Mission statement

This   essay   deals   with   three   mission   statements   of   human   service   organizations. It   evaluates   the   effectiveness   of   each, as   a   qualitative   mission   statement.  A mission statement is defined as , â€Å" a   brief   description   of   a   company’s fundamental purpose. A   mission   statement   answers   the   question, â€Å" why   do   we exist?’ It articulates   the   company’s   purpose   both   for   those   in   the   organization   and   in   the public†. ( Ward Susan )Statement 1   :The   first   mission   statement   chosen   for   this   essay   is   that   of   the   center   for   faith-  based   &   community   initiatives, Unites   States   department   of   health   and   human   services.  It   consists   of   three   paragraphs. The   first   paragraph   says   that   it   intends   to   create  an   environment   where   faith   based   and   community   based   organizations   are   invited  to   be   partners, â€Å" to   focus   on   improving   human   services   for   our   country’s   neediest  citizens †.The   second   paragraph   mentions   that   many   more   faith   based   and   community  based   organizations   have   been   made   partners, and   offered   technical   help   the   needy  citizens. It   also   says   that   it   has   collaboration   with   many   old   organizations   and   its  staff   is   trained   well   to â€Å" understand   how   to   reach   out   and   partner   with   these  organizations†.The   third   paragraph   states   that   it â€Å"provides   information   and   training,   but   does   not   take   decisions   on   which   groups   will   be   funded†. It   further   gives   web   links   for  more information.   Analysis   of   this   mission   statement   reveals   that   it   does   not   convey â€Å" what† is/are  the   real   functions   of   the   center. The   statement   has   words   which   have   too   broad  meanings, like â€Å" partners†, â€Å" collaboration†, etc. By   reading   this   statement   the   only  aspects   which   become   clear   are   that   the   center   makes   partnerships   with  Ã‚   faith   based   and   community based   organizations   to   help   needy   citizens   and   it   does   not   take   decisions   on   funding.Answers   to   what   type   of   â€Å" information   and   help† is mgiven   to   partners   is totally   missing. Giving   some   idea   of   specifics   of   functional   areas   would   have   added   a   lot   of   meaning   to   this   statement.( CFBCI )  An   hypothetical   example   will   prove   this. ‘A’ may   say   that   its   mission   is   to  Ã¢â‚¬Å" make   profits †. ‘B’ may   say, its   mission   is   to â€Å" make   profits   by   importing   crude  Ã‚  oil   and   selling   it   in   the   local   market†. The   second   is   a   much   better   mission  statement.  This   statement, though   very   long, is   a   bad   example   of   a   mission   statement.Statement – 2The   second   statement   is   the   one   issued   by   College   of   Liberal   Arts   and  Sciences, Villanova   University, Department   of   Education   and   Human   Services.  It    makes   clear   that   it   supports   the   Catholic   Augustinian   thought   tradition   and   it   treats   every   individual   on   the   campus   as   a   unique   human   being, working   with  one goal,   that   of   ‘ assimilation   of   knowledge’.   The   second   paragraph   tells   very   specifically   its   purpose   is   to   prepare   teachers,  human   service   providers, counselors, supervisors   and   administrators. This   is   achieved  through   theoretical   and   practical   exposures   in   school   and   community   settings. It  claims   that   each   of   its   graduates   will   have   a   commitment   to   social   justice,  cultivation   of   the   intellect, and   willingness   to   serve.This   is   an   ideal   example   of   a   good   mission   statement. Needless   to   say   that  assimilation   of   knowledge   is   the   mission   of   any   department   of   an   University, but  this   statement   further   clarifies   the   areas   of   knowledge   to   be  Ã‚   imparted, how   it   is  imparted   and   what   are   the   expected   results   of   its   mission. It   also   mentions   that   it  is   dedicated   to   the   Christian   Augustinian   faith.The   only   drawback   of   this   statement   is   that   the   language   and   the   vocabulary  bear   a   very   high   profile, especially   in   the   second   paragraph. The   message   can   be  understood   only   by   those   who   are   very   good   at   English. Perhaps, simple   words  and   shorter   sentences   would   have   been   more   effective. ( mission statement ).Perhap s, simplicity   communicates   the   best !!Statement – 3The   third   statement   analyzed   in   this   essay   is   of   an   association   names   as  PROTECT. Its   one   paragraph, very   short   yet   very   comprehensive   mission   statement  says   that   it   is   a   ‘pro   child, anti   crime   membership   association ’. It   is   founded   on  the   belief   that   the   first   and   most   sacred   obligation   as   parents, citizens   and   human  beings   is   to   protect   children   from   harm. Its   aim   is   to   build   a   powerful, non  partisan   force   to   protect   children   from   abuse, exploitation   and   neglect. It   is   also  clear   that   the   tools   adopted   to   achieve   its   goals   would   be   a   determined   single-issue   focus, aà ‚   meaningful   mainstream   agenda, and   use   of   proven   medical   political  strengths.This   is   one   more   example   of   a   good   mission   statement. It   gives   a   complete  picture   of   the   motives   of   the   organization. The   goals   are   clearly   stated   and   the  means   to   achieve   these   goals   are   also   very   clear. Some   more   clarity   could   have   been   added   if   the ‘ how ‘ part   of   the   statement   is   elaborated. Few   more   words   on  how   children   will   be   protected, will   make   this   an   ideal   mission   statement. The only  drawback   of   this   statement   is   that   it   does   not   mention   if   the   target   is ‘ children’  on   a   universal   base, or ‘ children’ of   a   speci fic   country   only. ( protect ).ConclusionA   mission   statement   is   judged   by   its   ability   to   put   across   the   main   function   of  an   entity. Out   of   the   three   statements   selected   for   this   essay, one   does   not  communicate   the   crux   in   the   minimum   required   depth. This   is   despite   the   fact   that  it   is   a   very   long   statement. The   other   two   are   very   brief   and   successfully   tell   the  main   function   in   a   very   brief   fashion. These   are   good   mission   statements. None   of  them   have   to   say   anything   else, apart   from   the   main   function.Works-cited   pageWard Susan, Mission   statement, about Inc. a New York Times Company, 2007, Retreived on 4 April 07 from:CFBCI, CFBCI mission statement, Center for faith based an d communityinitiatives, United States department of health and human services, 4 Dec 06,Retrieved on 4 April 07 from: < http://hhs.gov/fbci/ >Mission   statement, Department of education and human services, VilanovaUniversity,   2003,   Retrieved on 4 April 2007 from:< http://www1.villanova.edu/villanova/artsci/education.html  > Mission statement This   essay   deals   with   three   mission   statements   of   human   service   organizations. It   evaluates   the   effectiveness   of   each, as   a   qualitative   mission   statement.  A mission statement is defined as , â€Å" a   brief   description   of   a   company’s fundamental purpose. A   mission   statement   answers   the   question, â€Å" why   do   we exist?’ It articulates   the   company’s   purpose   both   for   those   in   the   organization   and   in   the public†. ( Ward Susan )Statement 1   :The   first   mission   statement   chosen   for   this   essay   is   that   of   the   center   for   faith-  based   &   community   initiatives, Unites   States   department   of   health   and   human   services.  It   consists   of   three   paragraphs. The   first   paragraph   says   that   it   intends   to   create  an   environment   where   faith   based   and   community   based   organizations   are   invited  to   be   partners, â€Å" to   focus   on   improving   human   services   for   our   country’s   neediest  citizens †.The   second   paragraph   mentions   that   many   more   faith   based   and   community  based   organizations   have   been   made   partners, and   offered   technical   help   the   needy  citizens. It   also   says   that   it   has   collaboration   with   many   old   organizations   and   its  staff   is   trained   well   to â€Å" understand   how   to   reach   out   and   partner   with   these  organizations†.The   third   paragraph   states   that   it â€Å"provides   information   and   training,   but   does   not   take   decisions   on   which   groups   will   be   funded†. It   further   gives   web   links   for  more information.   Analysis   of   this   mission   statement   reveals   that   it   does   not   convey â€Å" what† is/are  the   real   functions   of   the   center. The   statement   has   words   which   have   too   broad  meanings, like â€Å" partners†, â€Å" collaboration†, etc. By   reading   this   statement   the   only  aspects   which   become   clear   are   that   the   center   makes   partnerships   with  Ã‚   faith   based   and   community based   organizations   to   help   needy   citizens   and   it   does   not   take   decisions   on   funding.Answers   to   what   type   of   â€Å" information   and   help† is mgiven   to   partners   is totally   missing. Giving   some   idea   of   specifics   of   functional   areas   would   have   added   a   lot   of   meaning   to   this   statement.( CFBCI )  An   hypothetical   example   will   prove   this. ‘A’ may   say   that   its   mission   is   to  Ã¢â‚¬Å" make   profits †. ‘B’ may   say, its   mission   is   to â€Å" make   profits   by   importing   crude  Ã‚  oil   and   selling   it   in   the   local   market†. The   second   is   a   much   better   mission  statement.  This   statement, though   very   long, is   a   bad   example   of   a   mission   statement.Statement – 2The   second   statement   is   the   one   issued   by   College   of   Liberal   Arts   and  Sciences, Villanova   University, Department   of   Education   and   Human   Services.  It    makes   clear   that   it   supports   the   Catholic   Augustinian   thought   tradition   and   it   treats   every   individual   on   the   campus   as   a   unique   human   being, working   with  one goal,   that   of   ‘ assimilation   of   knowledge’.   The   second   paragraph   tells   very   specifically   its   purpose   is   to   prepare   teachers,  human   service   providers, counselors, supervisors   and   administrators. This   is   achieved  through   theoretical   and   practical   exposures   in   school   and   community   settings. It  claims   that   each   of   its   graduates   will   have   a   commitment   to   social   justice,  cultivation   of   the   intellect, and   willingness   to   serve.This   is   an   ideal   example   of   a   good   mission   statement. Needless   to   say   that  assimilation   of   knowledge   is   the   mission   of   any   department   of   an   University, but  this   statement   further   clarifies   the   areas   of   knowledge   to   be  Ã‚   imparted, how   it   is  imparted   and   what   are   the   expected   results   of   its   mission. It   also   mentions   that   it  is   dedicated   to   the   Christian   Augustinian   faith.The   only   drawback   of   this   statement   is   that   the   language   and   the   vocabulary  bear   a   very   high   profile, especially   in   the   second   paragraph. The   message   can   be  understood   only   by   those   who   are   very   good   at   English. Perhaps, simple   words  and   shorter   sentences   would   have   been   more   effective. ( mission statement ).Perhap s, simplicity   communicates   the   best !!Statement – 3The   third   statement   analyzed   in   this   essay   is   of   an   association   names   as  PROTECT. Its   one   paragraph, very   short   yet   very   comprehensive   mission   statement  says   that   it   is   a   ‘pro   child, anti   crime   membership   association ’. It   is   founded   on  the   belief   that   the   first   and   most   sacred   obligation   as   parents, citizens   and   human  beings   is   to   protect   children   from   harm. Its   aim   is   to   build   a   powerful, non  partisan   force   to   protect   children   from   abuse, exploitation   and   neglect. It   is   also  clear   that   the   tools   adopted   to   achieve   its   goals   would   be   a   determined   single-issue   focus, aà ‚   meaningful   mainstream   agenda, and   use   of   proven   medical   political  strengths.This   is   one   more   example   of   a   good   mission   statement. It   gives   a   complete  picture   of   the   motives   of   the   organization. The   goals   are   clearly   stated   and   the  means   to   achieve   these   goals   are   also   very   clear. Some   more   clarity   could   have   been   added   if   the ‘ how ‘ part   of   the   statement   is   elaborated. Few   more   words   on  how   children   will   be   protected, will   make   this   an   ideal   mission   statement. The only  drawback   of   this   statement   is   that   it   does   not   mention   if   the   target   is ‘ children’  on   a   universal   base, or ‘ children’ of   a   speci fic   country   only. ( protect ).ConclusionA   mission   statement   is   judged   by   its   ability   to   put   across   the   main   function   of  an   entity. Out   of   the   three   statements   selected   for   this   essay, one   does   not  communicate   the   crux   in   the   minimum   required   depth. This   is   despite   the   fact   that  it   is   a   very   long   statement. The   other   two   are   very   brief   and   successfully   tell   the  main   function   in   a   very   brief   fashion. These   are   good   mission   statements. None   of  them   have   to   say   anything   else, apart   from   the   main   function.Works-cited   pageWard Susan, Mission   statement, about Inc. a New York Times Company, 2007, Retreived on 4 April 07 from:CFBCI, CFBCI mission statement, Center for faith based an d communityinitiatives, United States department of health and human services, 4 Dec 06,Retrieved on 4 April 07 from: < http://hhs.gov/fbci/ >Mission   statement, Department of education and human services, VilanovaUniversity,   2003,   Retrieved on 4 April 2007 from:< http://www1.villanova.edu/villanova/artsci/education.html  >

Development of Ophelia in Hamlet Essay

William Shakespeare in the play â€Å"Hamlet† develops the character of Ophelia in three unique stages. Initially, Ophelia is portrayed as a normal and obedient character. As the play progresses, she falls madly in love and ultimately goes insane. Ophelia progresses in a negative direction as the plot of the play moves on. In the beginning of the play Ophelia is depicted as the normal, obedient daughter. Laertes explains to Ophelia that even if Hamlet says he loves her, he may not be telling the truth. After Laertes speaks, Ophelia respects the personal knowledge on relationships that he has to offer. Ophelia accepts his speech and â€Å"shall the effect of this good lesson keep as watchman to [her] heart† (I, III, 48-49). Ophelia listened to Laertes’ advice and obediently accepts his guidance. Moment’s later Ophelia’s father, Polonius, requests that Ophelia stop seeing Hamlet. In response, Ophelia says, â€Å"I shall obey, my Lord† (I, III, 140). Polonius’ word appears to be of importance when Ophelia responds in such a compliant manner. Primarily, Ophelia is interpreted as a well-behaved teenage girl, however this depiction soon changes. Although Laertes and Polonius try to steer Ophelia in the right direction, she ends up falling almost irrationally in love with Hamlet. Ophelia’s utter obedience leaves her vulnerable to the abuse of Hamlet, who accuses her of being unfaithful and deceptive. Ophelia claims that Hamlet â€Å"took [her] by the wrist and held [her] hard† (II, I, 97). Although Hamlet physically abuses Ophelia, her love for him is stronger than him mistreating her. While Hamlet tells Ophelia that his love for her has departed, she is in utter shock and dismay. Ophelia responds with â€Å"O heavenly powers, restore him!† (III, I, 153). Ophelia cannot believe that Hamlet no longer loves her and wishes that he would love her again once more. Her love is clearly consuming her every thought. Although Hamlet no longer loves Ophelia she cannot accept or cope with this reality and the stress ultimately leads to her death. After Ophelia realizes that Hamlet no longer has feelings for her, she goes insane. Ophelia sings a vulgar song about a maiden who is tricked into losing her virginity with a false promise of marriage. While Ophelia is prancing around singing her outrageous song, she relates her song to Hamlet. Ophelia says, â€Å"Quoth she, before you tumbled me, you promised me to wed† (IV,V,62-63). Ophelia felt that they were going to get married and she believed that Hamlet was certainly going to propose to her. Later, Ophelia fell into the water and drowned. The Queen speaks up and says, â€Å"Till that her garments, heavy with their drink, pulled the poor wretch from her melodious lay to muddy death† (IV,VII,196-198). Rather than trying to save herself, she passively let herself drown because she didn’t care to continue living without Hamlet. In the end, Ophelia’s emotions controlled her, and these negative emotions led to her demise. Ophelia develops over the course of the play in a number of ways. Initially she is obedient and normal, and later turns into a girl controlled by love and eventually she commits suicide. Ophelia is a dynamic character that changes throughout the play. Her blind passion for Hamlet causes her to lose the ability to think or act rationally. Life, to her, is meaningless without him, and she chooses death over life. Ophelia surely progressed through the play in a negative manner.

Let There Be Light Lamp Shade Company

According to Murphy & Wood (2011), Let There Be Light Lamp Shade Company serves an upscale local market and is currently placing a bid for several public buildings in Asia. Total of 5,400 identical lights will be installed and delivered to the foreign port where the buyer would take possession. Let There Be Light Lamp Shade Company has three styles of lamp shades. In order to determine the best possible bid, the company will determine how many lamp shades can fit in the intermodal container and the total cost of delivering for style A, B, and C lamp shades. The interior dimensions of the intermodal container are 8 feet wide by 8. 5 feet high by 40 feet long and can hold up to 44,000 pounds per loaded container (Murphy & Wood, 2011). The intermodal container could hold 2,560 style A lamp shades because it holds 2,720 cubic feet, however, the top six inches cannot be used. The style B shades can be stacked two packages high with the square foot on the bottom. Each column could hold 12 shades and there can be a total of 320 (8 x 40) columns of 12. In terms of style B, the intermodal container could hold 3,840 lamp shades without exceeding the weight. Style C shades can be stacked the same ways as style B and a container could hold 320 columns of 20, totaling 6,400 lamp shades. However, this would exceed the 44,000 pound weight limit. To stay under the weight limit, the number of lamp shades the container could hold is 4,356 lamp shades (10. 1 the weight of one lamp shade divided by 44,000). The total cost of delivering of each style of lamp shades can be calculated by adding the cost of the lamp shade being manufactured, packaged, shipped, insurance, and ocean freight rates. For style A lamp shade, the cost of 5,400 lamp shades to be manufactured is $21,600 ($4 x 5,400). Packaging style A lamp shades is $0. 60 per lamp shade for a total of $3,240. The lamp shades will need to be shipped to the Port of Oakland, which will cost $3,000 ($1,000 per load). The cost of insurance for shipping style A lamp shades is $556. 80 because the total cost of the company at this point is $27,840 times 2% of the value of the shipment. The cost of ocean freight rates is $2,970. Adding the figures together brings the total costs of delivering for style A shades to the port of importation to $31,366. 80. Style B lamp shades cost $5 per lamp shade for a total cost of $27,000. The packaging of the style B lamp shade is $1,800 ($2 x 900). It will take two loads to the Port of Oakland for a total of $2,000. Insurance for style B lamp shade will cost $616 because the total cost thus far is $30,800 time 2% of the value of the shipment. The ocean freight rate cost is $1,960; for a total cost of delivering of $33,376. For style C lamp shades, the cost per shade for manufacturing is $6 for a total of $32,400 and the total packaging cost is $1,620. Again, two loads will be needed to deliver to the Port of Oakland for a total of $2,000. The insurance for style C lamps shades is $720 ($36,020 x . 02). The ocean freight rate cost is $1,238. The total cost of deliver the style C shades to the port of importation is $37,978. Thus, style A lamp shades would be preferred because it the least expensive out of all three styles. In conclusion, Let There Be Light Lamp Shade Company will be placing a bid for large public buildings in Asia. After analyzing how many lamps shades can be loaded into the intermodal container and the total cost of delivering, the company will be placing a bid with style A lamp shades. References Murphy, P. R. , & Wood, D. F. (2011). Contemporary Logistics. Upper Saddle River: Prentice Hall.

Marketing Research Essay Example | Topics and Well Written Essays - 750 words

Marketing Research - Essay Example I believe that Paradise Foods should discontinue its promotion of LaTreat and instead get behind the concept of Sweet Dream. Barbara Mayer has her own self-interest at heart when she says that LaTreat should be the sole focus of the company’s strategic efforts. LaTreat has now been established in the market for a few years, but the product’s growth rate is slowing down. For Paradise Foods to retain a stake in the frozen desserts market, a new product needs to recapture some of the customers who were once loyal to LaTreat but have since grown tired of it. In addition, there has been increased competition in the market, and this has had an adverse effect on the sales of the product. The frozen desserts market has expanded significantly since LaTreat first entered the market, and in fact the market has since outgrown the product. This can be evidenced by the fact that revenues for the product did not grow at all in 1986 and 1987. My recommendation to you is that neither La Treat nor Sweet Dream is discarded, but rather both products are promoted together. While this may seem like cannibalizing, in fact both products can work in tandem to pick up customers who fall through the cracks. From the BehaviorScan data, I have managed to break down the customers of LaTreat into four main categories: Loyalists, Trial Users, Accelerators, and Switch-on-Deal customers. Currently, LaTreat is only picking up customers of the latter two categories. Many of the current customers of LaTreat do not feel any long-term loyalty towards the brand or only make purchases when promotions are on offer. For any product to grow long term, these are not the types of customers who will help contribute to this success. This is, however, where Sweet Dream comes in and fills a gap. Loyalists and Trial Users are extremely hard to pick up through using an already existing product because the â€Å"wow† factor has gone. However, Sweet Dream is a brand new product to the market an d is likely to experience a â€Å"honeymoon† period during the first few months after release. The customers who remain loyal to one brand for a sustained period of time are highly sought after, so everything should be done to not only attract them, but keep them as loyal customers. The initial data that I have gathered around Sweet Dream suggest that the product has the potential to be a hit. The data show that Sweet Dream received a three market share in Midland and Pittsfield after only six months. The trial rate was 15 percent, while the repurchase rate was 45%. These figures are all astounding, and even if the product could not sustain these numbers over the long term, it would still capture a significant portion of the market share. To sum up, my recommendation to you is that the committee reconsiders Sweet Dream, except this time in conjunction with LaTreat. While there would have to be competition from an outsiders’ point of view, the two products could be mark eted to different sections of the market. The competition between the two products would be minimal at best; this would be to try and build up the brand image of Paradise Foods rather than result in the promotion of one product line. I would even be willing to work with Barbara Mayer to

ICT Environmental Risks in Russia Research Paper

ICT Environmental Risks in Russia - Research Paper Example The commanding heights The commanding heights: The Battle for the World Economy is a novel by Stanislaw and Yergin was initially published in 1998. The volume was then changed to a documentary under the same name and then produced via DVD. Commanding Heights tries to trail the development of liberated markets in the previous century, plus the globalization process. The novel attributes the genesis of the expression commanding heights to a language by Vladimir Lenin referring to the control of perceived key segments of a national economy (Yergin & Stanislaw, 2002). The Russian Revolution in the period of 1917 highlighted a substitute exemplar to market entrepreneurship and capitalism, and the Great Depression of the period of 1930’s destabilized faith in trades. The Market was in recoil almost in the entire globe by the untimely 1940’s, and did not just happen in the communist bloc. The Labor Party in United Kingdom nationalized almost all of the economy, a majority of t he third world trailed a socialist trend, and the US followed a strategy of extensive government directive of business. Moreover, government subjugated markets during the 1970’s were languishing and deteriorated. Margaret Thatcher is among the championed personalities of Commanding Heights, who was a primary vehicle in regenerating the economy, which was not only in Britain. Stanislaw and Yergin debate the vitality of philosophies: John Keynes with his domineering theories were overriding from the period of 1930’s, but in the after times of the 20th century, economy activists like Friedrich von Hayek and his teammates at the Chicago University have the best debate.The writers depict absence in certification that the economy’s victory is going to be forever. Ecological... The paper tells that application of Information Communication Technologies has had a significant impact in the various economies within Russian environment. These effects are negative or positive considering their impact on the environment. For instance, the second order effects have a positive impact on the design and process of various products and related products in Russia. However, there are uncertainties that relate to the third order effects on this environment. Such uncertainties are experienced in aggregate demand of products, symphony of economic development and consumer behavior. Uncertainty in development is viewed in terms of determining materialization in various industries within the economy. Many of the gains made may negatively influence the environment, and it requires that there be a balance between gains made and the impact on the environment. Once this is neglected, new forms of consumption may come up and would lead to new environmental problems. These problems may be a burden to the economy, and the people found within such environment. Some of these problems may not be easily controlled, and this may lead to national disasters within the Russian environment. There is a need to monitor and evaluate the gains associated with ICT driven productivity in Russian environment economies. This will facilitate evaluation of environmental performance of economies in terms of their industries. For instance, the OECD would be used to formulate a framework that would be used for monitoring performance of economies.

Consumer Purchasing Process Essay Example | Topics and Well Written Essays - 1250 words

Consumer Purchasing Process - Essay Example The activities involved in the process include identifying and evaluating vendors, selecting specific products, placing orders, and resolving arising issues (Schneider, 2010). All these activities facilitate the acquisition process from either the supplier or producer. The purchasing process takes six steps which are need recognition; supplier identification and selection; contract negotiation; purchase order placement; purchase order follow-up; and order receipt and fulfillment (Li, 2007). Each of these steps involves several purchasing activities. In the first step of the purchasing process, a company identifies a need for a certain material. The step involves purchasing activities like identification of materials and their delivery time. It also involves quality, quantity, and attributes identification. The second step goes on to identify specific sellers or distributers for the materials identified in the first step. This step involves purchasing activities like price trend analy sis, supplier availability analysis, and market conditions analysis (Li, 2007). The third step involves negotiation of the terms and conditions of the purchase process thus opening sale. Upon agreement on the terms and conditions, a purchase order is placed. ... In the six steps, the purchaser receives the order and verifies both quality and quantity supplied. It is in this step where the sale is closed and the company gets ownership of the purchased materials. In most situations, purchasing process involves interaction between the purchasing personnel of a company and key account managers of the supplying company. The account managers should have skills like planning and marketing, relationship building, problem solving, negotiating, opportunity creating, organization, communication, and presenting skills (Cheverton, 1999). In some situations, the suppliers use global accounts management instead of key accounts management. These situations require the vendor company to be global and coordinated. Competences required for personnel in global accounts management is identical to the ones required in key account management. The reason for this is the similarity in the activities undertaken in each of the cases. Analysis Purchasing process involv es the purchasing company and the selling company. These companies have conflicting interests. Each of them tries to maximize benefits derived from a purchase while minimizing both risks and costs. Negotiations are always required in order to achieve these objectives. This indicates that the persons selected to represent a company in a purchasing process should have good negotiation skills. Negotiation skills are in line with communication skills and therefore, these persons need to have good communication skills as well. If persons representing a company lack negotiation skills, the other company may take advantage of the weakness in the purchasing process. Due to this, the weaker company may make loses while the other company

Role of Local Authorities in Urban Regeneration Essay

Role of Local Authorities in Urban Regeneration - Essay Example While urban re-generation is seen as an agent for economic change and reform by many, several also consider it as means of control and leading to destruction of neighborhoods. However, if done properly, urban regeneration is seen in a favorable light and is beneficial for societies. In this report, I’ll discuss the role of local authorities in urban regeneration and how they can help to enhance this process and make it more useful for their particular areas. Impact of Urban Regeneration: Change is an on-going process. Cities go through a constant phase of change whether it is slow or fast. In the past few decades Many European cities have undergone very rapid change which has led to suburbanization and the restructuring of the economic base of the cities (Couch et. al, 2003). Urban regeneration is the answer to these problems. While it may have a downside, but if proper urban re-development plans ate launched, they can solve a lot of urban environmental problems, bring areas to beneficial use and also bring about economic change by creating lost jobs. As external changes occur in a country, various social, economic and other problems are faced by cities. Many states in the UK faced the need of urban regeneration as they faced problems in the post-war period (Jones & Evans, 2008). From now to then, urban regeneration has become a central part of governments combined with various businesses. Role of Local Authorities When cities face problems like people moving out and as a result property prices and the value of that area declining, urban regeneration becomes the need to revive that particular city. Various UK cities have gone through this problem. For example, the city of Salford is going through the same trend and people are moving out. As officials devise regeneration plans for the city, to make these plans successful, the support of all partners, the community and local authorities is very important. While various stakeholders are involved in the process and bring capital and other resources to this process, the role of the loc al government is essential for effective regeneration. Local authorities can better tackle regeneration and integrate this process with their other programs as well to obtain positive outcomes through their core services. Since local authorities are dealing with the issues of their particular city, they can also embed this process and use their service department outputs to handle this process effectively. Local Authorities and the Role of Stakeholders When the local authority shows interest in this process and takes charge of it, various other stakeholders also support them. Some of the examples of these stakeholders are: If local authorities own the regeneration process for their particular city, then their word will act as a strong factor in attracting financiers and other private companies to come forward and be part of the process. The local people have ideas about what the community wants and if they are supported by the local authorities, they can act as a responsive medium f or constructive and cost-effective services

Wells Fargo Bank Essay Example | Topics and Well Written Essays - 500 words

Wells Fargo Bank - Essay Example Kochan, T., Bezrukova, K., Ely, R., Jackson, S., Joshi, A., & Jehn, K. et al. (2003). The effects of diversity on business performance: Report of the diversity research network. Human Resource Management, 42(1), 3--21. This textbook by Robbins and Judge provide with a useful theoretical foundation relating to the contemporary organizational behavior variables as well as their relationship under various contexts. The book provides with useful foundation as to the theory and practice of organizational behavior. Simons, S., & Rowl,. (2011). Diversity and Its Impact on Organizational Performance: The Influence of Diversity Constructions on Expectations and Outcomes. Journal of Technology Management & Innovation, 6(3), 171--183. This article explains the link between workplace diversity and organizational performance by summing up the various categorizations of diversity found in the literature. The article provides an insightful finding of how the ambiguity regarding the definition of diversity has lead to poor diversity management efforts at organizations. The webpage from the official website of Wells Fargo Bank provides with useful information regarding the bank’s organizational culture as it exercises behavioral, psychological, and anthropological theories on its employees. Organizations are becoming increasingly varied in their composition in the wake of global changes such as globalization and immigration. This has had great implications for the working relationship between internal stakeholders within organizations as the changes affect organizational dynamics and structure. Organizations across the United States have experienced a compositional change after such global trends. Well Fargo Bank, like many others, has also experienced the new development. With its presence across various states of the US, its successful operations involve seamless integration between its

Undocumented, Indispensable by Anna Quinden Essay

Undocumented, Indispensable by Anna Quinden - Essay Example The primary claim of the author that immigrant issue has already assumed a proportion that has to be addressed seriously was well positioned. Quinden did not put her main argument nonchalantly or straightforwardly but rather, she used colorful descriptions and analogies that engage the readers. She used the description of geologic earthquake and comparing the march to the other important marches such as march about Vietnam War and feminist rallies. After engaging the reader about her claim, she then conditioned the reader to her arguments that there side of the arguments that were not considered about immigrants such as their contributions through the taxes they pay that they may in fact be the one helping to keep the system afloat. It also helped to mention that they are being demonized as social costs when in fact they work and also contribute to the social security yet not entitled to full benefits. In essence, Quinden humanized the issue that immigrants are not devils or social s ecurity malaise that drains our resources but rather as individuals who helps to keep our way of life. They may have kept wages down but they also keep the prices our homes cheap and ensure that our foods are cheap. Such, many employers who are also campaign contributors turn their eyes the other way about the immigration status of their worker. And perhaps they may be doing this because they are waiting for immigration laws to be more responsive to the reality of the times. Immigrants are workers and therefore are taxpayers.

Clayton College Of Natural Health Essay Example for Free

Clayton College Of Natural Health Essay This thesis is an exploratory study which investigates the phenomena of holistic healing through a phenomenological approach and the potential of this process to reveal the importance of relying on the client as the most important information resource. Using qualitative design, this research chronicles the experiences of people for their impressions regarding their healing experiences and their search for wellness through traditional medical and complementary therapies. Objective data will be collected to validate the nature of this research through the completion of self-assessment forms, in addition to a subjective inquiry into the energetic process of each client through the art and narratives of this researcher. The discoveries that will be produced during the course of this research is expected to reflect the numerous implications of the holistic healing process. 3. Statement of Purpose and Background Holistic healing is on the edge of mainstream scientific thought. It is contrary to the accepted view that we will always be able to find a specific cause for any given disease. Holistic healing was described by Pelletier (1997). For him, all states of health were psychosomatic, each person representing a unique interaction of body, mind, and spirit. Illness was a disturbance in the dynamic balance of these relationships. The client and the practitioner shared the responsibility for the healing and both creatively learned about themselves during the healing process. This study seeks to add valuable information about the growing phenomena of holistic health. It strives to explore the process of holistic healing. In the process of investigating the studies hypotheses, this study hopes to discover novel, unanticipated themes that help further our understanding of holistic healing. In spite of its importance as a central phenomenon in medicine, the word holistic healing is rarely used in nursing or medical literature unless the authors are describing some form of indigenous healing ritual or in the context of purely physiological healing. A holistic healing perspective would imply that healing is much more than physiological change. In spite of a thorough search of the literature, no studies have been found that relate directly to the focus to this study, the experience of holistic healing. The literature review is not the theoretical foundation on which the study is based, but it is represented in order to illustrate the current state of the relevant literature. The initial review established the appropriateness of this study. The majority of the review will be accomplished after the data will be analyzed and will be guided by the findings. Literature from both the initial review and the later review will be combined and the connections between the literature and the results of this study will be explored in the later chapters. Topics will also be discussed that might relate to the experience of healing, such as health status, recovery, and survival. In this related literature the independent variables such as social support, optimism, and hardiness are often well defined with reliable and valid measures. The dependent variables such as â€Å"being healthy, having minor health problems, suffering from chronic disease, being disabled, and being dead are treated as equally-spaced points on a continuum† (Hobroyd Coyne, 1987, p. 364), and are not often well-defined or measured. Other measures sometimes defined as â€Å"healthy† are help seeking behaviours and compliance with medical recommendations. This research investigates these questions: 1. What does it mean to be holistically healthy? 2. What is the mechanism of the health creation process? Hence, this study hypothesized that: 1. Personal experiences will be a key contributing factor to participants` developing a holistic healing approach. 2. Participants will report healing experience with holistic health as key to developing their interests. This study assumes that holistic healing have an integrative theory that guides its process. Additionally, it assumes that holistic healing adhere to a theoretical orientation that promotes universal spiritual ideals as opposed to specific religious ones. The researcher believes that human existence is multidimensional. In addition, this study assumes that illness, whether physical, psychological or spiritual effect our all the levels of existence, body, mind, and spirit. Furthermore, the researcher believes those treatment regimens, regardless of the discipline of origin, increase their efficacy by addressing more of the levels-of-being thorough utilizing a holistic approach. Hence, involving human subjects in this research will be justified. 4. Subjects a. Subject Characteristics In this study a target number of ten participants will be chosen. Their ages range from 28-65. The participants are expected to come from a variety of occupations. Moreover, these participants are expected to demonstrate unique behaviors prior to surgery that appeared as if they might add important insight to the study. The researcher would like to have equal number of male and female participants (5 males and 5 females) to have an equal perspective from both genders. Further, in phenomenology it is important to choose participants who are able to speak with ease, express their feelings, and describe physical experiences (van Kaam, 1966). All the participants are expected to be verbal and expressive and should have little trouble discussing their healing experiences. b. Selection Criteria Participants to be chosen are those who: 1. had had recent surgery (first interviews will be conducted one week after hospital discharge); 2. were expected to return to their presurgical level of functioning. To insure that the participants would have a significant enough surgery to focus their attention on healing, they: 1. were in the hospital for at least three days; 2. were not expected to return to presurgical functioning for at least three weeks. Certain situations related to the surgery could have distracted the participants from focusing on healing. It was not assumed that these situations could not be healing experiences, but individuals with the following characteristics were not included: 1. external disfigurement from the surgery, beyond the incision; 2. an illness that was expected to be fatal. c. Special Populations No special group will be used in this study. d. Recruitment Source There are three surgeons known to the researcher that are the sources and they will be contacted by telephone and then by letter (see Appendix A). Nurses in surgical practice will also be contacted for help. Through the researcher’s own private practice she had many contacts with lawyers, personnel departments and other referring sources. The need for participants was expressed to many of them. Participants referred by professional friends are also good recruitment source. e. Recruitment Method All the participants will be given the researcher’s telephone number and a brief description of the study (see Appendix B). It will be up to the potential participants whether they would make the first contact. Their participation in the study will not be discussed with referring person. The researcher will assume that access to participants would be much easier this way. The resources who were able to provide participants all knew and trusted the researcher. This knowledge could have made it easier to believe that patients would not be harmed by participation in the study. More personal contact beyond telephone and written contact may help to build the necessary trust with potential providers of participants who have never met the researcher. f. Informed Consent Process Because of concern for protection of human subjects, potential participants will be the one responsible for contacting the researcher, not visa versa. This may add to the difficulty of finding participants. Perhaps more potential participants could have been contacted sooner to insure a less prolonged interview schedule. Phenomenological research is a relatively unknown methodology in the medical community and potential providers of participants may have been concerned about the validity of the research. After the potential participants called the researcher, a short interview will be conducted on the telephone to ascertain whether they met the requirements for the study. They will be told what would be expected of them and asked whether they will be willing to participate. Participants will be informed about the nature of the study verbally and through a written consent form (see Appendix C). The nature of the study will also be discussed over the telephone and at the start of the first interview. Questions about the study will be answered at this time, as well as later. As stated in the consent form interviews will be tape-recorded. The tapes will be transcribed by the typist. Pseudonyms will be substituted whenever the participant’s name is used on the tape. The tapes, transcriptions of the tapes, information sheets, and any other materials written by or about the participants’ actual names will not appear in any written reports, nor will they be used in any other way. A list of participants wishing information about the results will be kept separate and will be in no way connected with the data. Participants will be assured that they could withdraw from the study at any time, and that this would not affect their treatment in any way. g. Study Location Attempt will be made to interview all participants in their homes as it will be likely the place where they will feel comfortable and will be sufficiently relax to be able to talk about their experiences. The home is a more appropriate setting than the hospital. Although healing probably will not occur in the hospital, many factors are present which may influence the ability to focus on the process. Pain, recovery from anesthesia, lack of privacy, and immersion in the patient role are notable destructors which are expected to be less pronounces at home. Most of the interviews will be conducted in the home but if the participant will find it more convenient to be interviewed in their office or in other comfortable place (i. e. restaurant) then that will be granted. h. Potential Problems It is anticipated that some questions may cause emotional trauma, thus the participants’ emotional state will be assessed throughout the interview and time will be allotted to discuss any difficulty they will have. 5. Research Design and Methods a. Research Design A suitable design for exploring holistic healing from the perspective of the person in the mechanism of the health creation process is phenomenology. In phenomenology, the essence of human experience (Solomon, 1980) will be studied. It is based on careful consideration of rich complex data, using logic and insight (Cohen, 2001). Then careful interpretation will clarify this reality of human experiences. In the process of interpretation, data will not created, but they will be analysed with an attempt to discover their essence. So, in order to address the research questions posed in this study, select individuals will be asked to discuss their experience of holistic healing and the mechanism of their health creation process. Asking people directly seemed an effective way to study meaning, experience, beliefs, expectations, and perceptions of holistic healing. Benner (2002) pointed out that physiological aspects of healing can be studied readily with traditional quantitative research. Much of the research available on psychological, interpersonal, and personality dimensions of health has also been done using quantitative methods. But there is now a current interest in exploring holistic healing using qualitative means, but no qualitative studies have explored healing. As healing is a lived experience it seems appropriate to use a qualitative method to ask individuals who are in the process of healing to attempt to articulate what they believe is happening. The following is a list of the steps proposed by Colaizzi (1998) that will be followed in this study: 1. carefully interrogate presuppositions; 2. conduct pilot interviews; 3. integrate personal presuppositions and the thoughts about the pilot data, to generated a series of interview questions; 4. gather the data; 5. read all the transcriptions of the data and acquire a feeling for the whole; 6. underlie significant statements in the data; 7. try to formulate the meaning of the combined significant statements. Creative insights can be used to go from what the subjects say to what the researcher believes they might have meant; 8. organize formulated meanings from all the interviews into groups of themes. Validate these themes by asking whether there is anything in the original data that is not included in the themes, or whether the themes imply anything not in the original data; 9. write an exhaustive description of the results so far, including any discrepancies or themes that do not fit into a cohesive framework; 10. reduce the description to the fundamental structure of the phenomenon; 11. validate findings with selected participants. In a phenomenological study, oral interview is indispensable. The purpose of the interview is to elicit information about the participants’ experience in their own words, order of priority, and depth of emphasis. Hence, interviews will usually lasts from 60 to 90 minutes or even longer. Then, it is expected that there will be two interviews (first and a follow-up). The first interview is intended to be conducted approximately one week after hospital discharge. After the first interview with each participant, the data will be analyzed to discover whether any of this information needed clarification or expansion or whether any of these data pointed to the need for another area of questioning. A list of specific questions will be drawn from each participant to explore during the second interview. The second interview for each participant is planned to occur three weeks after the first interview to allow enough time to pass to have some additional thoughts on healing, yet to be early enough in the process that the participant will still focused on healing. The second will start with general questions before the more specific questions will be asked. Again, he purpose was to elicit the participants’ experience in the most uncontaminated way possible. The participants’ thoughts about the healing is expected to be stimulated during the first interview so that they will add new ideas to express during the second interviews and it will be validated as the emerging themes and interpretations of the researcher.

Developing Scientific Thinking in Education

Developing Scientific Thinking in Education Developing Scientific Thinking Abstract The essay title was chosen since developing scientific thinking is a key area of teaching in the primary classroom. The skills which are to be developed through scientific thinking are transferrable to many other areas of the curriculum, and many of the skills are central to real life experiences. The essay will discuss why the skills taught in SC1 are of importance. The aspects of SC1 which were taught were forming of hypothesis and relating conclusions to the hypothesis, selection of appropriate equipment, methods and measurements, fair testing and also analysing ways in which the investigation could be improved. The outcomes of these lessons were positive, with the children showing their ability to interact and produce their own questions which could be investigated. They selected appropriate equipment and methods with teacher guidance, and were able to formulate a hypothesis to test. The children were able to contribute ideas as to how to make the test fair, and were able to comm unicate their results in a scientific way, through graphs. The children were also able to recognise factors which affected the outcome of their experiment and suggest further improvements which could be made. In conclusion, the lesson showed that the methods used were a viable way of teaching SC1. It did however highlight several issues which would need to be accounted for in the future, such as group size; a larger group would require greater organisation, and would possibly require a different emphasis during the lessons to account for different knowledge levels and learning styles. Introduction The main justification for the inclusion of investigations within the national curriculum is to develop the set of skills and processes within the children, with conceptual understanding of science being the secondary outcome to be achieved (Watson et al., 2000). The overall aim is for pupils to be developed into critical thinkers, through the development of various investigative skills. All pupils begin school with some limited skills already developed, but these are built upon throughout Key Stage 1 and 2 so that by the beginning of Key Stage 3 (DfES, 2007) all pupils ideally possess a diverse set of skills which will prepare them for the various subjects to be studied at this level, and will also assist them in many real life experiences, particularly as they reach a stage in their life at which they must be able to use skills to form their own opinions and decisions for the first time in their lives. The science curriculum is broken down into four components, and while the last t hree sections, SC2, 3 and 4, are heavily based on knowledge, SC1 is the component which deals with the development of scientific skills, and is central to each of the other components also. Scientific Enquiry in the National Curriculum Organisation of SC1: Enquiry The SC1 portion of the science curriculum is mostly concerned with teaching pupils the mental processes and practical skills which are needed to think and work in a scientific way (Newton and Newton, 1998): Ideas and evidence Planning Carrying out Interpreting and evaluating Recording and presenting data Some of these skills are already possessed at a basic level when a child begins Key Stage 1, and will be developed throughout Key Stage 1 and 2 (DfES, 2007). Other areas of science curriculum There are three other areas of the science curriculum which are taught in parallel to SC1. SC2 is concerned with life processes and living things. This area of the curriculum teaches the pupil to be able to recognise, observe and describe a range of features of the human body, animals and plants. This area is also concerned with life processes, which pupils learn to recognise, describe and explain. SC3 is the area of the curriculum in which materials and their properties are studied. In this component children are taught to be able to classify materials through various properties. SC4 is the area of the curriculum which is concerned with physical processes, such as electricity and forces, in which children should be able to form comparisons, and learn to offer explanations as to why certain phenomena occur (National Curriculum in Action, n.d.). It can be seen from the content of SC2-4 that the ideas and knowledge which is developed in SC1 is fundamental to the remaining three components of the curriculum. The ideas which SC1 teaches are required in order for the development of the other areas to occur. For example, in SC1 the ability to interpret and evaluate is developed, and this is a transferable skill which can be used in each of the other three strands. The ability to evaluate and interpret data is essential for pupils to be able to spot patterns between the life processes of living things and to use these to make evidence based predictions about the way that life processes work in other creatures which have not been specifically studied. This is only an example of one of the many ways in which there is an interdependent relationship between the four strands of primary science education; there are many other ways in which the development of skills in SC1 impacts on the ability of the pupil to develop in other areas of the curriculum. Importance of SC1 SC1 is concerned with three main areas, which are experimentation, exploration and investigation (Newton and Newton, 1998, p. 77). These ideas are all closely related, and when used together form an effective method for introducing new ideas or concepts, or developing the level of understanding in current knowledge. It has been found in previous studies that while numerous activities are offered in the classroom in which children are able to develop skills involving observations, planning and measurement, there are less opportunities available in which children get the chance to put forward ideas, hypothesise and interpret an investigation (Newton and Newton, 1998, p. 77). Goldsworthy (n.d.) also showed that there is a distinct unbalance in the skills which teachers at Key Stage 2 concentrate on in the classroom; it was shown that half of the teaching sampled concentrated on the ‘fair test’. While this is important, there are other skills which are more easily transferred to other areas that appear to be neglected in the classroom at the present time. For example pattern seeking and exploring were found to be dealt with rarely, and using and applying models not at all. This research assumes that the reason for this is due to previous teacher training, as some years ago the emphasis was very much on the fair test; however there have been many teachers come through training in recent years that would have had more up to date training, which should see this in remission, which has not happened. This suggests that there must be other factors which are affecting the areas which are taught in the classroom. For example it could be that the concepts which are most explored in the primary classroom are more abundant in other areas of the curriculum, or it could simply be that the teachers are more comfortable with certain aspects of the curriculum, so these are the areas which are concentrated on in lessons. It could also be that a lack of knowledge on behalf of some teachers leads to confusion between the fundamental concepts involved, such as thinking that experimentation and investigation is the same thing, which could lead to there being vital areas of development which are ignored. It could also be due to time pressures, since processes leading to investigations are often lengthy (Garson, 1988, p. 62). During science activities, discussion plays a critical role, since it is through discussion between pupil and teacher that questions are raised which can be investigated and explored; discussion also leads to effective development of communication techniques. Experience is also needed for the pupils to draw upon in order to identify questions (Newton and Newton, 1998, p. 79), therefore providing varied practical activities for pupils is also essential to development in science (Newton and Newton, 1998, p. 78). Independent investigations are centred on the pupil being in control of the investigation, by setting their own questions in response to given information, and deciding the best approach to tackle the questions raised (Newton and Newton, 1998, p. 79). This skill is useful in may areas of the curriculum, since it instils the skills necessary for the pupil to conduct their own research into any area which they study, for example if the child were set a literacy task in which they had to find examples of a specific type of poem, they would use the same set of investigative skills as in science; they would assess the knowledge that they already have, identify the question to be answered, and then choose the most appropriate option to tackle the task at hand. These skills are invaluable in life, particularly in adulthood, since it is by these same investigation methods which we make many decisions, such as the decision as to which electricity supplier is the cheapest, or where you would b e able to buy a new tyre for your car. The skills which SC1 aims to develop are fundamental skills, exploration skills, direct experiment skills, and independent investigation skills. Fundamental skills which may be developed through science are the manipulation of materials, measuring skills and recording skills. These skills are fundamental not only to creating a sound scientific method of investigation and reporting for the pupils, but also to other areas of the curriculum. For instance the manipulation and measurement of materials is a skill which is particularly useful in technology lessons, such as cooking and craft; recording skills are important in any area in which information needs to be communicated effectively from the pupil to another person. It can also be seen that these skills are fundamental in life itself; measurement is a transferable skill which enables you to effectively plan and measure the time which you spend doing various tasks in life; recording skills allow a person to communicate information to anyone, not only their teacher; manipulation of materials can be an everyday occurrence, such as knowing how to make a cake. When children begin school they can already use their five senses, and can therefore observe and communicate the things which occur around them. However this is usually on a very shallow level, and exploration skills need to be developed in order to enhance these observations, and enable the child to form explanations. These skills can be put to use in many areas of the school curriculum, for example in history, where rather than simply observe events that have happened in the past, exploration skills enable the pupil to delve further into the reasons behind the occurrences. This skill is particularly useful as a life skill, since without the ability to relate reason to an occurrence, it is not possible to alter events which might occur. For example it may be observed that it is slippery when out walking in the snow, which any child would be able to recognise. However with the ability to explore why this may be, and form an explanation as to the reason, it is then possible to explore ways in which the problem may be overcome. How SC1 was used in teaching Central to my approach on teaching of science enquiry is Vygotsky’s idea of ‘zone of proximal development’ that learning should be child-centred and based on activities that encourage the development of reflection through which they gain abstract understanding. Active learning rather than passive learning, collaborative learning rather than individualised learning and the integration of contextual process skills. I have observed lessons where it seemed that the learning objectives that the teacher had for the lesson were concerned with its factual content rather than with a concern to support children’s learning by involving them in the course of learning. As discussed in the beginning of this essay, while this may lead to the acquisition of knowledge through passive learning, it is unlikely that the children are able to develop the key skills outlined in SC1 through these methods. When planning my science work with the children I considered the scientific enquiry skills to be explored in terms of those that I felt were important to develop and relevant to the topic. My learning outcomes included the following: Finding questions that could be investigated scientifically and Choosing how to achieve answers Able to explain a fair test based on predictions I felt that these learning outcomes would lead to the development of analytical skills, since they centred on the pupils exploring their own ideas, and while they were based somewhat on the fair test, this was not the sole purpose of the lesson, simply a method by which children could be shown analytical skills. I began the lesson by talking to the group about the aspect of scientific enquires and on what scientific skills they will be focusing during the lesson (see appendix 1). We talked about the steps they can make when carrying out a scientific investigation. I asked two children to stand together and the rest of the group in pairs to brainstorm any differences in the children that they observed, a process that required a dialogic discussion. After a couple of minutes I bought the group together, listened to their observations and recorded them on the interactive white board. A short extract below illustrate some of the discussion: Andrew: Simon is taller than Leo. Lianne: I bet Simon can run faster than Leo. CT: Why do you think that? What are you basing your statement on? (Pause, no response) Can you explain why you think that? Lianne: Because he has longer legs means he can cover more ground CT: Does anyone else agree with Lianne’s ideas? Andrew: No, I think it depends on how much energy you have. CT: How could we find out whose idea (hypotheses) is true? Andreas: Simon also has longer arms than Leo. Andreas: I think he can throw a ball higher, because he has got a stronger arm. CT: Why do you think someone with longer arms should have stronger arms than someone with shorter arms? Andreas: Well, because he has more muscles. CT: What could we do to find this out? Through further questioning they were able to turn their ideas into questions that could be investigated (Carrà © and Ovens, 1994, p. 6). Here are a few of their suggestions. â€Å"Whether people with longer arms can throw balls higher?† â€Å"Whether people with longer legs can jump higher?† â€Å"Whether people with longer legs can run faster?† On the interactive white board I wrote two questions, â€Å"What will I need to test my question?† and â€Å"Can we investigate with the resources available?† The pupils had a discussion as to what equipment they would use first. One question was modified to whether people with longer arms threw the furthest, since health and safety issues had to be accounted for. Prior to this lesson, the children had taken part in a PE lesson where they were introduced to foam javelin, and they decided they wanted to use these javelins instead of tennis balls to test their predictions. I wrapped up the discussion by reviewing the question with the group to check that it was well defined and focused, telling them they should think mainly about their predictions and where it fits into the cycle of their investigation and what other skills were connected to the process. The group worked collaboratively and divided the responsibilities among themselves. â€Å"Science is thus a sociable activity by nature of the inherent need to communicate between scientist†¦From all background, cultures, countries and language to communicate† (Feasy, 1999) In a subsequent lesson, the children followed their plan and recorded their results on a chart showing person in one column and length of throw in the second column. The group used their results chart to draw a graph to look for a pattern and discovered that their original hypothesis had not been correct. They drew their conclusion that the people with the longer arm did not necessarily throw the furthest. During the plenary I talked to the group about their investigation and asked them whether they were pleased with their results and the way they had collaborated. The children decided that the hardest part of the investigation was the controlling the variable; they recognized that in this instance there were environmental factors such s the wind which affected their experiment; they thought they should have tested the wind direction and speed to ensure it was accurate. They also thought that it was largely due to the technique employed to throw the javelin and how they were feeling on the day to how far you threw the javelin. From their data they agreed that although there was a pattern of those with the longest arms throwing the furthest this was not a concrete fact: â€Å"Miss, Simon threw further than you and you have longer arms than him†. The children were asked to suggest improvements which could have been made to the investigation to make it better, and they suggested on e improvement could be to perform their investigation indoors. I felt the interaction that went on whilst carrying out scientific investigations was beneficial to the children’s learning and enabled them to find out what they do and do not know. (See appendix 2) â€Å"Within†¦discussion students can be encouraged towards critical reflection, examining practice by articulating it†¦Ã¢â‚¬  (Loveless and Dore, 2002, p. 148). The children reported orally rather than writing a formal report about their investigation which gave them ownership of their work and it also gave me a chance to carry out some post assessment on their scientific knowledge. Socio-cultural theorist Vygotsky (1978) emphasised the importance of language use and social interaction within communities for the development of educated ways, of making sense of the world, such as those associated with science. Evaluation of lesson In the instance discussed here the children involved were part of a high achieving group; if the same work were to be undertaken with a whole class diverse backgrounds and learning styles would need to be accounted for, which means that there would need to have been greater organization, and possibly longer allowed for the lessons to account for a longer learning process to take place. Motives for learning must be kept from going passive they must be based as much as possible upon the arousal of interest in what there is to be learned, and they must be kept broad and diverse in expression. (Bruner, P. 80) I have taught quite a few hands-on activities in both my placements schools and I find the children are interested and motivated in doing these activities. I feel they enjoyed the open-endedness of their task and the idea that they can do investigations themselves. This was reflected in the reaction of the children to the lesson discussed above: â€Å"The more you work on our investigation, the more you find out. It made me realize how I have to sometimes change my opinion†. I feel the children did have an understanding of how to find questions which could be investigated, and also had knowledge of how to develop a hypotheses and present a fair test. Duggan and Gott (2002) indicate that those who can apply their learning in a novel situation are likely to be more creative. â€Å"Creativity in science needs to be fostered with more emphasis placed on developing understanding†. I also felt that in the lesson there were added benefits to the hands on approach in behaviour management, since none of the children presented problems with behaviour during the sessions. This is possibly because they were all actively involved in the process, which allowed no time for lack of interest by ant child. Implications for future teaching of science enquiry The results of the session were very positive overall. The way in which the children reacted showed that they already had some previous knowledge of the skills which were approached, and this must be taken account of in future lesson planning. For instance if teaching a group which has less previous knowledge more time would need to be devoted to discussing the issues such as the fair test idea in the first session. Children may also need more time to develop their own ideas if this is something they have little previous experience of doing in the science situation. Another issue which must also be accounted for in the future is the size of the group which is being taught. For instance in this example the small group size not only meant that the children were all of the same ability, but also enabled interaction between the entire group easily. If there were a whole class involved in the activity, certain aspects, such as the brainstorming may be less successful, since it would be mu ch harder to engage every member of a large group. This suggests that activities such as this would be better performed in small groups; for instance if the class were to be broken into smaller groups, each could be given ownership of a particular area to discuss. Conclusion The way in which the science curriculum is divided into four components does not mean that each of these components should be taught in isolation. The first of these components is arguably the most important, since it is the one which is based on the idea of teaching skills rather than knowledge, and this unit is fundamental to teaching each of the other three. The fact that Science Enquiry is aimed at developing investigative and exploration skills suggests that practical sessions are fundamental to the lessons. From my own experience I have found that children react very well to practical sessions, and show capability of developing their skills through interaction. The success of these sessions also suggests that the format would be very useful in other areas of the curriculum, such as topic work, where they could be used to demonstrate to pupils that the skills which they are learning are applicable to many other areas outside of science. It also encourages greater development of skills that will be essential to pupils in many real life experiences. References Carrà ©, C. and Ovens, C. (1994) Science 7-11: Developing Primary Teaching Skills. New York: Routledge. DfES (2007) Science at Key Stages 1 and 2. [Online] Available from: http://www.standards.dfes.gov.uk:80/schemes2/science/teaching?view=get. [Accessed 2nd May 2007]. Duggan, S. and Gott, R. (2002) What sort of science education do we really need?, International Journal of Science Education, 24 (7), pp. 661-679. Feasy (1999) Primary Science Literature, Hatfield: ASE Garson, Y (1988) Science in the Primary School, London: Routledge. Goldsworthy, A. (n.d.) Acquiring Scientific Skills. THIS IS IN THE NOTES, I DO NOT KNOW WHAT BOOK. Loveless, A. and Dore, B. (2002) ICT in the Primary School, Buckingham: Open University Press. National Curriculum in Action (n.d.) QCA [Online]. Available from: http://www.ncaction.org.uk/subjects/science/index.htm. [Accessed 3rd May 2007]. Newton, D.P and Newton, L.D. (1998) Coordinating Science Across the Primary School. London: Falmer Press. Watson, R., Goldsworthy, A. and Wood-Robinson, V. (2000) SC1: Beyond the Fair Test, in Issues in Science Teaching, London: Routledge Falmer, pp. 70-74.

Causes of The Juvenile Crime Rate Increase From 1990 To Present Essay

From 1990 to to the present there has been a sharp increase in juvenile crime across the United States. From 1996 to the present there has been a slight decline from the statistics in 1995(OJJDP). What was the cause for this uprise in juvenile delinquincy? I will discuss 2 different theories to why there was such an increase in juvenile crime rates. I will analyze the rise of the "Gangsta-Rap" culture in the early 1990's and how it may have affected teenagers that are in lower-income families. Many people believe that the increase in real life violence on television is a cause for violence in juveniles. I will discuss the evidence for this theory. It seems to me that the best theory to explain the rise in juvenile crime is the social constructionist theory. Different sub-cultures of teens have higher crime rates than others because of their interests, whether it be the music that they listen to or the types of television programs that they watched as child.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the early 1990's a new form of Hip-Hop music appeared in America known as Gangsta-Rap. This style of Hip-Hop had lyrics pertaining to killing police, gang warfare, guns, and robberies. This style of music perked interest in teenagers across the country. Song titles such as "F*ck the Police" gave laughter to teenagers in middle and upper class America, but for these rap artists, the lyrics they wrote were their way of life. The Gangsta-Rap culture came straight from the worst neighborhoods on the Pacific Coast of the United States, where this kind of lifestyle was led by 1000's of people stuck in the slums of America. Could the lyrics from these kind of songs promote violence in low income areas where teens look up to these Rap artists? Teenagers that grow up in neighborhoods that are considered low-income (more so in larger cities than suburban areas) have a very low amount of opportunities to leave these areas and become successful in life. Teens in these areas are looking for the easy way out. There isn't many legal ways of getting out of a slum and becoming successful. Teens in these areas are more likely to sell drugs and perform robberies to make money than hold a steady job. In essence, crime is already higher in low-income areas than it is in higher-income areas. When gangsta rap was introduced in the early 1990's, It became very popular with people facing the... ...ing at different clicks[hippies, punkers, and "gangsters" (There is no dominant term used for this group. It is the group deeply involved in rap music. They wear lots of gold jewelry, medallions, etc, and have their pants sagged low)]. I will perform a study of crimes, drug use, aggressiveness, and academic standings of the teens involved.   Ã‚  Ã‚  Ã‚  Ã‚  Many vital statistics will come out of these studies. These statistics can be used to study many different correlations between juveniles and crime. This knowledge can be used for future reference in the fight to lower juvenile crime rates and understand problems before they start.   Ã‚  Ã‚  Ã‚  Ã‚   Bibliography Lefkowitz, Monroe M. 1977. Growing Up to be Violent: A Longitudinal Study of the Development of Aggression. New York: Pergamon. Wolfgang, Marvin E., Terence P Thornberry, Robert M. Figlio. 1987. From Boy to Man, from Delinquincy to Crime. Chicago: University of Chicago Press. Kolbert, Elizabeth. Dec 14,1994. Television Gets Closer Look as a Factor in Real Violence. New York Times, pp A1, D20. Office of Juvenile Justice and Delinquincy Prevention. [On-line]. Available: http://ojjdp.ncjrs.org./ojstatbb/qa253.html

Hip Hop Essay -- Culture Hip Hop Music Essays

Hip Hop Hip-hop is a musical art form, created by African-Americans and Latino-Americans in the mid seventies. Its conception came from a young generation of African-Americans in the Bronx, who created a beautiful, prideful expression of music, art and dance from a backdrop of poverty. Since that ignition in a New York City borough, it has inspired people from all socio-economic and cultural backgrounds all across the world. When hip-hop is discussed as an art form and not just as rap, it usually is meant to include the four elements: the DJ, the emcee, graffiti writing, and break dancing. Some of these were around before the words "hip-hop" were uttered, but they reestablished their identities within hip-hop. I have been listening to a growing range of hip-hop for five years, steadily. However, I do not adhere myself to hip-hop by identity, meaning I don't rap, DJ, break-dance, or write graffiti on a regular basis. Thus I accept my fan status, but I do consider myself an educated fan, and since hip-hop has given me a lot in terms of ideas, joy, and enlightenment, I will try to regard it with the respect that it deserves as well as make a conscious effort to open my eyes to the conditions of racial discrimination in this country. My methodology in conducting this field report was to read the work of respected journalists on hip-hop, or by hip-hop artists, watch the movie Wildstyle, a revered and influential movie that is now nearly 20 years old and which documents hip-hop as it was in the Bronx. Hip-hop is my primary listening interest, and I do consider five years of listening to hip-hop and seeing hip-hop shows a resource. The idea of learning hip-hop through books is laughable to many of those wh... ...1982 (!), the year that I was born, was so pure, unaffected by what the image the industry wanted it to have later on. The books I read I enjoyed immensely, challenging my ideas, what I though were facts, and making me think harder. Unfortunately, I wasn. t able to supplement this report with an interview, however there was nobody with the exception of a professor whom I wished to interview. I could have gathered more viewpoints on this subject, but I think the sources I. ve quoted are very reliable. Works Cited: 1. George, Nelson. 1998. Hip-hop America. Penguin Putnam Inc. New York, New York. 2. Wimsatt, William Upski. 1994. Bomb the Suburbs. The Subway and Elevated Press Company, Chicago. 3. Wildstyle. Directed by Charlie Ahearn. 1982. 4. Sexton, Adam. 1995. Rap on Rap: Straight-up talk on hip-hop culture. Dell Publishing, New York.

Influences on Judicial Power Essay -- Political Science Judicial Revie

Influences on Judicial Power   Ã‚  Ã‚  Ã‚  Ã‚  Under Article III of the Constitution the judicial branch was established, but rather implicit in proportion to the other two branches of government. This ambiguity allocates various opportunities for interpretation of judicial power. In Federalist 78, Alexander Hamilton addresses the role of the judiciary branch within the federal government in regards to political immunity of judges through life tenure and contribution to checks and balances through power or judicial review. Chief Justice John Marshall, in his ruling of Marbury v. Madison, established the principle of judicial review advocated by Hamilton in the Federalist Papers. Originally designated as the weakest of the three branches in government by the framers of the Constitution, the Judiciary has accumulated an increase in political influence through judiciary review and has proven to be an essential institution in the separation of powers as well as an active participant in the system of checks and bal ances.   Ã‚  Ã‚  Ã‚  Ã‚  According to Hamilton in Federalist 78, the judicial branch has the least amount of power among the three branches of government. The Judiciary is â€Å"the weakest of the three departments of power, that it can never attack with success either of the other two† (Woll, 410). The enumerated powers of Congress include the authority to collect taxes, borrow money, regulate commerce, and pass federal law. These assigned powers permit Congress to control the economy and regulate the public by adopting legislations. The Executive branch has the power to enforce laws, negotiate treaties, and accept ambassadors. Possessing these powers along with being the Commander in Chief of the armed forces, the President is capable of leading the federal government through perils pertaining to the public. The Judiciary â€Å"has no influence over either the sword or the purse; no direction either of the strength or of the wealth of the society; and can take no active resoluti on whatever†¦It may truly be said to have neither FORCE NOR WILL, but merely judgment† (Woll, 410). The Judicial branch lacks the influential power possessed by Congress and the President in the federal government and is further limited by presidential appointment of justices and congressional decision to establish lower courts. The Supreme Courts’ ability to pass judgment, however, gives significant power... ...the doctrine of the Constitution, which is superior. Hamilton conceived the judicial branch as the weakest of the three governmental branches; however, it is an indispensable contributor to the system of checks and balances. The executive and legislative branches check the judicial branch through the President’s power to appoint justices and Congress’ power to establish lower courts. The judicial branch checks both the executive and legislative branches through judicial review, which was established by Marshall in the case of Marbury v. Madison. Hamilton also emphasized the significance of judicial independence from political influence of the two stronger branches of government in order to preserve separation of powers. This requisite independence of the judicial branch is achieved through life tenure for justices, which prevents them from being susceptible to political pressures. Article III of the Constitution pertaining to the Judiciary is very inexplicit regarding the powers of judicial branch; however, the unconteste d establishment of judicial review has significantly strengthen its authority and it is undeniably an influential branch within the governmental system today.

The risk of depression in elderly individuals Essay

This study aims at investigating whether there is significant difference between depressed and non depressed individuals level of physical activity. The study will involve two groups of participants: depressed and non depressed groups. Depressed individuals will be selected on the criteria that an individual has been in the past diagnosed with chronic or acute depression in any of the hospitals in the location while non depressed participant will be people who have never been diagnosed with depression in their life time. Data from both groups will be collected through time series analysis where the physical activity of the participants will be monitored three times a day at regular intervals during the day. This will be followed by analysis of temporal dynamic for participants between physical activity and depression through investigation of vector autoregressive. Each participant in the study will be required to fill a self- registration form for 3 times of a day. In addition each p articipant will be fitted with accelerometer to monitor their motions to determine their physical activity. The research will be based in name of the location. Time series approach will be used for objective comparison between the two types of the study groups. This will give adequate information on the state depressed individuals and those that are not on the nature of their physical fitness that reflect direct to their physical activities. Mood of the participants will be measured using positive and negative affect schedule (PANAS; Watson, Clark and Tellegen 1988). The positive affects will include the following terms as related to the study; active, excited, alert, attentive, enthusiastic, determined, proud, inspired, strong, and proud in addition to happiness (Ingram, 2009). On the other hand negative affects will include afraid, hostile, ashamed, guilty, distressed, guilty, irritable, nervous, jittery, sacred, and scared in addition to sadness (Ingram, 2009). Other factors contributing to physical inactivity in both the groups under study will be considered so that a better conclusion on the research question can be reached. Consequent ly, questionnaires will be a rich tool to examine the past history of the two groups under the study so as to be able to get details on their physical activities for a given period of time. The data on physical activities between the two groups of people will be entered and analyzed using various appropriate statistical tools such as statistical package for social scientists (SPSS). The data will be compared between the participants with depression and those without so as to determine whether there is significant difference between patients’ with depression and those without. Further, depression will be investigated whether it affects the physical fitness of a person thus affecting his or her physical activities. Elective period description The elective period will involve data collection from both the group of participants by use of time series analysis and questionnaires. The data that will be collected will then be analysed using various statistical methods in order to compare the findings in relation to the study question. Depression is a condition that is becoming common to populations in the world. It is among the five non-communicable diseases that are prevalent across social class in societies (Bloom et al, 2011). The burden of the condition has continued to increase year and year and it was found recently to be between 10 and 15% globallyThe condition is associated with negative effects to the quality of health and life, which are major determinants of physical activity in patients diagnosed with it (Onat, DelialioÄŸlu, & Uà §ar, 2014). The main symptoms of depression are depression mood and lack of interests in various activities. The depression condition has been linked with physical inactiveness. The physical inactivity has been the major hindrance to depression treatments because of impaired body metabolic processes (Teychenne, Ball, & Salmon, 2008). Therefore, the physical activity presents is an important indicator of depression Depression is caused by environmental, biochemical and genetic factors. Some environmental causes include marital conflicts, stress due to loss of employment, death of a close relative, and other social related issues (Chen et al, 2014). Biochemical factors include depletion of monoamine and hormonal imbalances that might be triggered by environmental factors. Genetic factors have also been linked to depression where some genes mutations that are inherited in family lineages cause heredity transfer of the condition (Chen et al, 2014). The numerous causes has led to increased incidences of depression and so there is need to find ways in which the effect of the condition can be reduced so as to ensure high quality of life and health among populations (Hafslund, Espehaug, & Nortvedt, 2012). It has well been documented that patients with depression experiences physical inactivates. However, much of the studies carried out on the relationship between depression and physical activities have showed inconsistence (Teychenne et al, 2008). People that have not experienced depression experiences decreased physical inactivity that has been related to other causes other than depression. Few studies have been conducted to compare how physical activities differ between these two groups of populations. Physical activity is an important factor in remission of depressed patients (Dinas, Koutedakis, & Flouris, 2011; Azar et al, 2010). Therefore, it is important to study the physical activity in depressed people and compare it with non depressed people. Any significant difference between the two groups will be important in therapeutic management of depression and thus lowering its burden. This research study investigates whether there is significant difference between depressed and non depressed individual physical activities in name of the location of the study. The population has its own characteristics in terms of social, ethnic and economic characteristics. A problem statement/question Physical activity is an important therapeutic consideration in depressed people. However, few studies have been conducted and therefore inadequate data is available to ascertain physical inactivity as one of the factors in depressed people. To contribute more on this data, the research aim to address the question, if there are difference between depressed and non depressed individual’s physical activity. Indication of the importance/significance of the study This study will highly target audience from medical profession, rehabilitation centre who are particularly involved in management of depression, patients suffering from depression, and communities at large. The results of the study will be expected to increase and build on the knowledge on how depression relates to the physical activities thus improving depression management and treatment. The outcome will be important to health profession in making decision on what type of management that should be adapted to depressed patients. Moreover, the results will help policy makers in health care system to develop appropriate policies that will help health care providers to deal with the condition. Therefore, the study will impact positively to health care system. The study will increase knowledge to patients with depression and help them to increase physical activity thus reducing the negative impact of depression. Hence, the study will play an important role in reducing the burden of depr ession globally. Moreover, this study will form the basis in which other similar studies can be conducted and developed. Hypotheses statement Do depressed and non-depressed individuals differ significantly on their levels of physical activities? The null hypothesis will be there is no significant difference between the depressed and non depressed individual physical activities while the alternative will be that there is significant difference between depressed and non depressed physical activity. Detailed work plan In the figure 1 below, the research process will involve reassessment period of two weeks. During the two weeks prior to the study, potential participants will be notified through posters and meetings and the whole procedure of the study communicated so as to prepare them for the whole period. In addition, the period will involve screening of depressed participants as detailed below. At the end of the 2 weeks, a sample of 30 depressed and 30 non depressed participants will be drawn. This will be followed by the research process that will take a period of one month (4 weeks). The actual data collection process will take place in this place and the research tools will be employed at this phase. Data analysis processes will take place for a period of 4 weeks, which will be followed by report completion and submission that is estimated that will take place for 2 weeks. This will mark the end of the research study processed. The project will run for one month (30 days) for both groups of individuals. The data will be collected 3 times a day for the entire period for both self reported reports and questionnaires detailing participants past physical activity. The accelerometers will be inserted to patients for the entire period of the study so as to monitor their movement or motion during the period of the study. A total of 60 participants will form the study sample. 30 will be depressed patients recruited from outpatient clinic in the name of the hospital. On the other hand, 30 non depressed patients will be recruited from the general population who have never been diagnosed with depression. The participants’ inclusion criteria will involve of age of between 20 and 50 years limit; able to complete the whole study for 30 days through filling self reports and wearing accelerometer for 24 hours the entire period. To determine illegibility of depressed participants they will be screened for depressive symptoms using various depression diagnostic protocols such as Beck depressions inventory (Stulz, & Crits-Christoph, 2010). Similarly, non-depressive patients will be assessed using the same diagnostic evaluator to prevent erroneous inclusion of depressed participant in non depressed sample. The importance of carrying out the assessment before the study is to ensure that participants are placed correctly in the study groups. On the other hand, the participants will be excluded in the study if they have been diagnosed of Psychotic Disorder or Bipolar Disorder; Somatic disorders mainly affecting HPA axis function, or under ANS- Medication, which affects HPA function and vi sual-hearing impairments, and finally pregnant participants will be excluded through carrying out a pregnancy test). The self report will be used to measure depressive symptoms (time analysis series). This will involve a regular measurement at the frequency of three times a day for three months. Self report is an important tool that measures depressed symptoms in a more reliable way thus giving high valid results (Uher et al, 2012). In addition to self report, questionnaires will be used to measure depression symptoms. The data collection will involve self-filled reports and questionnaires. In addition, readings on accelerometers will be monitored in 24 hours and the readings recorded on self-report for 30 days. Questionnaires that will be conducted inform of interviews are expected to give the outcome of the patients depression history and the physical activities. The time series analysis is expected to give details of events and physical activities on time interval that will be recorded in the self-report. The accelerometer is expected to give the results on the motion of the participant throughout the study period. The motion of the participants will be important in determining how active the participant has been during the study. Expected results The outcome of this study is expected to answer the study question. The expected results will be that there is significant difference between depressed and non depressed patients. Depressed patients are expected to show decreased activities while non depressed participants are expected to show increased physical activities thus linking depression to physical inactiveness. Decreased physical is a characteristic of depressed people and therefore, an increase in physical activity in theses people is associated with positive impact of depression by decreasing it. Plan for elective period The research will involve a period of 30 days to carry the actual study by administering questionnaires, monitoring time series analysis, and accelerometer. The other period that will be few weeks will involve data analysis and writing of the project report to finality. This will ensure that the desired objective of the study will be accomplished within the study period. References Azar, D., Ball, K., Salmon, J., & Cleland, V. J. (2010). Physical activity correlates in young women with depressive symptoms: a qualitative study. International journal of behavioral nutrition and physical activity, 7(1), 3.Bloom, D.E., Cafiero, E.T., Janà ©-Llopis, E., Abrahams-Gessel, S., Bloom, L.R., Fathima, S., Feigl,A.B., Gaziano, T., Mowafi, M., Pandya, A., Prettner, K., Rosenberg, L., Seligman, B., Stein, A.Z., & Weinstein, C. (2011).The Global Economic Burden of Noncommunicable Diseases. Geneva: World Economic Forum Chen, J., Li, X., Natsuaki, M., Leve, L., & Harold, G. (2014). Genetic and Environmental Influences on Depressive Symptoms in Chinese Adolescents. Behavior Genetics, 44(1), 36-44. Dinas, P. C., Koutedakis, Y., & Flouris, A. D. (2011). Effects of exercise and physical activity on depression. Irish journal of medical science, 180(2), 319-325.Hafslund, B., Espehaug, B., & Nortvedt, M. (2012). Health-related quality of life, anxiety and depression related to mammography screening in Norway. Journal Of Clinical Nursing, 21(21/22), 3223-3234 Ingram, R. E. (2009). The international encyclopedia of depression. New York: Springer Là ©pine, J. P., & Briley, M. (2011). The increasing burden of depression. Neuropsychiatr Dis Treat, 7(Suppl 1), 3-7. Onat, Åž., DelialioÄŸlu, S., & Uà §ar, D. (2014). The risk of depression in elderly individuals, the factors which related to depression, the effect of depression to functional activity and quality of life. Turkish Journal Of Geriatrics / Tà ¼rk Geriatri Dergisi, 17(1), 35-43. Stulz, N., & Crits-Christoph, P. (2010). Distinguishing anxiety and depression in self-report: purification of the beck anxiety inventory and beck depression inventory-II. Journal Of Clinical Psychology, 66(9), 927-940. Teychenne, M., Ball, K., & Salmon, J. (2008). Physical activity and likelihood of depression in adults: A review. Prev Med 46, 397-411 Uher, R., Perlis, R. H., Placentino, A., DernovÃ… ¡ek, M., Henigsberg, N., Mors, O., & Farmer, A. (2012). Self-report and clinician-rated measures of depression severity: can one replace the other?. Depression & Anxiety (1091-4269), 29(12), 1043-1049. Watson, D., Clark., L., A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology 54:1063-1070. Source document