term goals Advising the principal and administrative team to assure consistent implementation of the Reading Framework across grade levels Assisting school leadership with monitoring and support of teachers efforts Encouraging teachers to support one another and take more of a leadership role themselves Collaborating with Reading Specialist and administrative team regarding techniques to address literacy improvement across the school Assessment and Evaluation Evaluation of all aspects of reading instruction and make recommendations for change when necessary Analysis of standardized test and other assessment data to guide plans for school improvement Periodic surveys and checklists for teachers and administrators to both assess the progress made toward goals and to determine future techniques to meet school and classroom objectives Training to assist teachers in interpreting multiple assessments to better address the instructional needs of students Regular classroom visits to collaborate with teachers to analyze their use of instructional time and strategies for reading instruction across the curriculum. 4. The Challenges and Potential Problems in Developing Competent Reader Reading is a very important skill as it is recognized as a necessary part of obtaining a better job and access to literature and knowledge. However, reading in a foreign language such as English might be a problem for some people. Snow, Burns and Griffin (2006) claim that there are three potential stumbling blocks in reading namely the difficulty in understanding and using the alphabetic principle, the failure to transfer the comprehension skills of spoken language to reading and the lack of motivation and appreciation for reading. They further add that children who face early reading problem lack prior knowledge and relevant skills such as the ability to produce words, the ability to distinguish sounds, the ability to master the mechanics of reading and the ability to identify letters. This difficulty leads to low motivation and can be problematic for language teachers as the motivation of needing to read is powerful (Nuttal, C, 1996 : 3). Nevertheless in order to help children to read it is important to get them to read extensively. Nuttal further adds that the latter is the easiest and most effective way of improving the reading skills. During reading, students may have difficulty decoding, and so have difficulty reading the words of their texts accurately. In addition, these students read too slowly, or lack fluency. As a result of their slow, la ­bored reading, they often do not comprehend much of what they read, and the attention they have to give to figuring out the words keeps them from understanding the text. All too often these students lack sufficient background knowledge about the topic of a text. They may have trouble connecting the ideas of a text. They often are not familiar with the vocabulary they encounter, and have trouble determining word meanings. Further, even when the students pos ­sess relevant background knowledge, they frequently are not able to acti ­vate it to help them understand what they read. Some readers also are unaware of text organization. They do not know enough about the organizational structure of narratives or the vari ­ous organizational structures of expository texts to help them read and un ­derstand. After reading, these students typically do not think about or reflect upon what they have read. They almost never seek out additional information about a topic. The cumulative effect of these difficulties is that they often lose confidence in their ability to read. Because reading is difficult for them and they cannot and do not read widely. As a result, they are exposed too much less text and so receive much less practice reading. Further, the practice they do receive is often frustrating, because many of the texts they are asked to read are too difficult for them. 5. The Ways to Instil More Interest in Reading among the Learners Theorists, psycholinguists and linguists have given many opinions pertaining to reading and the process of reading. Many agree that reading is a complex area (Ehri, 2001; Snow, Burns and Griffin, 2006). In the process of reading, the reader constructs meaning from written texts. In reading, readers go through certain processes. These processes are explained through the three reading models namely bottom-up, top-down and interactive models of reading. The bottom-up model emphasizes on print, wherein the readers decode the print in the form of letters and words into text, into phonological representations before constructing meaning (Nooreiny Maarof, 1998). The top-down model suggests that the readers guess the meaning in the text by making predictions about the print and construction of meaning with the guidance of prior knowledge (Ibid, 1998). The interactive model, on the other hand, combines both the reading models mentioned earlier. According to this model, our reading is said to occur at various levels through the interaction of physical texts on the page and our mental concepts. This model of reading reflects the underlying theory that supports it, namely the schema theory. Schema Theory is actually our background knowledge at work in the process of language comprehension (Hadley, 2000). ESL teachers can create a reading habit among learners by selecting books which are enjoyable to read. The criteria for selecting texts must be readability (ie . suiting the linguistic level of the reader) and suitability of content (ie . suiting the intellectual needs of the reader) . When books are appealing in colour and illustrations with little intimidation in language and content, there will be sufficient motivation to met any novice readers appetite to read. Besides this the teacher could also have a set of class library books which students can borrow. Some learners, once provided with reading materials will read quite happily with no further encouragement from the teacher, others will require further incentives . One way the ESL teacher can help is by setting tasks after reading a book. This provides a useful feedback to the teacher as to who is reading the most books and which books are most popular. Tasks include providing a guided book review format that the reader has to fill upon completion of a book and a class reading chart listing all the titles of books read on the horizontal axis of the grid with names of students on the vertical axis ofthe grid. By plotting, the chart will indicate the general progress ofreading in the class . It will be a good idea to ask the readers to relate a little ofwhat they read and perhaps hold class discussions on the more popular books read. The texts that are given to students are simple and interesting and help them in adapting in literary texts. In the classroom we might have a class of mix ability students and not always all the students find the texts simple per say. Teachers have to do their extra homework to make the texts either simpler for the weaker students or more difficult for the good students. Just to make the texts interesting and stimulating arent enough. Teachers need to be a good role model in promoting healthy reading habits. When students see for themselves that the teachers read and are knowledgeable automatically students would want to be like them. In short, being a good role model is very vital in teachers profession. The texts also must suitable for each level but we cant say that the language or vocabulary is not too difficult. Private reading can be a rewarding and self-sustaining activity for them, worthy of the time and energy they invest in it. They see what reading has to offer them. Pupils who are securely established as competent readers read with understanding at a literal level and can also read beyond the text and between the lines. They infer and deduce both hidden and implied meanings and, even though their inferences may not always be securely rooted in the text, they generally make sense. Pupils at this level deploy a range of imaginative responses to text, such as empathy, prediction and speculation. They may compare the world of the text to their own experiences and are able to make simple comments about a writers viewpoint as well as the effect of the text on the reader. In both fiction and non-fiction texts, pupils are able to pick out relevant points, supporting them by some generally relevant textual reference or quotation as well as identifying and making simple comments about the writers use of language and organizational features. 6. The Strategies to Nurture the Reading Habit among Malaysian Learners In view of this, something has to be done to reduce and if possible, to totally eradicate illiteracy among students. Therefore, to start with, teachers must be seen as role models for the students to emulate. Teachers must read a lot in order to keep abreast with the fast-changing information age. Teachers should involve themselves in reading because according to Eskey (1986. p.21, cited in Renandya Jacobs, 2002): Readingà ¢Ã¢â€š ¬Ã‚ ¦must be developed, and can only be developed, by means of extensive and continued practice. People learn to read, and read better by reading. This view on extensive reading as a reading habit is also shared by Krashen (1993, p. 23, cited in Renandya Jacobs, 2002) that through reading we develop a good writing style, an adequate vocabulary, advanced grammar and à ¢Ã¢â€š ¬Ã‚ ¦ becomes good spellers. Finnochiaro (1989) also suggests that teachers need to read to help facilitate their teaching-learning activity in the classroom as information obtained through their reading will help them keep in touch with current issues and to apply them in their classroom discussion. An effective teacher is a teacher who always keeps abreast with changes be it in teaching or learning aspects. In view of the above mentioned problems, the researcher would like to investigate the reading habits of teachers in the four schools. The poor reading habits among Malaysians can be seen in surveys conducted by the Ministry of Education on National Literacy in 1982 and 1996 (Kaur and Thiyagarajah, 1999). In the earlier survey, an average Malaysian citizen read a mere page or two a year whilst the later revealed an average of two books a year. In view of this, the research looked into the reading habits of teachers in four government-aided secondary schools (Mission Schools) in Kuching district. The study focused on the types of reading materials that they read, whether their teaching loads inhibit their reading habits, factors that influence their reading habits, time spent on reading and reasons for reading. Every one of us knows how to read, but how often we read and what kind of material we read? We cannot deny that reading is a very good habit, We can acquire the general knowledge by reading. That is why we are inculcated the reading habit by our parent and teachers since we are young. But, Malaysians have poor reading habit. Well, if you dont believe that, just check out the survey done by the National Library in 2005 to determine the profile of Malaysian readers. More than half of the 65,000 respondents answered that they read less than seven pages a day and those 10 years and above only read about two books a year. Now, it is the time to make the Malaysians realize the important of reading and make it as their habit. There are many reading materials around us, for example, newspapers, magazines and all kind of books. Maybe people feel that reading the words on the paper is a boring job in this technology century, therefore, a new kind of book is being created, that is, electronic book. The words are not lie on the papers anymore, but on the screen of computer and you can bring along it wherever you go. It is very convenience to the people nowadays, you just save the book you want to read in the computer, no matter how many of book you want to read, there is no the thick and heavy of the papers. Other than that, the government has already put effort into the programs that encourage the people to read more. Many programs have been organized, such as reading festival, reading campaign and so on. Although the efforts did not gain many supports from the public, we cannot deny the efforts were actually make an effect. Many of the people who were take part in those programs know the important of reading and make reading as their new habit now. Besides, the reading habit should be inculcated among kids. To do that, the role of parents and early education is very important. The parents must tell the children about the benefits of reading and make reading more interesting to draw their attention toward reading. Parents may read them a story before sleep and ask the child read the story in turn on the next day. In view of this problem, Malaysian Ministry of Education (MoE) attempts to implement more effective and efficient reading programs which are executed systematically and continuously via a long term program known as NILAM Program NP (Nadi Ilmu Amalan Membaca) or loosely translated as reading is the pulse of knowledge . Government schools or schools under MoE in Malaysia instructed to execute NP commencing from January 1999 in accordance to Circular Num.13/1998 dated 22 May 1998. NILAM: Concept Guide Book and Implementation in School published by Technology of Education Division, Ministry of Education of Malaysia (1998). The Education Ministry is widening the scope of the Nilam or Award to encourage more students from primary schools as well as secondary schools nationwide to read. The Nilam Award is a reading programme initiated by the Education Ministry in 1999 to inculcate the reading habit. Students are recognized at primary and secondary school levels according to the number of books they have read. To be awarded the Nilam Award at primary school level, students must read 360 books or more, while at secondary school level, they have to read 288 books and above. To qualify, students are required to record their reading activities in reading records. In turn, teachers must certify these records. Recognition is subsequently given to students based on the number of books they have read and reading activities, such as storytelling, that they have carried out. Other extensive reading programmes have also been implemented over the years such as Uninterrupted Sustained Silent Reading (USSR), Drop Everything and Read (DEAR) and the Book Flood Approach (Elley and Mangubahi, 1983 as cited in Renandya and Jacobs, 2002). The purpose of the programme is that readers read large quantities of books and other materials in an environment that nurtures a lifelong reading habit. While much effort has been put into reading campaigns and programmes, indication is that more and more Malaysians are not interested in picking up the habit. Malaysian students at the tertiary level have indeed shown our students poor regards for reading (Mohd Sallehudin 1994, as cited in Normah 2004). The recent, Read-a-thon Read2009 was to inculcate a love for reading and charity among the young. For the second year running, students throughout the country recently participated in Malaysias biggest reading marathon. This event was organized by Scholastic, the worlds largest publisher and distributor of childrens books. This years read-a-thon, titled Read2009: One Nation Reading Together, was supported by the Education Ministry and held in conjunction with its 1Malaysia Reading Camp. Read2009 was a simple name with a big message. Students read recreationally for 2009 seconds (33 minutes 29 seconds). Reading recreationally means that students choose a book of their choice, instead of regular school text. Students can read independently or together with their classmates and teachers. The objective of Read2009 is to inculcate students with a love of reading. The programme emphasizes recreation reading because students must be able to associate good feelings and pleasant memories with their reading experience; otherwise, it becomes a chore. Reading provides a valuable reinforcement of language and structures presented in the classroom. It also provides learners the opportunity to practice inferring meanings from the context where structures and vocabulary are unfamiliar. In addition, it enables the learner to reproduce mentally and vocally expressions and words present in any written form. Thus, consciously or unconsciously the learner begins to communicate effectively, using the knowledge acquired through reading. Extensive reading also provides the learner an opportunity to increase his reading speed, a skill rarely touched upon in the ESL classroom. As the student is reading for pleasure, chances are he will be eager to see what happens next and will therefore try to read faster. Moreover, as the learner is reading on topics that interests him, it increases his motivation and gives him a more positive attitude towards the target language. To acquire the habit of reading is to const

I Never Promised You a Rose Garden by Joanne Greenberg Essay examples -

"I Never Promised You a Rose Garden" by Joanne Greenberg Schizophrenia has long been a devastating mental illness and only recently have we begun to see an improvement in our capabilities to treat this disorder. The development of neuroleptics such as, Haldol, Risperidal, and Zyprexa have given psychiatrists, psychologists and their patients great hope in the battle against this mental disease. However, during the 1960s, drugs were not available and psychologists relied upon psychotherapy in order to treat patients. I Never Promised You a Rose Garden, is a description of a sixteen-year-old girl's battle with schizophrenia, in the 1960s. Deborah Blau’s illness spanned three years, in which she spent her life in a mental institution. The book itself is a semi-autobiographical account of Joanne Greenberg’s experiences in a mental hospital during her own bout with schizophrenia. She presents her experiences by relating them to Deborah. The novel was written to help fight the stigmatisms and prejudices held against mental illness. In the late 1960s, reactions to mental illness generally fell between two polarized attitudes. One, popular with the counterculture generation, romanticized mental illness as an altered state of consciousness that was rich in artistic, creative inspiration. The protagonist of this myth was the tortured artist who poured out his or her soul in writing or art between periods of mental breakdown; Sylvia Plath, Vincent Van Gogh, and Virginia Woolf are only a few such individuals whose artistry is practically inseparable from the idealized myths of their mental instability. Often their periods of mental breakdown were a source of inspiration, but before one romanticizes their mental illnesses, it necessary to remember that all three committed suicide. On the other end of the spectrum, mental illness was stigmatized as a weakness or fatal flaw on the part of the sufferer. Even today, many uninformed people regard mental illness as a stigmatized condition, shrouded in shameful secrecy and negative stereotypes, to be described with frightening or belittling euphemisms. In the late 1960s, when Greenberg's novel was published, mental illness was even more misunderstood and feared. The reading public had absorbed centuries of inaccurate information about mental illness, all based on prejudice, ignorance, and fear. Because of he... ... is sufficient to treat schizophrenia. Still, these new findings certainly do not invalidate the importance of empathy and understanding in the treatment of schizophrenia. Greenberg's desire to garner sympathy, respect, and understanding for sufferers of mental illness is still a valid concern, and her novel remains valuable as a sympathetic portrayal of mental illness. Although this novel uses outdated treatment methods, it does succeed in allowing the reader to see into the mind of a mentally ill person. Greenberg portrays the problem of mental illness from different perspectives. She details Jacob and Esther Blau's struggle with self-doubt, blame, and the stigma of their daughter's sickness. The novel also portrays the difficult, stressful work required of the medical professionals and the staff who work with mentally ill patients. However, most importantly, Greenberg portrays the experience of mental illness from the patient's point of view. Struggling with mental illness is not glamorous or easy. The road to recovery is lined with setbacks, doubt, and fear. It takes a great deal of courage and perseverance on Deborah's part to face her illness and fight it through treatment.

Trading Route Implications of Widening Panama Canal

ABSRACT The Panama Canal Authority is responding to the necessity to accommodate larger ships through the canal; a 5. 2 billion dollars investment to deepening and widening the canal is in place and expected to conclude on August 2014. The new infrastructure will affect today shipping dynamics and only a few ports on the East Coast of the United States will be ready to receive the post-Panamax vessels; in this document we will discuss what the Miami (FL), Jacksonville (FL) and Freeport TX) are doing to get ready. Trade Route Implications of Widening the Panama CanalThe Panama Canal is about to celebrate its 100 years operations with a 5. 2 billion expansion that will allow a more efficient transit from the Pacific and Atlantic Ocean; the expansion includes deepening and widening the entrances & navigation channels to allow 12,000 TEUs ships to pass; plus and an additional set of locks. Global changes are expected including higher volume of goods from Asia to US and Canada; new market s opportunity for raw materials sourcing; cost-effective routes options and shorter times to mention some of them. Accenture, 2011,page 3 & 4). The US East Coast will be definitely impacted; different ports are already working on its expansions but we cannot tell by certain how, where and what type of impact will land for sure; the fact that larger ships will pass through the canal does not mean that they will stop on all ports or that the trade volume will increase and maintain. During a Seminar organized by the U. S.Department of Transportation – Federal Highway Administration; Rodolfo Sabonge, Vice President of Market Research and Analysis of the Panama Canal Authority explained that the principle east coast ports to be call for this larger ships are New York, New Jersey, or Norfolk. New York, New Jersey but they would have to work on the bridges issues; in the southeast ports of Charleston, Savannah and Houston where distribution centers are located; the West Coast of Flo rida is expected to be touch too to serve South Florida.All this port will face general challenges such as distributions center; connectivity infrastructure to concentrate, load and move the cargo inland; logistics where truck companies will be highly involved, equipment; railroads, inspection and security processes (Sabonge, October, 2009) In the same conference, Richard Wainio, Port director and CEO of the Tampa Port Authority mentioned that Florida, have 14 ports; four of them share the states’ trade: Tampa, Everglades, Miami and Jacksonville.The port of Tampa manages nearly 40% of the trade by tonnage in Florida and serves local markets; the Port is already planning to build and integrated a logistic center. Everglades & Miami are the largest container ports; while Jacksonville is a key and major player for the Canal Expansion. (Winio, October, 2009) The Port of Miami is already in process of expansion; and the following information is published in their website: â€Å"G overnor Rick Scott asked the Department of Transportation to allocate $77 million to the Port of Miami to deepen the channel to minus 50 feet so larger ships can gain access to the port.The Port’s Deep Dredge project is timed to coincide with the opening of an expanded Panama Canal in 2014, which will allow a new generation of larger cargo vessels to pass through the Canal† The dredge in the Port of Miami is expected to generate 30,000 new jobs and become the first port of call for post-Panamax vessels. â€Å"The deep dredge is critical to our future growth,† Port of Miami Director Bill Johnson said. â€Å"Port of Miami will be one of only three U. S. Atlantic ports to be at [minus] 50 feet when the expanded Panama Canal opens. (Dredging Today, 2012). Additionally, the construction of a tunnel to connect the Port and the I-395 is already in place to support trucks direct access and double port capacity. The US Department of Transportation granted 22. 7M to resto re and put in function the Coast Rail Yard in Hialeah which will provide direct access to the national rail system. â€Å"This is the type of infrastructure project that will pay permanent, long-term dividends, and provide a solid return on investment for Florida’s taxpayers,† said Mayor Alvarez. (Miami Port, 2012).On the other hand Freeport, Texas that has served the Gulf Coast for 100 years and its tanked 16th in the U. S for foreign tonnage; as describe in their website a well-built infrastructure for transportation via highway, railroad and intercostal will support the transit for post-Panamax vessels. (Port Freeport, 2012). The Marine Link online magazine published on September 13, 2011 that â€Å"the Panama Canal Authority (ACP) and Port Freeport in Texas established a strategic alliance today with the signing of a Memorandum of Understanding (MOU)† that will promote and increase the trade between Asia and Gulf of Mexico of the U.S. ; the MOU has been sign ed for one year but renewable upon request. The MOU will play a key piece by allowing both parties to share information to promote market research, modernization and technological improvements in general. â€Å"This partnership was perfect for each of us because we are both interested in investing in infrastructure and growth. We each are building new facilities at a time when others are standing on the sidelines so it is only natural that we assist each other in the promotion of international trade in this hemisphere. This partnership is a win, win, for each of us. † said Pete Reixach CEO of Port Freeport† (para. 4). The Port of Jacksonville employs 23,000 people and impacts an additional 43,000 employees related to the port’s activity. The cargo activity generates 19 billion USD and as mentioned in their website its physical facilities include docks â€Å"docks and wharfs, cranes, a passenger cruise terminal, warehouses, paved open storage areas and road conne ctions to the public highway system† (Jacksonville Port Authority, 2012).On September 27, 2011 Paul Anderson, Jacksonville Port Authority CEO addressed his concerns in a communication â€Å"I have no doubt that US East Coast ports will soon be called upon to handle increased volumes but I harbor great doubt as to whether we — any of us — will be ready† (para. 2). Anderson mentions that Congress must act fast and focus on critical investment, prioritization and infrastructure for ports to continue its contribution. The TraPac Container Terminal has been affected in doubling its capacity due to the nations slow down; authorizations and processes.Also, Korean shipping company Hanjin has put in hold 200 million investments until they understand what the Government is planning to do and invest to be prepared for the post-Panamax ships. As Anderson said â€Å"these are our choices: get ready or lose† (para 10). Several considerations must be raised to und erstand the impact that the Panama Canal expansion will produce, how many deep water ports will be needed to serve post-Panamax ships? Which of those ports will be touched by the ships? How the trade patterns will change?How much are the investments require to serve the post-Panamax ships and what is the specific infrastructure require at each port and in land? How much is the Government willing to invest in infrastructure? Yes, we should accommodate to globalization; the cost and outcome are unknown yet. On the other hand; infrastructure such ports capacity, extra labor to improve productivity, facilities, equipment; technology and a good connectivity network for in land transportation and railroad are key to the success of these investments.To conclude, it looks that competition among the Florida coast ports will be hard; Tampa and Miami are getting ready and making its expansion; Jacksonville understand the needs of expansion but is raising very fair questions not only on the pro jects but to the Government capacity to respond and maintain infrastructure. Are taxpayer’s dollars’ worth the effort? I believe yes if we take quick action to the new requirements and get a clear understanding that we can afford the expansions. I believe the main question is; which port(s) in South Florida will have the final benefits? It will be interesting to find out in some years.References Accenture. (2011). A global operation game changer. The 2014 expansion of the Panama Canal. Retrieved from http://www. accenture. com/us-en/Pages/insight-2014-expansion-panama-canal. aspx Dredging Today (2012). USA: Miami Port dredging plan gets final environmental ok. Retrieved from http://www. dredgingtoday. com/2012/05/25/usa-miami-port-dredging-plan-gets-final-environmental-ok/ Jacksonville Port Authority. (2011). Anderson addresses Panama Canal expansion concerns. http://www. jaxport. com/about-jaxport/newsroom/news/anderson-addresses-panama-canal-expansion-concerns Marine Link. 2011). Panama Canal and Port Freeport (TX) sign MOU. Retrieved from http://www. marinelink. com/news/freeport-panama-canal340393. aspx Port Freeport (2012) Retrieved from http://www. portfreeport. com/about. htm Port of Miami. (2012). Deep Dredge Project. Retrieved from http://www. miamidade. gov/portofmiami/deep_dredge. asp Sabonge, R. , Wainio, R. , (2009) Proceedings from Talking Freight Seminar Series: The Panama Canal widening and implications for Gulf and Atlantic Coast ports. Retrieved from http://www. fhwa. dot. gov/planning/freight_planning/talking_freight/oct2109transcript. cfm

How to be An Effective Nurse Leader

How to be An Effective Nurse Leader As a nurse, you will inevitably find yourself in positions of leadership. Whether your hospital is understaffed or you’ve simply gotten a promotion, it’s best to be prepared to call upon your leadership skills. How you choose to lead depends on your personality but in order to be an effective leader, it’s recommended that you replicate one of the 4 main nurse leadership styles below  Ã‚  Source: [Sacred Heart University]

Hamlet is a Fuckin Psycho essays

Hamlet is a Fuckin' Psycho essays William Shakespeare's classic tragedy, Hamlet, is full of many timeless themes, issues, as well as problems which resurface frequently throughout its duration. In this play the main protagonist, Hamlet, feigns insanity in order to cover his inner devious and vengeful intentions. His act, albeit convincing (and teetering on the verge of not actually being an "act"), leaves the reader wondering, "Hey! Is Hamlet just pretending, or his he really crazy?" Like a good author, Shakespeare leaves Hamlet's mental condition up to interpretation by the reader, creating an outlet for some fascinating "dinner table" discussions. While pondering the ins and outs of this concept, one must be open to abstract ideas. Consider this: Hamlet's insanity act drives him insane. Rather than being one or the other, one leads to the other. There is historical proof that William Shakespeare based his rendition of Hamlet on a classic, traditional, Norse saga. In this original narrative, a story unfolds where a king is killed by his brother, who then marries the dead king's widow. A young prince must pretend to be mad in order to save his own life, all the while avoiding traps laid by his wicked, incestuous uncle. Eventually, the young prince revenges his father by killing this uncle (Neill 310). This basic plot parallels with Shakespeare's Hamlet in such a way that Shakespeare's young prince (Hamlet) must also be faking insanity, at least at the beginning. The rough outline of Hamlet was there, Shakespeare needed only to fill in the many small details. At the beginning of Hamlet's little act, he is able to switch back and forth from sanity to his crazy alter-ego depending on whom is in the room with him. In Act II Scene 1 Ophelia, obviously distraught, confronts her father, Polonius regarding Hamlet's recent behavior. He took me by the wrist and held me hard. Then goes he to the length of all his arm, ...

10 50th Birthday Quotes

10 50th Birthday Quotes The half-century birthday calls for a big celebration. The  50th birthday  heralds the rebirth of a relaxed person who has fulfilled many of his obligations.  Do not count lifes success by benchmarks or years; count the blessings bestowed upon you. Life looks different when it does not saddle you with the responsibilities and ambition you faced earlier. The most important time in your life is now.  When you are ready to walk into the sunset, make sure that you dont look back and wonder why you missed out on all those beautiful moments that came by. Here are the thoughts of various people on the 50th birthday and midlife in general: Joan Rivers: Famously Acerbic American Comedian, Actress, and Producer, 1933-2014 Looking 50  is great if you’re 60. George Orwell:  English Author of  1984 and Animal Farm, 1903-1950 At age 50, everyone has the face he deserves. James A. Garfield: U.S. President, 1831-1881 (Assassinated)   If wrinkles must be written upon our brows, let them not be written upon the heart. The spirit should never grow old. Richard John Needham: Canadian Newspaper Humor Columnist, 1912-1996 The seven ages of man: spills, drills, thrills, bills, ills, pills, and wills. Pablo Picasso: Spanish Painter, Sculptor, Cubism Pioneer, and Author, 1881-1973 The years between 50 and 70 are the hardest. You are always being asked to do things, and yet you are not decrepit enough to turn them down! Jack Benny: American Comedian and Actor, Perennially Age 39, 1894-1974 The old believe everything; the middle-aged suspect everything; the young know everything! Lucille Ball: American Comedian, Actress, and Early Sitcom Star, 1911-1989 Middle age is when your age starts to show around your middle! Muhammad Ali: American Boxer and Amateur Philosopher, 1942-2016 The man who views the world at  50 the same as he did at 20 has wasted 30 years of his life. George Bernard Shaw: Irish Playwright of  Pygmalion, 1856-1950 Age is strictly a case of mind over matter. If you dont mind, it doesnt matter! Don Marquis: American Humorist, Novelist, and Playwright, 1878-1937 Middle age is the time when a man is always thinking that in a week or two he will feel as good as ever.

INTRODUCTION TO COMMERCIAL LAW Essay Example | Topics and Well Written Essays - 750 words

INTRODUCTION TO COMMERCIAL LAW - Essay Example The bill proposes a law that changes the responsibility of distribution of pokie funds. The bill advocates for transparency, efficient and ethical behaviour in response to particular ethnic communities. The pokie machines seem to be overly represented in the lower-income communities and the bill therefore focuses on equity and reduction of harm in such locations. The member in charge of this specific bill is Mr. Te Ururoa Flavell. He is a family man married to Mrs. Erana and together with their five children they live in Ngongotaha, Rotorua. He has a rich background of leadership having spent a better part of his life working in the education circles. He was a teacher, later a principal and a CEO of Whare Wananga, an education consultant, including other leadership positions at other high levels. He is a member of the Maori civil rights movement, which has been his political party for a considerable time. Flavell has an urge for representing an independent political voice and distinc tly expressing the dreams and aspirations of the people of his community, the Ngati Rangiwewehi and Ngapuhi. In NewZealand there are several types of bills within the parliament. There are the private bills, government bills, member’s bills, and local bills. ... The current bill that we are looking into is known as the Governments bill. It is usually prepared by the ministers and is laid before the House. The government conducts this programme in order to act efficiently on its policies. The house also has a decision to make an order with which it will consider the views that have been presented before the house. The first readings of the task took place on the 4th of April and the next session was at 12th May 2009, five weeks away. On the first session the bill is usually presented and the debating comes in during the second reading. For a bill to be passed there has to be a considerable number of sittings after which the members allow it to pass as a law or be discarded. Currently the Gambling (Gambling Harm Reduction) Amendment bill is waiting to undergo its final stage where it will be passed as a law. Since all citizens have a right of speech and therefore given the provisions of the bill, a business can reject a portion of the bill if the given portion will have a larger and long term effect on the business. If they are operating within the mandate and as per the provisions of the bill and this negatively affects the community in the long term then they will reject it. Gambling, in its location in the moral and ethical dimension has for a long time generated heated debate. Research has showed that gambling has greater effects psychologically and in terms of behaviour. Gambling has with time become socially acceptable as it is seen as one of the fastest growing industries. Also the casinos have become a major source of revenue for some Native American reservationists and as well have created job opportunities for women helping them adjust their lifestyles especially in New Zealand as well as other states. Those who

Posthumanism cinema Essay Example | Topics and Well Written Essays - 1250 words

Posthumanism cinema - Essay Example Still, these films backup the idea of posthumanism, which forces human beings to think about their future. Thesis statement: The compare and contrast study on the films X-Men and Blade Runner proves that both the films are based on the same theme, but differs in the portrayal of humans and aliens/cyborgs (special references to posthumanism/ transhumanism). Compare study: First of all, both the films support the idea of posthumanism, the idea that human intelligence/ knowledge should bring forth peaceful coexistence in nature. Pramod K. Nayar states that, â€Å"Posthumanism as a philosophical approach involves a rethinking of the very idea of subjectivity because it sees human subjectivity as an assemblance, co-evolving with machines and animals† (8). Besides, both the films are symbolic of the after-effect of human effort to go beyond the limits of post-humanist theory. In the film X-Men, humans and aliens/cyborgs are portrayed as different varieties within the same group of h uman beings. To be specific, alien/cyborg in the film is named as mutant, superior to human species. Similar to the film X-Men, the film Blade Runner portrays another type of cyborg called as replicant. To be specific, this replicant is symbolic of the technological innovation in future. In the first film, mutants are less in number and they possess certain supernatural skills. Most of the mutants are not aware of their supernatural skills that differentiate them from human beings. But in the second film, replicants are produced by an international corporation named as Tyrell Corporation. So one can see that the origin of replicants is not spontaneous, but linked with the development in the field of bioengineering. In the film X-Men, the mutants like Magneto and Professor Charles Xavier are aware of their importance as mutants. For instance, Magneto decides to add more human beings to their group and to gain control over human race. Similar to this, the replicants in the second film are aware of their power, enough to challenge and control human beings. In the first film, mutants named as Professor Charles Xavier differs with Magneto because he tries to create warm relationship with human beings. Joshua David Bellin states that, â€Å"As such, by the time the final battle between the X-Men and Magneto’s forces is waged, its suggestive backdrop-the Statue of Liberty-comes to seem no more than a prop or a set piece to enhance the spectacular qualities of a conventional, and tidily moralizing, scuffle between normal and freak†(199). This difference in opinion and its after-effect is the core aspect of the film. This film portrays the story of mutants, not human beings. So, one can see that the film X-Men deals with mutation and its after-effects on human beings and the mutants. Similar to this, the female replicant in the second film named as Rachael considers itself as a human being, not as a replicant. Besides, one can see that this replicant poss esses some human qualities and emotions. Basically, this film is based on the misunderstanding between replicants and human beings, and its after-effects. The director of the film X-Men makes use of the character Professor Charles Xavier and followers as his mouthpiece to convey his message to the viewers. Similar to this, the director of the second film makes of the character Rachael (say, a replicant) as a tool to prove that human beings are responsible for the problems faced by the living

Inoperability Research Paper Example | Topics and Well Written Essays - 750 words

Inoperability - Research Paper Example (2010). All these applications applied individually will support communications through interfaces which demand for constant maintenance and modification due to their dynamism. This as one way of attaining operability has not proved worthwhile. Similarly, there is standardization of an interface can as well be employed in attaining operability since this method eliminates the extra cost which would be incurred when building separate interfaces. The second approach is fuel by the fact that application developers are able to construct applications that are in line with the standardized interfaces, this increases the prospects of interoperability hence reducing cost which also includes reduced maintenance costs since there is a drop in the number of the interfaces to be accorded maintenance. The health level seven (HL7) is an application protocol for exchange of data in the healthcare environment. It is developed to be used to transfer data of healthcare information from department or f unction to the other basing its applications on the vast concept of application to application exchange of message system. The HL7 is the unit in form of an atom that passes data through systems. Or instance, the HL7 facilitates the admission of patience to a hospital or giving a lab order for blood test (Au, S, 2003). Every world real world event is defined by HL7 through an abstract messaging system which is comprised of a group of segments in a defined criterion and the rules and regulations for the construction of such abstract is created by the HL7 developed message framework which comprises of elements which are the building blocks and follows a hierarchy in context. Individually, the elements are associated by the factors like option ability, value set, length and data form that gives a constraint to them. The other components such as segments and segment groups are likely to compose additional elements while sub-components are purely primitive in nature since they are in the position of holding a data value without having a descendant structure Electronic Healthcare Information Security. (2010). HL7 was not there in the past but in the onset of its development, it was basically formed to give room too many dynamic business procedures that face the healthcare industry. However, the wider forms resulted into standardization which in turn created so many optional parts hence the alignment of the implementation of interfaces proved futile. HL7 applications are normally joined in two ways that is point to point or through the middleware which is clearly shown by the interface engine outcomes. Point-to- point applications entails the connection of each pair of applications in an independent way while the middle way application is the process where all the applications are connected centrally to the message broker. The operating system interconnection separates the functions of the protocols into five main layers with every layer having only a function of the layer that is found below it. This is the protocol stack and it is used for implementation in the software or hardware with the lower layers in the hardware and the higher in the software Data Exchange Standards, Health Level Seven Version 2.5 an application protocol for electronic data exchange in healthcare environments. (2009). In a variety

Facilities Maintenance Essay Example | Topics and Well Written Essays - 750 words

Facilities Maintenance - Essay Example The facilities maintenance has to estimate the size and area of the facility and the number of facilities established. The preventive maintenance has to be planned on how to address the immediate requirement and the facilities to be installed to meet the needs in requirement. The facilities components life has to estimate to know the performance factors of the individual components. The facilities maintenance has create a periodical review to estimate the robustness of the components and devices to initiate timely renovation process and to keep the facilities well updated. The facilities are to well set to restore the aftermath affect of any disasters. The renovation time has to be reduced to regulate the operational losses due to the sudden incidents occurring in the work station. The probable scale of effect and the restored systems required are to be estimated and has to placed for immediate requirements. The horizon of the responsibilities spreads to an extent to keep the working environment safe, make the employees feel comfort in executing the profiles. Being informative in case of any suspects and externals dangers and responding in no mean time to decrease the impact of the danger. Keeping the facilities of the campus well updated and regular inspections on their working conditions enhance the performance of the facility like the cooling systems, the security systems, the fire equipment services. The visitors can be a form of treat carriers as we cannot predict the dangerous intention. The persons entering into the campus are to be thoroughly checked and are to be send to the reception area only after the concerned person from company is accompanying him. His luggage has to isolated at the campus entrance with restrictions on certain materials and to kept at separate cloak room facility. The work stations should be located at a distant area away from the visitors lounge. The visitors' information has to be recorded for any further clarifications. The surrounding areas of the campuses are to be monitored to avoid any miscreant entering into the campus. The movements of the road side vehicles should be captured to know the traffic discrepancies and any dangerous moves. The vendors and support staff have to be thoroughly checked before allowing them to their shifts. The surrounding areas are to be kept clean to avoid the hidden explosives and harmful material. The staff is to careful monitored to observe their behavior and their movements in the restricted areas. The accessories should be used with care to avoid mishandling and to avoid explosions. The other entry areas like the back doors, kitchen areas, the stores room areas are to monitored for any doubtful transfer of materials. The parking vehicles are to be carefully

Street highlights in Los Angeles Essay Example | Topics and Well Written Essays - 750 words

Street highlights in Los Angeles - Essay Example The Metro Rapid line 720 also operates along Wilshire. The boulevard's widest portion is in Westwood and Holmby Hills, where it expands to six-eight lanes. The Third Street Promenade, Wadsworth Theatre, Hammer Museum, Wilshire Theatre, Los Angeles County Museum of Art, McArthur Park, etc are some of the land marks along Wilshire Boulevard. The Wilshire Boulevard Temple, the oldest reform synagogue in Los Angeles is also located here. http://en.wikipedia.org/wiki/Metro_Red_Line_(LACMTA) Sunset Boulevard is a long winding thoroughfare spread about 20 miles in the western part of Los Angeles, stretches from Figueroa Street in downtown Los Angeles, near Olvera Street, to the blue Pacific. Sunset Boulevard passes through Hollywood (just two blocks south of Hollywood Boulevard), then becomes the Sunset Strip as it passes through West Hollywood, weaves its way through Beverly Hills and Bel-Air, and finally winds its way through the rustic foothills of the Santa Monica mountains, to finally end at the Pacific Ocean near Malibu. The street is famous for its Hollywood celebrity culture and the phrase "Sunset Boulevard" indicates glamour associated with Tinsel town The name Sunset Boulevard has become a part of Hollywood legend, the inspiration for countless songs, movies & TV shows. The boulevard is at least four lanes in width for all of its route. There are large number of guitar stores and music industry related businesses in this street and therefore Sunset Boulevard is often called the 'Guitar Row'. The Sunset Sound Studios and the United Western Recorders are two famous recording studios situated in this street. Sunset Strip in West Hollywood is a centre for night life in the Los Angeles area. The well known land marks in the street include Amoeba Records, Blessed Sacrament Church, CBS Colombia square, The Garden of Allah, The London Fog, Los Angeles Film School, The Pink Palace, Rock Walk, The Roxy Theatre, etc. http://www.whatsonxiamen.com/travel_msg.phptitleid=597 3. RODEO DR Rodeo Drive is a street on the west side of the Los Angeles metropolitan area, located at Beverly Hills, in between Wilshire and Santa Monica Boulevards. Rodeo Drive is famous for designer fashion-wear shops. The name 'Rodeo' originated from the Spanish words 'El Rodeo de las Aguas' meaning the gathering of the waters. The "Rodeo Drive" street covers a three-block long stretch of boutiques and shops and it includes famous retail businesses on the streets that lie in either direction such as AMyu, Baccarat, Brooks Brothers, Cartier, Chanel, Dolce & Gabbana, Escada, Fendi, Hugo Boss, Gucci jewelry, Harry Winston, Juicy Couture, Lacoste, La Perla, Michael Kors, Prada, Roberto Cavalli, Sergio Rossi, Tiffany & Co., Van Cleef & Arpels, Valentino, etc. Tourists are flocking to this location to look and with dollars to spend, they can buy clothing on Rodeo Drive as well. It doesn't cost anything for window-shop and the parking is free. The Restaurants and clubs mixed between the fashion bou tiques and a popular Cheesecake Factory where you can dine in or outdoors make this three-block destination more of an attraction. Rodeo Drives is said to be the last street in Los Angeles where one could legally ride a horse.Another interesting feature in this street is the vintage car show conducted on every Father's Day. http://gocalifornia.about.com/cs/losangeles/a/rodeo.htm 4. ROBERTSON BLVD Robertson Boulevard is a major

Progressive Era during the Great Depression Essay

Progressive Era during the Great Depression - Essay Example These four events marked and established a concrete history that shaped as well as helping in describing the current setup of the world. Progressive era that transpired through 1800s to 1920s established a critical moment of change for the American society and world in general. The period characterized with massive urbanization coupled with high rate of industrialization. In nutshell, the Progressive era became synonymous with high levels of poverty that touched lower class that constituted the biggest percentage of the American population. No sooner had the impacts the Progressive era fade than America and world in general bumped into yet another tempting moment of Great Depression. This period begun in 1929 and ended in the early 1940, before giving way for World War II. According to Sage (2010, p. 1), the spirit of progressive started to signalize in the early 1890s when small businesspersons, farmers and other reform oriented leaders merged to form the Populist Party. The purpose s of the party were to confront and address the problems faced by the American societies such unemployment, injustice, poor leadership among other. It is from Populist Party that Progressives would later develop after the former gained national trust. As mentioned earlier, Progressive era entailed numerous events ranging from urbanization and industrialization that necessitated the need for change in the American societies. The rate at which urbanization took place alongside industrialization could only translate to the effects of poverty. Increased poverty among majority of citizens translated to poor health services, high crime rates, racism, violence, class warfare, and greed, together with corruption. In the description of Burt (2004, p. 3), poor working conditions and environments were also justifiable causes of concern by the Progressives. By 1890, 18% of the total labor in the country constituted of the women and children. Prior to the Progressive era, American experienced hi gh influx of immigrants who in turn compromised the wage rates for the native employees bearing the stiff competition for employment opportunities. To extinguish such misfortunes from the society and ensure growth of the American societies, a group of individuals from higher social class mutinied to form a social movement called â€Å"Progressives†. Members of the Progressive group were mainly city dwellers who had significant college education (Burt 2004, p. 4). According to the Progressives, honest government, safe environment, and education for the country were the only options that would help save and develop the country. Progressive was the only sure way of responding to, and appreciating the industrial revolution that had hit the country. Among the Progressives were Jane Addams, Susan Antony, Margaret Sanger, Alice Paul, Lucy Burns, and Carrie Nation among others. The leading journalist of the era who helped spread the message of progress was Ida Tarbell, Thomas, Nast, Upton Sinclair, and Jacob Riis. The political reformers and activists of the time included Theodore Roosevelt, William Dubois, Booker Washington, and Eugene Debs. The great missions of the Progressives included fighting fear among the immigrants, teaching democracy and exposing evil and corrupt acts committed by those holding power. Rauchway (2007, p. 8) remarks that election of Robert La Follette as the governor of Wisconsin

Facilities Maintenance Essay Example | Topics and Well Written Essays - 750 words

Facilities Maintenance - Essay Example The facilities maintenance has to estimate the size and area of the facility and the number of facilities established. The preventive maintenance has to be planned on how to address the immediate requirement and the facilities to be installed to meet the needs in requirement. The facilities components life has to estimate to know the performance factors of the individual components. The facilities maintenance has create a periodical review to estimate the robustness of the components and devices to initiate timely renovation process and to keep the facilities well updated. The facilities are to well set to restore the aftermath affect of any disasters. The renovation time has to be reduced to regulate the operational losses due to the sudden incidents occurring in the work station. The probable scale of effect and the restored systems required are to be estimated and has to placed for immediate requirements. The horizon of the responsibilities spreads to an extent to keep the working environment safe, make the employees feel comfort in executing the profiles. Being informative in case of any suspects and externals dangers and responding in no mean time to decrease the impact of the danger. Keeping the facilities of the campus well updated and regular inspections on their working conditions enhance the performance of the facility like the cooling systems, the security systems, the fire equipment services. The visitors can be a form of treat carriers as we cannot predict the dangerous intention. The persons entering into the campus are to be thoroughly checked and are to be send to the reception area only after the concerned person from company is accompanying him. His luggage has to isolated at the campus entrance with restrictions on certain materials and to kept at separate cloak room facility. The work stations should be located at a distant area away from the visitors lounge. The visitors' information has to be recorded for any further clarifications. The surrounding areas of the campuses are to be monitored to avoid any miscreant entering into the campus. The movements of the road side vehicles should be captured to know the traffic discrepancies and any dangerous moves. The vendors and support staff have to be thoroughly checked before allowing them to their shifts. The surrounding areas are to be kept clean to avoid the hidden explosives and harmful material. The staff is to careful monitored to observe their behavior and their movements in the restricted areas. The accessories should be used with care to avoid mishandling and to avoid explosions. The other entry areas like the back doors, kitchen areas, the stores room areas are to monitored for any doubtful transfer of materials. The parking vehicles are to be carefully

Progressive Era during the Great Depression Essay

Progressive Era during the Great Depression - Essay Example These four events marked and established a concrete history that shaped as well as helping in describing the current setup of the world. Progressive era that transpired through 1800s to 1920s established a critical moment of change for the American society and world in general. The period characterized with massive urbanization coupled with high rate of industrialization. In nutshell, the Progressive era became synonymous with high levels of poverty that touched lower class that constituted the biggest percentage of the American population. No sooner had the impacts the Progressive era fade than America and world in general bumped into yet another tempting moment of Great Depression. This period begun in 1929 and ended in the early 1940, before giving way for World War II. According to Sage (2010, p. 1), the spirit of progressive started to signalize in the early 1890s when small businesspersons, farmers and other reform oriented leaders merged to form the Populist Party. The purpose s of the party were to confront and address the problems faced by the American societies such unemployment, injustice, poor leadership among other. It is from Populist Party that Progressives would later develop after the former gained national trust. As mentioned earlier, Progressive era entailed numerous events ranging from urbanization and industrialization that necessitated the need for change in the American societies. The rate at which urbanization took place alongside industrialization could only translate to the effects of poverty. Increased poverty among majority of citizens translated to poor health services, high crime rates, racism, violence, class warfare, and greed, together with corruption. In the description of Burt (2004, p. 3), poor working conditions and environments were also justifiable causes of concern by the Progressives. By 1890, 18% of the total labor in the country constituted of the women and children. Prior to the Progressive era, American experienced hi gh influx of immigrants who in turn compromised the wage rates for the native employees bearing the stiff competition for employment opportunities. To extinguish such misfortunes from the society and ensure growth of the American societies, a group of individuals from higher social class mutinied to form a social movement called â€Å"Progressives†. Members of the Progressive group were mainly city dwellers who had significant college education (Burt 2004, p. 4). According to the Progressives, honest government, safe environment, and education for the country were the only options that would help save and develop the country. Progressive was the only sure way of responding to, and appreciating the industrial revolution that had hit the country. Among the Progressives were Jane Addams, Susan Antony, Margaret Sanger, Alice Paul, Lucy Burns, and Carrie Nation among others. The leading journalist of the era who helped spread the message of progress was Ida Tarbell, Thomas, Nast, Upton Sinclair, and Jacob Riis. The political reformers and activists of the time included Theodore Roosevelt, William Dubois, Booker Washington, and Eugene Debs. The great missions of the Progressives included fighting fear among the immigrants, teaching democracy and exposing evil and corrupt acts committed by those holding power. Rauchway (2007, p. 8) remarks that election of Robert La Follette as the governor of Wisconsin

Balance Sheet and Sylvan Essay Example for Free

Balance Sheet and Sylvan Essay On January 1 2007, Pillar purchased 60% of the common shares of Sylvan for $4,500. On that date, Sylvan had common shares of $1,250 and retained earnings of $3,000. Fair values were equal to carrying values for all Sylvan’s net assets except inventory, capital assets and notes payable. The fair value of inventory was $60 more than book value, the book value of capital assets was $100 greater than fair value and the Notes payable had a fair value of $150 less than book value. Assume that all shares of Sylvan have the same value and no control premium was paid at the date of acquisition. The Consolidated Financial statements will be prepared using IFRS Entity Method. The financial statements for Pillar and Sylvan for the year ended December 31, 2010 were as follows: Balance Sheets December 31, 2010 $000’s PILLAR SYLVAN Cash $680 $435 Accounts receivable 1,755 1,025 Inventory 2,849 1,790 Capital assets—net 3,976 3,000 Investment in Sylvan 4,500 Total assets $13,760 $6,250 Current liabilities $400 $255 Notes payable 5,800 1,185 Common shares 2,000 1,250 Retained earnings 5,560 3,560 Total $13,760 $6,250 Statements of Income and Retained Earnings Year Ended December 31, 2010 PILLAR SYLVAN Sales and all other Income $4,040 $2,710 Cost of sales 1,600 1,140 2,440 1,570 Amortization (480) (310) Other expenses and losses including taxes (500) (210) Net income 1,460 1,050 Additional information: numbers in $000’s 1. Capital assets are to be amortized over an average remaining useful life of 8 years at January 1, 2007 and the notes payable mature on December 31, 2011. Goodwill impairment losses for 2008 and 2010 were $240 and $300 respectively. Straight line amortization is acceptable for all acquisition differentials. 2. At December 31, 2010, Sylvan’s inventory included goods purchased from Pillar for $760. Total purchases from Pillar in 2010 were $1000 all priced at mark-up’s averaging 25% of Pillar’s cost. 3. On December 31, 2009, the inventories of Pillar contained $500 of merchandise purchased from Sylvan. Sylvan earns a gross margin of 30% on all sales to Pillar. During December 2010, Pillar purchased merchandise from Sylvan for $900 and did not pay for$250 of the purchases by December 31, 2010. 40% of the inventory was resold by Pillar before the year end. 4. On July 1, 2010, Sylvan sold a new tract of Land to Pillar for $170. On December 1, 2009, Sylvan had bought the land for $200. The fair market value of the land at July 1, 2010 was $220. 5. On September 30, 2008, Pillar sold Land to Sylvan for $100. The land had a book value of $60 on the date of the sale. 6. On December 1, 2010, Pillar and Sylvan declared and paid dividends of $150 and $100 respectively. 7. Both companies pay taxes at the rate of 40%. Assume all intercompany Transactions are taxed at 40% REQUIRED: Please use a GREEN BOOKLET 1. Prepare a Consolidated Balance Sheet at December 31, 2010. (22 Marks) 2. Prepare an independent calculation of ENDING Consolidated Retained Earnings at December 31, 2010. (11 marks) 3. Assume Pillar wishes to use the equity method in their General Ledger, calculate Investment income from Sylvan for the year ending December 31, 2010 (10 Marks) NOTE: This question will help you prepare for the technical question on the midterm. Do more than the question asks so that you are prepared for any possible questions you may be asked: Eg. Prepare a Consolidated Income statement and an independent calculation of Consolidated Net Income attributable to Parent company shareholders Calculate the Investment Income under the equity method: Note the only difference between the equity method used when significant Influence is present and the equity method used in the general ledger of the parent when control is present is the treatment of downstream transactions. According to IAS 28.28 all unrealized intercompany profits are eliminated proportionately between investor and investee. Therefore if investor owns 30% of investee, 30% of all unrealized profits/losses are removed. When control exists the parent eliminates upstream proportionately with NCI and downstream unrealized profits are eliminated 100% from parent. Check figures: At December 31, 2010 Goodwill at acquisition ($3,140) $2,600 Consolidated total Assets $17,615.6 Capital assets $6916 Consolidated Retained Earnings $5331.28 NCI Balance Sheet $2924.32 Consolidated Net Income Entity $2052.1 Attributable to Parent shareholders 1754.78 Attributable to NCI $297.32 Investment account Balance sheet :equity method $4,271.28 Investment income equity method 2010 $354.78(removing 100% downstream)

Sociological Concepts of Stigma and Health Impacts

Sociological Concepts of Stigma and Health Impacts This essay is going to discuss the sociological idea of stigma and its effect on an individual, furthermore this essay will also define other concepts in relation to stigma such as the ‘Hidden Distress Model’. We will also discuss examples of this health illness in order to demonstrate the impact of stigmatization and their ‘Coping Strategies’. Moreover this essay will study how different individuals within society react to people with mental disabilities and other health illness for instance HIV and AIDS and how some individual in society find stigma more fearful than the condition they have been diagnosed in, for example a person who has been in a socially stigmatizing condition may feel discriminated and isolation and pain due to their illness. To address the issue of stigmatization, firstly it’s important to clarify whether or not there is a link between social integration and health. A study carried out by Berkman and Syme (1979) states the extent of individual’s integration within society has a significant effect on their health. In their research they identified two forms of ‘network scores’. They established that those with ‘low network scores’ had a higher mortality rate compared to those that had high ‘network scores’ (Nettleton 2006). Stigma refers to a negatively well-defined condition, attribute, trait or behaviour conferring a deviant status which is socially, culturally or historically not the same. (Gabe et al, 2004). The word stigma was defined by the Greeks, they used the term to refer to the bodily signs a person had this could be cuts or burns. They intended the term to those whom they believed to be socially outsiders such as slaves or criminals, mainly those who were unhygienic or diseased would be avoided by people. (Gabe et al, 2004) Goffman (1963) refers stigma as the difference between the virtual social identity, which is the stereotyped made in everyday life and the real social identity and stigma is the relationship between characteristics and stereotype. This two concepts – ‘Virtual Social Identity’ which is the stereotypes attributes we think we attain and ‘Actual Social Identity’ relates to the attributes an individual actually has. We will pay particular attention to Actual Social Identity, this concept is when a person actually possess the signs of a stigma. Goffman says that ‘stigma is a special kind of relationship between attribute and stereotype’, and therefore people get stigmatized for the reason that their illness is obvious, for instance if a patient is deaf, blind or unable to walk therefore in a wheelchair or uses a hearing aid, in society they are seen as being abnormal because they don’t have the abilities of a normal person and for that reason they are socially undesirable or inferior also Goffman (1963) states ‘people with such ‘abnormalities’ are said to be stigmatized’ (Armstrong, 2003, p.42) . Although some illnesses can be obvious others can be relatively concealed, however they can still feel and ‘experience ‘felt stigma’ because they still see’ themselves to be inferior and they feel they are hiding a discreditable part of their personality from the outside world’ (Scamber and Hopkins, 1986, cited in Armstrong, 2003, p.42). In todays society the term stigma is used to refer to an individual who is culturally unacceptable with any condition, characteristic or behaviour (Gabe et al, 2004). According to Goffman (1968) his ideas added felt and enacted stigma, the former is the feeling that we are being discriminated against and the latter is actually being stigmatised through discrimination. Goffman recognised three types of stigma that he explained as: Stigma of the body, which relates to blemishes or physical deformities; Stigma of character which relates to the mentally ill or criminals, and finally Stigma associated with social factors which can be either racial or tribal throughout different cultures. Goffman goes on to say that his types of stigma can vary differently between social, cultural or historical environments (Goffman 1963, cited in Gabe et al., 2004, p.69). While Goffman mentioned three types of stigma, Scambler mentioned two types of stigma. He combined his ideas in what he calls the ‘Hidden Distress Model’ which had been developed to explain the way in which an individual overcomes felt stigma in order to prevent experiences that play part of stigma. This, Scambler described it to be carried out by ‘Non-Disclosure’ which focuses attention on the fact that individuals would want to keep their condition from others in a hope to hide any information about their health condition and only will ever reveal their condition if it is necessary to do so. (Scambler, 2008). The approach of the ‘Hidden Distress Model’ explains the reasons of the concealment of a condition, it is that because of the fear of associated stigma, moreover felt stigma is very easily seen so that one can avoid the occurrence of enacted stigma. Experiencing strong felt stigma could lead to higher stress which then leads to putting the patient harder circumstances in order to control their illness, which later on makes their illness worse over time due to the energy released through the concealment of their condition. Moreover in relation to this Scambler (2008) states â€Å"Paradoxically, felt stigma is more disruptive of people’s lives and well-being than enacted stigma † he also says that felt stigma tends to increase the anxiety levels of an individual more so that enacted stigma. To apply these concepts in real life circumstances, we will present how the avoidance of enacted stigma through felt stigma can worsen risks of various health issues ultimately deteriorating their health condition. Research study carried out on HIV and AIDS, has shown that people with such stigma are only known to their doctors and many chose not to kept it a secret and to disclose this information because of the way society thinks of AIDS and HIV. Patient might decide to avoid routine checks or treatment in the hope that they will not experience enacted stigma from others, for instance when they are entering or exiting the sexual health clinic or attending local HIV screening tests because of the stigmatising assumptions that are related to HIV /AIDS such as being gay or heavy drug user (Lubkin and Larson, 2012). Additional example can be seen with women who is avoiding screening for the sexually transmitted disease called HIV and AIDS for the fear of other people acting unreasonabl y towards them because they feel that they will be judged against behaviour associated with a lot of sexual partners. (Lubkin and Larson, 2012). And because this is associated with the person fearful of being treated different or labelled. People may not always seek medical help for their stigma conditions because of their fears of being faced with enacted stigma, however Zola (1973 has looked in to the timing of when individuals may decide to seek medical help, and in he discovered that majority of the people wait and put up with their symptoms for a while before they actually choose to seek medical assistance. Research study carried out on HIV and AIDS, has shown that people with such stigma are only known to their doctors and many chose not to kept it a secret and to disclose this information because of the way society thinks of AIDS and HIV. As mentioned above avoidance of sexual health screening can lead to worsening health problems, a person with the health illnesses mentioned above could have life threatening diseases for the individual if he or she continue to express the ideas of the hidden distress model. There are many studies that prove that is stigma is based on social concept. This study suggests that stigma is more about social concept rather than a characteristic of an individual. Parker and Aggleton (2003) ‘point out, processes of stigmatization remain part and parcel of processes of power, domination and discrimination; what becomes stigmatized is bound up with usual norms and values. Therefore it is socialized, not an individual, concepts (Nettleton, 2006, p.96). Therefore this study says felt stigma is more powerful than any accrual episodes of enacted stigma and for that reason it makes people more stigmatized. Moving on to the concept of ‘Coping Strategies’ has been formed to explain the ways in which an individual copes with the effects of an illness. The term ‘coping’ refers to the â€Å"Cognitive processes whereby an individual learns to tolerate illness† and strategy relates to the actions people take in the face of illness (Bury 1991 cited in Nettleton 2006). The term coping is used to maintain the feeling of self-worth and a sense of belief during an illness (Gerhardt 1989 cited in Bury 1991). The thought of normalisation can be used in ‘coping’ with an illness; this can be expressed in two with in the ‘Coping Strategies’. The first is to supress any negativity related to the illness so that the person can maintain their own personal identity which they held prior to their diagnosis; the second is to look at normalisation in terms of treatment where the treatment routine should not be remote place so that the individual can integrate with other people and not be isolated (Kellecher 1988, cited in Bury 1991). Bury (1991) This further explains that it is the values of the individual that can determine how others respond to them in regards to their illness. The model of ‘strategy’ is the actions that are taken in order to ‘maximise favourable outcomes’. (Bury, 1991). Moreover how a person responds to health illness experience regarding their condition does determine the extent to which they perform their strategies, the more negative experience they have can develop greater awareness in their everyday lives so as to escape or reduce the experience of enacted stigma. The controlling of illness through the use of strategies can differ from the influence of social settings to the forms that are developed in order to deter any focus to the condition as well as achieving set goals so that they can maintain their own sense of value and their belief of what their everyday life requires. Goffman (1963) states that the way in which an individual copes with a stigmatising condition differs depending on the actual type of condition, he has specified two terms in relation to this – ‘discredited’ and ‘discreditable’; the first one is regarding an individual whose condition is widely known and the second refers to those whose condition is concealed. It’s described that those who have a discredited condition will find it harder to manage their stigma. There are three different ways in which an individual can cope their own stigmatising condition the first is ‘Passing’ this is where one would try to fit in to the society as ‘normal’ usually the stigmatised individuals would constantly try to conceal their condition because they do not want anyone else to know if their illness; and for those with felt stigma are more likely to choose the passing approach for instance an individual with hard of hearing condition may decide to not use the hearing aid so that they can ‘fit in’ more with the society (Lubkin and Larson, 2012; Armstrong, 2003). The second one is ‘Covering’ this refers to an individual with a discrediting attribute where they will try their utmost to conceal the significance of their stigmatising condition. (Goffman, 1963; Armstrong, 2003), in this situation the individual would try and take off the focus from his or her condition in order to avoid the experience of enacted stigma, the process could be amusing towards the situation which would reassure a less tense atmosphere making it to be more easy to manage (Lubkin and Larson, 2012). Stigma is the result of a reaction expressed through the society that ultimately spoils identity of unacceptable norms that affect the stigmatised individual in a negative way. (Gabe et al, 2004). Nettleton (2006) states â€Å"Stigma is not an attribute of individuals, but is rather a thoroughly social concept which is generated, sustained and reproduced in the context of social inequalities.† Some people are stigmatised because the part of the individual that is different is considered to be self-inflicted and in the ‘normal’ people’s eyes they are less worthy of help (Lubkin and Larson, 2012) Parsons (1951) describes illness as a deviance form the norm and he also perceives illness as capable of cracking the social structure as the sick are unable to accomplish their social role within society. It can be expected that when an individual is sick they respond on the reaction of others, while society responds depending on the nature of the illness. (Lemert, 1967) suggests that there is three stages of deviance and he identifies these as primary deviance, which is related to an actual defined of a state or behaviour, and he claims that inside the law an action that was seen to be normal can become illegal or deviant, moreover secondary deviance refers to ‘the changes in behaviour that occur as a consequence of labelling’, for instance the stress of being discriminated and stereotyped can make an individual’s behaviour change over time. And the last stage is Tertiary deviance, which is the stigmatised individual’s reaction to the stigma from others l eads to master status, for example categorising and stereotyping dominate individuals behaviours. Scambler (2008) mentions that social factors is a major factor, which has impact people’s behaviour when they faced with what they recognize and recognise to be danger to their health and well-being. Freidson (1970) draws ‘societal reaction’ (Nettleton, 2006, p.73) furthermore he argues that there is three types of legitimacy. The first legitimacy is the ‘cases where it is achievable for a person to recover from illness, so they can get treatment for their condition, in addition their access to the sick role is conditional, the second is the incurable condition and their access to the sick role must be unconditionally, due to the fact that person might not get well and the last one is the illness being stigmatized by others and access to the sick role is to be treated as illegitimate (Nettleton, 2006, p.73). According to Reidpath (2005) ‘ the fear of being stigmatized and subjected to discrimination many case some people to avoid or delay seeking medical help’ and this is because of fear, that people with stigmatized conditions feel socially isolated and often rejected moreover they are alienated in the society. For several stigmatized individuals, in order to to feel normal or socially accepted in the society they might join a talk group to form their own communities in order to meet people with similar issues (Armstrong, 2003). Many stigmatized people use copying mechanism in order to cope with their conditions and according to Goffman (1963) ‘a person with a stigmatizing condition could pursue several copying strategies that were largely based on the salience of the stigma he or her carried. Scamber and Hopkins (1986), cited in Scamber, 2008, p.210, they described individuals ‘fearing discrimination, tend to conceal their epilepsy each time possible Certain ways they appear as normal included covering up their illness, a person with discrediting behaviour has no opportunity to go about it as normal but can still try to reduce the signs of his or her stigma and alternative way of passing as normal is managing expectations. This will l will lead the person to withdrawing from society and their social life, in order to avoid embarrassment and shame. An example people with conditions such as epilepsy, or HIV/Aids are able to hide away their condition when out in community, from partners, family and friends but they still do end up feel some kind of felt stigma due to them hiding some parts of their characters, nevertheless the individual way of avoiding social response to their illness and this is an case of passing as normal, concealing and managing expectations. Peop le with stigma also get labelled unpleasant names such as handicap because they are being judged on their appearance and the abnormality they lack. Conclusion To conclude this essay, we agree with the idea of that felt stigma being more powerful than enacted stigma because individuals are more fearful of being stigmatized then the actually illness itself. This statement showed to be true by research studies that have been carried out this these areas. In this essay we have seen that before individuals are diagnosed with illness they prefer to hide from their illness and ignore their symptoms and refuse to seek medical attention they require also individuals develop fear of their community and the society because of their health condition, likewise they fear their family, friends look and treating them differently. We have also looked into in to some research on stigma, we recognise why people are more fearful about the health condition than the illness because in society we tend to judge and isolate individuals on how they appear to look, before we even personally know them, for instance people in a with wheelchair we label them disabled. As Scrambler and Hopkins 1989, says that people with stigmatized illnesses are essentially outcasts and this is because they are socially rejected from society, due to their signs or symptoms and we see them as inferior. Nettleton (2006) suggests that illness reminds us that the normal functioning of our minds and is important to social action and relations with others, and this an significant fact and part of the reason proves why people are more fearful about their condition because they believe that people will be looking at them differently, judging and discriminating against them before it even happens. In addition to that we think people with serious he alth condition sexually transmitted diseases for instance HIV and AIDS should not tell their condition to others, for their own protection because some people have strong views and opinion on these conditions and these condition are associated with having many sexual partners and unhygienic. Scheff (1966) suggests that mental illness is a product of society’s opinions and reaction to the individual’s illness, we do believe that society’s has developed ways of just labelling people with all sort of illnesses especially people who are mentally ill and they are labelled as crazy and therefore they are treated different to others and stigmatized. References Armstrong, D. (2003) Outline of Sociology as Applied to Medicine 5thed. London: Arnold Publishers Berkman, L. Syme, S. (1979) Social Networks, host resistance and mortality: a nine year follow up of Alameda County Residents. American Journal of Epidemiology 109 (2) pp. 186-204 Calnan, M. (1987) Health and illness. London: Tavistock Bury, M. (2005) Health and illness. Cambridge : Polity Press Bury, M, R. (1991) The Sociology of Chronic Illness: A Review of Research and Prospects’, Sociology of Health and Illness 13 (4) pp. 451-468 Gabe, J. Bury, M. Elston, A, M. (2004) Stigma, Key Concepts in Medical Sociology. London: Sage Publications pp. 68-69 Goffman, E. (1963) Stigma: Notes on the management of spoiled identity. New York: Simon Schuster Lubkin, M, I. Larson, D, P. (2012) Chronic Illness: Impact and Intervention Eighth Edition. Burlington: Jones and Bartlett Learning. Nettleton, S. (2006) The Sociology of Health and Illness. Cambridge: Polity Press. Scambler, G. (2008) Sociology as Applied to Medicine (eds.). Elsevier Limited.