Behavioral Perspectives On The Environment - 1752 Words

Behavioural perspectives assumes that all human behaviours are learned and that the learning process is greatly influenced by the environment surrounding an individual. Barbara Woods (2014) defines learning as a relatively permanent change in behaviour brought about as a result of experience or practice. The main focus is on stimulus, response and observable as the individual interacts with the environment. The environment plays a major role in shaping behaviour by providing individuals with the right setting in which learning process takes place. It is in this right setting that an individual should display observable change in behaviour. Behaviourists assumes that when an individual display change in behaviour that is observable, that is an indication that learning has taken place. This observable change in behaviour brought about by interaction with environment ,is what behaviourists regard as an indication that change has occurred ( envomedinfo, 2014). It is the environment that provides stimuli to which an individual respond and it is right conditioning that shapes our behaviour. If right environment are provided a person can perform any task if trained. Two learning theory supports the behaviourists approach, Skinner’s operant condition and Pavlov’s classical conditioning. The behaviour approach has got some strengths and one of them is that because it is based on observable behaviours , it is easier to qualify and collect data and information when conductingShow MoreRelatedThe Behavioral Perspective Of Human Development1327 Words   |  6 Pagesmore than one perspective may be used to analyze development. Two such perspectives, the behavioral and the contextual, explain development in different ways. The behavioral perspective focuses on observable behavior, while the contextual perspective focuses on interrelated systems that influence development. When applied to the case study in the index, the differences in the behavioral and contextual theories become evident. The Behavioral Perspective The behavioral perspective of developmentRead MoreContemporary Approaches Of Psychology And How They Interpret Drug Use897 Words   |  4 Pagespsychology include Biological, Behavioral Psychodynamic, Humanistic, Cognitive, Evolutionary, Sociocultural. These seven contemporary approaches allow us to interpret the behavior of individuals. Each perspective makes certain assumptions about human behavior. For this analysis we will review the behavioral and sociocultural approaches in psychology and compare how they interpret drug use. THe Behavioral perspective believes that our behavior is the result of the environment we are in. Behaviorists believeRead MoreThree Theoretical Perspectives Explaining Human Behavior893 Words   |  4 PagesExplain the 3 theoretical perspectives explaining human behavior and which is most valid There are three theoretical perspectives that account for human behavior, with varying degrees of efficacy. These include evolutionary psychology, behavioral genetics, and behavioral neuroscience. Each theoretical framework makes intellectual sense and can claim to explain human behavioral in a general sense. At the same time, they take vastly different attitudes toward the way in which the human brain operatesRead MorePerspectives of Psychology1141 Words   |  5 PagesPerspectives of Psychology Psychology can be defined as the systematic study of mental processes, couple with behaviors, and experiences (Kalat, 2011). There are many ways in examining, mental processes and behaviors among people, and therefore psychologist uses different perspectives to understand how human beings, think, act, and behave. Some psychologist uses one perspective to analyze behaviors, and other uses a multidimensional approach. Carter Seifert (2013) identified 7 major perspectivesRead MoreHistory of Counseling Essay1131 Words   |  5 Pagescounseling incorporating prevention and developmental paradigms â€Å"requires an examination of self, family, group, society, and other systems, as well as the environment, as enablers or detractors of the pursuit of wellness† (2012). With focus on a wellness orientated approach that is achieved through prevention and development within individuals; Behavioral Counseling for young children is my preferred specialization specifically utilizing th e approach of Applied Behavior Analysis. The National Center forRead MoreThe Psychology : Skinner And The Events That Fits With Skinner s Development Process1637 Words   |  7 PagesAbstract Cultural influence, the environment, surroundings, and the events tragic or otherwise influence a person’s development throughout their life span. These developments can affect a person’s personality and the way that they may behave. This paper will take a look at all of these aspects and how exactly they play a role in a person’s development. This paper will focus on the psychologist B.F. Skinner and the events that he went through during his life and how is affected his personalityRead MoreThe Behavioral Theory Of Psychology863 Words   |  4 PagesBehavioral perspective is through reinforcement, which is the idea that patterns of emitted behavior can be selected by their consequences. In the early 1900’s, a group of individuals emerged as behaviorists who disagreed upon the idea that if psychology was to be a science, then it must focus on events, which are directly observable on behavior, rather than on mental life. This prompted a new era in explo ration by promoting the behaviorists idea that psychology should be approached with the ideaRead MoreNature vs. Nurture1149 Words   |  5 PagesPsychology M2 A2 Nature versus Nurture Erickson’s psychosocial theory adds perspective to why identical twins, Linda and Lydia, turned out differently (Feldman 2010). Linda was raised by a family in the rural west, while Lydia went to a family in the urban south. These are two very different situations filled with different socioeconomical environments (Feldman 2010). The differences in the girls’ social environment could have had huge influence on their cognitive development (Feldman 2010). WeRead MoreRole Of Identity Of Volunteer, And Well Being Among Volunteers1404 Words   |  6 PagesRole-identities mean the social roles that one holds and enacts (McCall and Simmons 1978; Mead 1934; Stryker 1980; Thoits 1986). This can answer the question â€Å"Who am I?† Furthermore, role-identities provide purpose and meaning in life and also behavioral guidance. Behavioral guidance avoid anxiety and despair because they show us how they expected to behave and who they are, so they don’t have to confus e to how to perform. Better role-identities performance enhance self-esteem and mastery which is abilityRead MoreBehavioral Decision Analysis And Intervention Design Essay1334 Words   |  6 Pageslearning to adapt with changing scenarios and environments. Perhaps, we have intrinsic mechanism to adapt with all these events. As these issues are in common in our everyday life and fosters few questions: Why people donate money to raise funds for the public goods, e.g., public park and services when they don’t have to do so? Or, what derives individual’s decision to engage in a pro-environmental behavior? More specifically, what types of behavioral interventions are effective in habit formation

The Fundamentals of Animal Essay Topics Revealed

The Fundamentals of Animal Essay Topics Revealed Animal Essay Topics Explained If you wish to write well, it's important to choose a topic that you're actually interested in knowing more about. Economics is an area of a social science which addresses the distribution and consumption of products and solutions. To accomplish this, the writers would have to place down the facts of their research in the argumentative essay, at the exact same time they might have to cite the facts to show the credential of the arguments. Kibin editors are content to help review your paper. Go through the next list, and select a topic that you believe you recognize very well or that you relate to. Then use that information to make a paper that states at least three distinct explanations for why you believe your side of the matter. To be fair, however, you will find that one of the very first things you have to do is become a specialist on the problem. The perfect way to discover the information that you need on the topic that you pick is to read all you can on the topic and take notes. It may be hard to develop an impressive topic by yourself, but the positive news is that you're able to write about something which you're passionate about. If you aren't sure whether you may write a fantastic paper on animal testing and animal rights but you desperately should get the maximum score for your academic assignment, you might seek the services of a professional writer to aid you. Example of this kind of meat is Kosher Meat. Yearly driving tests ought to be mandatory for the initial five years after obtaining a license. They should be mandatory over a certain age. In the next sentence, the writer isn't sure whether the pet mentioned is a cat another animal. If someone would want to breed their dog, they can submit an application for a license. Lots of people made a decision to protest to defend the innocent animals of Harrisburg. A minumum of one parent should work at home. Get the Scoop on Animal Essay Topics Before You're Too Late You wish to select something which is controversial since you can't really argue to refute facts. It is extremely difficult, but important to be aware of the above illustration of Robinson Crusoe can illustrate it. When you're picking your topic, bear in mind that it's much simpler to write about something which you currently have interest ineven in case you don't know a good deal about it. In an issue of speaking, picking out persuasive essay topics is similar to telling yourself what you need to convey to the rest of earth. To put it differently you should talk about the arguments FOR animal rights and AGAINST. You also need to make certain you give YOUR opinion. To the contrary, it can likewise be quite interesting to work on only in case you have good topic in your hands because it's thought of as the backbone of an evaluative essay. Well, the response isn't too obvious here. Writers often need to do some thorough research on the subject. Researching the topic will enable you to find out more about what fascinates you, and should you pick something you truly like, writing the essay will be more enjoyable. Luckily, you have our top-class group of writers who can assist students and teach them how to pick the most suitable essay direction. You don't need to acquire super technical with legal argumentative essays, but make sure you do your homework on what the recent laws about your favorite topic actually say. It's possible it to answer some questions which you'll generate, you will need to conduct a study. If you use sources make certain to cite and to supply a reference page. There are an infinite number of topics for financial essay that you may do your assignment the thin which matters is the collection of the topic. The New Angle On Animal Essay Topics Just Released How people will act if there isn't going to be any rules whatsoever. To convince an individual about your point of views isn't a simple skill to acquire. There are all sorts of controversial issues in the modern world that revolve around animals. With respect to the exploitation of animals, individuals believe it's acceptable for a number of factors. Human characters also have been used to underline the book's issues and themes. When instruc ted to compose compositions on the book, there are many topics which students may explore. Primarily, you have to choose a theme. Explain the way the human characters add to the novel's themes and issues. A History of Animal Essay Topics Refuted During middle school, higher school, and college, you will likely have to compose numerous persuasive essays. A lot of students put on a uniform. Year round school isn't a good idea. 1 school of thought believes that children who aren't occupied are more inclined to get into trouble. Books should not be banned. Readers should understand what the matter is and what's at stake. Life is far better than it was 50 decades ago. Thus, let's examine a number of the Animal Farm topics you might discover interesting.

A Brief Summary on Rock and Roll Essay Example For Students

A Brief Summary on Rock and Roll Essay The term â€Å"rock and roll† means different things to different people. For example, someone might tell you that rock and roll is the way the live their life or that it’s their â€Å"lifestyle. If someone tells you that rock and roll is their lifestyle, generally speaking it means that they like to party a lot and get wasted. Heavy use of drugs and alcohol are usually associated with a rock and roll lifestyle. On the other hand there are many people who will tell you that rock and roll is just another genre of music and that there are many different types of rock and roll music such as blues, classic rock, country, pop rock, hard rock, metal, heavy metal and so on. The list could go on and on but depending on the individual, the list could be just as simple as classic rock, pop rock and hard rock. If someone were to ask me â€Å"what is rock and roll? † I would explain to them my concept of rock and roll music. Rock and roll music for me isn’t just about the music though, it’s about the feelings and emotions that the music creates for someone or even the feelings and emotions that the artists are creating for themselves. Just like any other music the lyrics play a very important role in how any music is perceived. The lyrics are basically a story that the musician is telling. Like any other type of music, rock and roll has a certain way of delivering that story. The tones and beats of rock and roll music are very different than that of any other genre of music. For example, when I listen to rock and roll music it puts me in a really good mood and motivates me, but if I am listening to blues music it tends to put me in a bad mood and makes me sad. Rock and roll music makes me feel so alive. It doesn’t matter what I am doing, if I am listening to rock and roll music it makes whatever I am doing ten times better. The feelings and emotions that rock and roll music exhibit on me make me feel connected to the artist in a way that is unexplainable. The lyrics of rock and roll music usually tell stories that are real and true and because of that I can relate to rock and roll music better than I can any other type of music, almost as though the stories being told are my own stories. There are only a few genres of music that I would consider to fall under the rock and roll category, classic rock, pop rock, punk rock, hard rock and metal. These different genres all exhibit the same sort of tones and beats in music. Rock and roll music is fast, loud, aggressive and sometimes sexual in nature. What I like to think of as great rock and roll music are songs from artists such as Metallica, Led Zeppelin, Guns N Roses and The Rolling Stones. These are just a few of a large list of great rock and roll artists. If you do not feel good about yourself while listening to rock and roll music than rock and roll music isn’t for you.

Unnoticed free essay sample

Before addressing anything, Id like to say that I fully understand the intent of your writing prompt: Im supposed to evaluate something that most people around me dont notice about me and how its shaped me into who I am today. Its an interesting question. However, I would be greatly appreciative if I may have the opportunity to interpret the prompt and gear it towards what goes unnoticed by me, as this reflects who I am today in what I consider to be a much more substantial way. Its strange what you see when you view yourself on an everyday basis and when you take the time to mentally step out of your body and assess what you look like on the outside to others. I struggle to define what it means to be an Asian-American. How am I supposed to act? What am I supposed to put my belief into? When Im in school and around my peers, I view myself as an equal. We will write a custom essay sample on Unnoticed or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Subconsciously, I never take into account that out of the whole group, Im the only Asian. Its only when I see my reflection or someone jokingly points it out that Im thrust into the realization. Growing up, my parents had a slightly racist view of the world. It was drilled into my head at an early age that African-Americans were bad, Mexicans were stupid, and Caucasians were mean. There were, of course, exceptions to the rule. I was allowed friends, and it was fine if they were of a different race, mostly because I wasnt really allowed a choice. There are only three Asian families that attend my school district. As of now, I am the only Asian female in my high school, with only one other Asian male. Thats it. In spite of that, I am the Student Council president, president of my class, vice president of National Honor Society, treasurer of Key Club, and captain of the Forensics team. Its interesting to see how you are pressured to start viewing the world by the morals that you were raised with. But Im trying to stand up now for equality. I truly believe there should be no prejudice, no racism. When a stranger looks my way, my mind shouldnt have to instantly jump to, Theyre looking at me because Im Asian. I shouldnt worry that a customer at work will tell me to go back to my country. There should be no need for that feeling for anyone. I never voice these thoughts, though. Why would I, when all my friends would never understand? They wouldnt know how it feels to live in America, the land of the free and the brave, of equality, and yet have your culture be so sexist that you almost give up in the possibility of equality for your own future. My friends would never understand the fear that settles into my stomach when I think someone is going to make a racial slur. They wouldnt know because sometimes even I forget Im Asian. Im blessed with this luxury of enjoying who I am instead of what I am because I surround myself with the right people. My friends love me for who I am and offer me stability when needed. It was during junior year that I started asking them all these weird questions. Do you mind that Im Asian? Is it weird that Im the only Asian in the group? Their response was, Honestly, I dont really notice anymore. I love you, Pa. Im glad that I have such loyal friends. I believe my friends are a reflection of myself at least, and I hope thats true. Yes, I look different from everyone else in my school, and I can speak another language fluently. I go to Hmong festivals and enjoy papaya salad. Optimistically speaking, my parents are only slightly racist since they have learned that their own Caucasian and Mexican friends are funny and loyal. We elected an African-American president; an Indian-American won Miss America 2013. The world is changing. And as I continue my own journey, creating my own history, I hope that the times my race goes unnoticed keep growing until I never catch myself thinking of my reflection as that one Asian girl, but rather, simply me.

What Can You Expect on SAT Test Day A Complete Guide

What Can You Expect on SAT Test Day A Complete Guide SAT / ACT Prep Online Guides and Tips When test day’s just around the corner, what final steps can you take to feel prepared? This guide will go over exactly what happens on the day you take the SAT so that you don’t have any surprises. Read on to learn what will happen at your test center, along with an overview of the materials you need to bring. Finally, we’ll discuss some strategies you can use to deal with nerves and feel confident going into the SAT. To start, let’s discusswhat will happen when you arrive at your test center to take the SAT. SAT Test Day: Arrival What can you expect to happen between the time you get to your testing center and when you start in on your first section? First off, you’ll want to arrive at your testing center - probably your high school - between 7:30 and 7:45. The doors will open at 7:45 and close at 8:00 AM unless your admission ticket says otherwise. A closed door means no more entry, so arriving late is not an option. Once you enter the school or testing center, you’ll likely be greeted by a few helpers signing people in and directing students to their testing rooms. You’ll show your admission ticket and ID and then find your testing room. You may have to store your bag or jacket in a locker or other designated area; other testing centers simply let you put your things under your desk. Once everyone’s checked in and taken their seats, your test proctor will pass out your testing materials, like your SAT booklet and answer sheet, and begin to give instructions. You’ll spend some time filling out identifying information, like your name and contact details, as well as listening to instructions about timing and how to bubble in your answer sheet. Depending on how long it takes everyone to get settled, all of these preliminaries will take about 30 minutes to an hour. Arriving atyour testing room will likely be the easiest part of a challenging morning, but is there anything extra you can do to ensure an easy-going start to your day? Tips for Arrival Perhaps the most important thing you can do that Saturday morning is arrive on time. Getting to your testing center between 7:30 and 7:45 is ideal. Much earlier, and you might work yourself into a nervous wreck as you sit around in the parking lot. Any later, and you’ll be rushing in late or, worst case scenario, miss your test completely and have to reschedule. So how can you ensure a punctual arrival? First, set your alarm early enough to give yourself the time you need to get ready (and actually get up when it rings, rather than playing a game of chicken with your snooze button). Second, figure out how long it takes to get to your testing center and what the traffic situation is like around 7:00 AM. Hopefully, it will be smooth sailing on a Saturday morning. And third, make sure you’re confident about navigation, both in terms of how to get to your testing center and how to make your way around the building. Again, for most students, this should be easy, as they’ll be testing at their local high school. If you’re going somewhere unfamiliar, though, then you might do a test journey a few days before. Getting lost on the morning of the SAT is not a nightmare you want to experience! In addition to ensuring you get from point A (your home) to point B (your desk for the next 3 to 4 hours) smoothly, you should also make sure to listen to all your proctor’s instructions. Fill out your answer sheet correctly so there’s no delay with your scores. Don’t open your test booklet until told to do so. And, of course, make sure your cell phone is packed away and definitely turned off. After everyone’s seated and gotten through the first round of instructions, it’s finally time for the main feature: taking the SAT. What should you expect for the next few hours? The day of the bubble sheet is finally upon you. SAT Test Day: Taking the Test Finally, you’re ready for the main event - actually taking the SAT. There’s no exact start time for the test; instead, it depends on how long it takes for everyone to get settled and your proctor to get through instructions. That means that students will start in on their first sections between 8:30 AM and 9:00 AM. For simplicity’s sake, you might expect that you’ll start testing at 8:45. Your proctor should instruct you in everything, from when to open your test booklet to when to put down your pencils. Most proctors also give you a five or ten minute warning, usually writing on the board when your section’s almost over. Once you start testing, you’ll pretty much be focused in for the next three hours, or four with the essay, with just a few short breaks in between some of the sections. Here’s the exact structure to expect: Start with the 65-minute Reading section. You’ll get five passages with a total of 52 questions. Take a short break of 10minutes. You can stretch, drink water, have a snack, and use the restroom. You can’t use this time to check your cell phone or charge any electronics. Sit back down, and start in on the 35-minute Writing and Language section. After Writing, your proctor will instruct you to move onto the 25-minute Math No Calculator section. At the end of the Math No Calculator, you get a second, shorter break of five minutes.At the end of this break, get out your calculator for the next section. Get to work on your 55-minute Math section. For this section, you can use yourcalculator. At this point, you’ve been testing for three hours. It will be sometime between 11:40 and 12:10. If you’re not taking the essay section, then you’re all finished with the SAT! You’ll wait for the proctor to collect your test booklets and, when instructed, you’ll be free to go. If you are taking the essay section, then you’ll have a very short, two-minute break and then get started on this 50-minute section. After time has been called, then you’ll be all finished with the test. Tips for Taking the Test Assuming that you’ve already spent time prepping for the SAT, there are a few other things you can do as you’re taking the SAT to perform your best. Simply familiarizing yourself with its exact structure and format, for instance, will reduce any distracting surprises and help you know how to manage your time. You should listen to your proctor’s instructions, but ideally, they’ll just be a repeat of everything that you already know. Make sure that you only work on the designated section and don’t flip through the book. College Board is very strict with its guidelines; if a proctor sees you jumping ahead, then your scores could be completely canceled. I once worked with a student who flipped through the pages and ended up having her scores canceled. Since College Board isn’t very forthcoming with its communication, she didn’t actually know her test had been invalidated for a couple of months! Don’t let this happen to you. Another way you can make the most of your test-taking experience is to take advantage of your break times. Even though they’re short, they’re valuable opportunities to get up, move around, and re-energize. Just looking and moving around will reduce eye strain and get your blood flowing. Make sure to stay hydrated and eat a healthy snack to fuel all that mental exercise. Also, make sure to use one of the first two breaks if you need to use the restroom - you won't be allowedto leave the room between the second Math section and the Essay. Finally, make sure to be aware of your rights and speak up if your testing center doesn’t honor them. You’re entitled to a quiet testing space and two break times (or three with the essay). If there are issues, or you don’t get your breaks, speak up!The SAT is meant to compare students on an equal playing field, so testing conditions should be fair across the board. Once you’ve gotten through the hard part of actually taking the SAT,how is your test day going to conclude? It's almost time to celebrate... SAT Test Day: Finishing Up Your end time depends on whether or not you’re taking the essay section of the SAT. If you’re not, then you’ll be finished after three hours, sometime between 11:40 and 12:10. You’ll wait for your proctor to collect all materials and then be free to leave the room. If you are taking the 50-minute essay section, then you’ll have a short break after Math and be all finished around 1:00 PM. As with the students who already left, you’ll close up your test booklet and wait until your proctor collects everything. Once you’re given the green light, you can leave the testing center, turn your cell phone back on, and go home or out for ice cream sundaes. Your final step? Celebrating the fact that you finished the SAT! Tips for Finishing Up There are just a few things to keep in mind as you finish up your test. First, don’t leave until instructed to do so. College Board is stringent about test confidentiality, so you don’t want to encounter any issues. Make sure your proctor has collected all test materials and told everyone it’s time to go. On a similar note, you shouldn’t immediately start talking about the test with your friends. College Board prohibits discussing test questions and can cancel your scores if they heard that you publicized specific questions in person or online. These guidelines around confidentiality are another reason that you shouldn’t turn your cell phone on until you’ve left the testing center. If you’re not taking the essay section, make sure to respect those students who are still in testing mode. Quietly gather all your belongings and leave the testing center before you start cheering about having finished. When you are finally done, congratulate yourself on all your hard work! You should receive your scores online in about three weeks. Now that you know exactly how your morning will proceed on test day, let’s rewind to the days and weeks leading up to the test. To begin, what materials do you need to bring to the SAT? Pockets are your friend on SAT test day. What Do You Need to Bring to the SAT? There are a few essentials that you absolutely must bring to the SAT (hello, admission ticket), as well as some other items that could enhance your testing experience. These are the critical materials: printed admission ticket, acceptable photo ID, Number 2 pencils, a calculator, and an eraser. Additionally, you should bring a drink, along with some energy-boosting snacks. Some people like to bring a watch to keep track of time, but I wouldn’t necessarily recommend it, as there’s no way of knowing whether it matches up exactly with the clock the proctor will be using. If it helps you, go for it; if it’s distracting, then leave it home. Finally, you may want to bring a bag that will help keep everything organized. It’d be nice to know exactly where your calculator is, rather than having to rummage around in a black hole of apurse(story of my life) for the things you need. In addition to packing an organized bag, what else can you do to prepare everything you need for the SAT? Prepare Your Bag the Night Before With a 7:45 arrival, you’re looking at an early wake-up the morning of the SAT. I highly recommend getting everything packed and ready to go the night before. Make sure you’ve printed out at least one copy of your admission ticket - two is even better, just in case. Printers apparently have a built-in autodestruct feature if you try to use them right before an important deadline, so don’t wait to print out your ticket at the last minute. Calculators can also be unpredictable tricksters, so make sure that yours is in full working order and has a fresh battery with hours of life ahead of it. You might even bring a backup battery. You should place your calculator somewhere that’s easy for you toaccess between the No Calculator and Calculator math sections. As for drinks and snacks, opt for something wholesome and sustaining, like mixed nuts and fruit, over something that will just make your energy spike and then collapse. Think whole grains and protein, rather than sugar. Your brain’s actually using up a lot of energy answering all those grammar and math questions; fuel up just as you would for a work-out. Finally, don’t bring any prohibited technology or anything that makes sounds. Make sure your cell phone is off and out of sight by the time you enter the testing center. Apart from packing your bag with everything you need the day before, what else can you do to feel prepared for the SAT? How can you get in the right headspace for test day? How to Feel Confident for SAT Test Day Everyone feels nervous going into the SAT. It’s an important test day, and you’ve probably been experiencing weeks, if not months, of anticipation. While some adrenaline can actually help you focus and do well, too much stress could distract you from the tasks at hand - and just be unpleasant besides. So how can you achieve that sweet spot of focused but in control, aware of the high stakes and confident about achieving your goals? Read on for a few tips for staying in control so you can show up to the SAT feeling good. Let Yourself Relax the Day Before Rather than spending the day before your SAT with an all-day cram session, let yourself take a break and relax. You may spend an hour or two reviewing those last minute tricky concepts and strategies, but otherwise, you should trust that you’ve done everything you could at this point to prepare. Instead of over-studying, use the day before to let the work you’ve done sink into your consciousness. Spend your time taking care of yourself with activities that make you happy, like spending time in nature, journaling, listening to music, reading inspiring quotes, or hanging outwith friends (just not too late!). Choose activities that bring you peace of mind, as well as ones that reduce stress - like exercise. Fun fact: "power posing" for two minutes can change your body chemistry and enhance your confidence. So try doing your best Wonder Woman before the SAT! Establish an Exercise Routine It’s a well-supported factthat exercise reduces stress and enhances mental clarity. If you don’t already have a physical outlet, make it a priority to find one that suits you, whether it’s sports, walking, running, lifting, swimming, or yoga. Exercising for just half an hour about three to five times a week can significantly reduce anxiety. While exercising won’t completely eliminate nerves before the SAT, it will help reduce them, especially if you’re prone to test-taking anxiety. Plus, meeting physical goals can further fortify your confidence in your ability to overcome challenges.Even though you’re busy studying for the SAT and school, making the time to take care of your physical health will only improve your mental game. Exercise can also help you sleep better, a helpful side effect before you take this early morning test. Studies have shown that "blue light"is great during the day, but disastrous for sleeping. Dim the lights and step away from screens before bed to improve your sleep. MakeSleep a Priority Getting enough sleep is always important to our well-being, especially so before the intensive SAT. The night before, try to go to bed early. That means actually turning off the lights and trying to sleep, rather than inadvertently adding three extra hours of pre-sleep cell phone and laptop time. Of course, worrying about the SAT can make it hard to sleep that well. If you have a night of tossing and turning, you can still do well on the test and just crash afterward. Still, you can set the conditions for quality sleep by getting into a calm space Friday night. Step away from the cell phone, make some herbal tea, and even try turning off all sources of "blue light" in your room so you can sleep and wake up refreshed for your early morning alarm. Resist the Snooze Button What’s almost as stressful as the SAT? Running totally late in the mornings when you have to be somewhere important. As discussed above, you can’t be late for the SAT, as doors will close on you at 8:00 AM. Just as printing your admission ticket and packing your bags the day before will help you have a smooth morning, so too will leaving yourself enough time to get ready in the morning. You might leave yourself a checklist of everything you need to do, which hopefully is a short list comprised of getting dressed, brushing your teeth, and remembering your bag of pencils and snacks. Don't give into the temptation of the snooze button; just get up as soon as you can after your alarm goes off the first time. That way, you'll also have timefor the most important meal of the day. Grab a bananafor breakfast or a snack on SAT test day. Not only are they yummy, but studies have shown that bananas make peoplehappier! Eat a Nutritious Breakfast Exercise and sleep have a big effect on your mood and feelings, just like the food you put in your body. Processed and sugary foods, like muffins and tons of cereals, might give you an energy rush and then leave you feeling sluggish and hungry. Foods with protein and whole grains are a safer bet - eggs, whole wheat toast, oatmeal, vegetables, and fruits are all good options. If you’re someone who’s just not hungry that early in the morning, I still recommend trying to eat something, or at least bringing along enough snacks to recharge during your test breaks. You don’t want to be distracted by a grumbling stomach or, as discussed in the next point, an itchy wool sweater. Wear Comfortable Clothes and Layers Another way to take care of your physical state is to wear comfortable clothes and prepare for fluctuating temperatures in your classroom. By wearing layers, you can prepare for a room that’s too warm or too cold. Wear clothes that are comfortable - you’ll be sitting at a desk for three to four hours - and that make you feel confident. All of the above considerations - exercise, sleep, breakfast, clothes - will help you take care of your physical state and, indirectly, your mental and emotional state as well. You can also use mental strategies to boost your confidence and reduce stress before the test. For instance, don’t underestimate the power of â€Å"positive self-talk.† Think positive! Identify Negative Thoughts, and Replace Them with Positive Ones If you’re thinking the SAT is a scary, horrible test that will make or break your entire future, then it totally makes sense that worry and stress would immediately follow. Our thoughts and our feelings are inextricably linked. Even if we’re not consciously aware of a worry, we might still experience a nagging sense of anxiety because that concernis sitting in the back of our mind. If you’re stuck in negative thoughts about being a bad or slow test-taker, then these worries may act as self-fulfilling prophecies. But if you can reframe your negative thoughts in more positive and productive ways, then you may feel and, as a result, perform even better! Instead of ruminating about running out of time on the math section, for instance, think instead about all the ways that your prep has helped you improve. Instead of assuming that missing one Reading question means you tanked the entire section, think about how the next questions are opportunities to do better. If you can identify thoughts that cause you distress, you may be able to change unhelpfulthoughts patterns and, consequently, your feelings about taking the SAT. Let your inner dialogue sound like the words of encouragement you might give to your best friend. The nice, reassuring things you’d say to him or her are the same kind of pep talk you should give to yourself. Positive thinking may help you feel better, and feeling better may help you do better on the SAT. Be the tree! Embrace your growth mindset. Adopta Growth Mindset On a similar note, embracing a â€Å"growth mindset† (as termed by Carol Dweck in Mindset: The New Psychology of Success) throughout your SAT prep may help maximize your improvement. Rather than seeing your skills as fixed, and,therefore, unchangeable, you could embrace the idea that you can continuously learn and develop with effort and persistence. Maybe you didn’t understand quadratic equations when you started prepping, but you’ve mastered them now. Perhaps you kept running out of time on SAT Reading, but after trying out skimming strategies and taking numerous practice tests, you’ve gotten much faster and more efficient. By believing that you can improve and using failure as an opportunity to learn, rather than as a dead end, you can continuously grow and work towards your goals. This growth mindset will help if you encounter a difficult question or section or even if you decide to retake the SAT for a second or third time. Ultimately, you can achieve your SAT goals, along with your other academic and personal goals, by truly believing that you can and continuing to put forth your best effort, persistence, and preparation. What’s Next? Now you know what to expect on test day, but are you familiar with the exact structure of the test itself? Check out this guide for the start and end times of each section of the SAT, along with how many passages and questions you can expect to encounter in each. Have you registered for your test yet? These guides will help you choose your best test dates and figure out how many times you should take the SAT to reach your target scores. Are you interested in strategies for reducing stress and clearing your mind? Check out our article on mindfulness and how this practice can help improve your focus and sense of well-being. Want to improve your SAT score by 160 points?We've written a guide about the top five strategies you must be using to have a shot at improving your score. Download it for free now:

Rhetorical Analysis of E B. Whites The Ring of Time

Rhetorical Analysis of E B. Whites The Ring of Time One way to develop our own essay-writing skills is to examine how professional writers achieve a range of different effects in their essays. Such a study is called a rhetorical analysisor, to use Richard Lanhams more fanciful term, a lemon squeezer. The sample rhetorical analysis that follows takes a look at an essay by E. B. White titled The Ring of Timefound in our Essay Sampler: Models of Good Writing (Part 4) and accompanied by a reading quiz. But first a word of caution. Dont be put off by the numerous grammatical and rhetorical terms in this analysis: some (such as adjective clause and appositive, metaphor and simile) may already be familiar to you; others can be deduced from the context; all are defined in our Glossary of Grammatical and Rhetorical Terms. That said, if you have already read The Ring of Time, you should be able to skip over the stranger looking terms and still follow the key points raised in this rhetorical analysis. After reading this sample analysis, try applying some of the strategies in a study of your own. See our Tool Kit for Rhetorical Analysis and Discussion Questions for Rhetorical Analysis: Ten Topics for Review. The Rider and the Writer in "The Ring of Time": A Rhetorical Analysis In The Ring of Time, an essay set in the gloomy winter quarters of a circus, E. B. White appears not yet to have learned the first piece of advice he was to impart a few years later in The Elements of Style: Write in a way that draws the readers attention to the sense and substance of the writing, rather than to the mood and temper of the author. . . .[T]o achieve style, begin by affecting nonethat is, place yourself in the background. (70) Far from keeping to the background in his essay, White steps into the ring to signal his intentions, reveal his emotions, and confess his artistic failure. Indeed, the sense and substance of The Ring of Time are inextricable from the authors mood and temper (or ethos). Thus, the essay may be read as a study of the styles of two performers: a young circus rider and her self-conscious recording secretary. In Whites opening paragraph, a mood-setting prelude, the two main characters stay hidden in the wings: the practice ring is occupied by the young riders foil, a middle-aged woman in a conical straw hat; the narrator (submerged in the plural pronoun we) assumes the languorous attitude of the crowd. The attentive stylist, however, is already performing, evoking a hypnotic charm that invite[s] boredom. In the abrupt opening sentence, active verbs and verbals carry an evenly measured report: After the lions had returned to their cages, creeping angrily through the chutes, a little bunch of us drifted away and into an open doorway nearby, where we stood for awhile in semidarkness, watching a big brown circus horse go harumphing around the practice ring. The metonymic harumphing is delightfully onomatopoetic, suggesting not only the sound of the horse but also the vague dissatisfaction felt by the onlookers. Indeed, the charm of this sentence resides primarily in its subtle sound effects: the alliterative cages, creeping and big brown; the assonant through the chutes; and the homoioteleuton of away . . . doorway. In Whites prose, such sound patterns appear frequently but unobtrusively, muted as they are by a  diction that is commonly informal, at times colloquial (a little bunch of us and, later, we kibitzers). Informal diction also serves to disguise the formality of the syntactic patterns favored by White, represented in this opening sentence by the balanced arrangement of the subordinate clause and present participial phrase on either side of the main clause. The use of informal (though precise and melodious) diction embraced by an evenly measured syntax gives Whites prose both the conversational ease of the running style and the controlled emphasis of the periodic.  It is no accident, therefore, that his first sentence begins with a time marker (after) and ends with the central metaphor of the essayring. In between, we learn that the spectators are standing in semidarkness, thus anticipating the bedazzlement of a circus rider to follow and the illuminating metaphor in the essays final line. White adopts a more paratactic style in the remainder of the opening paragraph, thus both reflecting and blending the dullness of the repetitious routine and the languor felt by the onlookers. The quasi-technical description in the fourth sentence, with its pair of prepositionally embedded adjective clauses (by which . . .; of which . . .) and its Latinate diction (career, radius, circumference, accommodate, maximum), is notable for its efficiency rather than its spirit. Three sentences later, in a yawning tricolon, the speaker draws together his unfelt observations, maintaining his role as spokesman for a dollar-conscious crowd of thrill-seekers. But at this point, the reader may begin to suspect the irony underlying the narrators identification with the crowd. Lurking behind the mask of we is an I: one who has elected not to describe those entertaining lions in any detail, one who, in fact, does want more . . . for a dollar. Immediately, then, in the opening sentence of the second paragraph, the narrator forsakes the role of group spokesman (Behind  me  I heard someone say . . . ) as a low voice responds to the  rhetorical question  at the end of the first paragraph. Thus, the two main characters of the essay appear simultaneously: the independent voice of the narrator emerging from the crowd; the girl emerging from the darkness (in a dramatic  appositive  in the next sentence) andwith quick distinctionemerging likewise from the company of her peers (any of two or three dozen showgirls). Vigorous verbs dramatize the girls arrival: she squeezed, spoke, stepped, gave, and swung. Replacing the dry and efficient  adjective clauses  of the first paragraph are far more active  adverb clauses,  absolutes, and  participial phrases. The girl is adorned with sensuous  epithets  (cleverly proportioned, deeply browned by the sun, dusty, eager, and almost naked) and greeted with the music of   alliteration  and  assonance  (her dirty little feet fighting, new note, quick distinction). The paragraph concludes, once again, with the image of the circling horse; now, however, the young girl has taken the place of her mother, and the independent narrator has replaced the  voice  of the crowd. Finally, the chanting that ends the paragraph prepares us for the enchantment soon to follow. But in the next  paragraph, the girls ride is momentarily interrupted as the writer steps forward to introduce his own performanceto serve as his own ringmaster. He begins by defining his role as a mere recording secretary, but soon, through the  antanaclasis  of . . . a circus rider. As a writing  man ...  ., he parallels his task with that of the circus performer. Like her, he belongs to a select society; but, again like her, this particular performance is distinctive (it is not easy to communicate anything of this nature). In a  paradoxical  tetracolon climax  midway through the paragraph, the writer describes both his own world and that of the circus performer: Out of its wild disorder comes order; from its rank smell rises the good aroma of courage and daring; out of its preliminary shabbiness comes the final splendor. And buried in the familiar boasts of its advance agents lies the modesty of most of its people. Such observations echo Whites remarks in the preface to  A Subtreasury of American Humor: Here, then, is the very nub of the conflict: the careful form of art, and the careless shape of life itself (Essays  245). Continuing in the third paragraph, by way of earnestly repeated phrases (at its best . . . at its best) and structures (always bigger . . . always greater), the narrator arrives at his charge: to catch the circus unawares to experience its full impact and share its gaudy dream. And yet, the magic and enchantment of the riders actions cannot be captured by the writer; instead, they must be created through the medium of language. Thus, having called attention to his responsibilities as an essayist, White invites the reader to observe and judge his own performance as well as that of the circus girl he has set out to describe.  Styleof the rider, of the writerhas become the subject of the essay. The bond between the two performers is reinforced by the  parallel structures  in the opening sentence of the fourth paragraph: The ten-minute ride the girl took achievedas far as I was concerned, who wasnt looking for it, and quite unbeknownst to her, who wasnt even striving for itthe thing that is sought by performers everywhere. Then, relying heavily on  participial phrases  and  absolutes  to convey the action, White proceeds in the rest of the paragraph to describe the girls performance. With an amateurs eye (a few knee-standsor whatever they are called), he focuses more on the girls quickness and confidence and grace than on her athletic prowess. After all, [h]er brief tour, like an essayists, perhaps, included only elementary postures and tricks. What White appears to admire most, in fact, is the efficient way she repairs her broken strap while continuing on course. Such delight in the  eloquent  response to a mishap is a familiar note in Whites work, as in the young boys cheerful report of the trains greatbigBUMP! in The World of Tomorrow (One Mans Meat  63). The clownish significance of the girls mid-routine repair appears to correspond to Whites view of the essayist, whose escape from discipline is only a partial escape: the essay, although a relaxed form, imposes its own disciplines, ra ises its own problems (Essays  viii). And the spirit of the paragraph itself, like that of the circus, is jocund, yet charming, with its balanced phrases and clauses, its now-familiar sound effects, and its casual extension of the light  metaphorimproving a shining ten minutes. The fifth paragraph is marked by a shift in  tonemore serious nowand a corresponding elevation of style. It opens with  epexegesis: The richness of the scene was in its plainness, its natural condition . . .. (Such a  paradoxical  observation is reminiscent of Whites comment in  The Elements: to achieve style, begin by affecting none [70]. And the sentence continues with a euphonious itemization: of  horse, of  ring, of girl, even to the girls bare feet that gripped the bare back of her proud and ridiculous  mount. Then, with growing intensity,  correlative  clauses are augmented with  diacope  and  tricolon: The enchantment grew not out of anything that happened or was performed but out of something that seemed to go round and around and around with the girl, attending her, a steady gleam in the shape of a circlea ring of ambition, of happiness, of youth. Extending this  asyndetic  pattern, White builds the paragraph to a  climax  through  isocolon  and  chiasmus  as he looks to the future: In a week or two, all would be changed, all (or almost all) lost: the girl would wear makeup, the horse would wear gold, the ring would be painted, the bark would be clean for the feet of the horse, the girls feet would be clean for the slippers that shed wear. And finally, perhaps recalling his responsibility to preserve unexpected items of . . . enchantment, he cries out (ecphonesis  and  epizeuxis): All, all would be lost. In admiring the balance achieved by the rider (the positive pleasures of equilibrium under difficulties), the narrator is himself unbalanced by a painful vision of mutability. Briefly, at the opening of the sixth paragraph, he attempts a reunion with the crowd (As I watched with the others . . . ), but finds there neither comfort nor escape. He then makes an effort to redirect his vision, adopting the perspective of the young rider: Everything in the hideous old building seemed to take the shape of a circle, conforming to the course of the horse. The  parechesis  here is not just musical ornamentation (as he observes in  The Elements, Style has no such separate entity) but a sort of aural metaphorthe conforming sounds articulating his vision. Likewise, the  polysyndeton  of the next sentence creates the circle he describes: [Tlhen time itself began running in circles, and so the beginning was where the end was, and the two were the same, and one thing ran into the next and time went round and around and got nowhere. Whites sense of times circularity and his illusory identification with the girl are as intense and complete as the sensation of timelessness and the imagined transposition of father and son that he dramatizes in  Once More to the Lake.  Here, however, the experience is momentary, less whimsical, more fearful from the start. Though he has shared the girls perspective, in a dizzying instant almost become her, he still maintains a sharp  image  of her aging and changing. In particular, he imagines her in the center of the ring, on foot, wearing a conical hatthus echoing his descriptions in the first paragraph of the middle-aged woman (whom he presumes is the girls mother), caught in the treadmill of an afternoon. In this fashion, therefore, the essay itself becomes circular, with images recalled and moods recreated. With mixed tenderness and envy, White defines the girls illusion: [S]he believes she can go once  round  the ring, make one complete circuit, and at the end be exactly the same age as at the start. The  commoratio  in this sentence and the  asyndeton  in the next contribute to the gentle, almost reverential tone as the writer passes from protest to acceptance. Emotionally and rhetorically, he has mended a broken strap in mid-performance. The paragraph concludes on a whimsical no te, as time is  personified  and the writer rejoins the crowd: And then I slipped back into my trance, and time was circular againtime, pausing quietly with the rest of us, so as not to disturb the balance of a performerof a rider, of a writer. Softly the essay seems to be gliding to a close. Short,  simple sentences  mark the girls departure: her disappearance through the door apparently signaling the end of this enchantment. In the final paragraph, the writeradmitting that he has failed in his effort to describe what is indescribableconcludes his own performance. He apologizes, adopts a  mock-heroic  stance, and compares himself to an acrobat, who also must occasionally try a stunt that is too much for him. But he is not quite finished. In the long penultimate sentence, heightened by  anaphora  and  tricolon  and pairings, echoing with circus images and alight with metaphors, he makes a last gallant effort to describe the indescribable: Under the bright lights of the finished show, a performer need only reflect the electric candle power that is directed upon him; but in the dark and dirty old training rings and in the makeshift cages, whatever light is generated, whatever excitement, whatever beauty, must come from original sourcesfrom internal fires of professional hunger and delight, from the exuberance and gravity of youth. Likewise, as White has demonstrated throughout his essay, it is the romantic duty of the writer to find inspiration within so that he may create and not just copy. And what he creates must exist in the style of his performance as well as in the materials of his act. Writers do not merely reflect and interpret life, White once observed in an interview; they inform and shape life (Plimpton and Crowther 79). In other words (those of the final line of The Ring of Time), It is the difference between planetary light and the combustion of stars. (R. F. Nordquist, 1999) Sources Plimpton, George A., and Frank H. Crowther. The Art of the Essay: E. B. White.  The Paris Review. 48 (Fall 1969): 65-88.Strunk, William, and E. B. White.  The Elements of Style. 3rd ed. New York: Macmillan, 1979.White, E[lwyn] B[rooks]. The Ring of Time. 1956. Rpt.  The Essays of E. B. White. New York: Harper, 1979.

East African trade route Essay Example | Topics and Well Written Essays - 500 words

East African trade route - Essay Example Other effects of the trade routes include a cultural interaction from diverse traditions. The evidence to the effects of the trade routes includes the development of the Swahili culture and language. The historic period dates to the year 600 A.D. This paper will analyze the emergence and growth of the slave trade. The analysis context will entail the associated contribution of the trade routes to the history of Africa. The development of the power states in the East African cost emerged from the conquest of the Nubian population by the Axum kingdom (Shillington 191). The Axum king absorbed Christianity as a religion by converting. A later detest by Islam led to the fall of the Axum kingdom. This change followed by the spread of Islam along the states. A later development consisted of single caravans that supplied raw materials and merchandise to India through the Persian Gulf. As a result, the Portuguese spread Christianity to the African countries through the same trade routes (Gilbert & Jonathan 211). The Portuguese demanded manpower to work in Latin America states. This requirement activated the lucrative slave trade along the East African trade route. The trade attracted other states like the Dutch and the Brutish powers. The two states ventured into the East African route under separate mandates. The East African trade route served as a major operation line for nations from other continents. The water channel provided a direct route of caravans transporting gold from Zimbabwe and slaves from the coastline states. The trade route also served as a reinforcement channel for military expeditions from Goa in India. The British also used the trade route to conquer some of the African states like Kenya. The trade routes enabled the spread of Christianity by the Portuguese into the interior parts of Africa. The water channels aided in the expedition of African formerly referred to as the Dark Continent (Visonà 178). The history

Commercial Poultry Keeping Research Paper Example | Topics and Well Written Essays - 2500 words

Commercial Poultry Keeping - Research Paper Example It is also preferred to other protein sources since it provides white meat, which is less in cholesterol. Birds are the most popular stock kept in the world approximately 15.9 billion by 2009 since it is kept by most people in the household e.g. women, children, old men. In Kenya, they are around 30million where 25million are indigenous and 5million are exotic, in which 3.5million are layers and 1.5million are broilers. This therefore creates a gap of deficiency in poultry meat and eggs which to entrepreneurs, is a big opportunity gap to be filled up by meeting the the customers’ or market demand to provide these products in required quantity. Having carried out a thorough research about this opportunity after a long period of time and studied the trends in the market supply and demand for poultry products, I found it profitable to start up a commercial poultry farm situated in the capital city of Kenya, Nairobi. The company, ‘’KUKU COMPANY LIMITED’’ was started to keep broilers to provide the city’s population with sufficient and healthy value added poultry meat sold in a very health friendly, modern and classic butcheries. Company Location The company's production unit is located in the Kibera slums, Nairobi, the capital city of Kenya. Kenya is one of the countries forming the East African Community neighboring Tanzania, Uganda, Rwanda, Burundi, Sudan and Somalia. The dense population of this city provides a large customer base for the company products and therefore, a ready market for the same. The city is occupied by all different kinds of dwellers cutting across all social classes who largely consume poultry meat very often. The company has set out several selling outlet shops across the city in most of the busiest business centers to easily reach its customers. These shops also act as the distribution points for the the retailers across the city. Staffing Plan The company has been under the management of the founde rs who double as the owners as well as the managers. The company established a competitive edge through the expertise of its founders where James brought with him the existing relationship with the best suppliers of chicks and feeds in the city, Jacob brought with him his Agricultural knowledge of poultry production, Abel, an IT expert and a market strategist added his management information knowledge as well as knowledge about the market forecasting and capturing to beat other market commpeetiitoors coupled with my good understanding of food service management, sales record in business to business sales, and financial acumen, well have an edge over the town's other butcher shops and grocery stores within our niche market. We also have two laborers who help us with small manual duties as they come by in the production unit. In addition, we have a salesperson and a cashier at each of our five sales outlets across the city. Form and Benefits of the business This business is partnering based among James, Jacob, Abel and I who have been friends since childhood and decided to come together as entrepreneurs and help in solving food supply shortages to this Kenya. The benefits of this form of business are that it is very instrumental when raising capital, providing labor and in management from the same owner have acted has the managers since it was begun. A Chart of accounts Asset Accounts No Account title To increase Description/explanation of the account 101 Cash Debit The account balance as shown in the company records from customers but not yet deposited 102 Jim Hotels (accounts receivables) Debit Amounts owed to the company for products sold but not yet paid for 104 Feeds (supplies) Debit Cost of supplies that have not yet been used. 105 Land Debit Cost quire and

The impact of increased life expectancy on community health, locally and nationally Essay Example for Free

The impact of increased life expectancy on community health, locally and nationally Essay There is constantly a rise in the life expectancy in the US, due to the improved healthcare system. New diagnostic interventions, treatment techniques, incorporation of preventive strategies, and drugs have enabled to increase the quantity of life. Deaths from several diseases including cardiovascular, cancer, etc, continue to decrease. In the year 2003, the life-expectancy of an American was found to be about 77.6 years, whereas in the year 1990, it was 75.4. There continue to be a rise in the life-expectancy. There is also a difference in the life-expectancy between men and women. As in the year 2003, men live about 5.3 years shorter than women. However, individuals in the elderly group are more often affected with chronic diseases such as hypertension, cardiovascular disease, diabetes, musculoskeletal diseases, etc. The problem has become more severe than ever before. About 50 % of the individuals between 55 to 65 years are affected with hypertension, and 40 % have obesity. As the health and the quality of life of the Americans are currently poor, the pressure on the healthcare system has all the more increased. People are having a very poor lifestyle and do not follow proper dietary and exercise patterns, which could increase the risk of chronic diseases. One of the huge impacts has been on the costs of providing healthcare. Inflation needs to be a major consideration. Considering inflation, providing healthcare for a year of increased lifespan, can increase spending by about $ 20, 000 a year. In the 1970’s, this cost was about $ 7, 400. Is it justified to provide healthcare when the effect is going to be severe on public savings? The costs of providing healthcare to senior citizens have increased drastically. The incidence of chronic disease on elders is even greater, and it would be very costly to provide healthcare to manage chronic diseases. An increased life-span would also mean greater need for healthcare professionals belonging to various fields and various specializations. The demand for healthcare in the US has constantly been rising, and an increased lifespan would mean employing more staff especially to care for seniors with special needs. There has been an increasing demand for institutions that provide health education and also students who find the healthcare field promising and would pick up a career in such a field. However, the need for individuals to join the healthcare sector is high and hence, an increasing life-expectancy would create an even greater problem. As the US cannot meet with the demand for healthcare professionals by itself, it would have to obtain the resources from outside the country. These human resources require further training to ensure that healthcare is provided according to the US standards. References: Medical News Today (September 4, 2006). U.S. Health Care System Offers Good Value In Terms Of Life Expectancy Gains Despite Rising Costs, Study Finds, Retrieved on August 22, 2008, from Medical News Today Web site: http://www.medicalnewstoday.com/articles/50922.php Stobbe, M. (2006). U.S. Life Expectancy Hits All-Time High, Retrieved on August 22, 2008, from Breit Brat Web site: http://www.breitbart.com/article.php?id=D8ECEHUO0show_article=1

Our Neighborhood Drawbacks Essay -- essays research papers fc

My family and I live in a private zone in Visalia which has neat streets and attractive sidewalks decorating our neighborhood. In addition, we count with a secure playground area for our kids funny. It is surrounded by a high fence and has a soft carpet under the playground to protect our kids against fall downs. Many of our residents declare that is a pleasure to take a walk around our area. Laura, a woman who lives in front our home said: â€Å"It is a delight to walk to school every morning because I can enjoy our neighborhood beauty.† In addition, we have the advantage of the splendor during any season. For instance, we can see numerous leaves of different colors falling down in the autumn. Reds, browns, and oranges tones cover our streets. In the spring, everyone can take a leisure time under shades of flourishing gardens full of leafy trees. We are very proud of living in this beautiful area. Nevertheless, a large deserted lot near our locality brings out some annoying effects on the residents.   Ã‚  Ã‚  Ã‚  Ã‚  This unoccupied lot gives to the community a disagreeable look that contrasts with the beauty of our neighborhood. The owners send a person to the terrain once a year to clean it up, but waste cumulates quickly. Old mattress, useless tires, and worn-out shoes give our area a nasty aspect. In addition, some people who buy their provisions in a store located at the back of our vicinity leave shopping carts in this careless lot. Consequently, gangs take adv...

A discussion of equality and diversity issues in a teaching situation-CTLLS Essay

5. A discussion of equality and diversity issues relevant to the candidates teaching/training situation. Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably than others. Equality is about the rights of the learners to attend and participate regardless of age, sex, race, gender reassignment, disability, religion or belief, sexual orientation, marriage/civil partnership and pregnancy /maternity. Diversity is about recognising and being tolerant of different views which individual people have, in terms of cultural backgrounds and different lifestyle choices relating to any characteristics they may have. A diverse society is what we have as every individual has a different culture, belief and life experience to the next. Inclusion is about including all the learners in ‘relevant activities rather than excluding them for any reason either directly or indirectly’ (Gravells 2008). ‘Every learner has the right to expect that they will receive high quality learning appropriate to their needs and circumstances ion a safe and healthy environment.’ (Success for all: DfES 2002). Inclusive teaching and learning is possible when promoted. In order to achieve this I combine both the training cycle and the learning styles from Kolb and Fry. These include using Concrete experience, Abstract Conceptualisation, Active Experimentation and Observation and Reflection. Learners the mixing up of which produces the learning styles that best suits a learner, ie; Converger, Diverger, Assimilator and Accommodator. By ensuring the lessons accommodate all learning styles all learners will feel inclusion. Along with the learning styles I would include relevant resource materials . If a learner requires more intervention then I may need to include the following; additional classroom support, adapted or specific resources, peer support, varied presentation, content selection, reducing or increasing time for activities Along with my mentor Geri walker I have written the 5 day induction programme for new starters within the organisation. This includes lectures in subject matter using power point presentation and notes (abstract conceptualisation), Direct discrimination occurs when you treat someone unfairly due to at least the nine characteristics discussed. Indirect discrimination occurs when a working condition, environment or rule disadvantages one group of people or person more than another. As a teacher it is important that to give equal support, you must not discriminate and  must not show favouritism in any way. A teacher should not impose views and opinions on the learners. It is necessary to ensure that the learners show dignity and respect to others in the learning environment. A teacher must recognise that each learner is different and accommodate for those differences wherever possible in the classroom. You should demonstrate your commitment to equal opportunities through everything you say and do in your work with adult students.† (Daines, Daines and Graham, 1993). Geoff Petty states that: Differentiation is an approach to teaching that attempts to ensure that all students learn well, despite their many differences. Catch phrases which go some way to capturing this concept include: ‘Coping with differences’. ‘Learning for all’ or ‘Success for all’ People began to realise it was not just ability that could be â€Å"mixed’’ and that teachers had to cope with differences: learning style, age, motivation, prior learning and experience, gender, specific learning difficulties such as dyslexia, and so on. Consequently the term ‘mixed ability’ began to be replaced by the less vivid term: ‘differentiation’. It is important to work in partnership with the learner, get to know them, so that you can assess their ‘minimum core’ and what their learning needs are. If a learner knows what is expected from them and you tell them what to expect from you , successful learning can be achieved . This may be achieved by recognising the needs of a particular person or group of people. The learners within the sessions I teach include people with; learning difficulties, hearing impairments, those whose first language is not English, or those people who may require additional support with literacy, language, numeracy and ICT skills. The learners I teach come from different social and cultural backgrounds and during teaching I have had to respect the following and accommodate, prayer times, Ramadan and different beliefs to mine without impacting on others. I need to plan my sessions to enable all learners to take part and achieve their individual learning aims, taking into account how I communicate with learner (e.g. using appropriate vocabulary and terminology no abbreviations and jargon, my comments are not discriminatory or offensive or that my body language is appropriate. I need  to check that the resources used are non- discriminatory or stereotypical, suitable for the learners needs so that all the learners can participate. Teaching methods need to be varied and support all learning styles. The learning environment needs to promote inclusion ,e.g. for people with disabilities. The Kennedy Report (1997) stressed the importance of making learning accessible to all learners , focussing on people who may be disadvantaged due to social, economic or educational background. These create barriers to learning that may prevent adults from continuing developing their education e.g.lack of information, childcare support, basic skills and costs involved to study. References Daines, JW et al (2006) Adult Learning, Adult Teaching, 4th ed, Cardiff: Welsh Academic Press DfES (2002b) Success for All. London: HMSO Gravells, A, (2008).preparing to teach in the lifelong learning sector.3rd ed. exeter: learning matters Petty, G, (2004) Teaching Today: A practical guide,3rd ed. Cheltenham: Stanley Thornes Reisenberger A & Dadzie S (2002), Equality and diversity in adult and community learning – a guide for managers, Niacehttp://www.excellencegateway.org.uk/pdf/A1181.pdf Smith, M. K. (2001). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. Retrieved 17/3/13 from http://www.infed.org/b-explrn.htm.

Social Benefits of Audit

Audit emerges because society needed. Auditing has been a regular feature of organized human activity from the earliest times. Indeed evidence suggests that formal audit procedures existed in the economic activities of the most of the early civilization. With the advancement of development, audit emerges as a separate discipline & contributes to the economic & social advancement. Audits serve a vital economic purpose and play an important role in serving the public interest to strengthen accountability and reinforce trust and confidence in financial reporting. As such, audits help enhance economic prosperity, expanding the variety, number and value of transactions that people are prepared to enter into. However, in recent years, and in the light of corporate scandals, we have witnessed ongoing global demands for improvements in audit quality. Changes have been taken place to promote greater transparency in the audit and accountability in auditors but there are continuing demands for further improvements to be made. Definition of audit: The availability and use of resources is strongly influenced by the type of economic policies that entities implement. Modern audit is concerned with citizen’s economic and social benefits. In the jargon of economics, government actions typically ‘distort’ the operation of economies, compared with the benchmark of a competitive market economy, and assumed to be able to operate without any government intervention. Such actions can only be justified by auditor if there are benefits stemming from the action that outweigh its costs. Here is an example of such logic applied to education: To finance better-quality schooling for those who have the least educated parents, and who attend the worse schools, it may be necessary to raise taxes on other people. The basic economic insight that such taxation distorts incentives remains valid. Such policies should be implemented only to the extent that the (present) value of the long-run benefits of greater equity exceed the efficiency costs of funding them. [World Bank, World Development Report 2006 (Washington DC: World Bank, 2006) at page 22. Benefits and costs are typically measured using a money-metric. Education is typically valued in terms of additions to a person’s expected future lifetime earnings, placing a low value on education of people whose expected future lifetime earnings are low, and no value on people for whom such earnings are zero. The same tension can be found if we look at the economy as a whole. Neoclassical economics judges the benefits of economic policies in terms of maximizing the output of goods and services, as measured by the level and rate of growth of the country’s Gross Domestic Product (GDP). It is assumed that rapid economic growth will lift people out of poverty, and that private ownership and market competition are likely to be the best mechanisms for maximizing economic growth. (This belief is what underpins the advocacy of privatization of public enterprises and services, and liberalization of markets). If some people are left behind, or indeed made worse-off, by policies aimed at maximizing national output, then it is assumed that ‘winners’ can compensate ‘losers’, for instance via taxation and public expenditure ( though these instruments must be used in a way that minimizes so-called ‘distortions’). This might be described as a strategy of ‘first maximize the size of the pie, then hope that it will be sliced up in such a way that nobody is made worse off’. Note that this approach is indifferent as to whether the losers are people who are already very rich, or very poor. Each is equally deserving of compensation. Nor does it pay much attention to the likelihood of compensation actually taking place. If the policy measures are expected to produce the maximum possible extra output, then auditor will express opinion that is enough for them to be judged ‘optimal’. States enjoy a margin of discretion in selecting the means to carry out their obligations. However, in discharging their obligations for the realization of economic and social rights, states must pay regard to the following key points: the requirement for progressive realization; the use of maximum available resources; the avoidance of retrogression; the satisfaction of minimum essential levels of economic and social rights; non-discrimination and equality; and participation, transparency and accountability. These principles can be used as a framework for auditing economic policy. Role of audit to the social perspective: Governments are facing an ever? growing demand to be more accountable and socially responsible and the people are becoming more assertive about their rights to be informed and to influence governments? decision? making processes. Faced with these demands, the executive and the legislature are looking for new ways to evaluate their performance. Civil society organizations are also undertaking ? Social Audits? to monitor and verify the social performance claims of the organizations and institutions. Social Audit is a tool with which government departments can plan, manage and measure non? financial activities and monitor both internal and external consequences of the department/organization’s social and commercial operations. It is an instrument of social accountability for an organisation. In other words, Social Audit may be defined as an in? depth scrutiny and analysis of the working of any public utility vis? a? vis its social relevance. Social Audit has significant role in social development. Purpose of the Social Audit The purpose of conducting Social Audit is not to find fault with the individual functionaries but to assess the performance in terms of social, environmental and community goals of the organisation. It is a way of measuring the extent to which an organisation lives up to the shared values and objectives it has committed itself to. It provides an assessment of the impact of organisations non-financial objectives through systematic and regular monitoring, based on the views of its stakeholders. Salient Features The foremost principle of Social Audit is to achieve continuously improved performances in relation to the chosen social objectives. Eight specific key principles have been identified from Social Auditing practices around the world. They are: 1. Multi? Perspective/Polyvocal. Aims to reflect the views (voices) of all those people (stakeholders) involved with or affected by the organisation/department/programme. 2. Comprehensive. Aims to (eventually) report on all aspects of the organisation? s work and performance. 3. Participatory. Encourages participation of stakeholders and sharing of their values. 4. Multidirectional. Stakeholders share and give feedback on multiple aspects. 5. Regular. Aims to produce social accounts on a regular basis so that the concept and the practice become embedded in the culture of the organisation covering all the activities. 6. Comparative. Provides a means, whereby, the organisation can compare its own performance each year and against appropriate external norms or benchmarks; and provide for comparisons with organisations doing similar work and reporting in similar fashion. 7. Verification. Ensures that the social accounts are audited by a suitably experienced person or agency with no vested interest in the organisation. . Disclosure. Ensures that the audited accounts are disclosed to stakeholders and the wider community in the interests of accountability and transparency. The following figure depicts the principles of Social Audit and universal values: These are the pillars of Social Audit, where socio? cultural, administrative, legal and democratic settings form the foundation to operational social Audit. The Social Audit process is intended as a means for social engagement, transparency and communication of information, leading to greater accountability of decision? akers, representatives, managers and officials. The underlying ideas are directly linked to concepts of democracy and participation. The application of Social Audit at the village level holds tremendous potential for contributing to good local governance and increased transparency and accountability of the local bodies. Applying the Tool The six steps of Social Auditing are: 1. Preparatory activities 2. Defining audit boundaries and identifying stakeholders 3. Social accounting and book? keeping 4. Preparing and using social accounts 5. Social audit and dissemination 6. Feedback and institutionalization of social audit Stakeholder consultation, involving department functionaries and civil society, would be the forum for sharing the Social Audit plan. This consultation would clarify the issues important for Social Auditing, role of stakeholders, as well as commitments from them. The outcome of the consultation would be fed into the process of detailing out: the indicators to be monitored; which existing records are to be used; and how additional information would be collected. The next key step is to fix responsibilities for various activities. The activities include preparing formats for social account? keeping, compilation of data and reporting the same on a monthly basis (internal use). Managers of the department/programmes can use this information for monitoring as well as providing feedback for improving performance and overcoming bottlenecks. Ideally, Social Audit should be conducted regularly, and the method should be developed through a participatory relationship between the auditor and the organisations/departments. The following figure depicts the detailed steps followed in the social audit cycle.

9 Steps to Complete an Extended Essay that Meets All the Demands

9 Steps to Complete an Extended Essay that Meets All the Demands 9 Steps to Complete an Extended Essay that Meets All the Demands At the end of studying, every undergraduate student should write a definite number of academic papers of various origin. Amongst them is an extended essay. One of the most remarkable requirements for this assignment is its length, which makes 4,000 words. It counts towards your future IB Diploma. Accordingly, you cannot skip this assignment if you wish to obtain it. When a student composes an extended essay, he or she should conduct an independent in-depth research or investigation. The length of this academic assignment is terrifying. Nonetheless, it’s not that bad as you might think. Firstly, you should realize that this is a simple essay. It is just larger than commonly. Secondly, you are free to select the topic you wish. This is solely your choice. Therefore, you will not be forced to write on boring or too complicated topics. Remember your previous experience and compose this essay just as many others who have already dealt with. 1. Choose a Topic Correctly Depending on the discipline, you should choose a topic, which would be interesting to you. You have a huge advantage. You select the main theme on your own. See not to miss it! Choose something you enjoy. While making the final decision on your topic, be picky and careful. Your topic is supposed to be interesting but not overused. It should not be too broad or too narrow. Find the middle ground. The too vast theme will involve many sub-questions that might be too difficult to cover. If choosing a too narrow topic, you might get stuck with lack of information and utterly problematic terms of evidence to analyze. 2. Learn All the Demands It goes beyond all doubts that you are obliged to follow strict rules. The violation of any demand will cost you essential grades. Consequently, you should learn and memorize all demands to fulfill them correctly. 3. Prefer the Right Advisor It’s important to choose a suitable advisor. It would be perfect if you find a person who shares your ideas and interests. If you have a lot in common, your academic supervisor will provide you with reasonable solutions to your main issue. Moreover, the right advisor will be constantly encouraging you showing the best way of reasoning, planning, and fulfilling your research. 4. Mind the Outline You ought to be absolutely sure that your essay has a clear structure and flow. It should include the typical major sections – introduction, main body, and conclusion. Every section will require some special attention and heaps of energy. The best way to tackle these sections is to craft a proper outline. Your outline is expected to contain every part of writing. In such a way, you will have a visualization of your steps. You will know how and when to undertake this or that stage. Some students recommend creating a temporary outline because there may take place some changes during the writing process. 5. Express Your Originality Undoubtedly, you should illustrate the fullness of your creativity. You should have something original to say. Your style is restricted to the definite extent. Nonetheless, it’s compromise-free. Your supervisor will expect from you an authentic work. Therefore, everything is in your hands. 6. Write a Temporary Thesis It’s recommended to create a temporary thesis, just like an outline. This is a very long essay, which requires lots of time and efforts. You may dramatically change your final opinion on the researched question at the end of the writing. Therefore, it would be wise to create the thesis statement for a definite period of time. Afterward, you can easily adjust it. 7. Write the Rough Draft It’s essential to begin with a draft. It shouldn’t be perfect. Write it roughly to see the big picture and change it in the correct way afterward. Thus, you will avoid lots of mistakes. 8. Add All Necessary Elements After you write the main parts, add the title page, abstract, contents page, and cited works. Mind that they should be added and written in strict accordance with the assigned format. Afterward, revise your research. Find all errors and drawbacks. Eliminate them or replace. This is when you’ll be done with this complicated extended assignment. At you can buy extended essay online on any topic. Your extended essay will be written from scratch by academic experts.

Core and Periphery, Two Types That Make the World

Core and Periphery, Two Types That Make the World The countries of the world can be divided into two major world regions: the core and the periphery. The core includes major world powers and the countries that contain much of the wealth of the planet. The periphery has those countries that are not reaping the benefits of global wealth and globalization. The Theory of Core and Periphery Many reasons exist as to why this global structure has formed, but generally speaking, there are many barriers, physical and political, that prevent the poorer citizens of the world from participating in global relations. The disparity of wealth between core and periphery countries is staggering. Oxfam noted that 82 percent of the worlds 2017 income went to the richest one percent of people. The Core The top 20 countries ranked by the United Nations Human Development Index are all in the core. However, of note is the slowing, stagnant, and occasionally declining population growth of these countries. The opportunities created by these advantages perpetuate a world driven by individuals in the core. People in positions of power and influence around the world are often brought up or educated in the core (nearly 90 percent of world leaders have a degree from a Western university). The Periphery The population is skyrocketing in the periphery because of a number of contributing factors, including a limited ability to move and the use of children as a means to support a family, among others. Many people living in rural areas perceive opportunities in cities and take action to migrate there, even though there are not enough jobs or housing to support them. About one billion people now live in slum conditions, the UN estimates, and the majority of population growth around the world is occurring in the periphery. The rural-to-urban migration and high birth rates of the periphery are creating both megacities, urban areas with more than eight million people, and hyper cities, urban areas with more than 20 million people. These cities, such as Mexico City or Manila, have slum areas that can contain up to two million people with little infrastructure, rampant crime, no health care, and massive unemployment. Core-Periphery Roots in Colonialism Industrialized nations played a key role in establishing political regimes during postwar reconstruction. English and the Romance languages remain the state languages for many non-European countries long after their foreign colonists have packed up and gone home. This makes it difficult for anyone brought up speaking a local language to assert him or herself in a Eurocentric world. Also, public policy formed by Western ideas may not provide the best solutions for non-Western countries and their problems. Core-Periphery in Conflict Here are some examples of border clashes between nations of the core and the periphery: The growing fence between the U.S. (core) and Mexico (periphery) to prevent the entrance of unauthorized immigrants.The Demilitarized Zone between North and South Korea.Air and naval patrols on the waters between Australia and Southeast Asia and between the EU and North Africa to keep out unwanted immigrants.The UN-enforced border separating the Turkish north and Greek south of Cyprus, known as the Green Line. The core-periphery model is not limited to a global scale, either. Stark contrasts in wages, opportunities, access to health care, and so on among a local or national population are commonplace. The United States, the quintessential beacon for equality, exhibits some of the most obvious examples. U.S. Census Bureau data estimated that the top 20 percent of wage earners made up roughly 51 percent of all U.S. income in 2016, and the top five percent of earners made 22 percent of all U.S. income. For a local perspective, witness the slums of Anacostia, whose impoverished citizens live a stones throw from the grand marble monuments that represent the power and affluence of Washington, D.C.s central downtown. Although the world may be metaphorically shrinking for the minority in the core, the world maintains a rough and limiting geography for the majority in the periphery.

Not Listening to a Child as a Form of Neglect Essay

Not Listening to a Child as a Form of Neglect - Essay Example However, the real challenge is the application of past findings and integrating them in the participation of children for the sustainability of their rights. It is apparent from stereotypes and perceptions that the rights of children have been neglected hence impacting on the development of children. According to Lansdown (2005), listening to children's expressions and experiences at school, home or other environmental settings helps in raising their esteem, social skills, and cognitive abilities. Therefore, the more children are involved and engaged, the more they increase their competence, confidence and acquisition of other skills. It is important as a parent or for any responsible person to positively engage them through listening them, as it will contribute positively to their mental and psychological growth. Marginalized children and those who are vulnerable in society especially the looked after face a challenge in realizing their potential, thus they should be provided with support through participatory engagement and listening to their demands and needs (Howe and Covell 2005). Listening to children also helps challenge situations of violence, discrimination, injustices or other related threats therefore serving to protect children. Silencing children means that any injustices against them are kept in the dark, while the abusers get protected rather than the children. Jones and Welch (2010) affirm that, if children are encouraged to speak and are listened to, then it will rather be easier for any violations to be exposed.

What is global warming Global warming is a matter of great concern Essay

What is global warming Global warming is a matter of great concern. How it is affecting our planet and how society can do to help (this isn't a good topics b - Essay Example It will then discuss the feasibility of various alternative fuels which if implemented on a wide scale would greatly reduce air pollution and possibly avoid the predicted outcome, alternative energy from bio-fuels, hydrogen, geothermal, solar and nuclear sources. Essentially, the greenhouse effect functions in the following manner. When sunlight pierces the atmosphere and hits the earth’s surface, not all of the sun’s solar energy is absorbed. Approximately a third of it is reflected back into space. Specific atmospheric gases serve in much the same way as does the glass of a greenhouse, thus the terminology. These gases allow sunlight to penetrate then trap some of the solar energy which heats the earth (Breuer, 1980). It is a delicate balance and because these greenhouse gases have been artificially augmented by man-made sources, more build up in the atmosphere has occurred thus trapping more of the sun’s energy and reflecting less back in to space. This occurrence is causing the earth to warm. Carbon Dioxide (CO2) is the most prevalent of the greenhouse gases. Trees absorb CO2 and when they die, CO2 is restored to the atmosphere. The clearing of forests by mass burning, which is happening at a phenomenal rate in the tropical rain forests, is decreasing the amount of CO2 that is absorbed and increasing the amount that is added to the atmosphere. CO2 supplies about half of the total gases that create the greenhouse effect (Breuer, 1980). Although deforestation is contributing heavily to the excess of CO2 in the atmosphere, a larger portion is caused by the burning of fossil fuels such as oil and coal. Fossil fuels are burned by factories, vehicles and electricity-producing power plants to name a few sources. Other greenhouse gases include methane, which is released when vegetation is burned during land

English Essay Example | Topics and Well Written Essays - 500 words - 20

English - Essay Example It was made out of two sports,  soccer  (association football) and  rugby football, each of which remains a separate sport with its own specific set of rules. The international body governing it is FIFA Federation International de Football Association and it organized the world cup which is very popular in the world. FIFA governs all levels of soccer, including professional games internationally, Olympic competitions and youth leagues. FIFA world cup is the sport’s premier event, it held after every four years pitting national teams from 32 countries against one another. The most popular and major professional league in the world is the National Football League (NFL). However, over the years, several other leagues have been formed in North America and Europe. While soccer league known as MLS (Major League Soccer) have many teams which have fans worldwide and some of the most famous teams are A.C. Milan of Italy, Ajax Amsterdam of The Netherlands, Manchester United of England, Real Madrid of Spain, Boca Juniors of Argentina, Sà £o Paulo of Brazil, and Colo Colo of Chile etc. The common thing between the two games are that it is a game played between two teams, in which players try to score a goal by hitting in opponents goal, by using any part of the body except the hands. So, players have to use their skills of using feet and heads as they kick, dribble, or pass the ball toward the goal or to another player. While the table shows compare and contrast both the

Influence of Advertising on Children

Influence of Advertising on Children CHAPTER 1 Introduction This chapter provides general information on the influence of advertising to children by looking at different researches and surveys on media influence and implications on the behaviour of children. This research attempts to study the implications of advertising on the behaviour of children in the UK. The research aims and objectives are also provided in this chapter. 1.1 Influence of Advertising on Child Behaviour Technology has created more choices for people to gain an access to information. The development of modern technology enables all ages to access various types of information with unlimited access. Also, major advances in the media technology have created different and unique ways of providing products and services to several audiences. For instance, animation are used in various numbers of advertising to children, and the messages from these television advertisements affect children in gender role stereotype learning (Hogg Garrow 2003). These days, people cannot watch television, go shopping, or browse the internet without being flooded with advertisements (Dotson Hyatt 2005). Not only adults are exposed to these advertisements, but young children are also targeted by many advertisements with an attempt to sell these products and services to them, such as movies and food (Flew 2002). A research indicated that children under eight years old are more likely to accept advertising messages as been truthful and unbiased (Cohen et al. 2002). Therefore, it is difficult for children to see and examine the hidden agenda in thousands of advertisements they watch every year (Cohen et al. 2002). A study showed that many advertisements for toys, snack food, video games, and cereal are often targeted towards children. However, it is also crucial for parents to watch out for other advertisements. An example is beer and cigarette advertisements that are usually directed towards adults also have messages that can influence children (Shin Cameron 2003). According to Dotson Hyatt (2005), beer advertisements are shown very often during sport events. Beer advertisements are also seen by millions of young children. Research finding showed that these advertisements attempt to create both brand familiarity and positive attitudes towards drinking in children aged between 9 and 10 years old (Shin Cameron 2003). In addition, a research finding revealed that young children can be persuaded very easily by the messages of advertisements (Dotson Hyatt 2005). Young children believe that the messages in the adverts are truthful and unbiased, and this can cause unhealthy behaviours in children, including: Poor eating habits: This is a factor in todays youth obesity epidemic (Dotson Hyatt 2005). The most common advertisements directed towards young children include sweets, fizzy drinks, and other snack foods (Dotson Hyatt 2005). An increase in the likelihood of aggressive behaviour and less sensitivity to violence: Aggressive behaviour in young children is more likely to appear if a child is exposed to the advertisements for violent video games, movies, and television programs (Dotson Hyatt 2005). The research result also indicated that advertisements can be the cause of conflict between parents and children (Meech 1999). The research showed that commercials often get young children to want the advertised products and then pressurising their parents to buy it for them. As a result, the conflict between them takes place when the parents say ‘no (Meech 1999). 1.2 Advertising Implications and Health and Obesity Issues In 2003, the BBC revealed that corporate giants such as McDonalds, Cadbury Schweppes, PepsiCo UK, and Kelloggs faced a tough time from the committee of the Members of Parliament who had been holding a long running investigation into the state of the nations health (BBC UK 2003). McDonalds, Cadbury Schweppes, PepsiCo UK, and Kelloggs were accused of marketing high calories meals aimed at children, while neglecting the health implications of a fast food diet (BBC UK 2003). It was revealed by the Chairman of the Health Committee that some food commercials from these accused corporate giants failed to carry health warnings on the packages in similar manner to the tobacco (BBC UK 2003). Chairman of the Health Committee stated that a certain branded cheeseburger with fries and a milkshake would take nine miles to walk off, and this level is too high for young children (BBC UK 2003). It was reported that calorie content does not mean a great deal to people. However, the messages in the advertising are not sufficiently honest to their audiences (BBC UK 2003). An article in reputed medical journal called ‘The Lancet studied and suggested that celebrity endorsement of ‘junk food should be banned. Also, the scale of health and obesity problems have been highlighted in a report of the Food Standards Agency, claiming that some 15 per cent of 15 year-old children are now obese. This figure is three times as many as ten years ago (BBC UK 2003). In addition, the UK government admitted a serious concern about the growing incidence of obesity in the UK by putting new regulations on food and drink manufacturers who must follow the strict code of practice when producing adverts aimed at children (BBC UK 2003). Plans to improve school students diet have also been welcomed by the UK government. A research titled ‘Food Marketing and Advertising Directed at Children and Adolescents: Implications for Overweight (Apha Food and Nutrition 2004) indicates that there is a growing outbreak of overweight children. The unhealthy eating habits of young kids has brought attention to the possible role that food and beverage advertising and marketing play in influencing eating behaviours in young children. In recent years, youth consumers have become potential target market for the food and beverage industry because of their spending power, purchasing influence, and as future adult consumers. Therefore, young children are now the target market of the intense and aggressive food marketing and advertising campaigns. Marketers and advertisers have been employing multiple techniques and channels to reach youth consumers, beginning when they are still toddlers in order to develop and build brands and also encourage the product use when they are in their youth phase. These food marketing channels comprise of effectively and carefully developed marketing communications strategies. Examples include television advertising, in-school marketing, product placements, kids clubs, internet, products with branded logos, and youth-targeted marketing promotions like cross-selling and tie-ins marketing campaigns. It was also reported that foods targeted at children contain high fat, salt, and sugar contents which are the main causes of being overweight. In addition, television advertising and in-school marketing techniques are two of the most prevalent forms of marketing to young children. Television is reported as the largest source of media messages about food to children, particularly younger children. Moreover, a qualitative survey by the Office of Communication (2004) indicates that the average child or adolescent watches an average of three hours of television per day. It showed that young children may view as many as 40,000 commercials each year and food appears to be the most frequently advertised product category on childrens television, accounting for over 50 percent of all advertisements. The survey also disclosed that children view an average of one food commercial every five minutes of television viewing time, and they may see as many as three hours of food commercials each week. Several studies have documented that the foods targeted at young childrens television are mainly high in sugar and fat, with almost no references to fruits or vegetables. Young children and adolescents are currently being exposed to an increasing and unprecedented amount of food advertising and marketing through a wide range of places. It is revealed that young children have few defences against persuasive advertisements and misleading messages. 1.3 Restrictions on Messages of Advertising to Children In recent years, several studies were conducted to highlight and understand the implications of advertising on the behaviour of young children. These studies focus on different aspect. For example, Maher (et al. 2006) carried a research to investigate the changes in types of advertised food products and the use of nutrition versus consumer appeals in childrens advertising from 2000 to 2005. The results revealed that obesity is a serious and expanding concern especially the health of young children. The research further indicated that messages on food advertising have a major impact on eating behaviour. Children tend to ask for food advertised on television when they are eating out with families (Maher et al. 2006). Also, the research disclosed that food processors and restaurants have not changed their advertising messages to young children in response to the multitude of pressure the industry is experiencing (Maher et al. 2006). A recent study by the Office of Communication (OFCOM) revealed that restrictions were launched to eliminate misleading advertising to children. OFCOM published the results of its extended consultation on the television content and scheduling restrictions for food advertising at children. The Broadcast Committee of Advertising Practice (BCAP) has included the new restrictions in its Television Code and CAP (CAP News 2007). The new changes to the television restrictions are now known to all organizations involved in food and soft drink advertising (CAP News 2007). Recently, the BCAP and the Broadcast Advertising Clearance Centre (BACC) conducted training sessions for the industry and explained the new restrictions and implications of radio advertisements directed at children (CAP News 2007). The launch of new rules on advertising messages to children were based on the agreement of the committee members. The television content restrictions were put into place on 1st of July 2007, while the CAP code changes were published by 1 April 2008 (CAP News 2007). 1.4 Research Aims To examine the effect of advertising on children for the purposes of marketing To know the effect of advertising on a childs eating habit. To understand the opinion of parents on the role of marketers and advertisers. CHAPTER 2 LITERATURE REVIEW 2.1 Defining Implications of Advertising on Children According to Terry Flew (2002), advertising influence is referred to â€Å"The way in which the mass media in all of their forms affect the way the audiences act and behave in their daily lives. The forms of media include television, films, songs and other similar forms.†   Ã‚  Ã‚  Ã‚  Ã‚  (Flew 2002) Jostein Gripsrud (2002) revealed in a book titled ‘Understanding Media Culture that the rapid development of technology has had an impact over the growth of media and advertising over the past few years. He stated that the new forms of media such as the internet changes the way people consume media or advertise products and services. The fast development of media has raised questions on the issue of how media influences attitudes and beliefs of customers. Flew (2002) also disclosed that one of a popular passive audience theories is the inoculation model. This is a long-term affect model. This model explained that upon being exposed to advertisings messages, the viewers will become instantaneously immune to them (2002). Karen Hartman (2000) applied the concept of this model to conduct a research titled ‘Studies of negative political advertising: an annotated bibliography. Gripsrud (2002) argued against the concept of the inoculation model that there was no evidence that the inoculation effect can lead to negative perception, attitude and behaviour. In fact, Gripsrud (2002) said that there was only basic finding to suggest that people had even seen the information which would lead to negative perception. As a result, this concept is commonly discredited by media theorists (Gripsrud 2002). 2.2 Media and Advertising Implication on Children 2.2.1 Television Influence on Human Development Margaret Hogg and Jade Garrow (2003) highlighted in their research called ‘Gender, identity and the consumption of advertising that television advertising has the most influential impact in shaping ideas of appropriate gender role. They concluded that television had a significant impact on the lives of children, influencing attitudes about race and gender (Hogg Garrow 2003). Hogg and Garrow (2003) also claimed in their research that young children are exposed to around 20,000 advertisements a year. By the time they finished or graduated from secondary schools, they would have watched and witnessed many violent deaths on television which could lead to aggressive copycat behaviours (Hogg Garrow 2003). In addition, Michael Dotson and Eva Hyatt (2005) carried out a research to examine the major factors influencing childrens consumer socialization. The research findings showed that that pro-social and antisocial behaviour was influenced by television programs (Dotson Hyatt 2005). In a research entitled ‘Childrens television programming (Cohen et al. 2002), it was revealed that young children spend an average of thirty hours a week watching television programs. The study also indicated that children spend more time watching television than the time they spend on anything else with sleeping as an exception (Cohen et al. 2002). Furthermore, Kara Chan and James McNeal (2006) examined the effect of advertising on children in China. The main aim of their research was to examine how advertising ownership, media usage, and attention to advertising vary among urban and rural children in Mainland China (Chan McNeal 2006). The study also collected information regarding the context of media usage and time spent on various activities. A survey of 1,977 urban rural children age group of 6 to 13 year-old in four Chinese cities, including Beijing, Guangzhou, Nanjing and Shanghai, and in the rural areas of four provinces Heilongjian, Hubei, Hunan and Yunnan was carried out in March 2003 to May 2004 (Chan McNeal 2006). The questionnaires were distributed through sixteen elementary schools and local researchers were selected and trained to administer the data collection (Chan McNeal 2006). The research result indicated that media ownership and media exposure were high for television, childrens books, cassette players, VCD players and radios among both urban and rural samples (Chan McNeal 2006). In general, media ownership, exposure and usage were far higher among urban children than among rural children. However, the results revealed that television ownership and television exposure were slightly higher among rural children than among urban children. Chan and McNeal (2006) also claimed in their study that the urban-rural gap between media ownership and media exposure was more well-known for new media forms such as internet. Chinese children had low to medium attention to advertising. Rural children were reported to have a higher attention to television commercial than urban children, whilst urban children reported a higher attention to other forms of advertising than rural children (Chan McNeal 2006). 2.2.2 Advertising Influence on Child Behaviour Jobber (1974) conducted a research examining the implications television advertising had on consumers behaviour. His research presented and analyzed consumer reaction to television advertising. It assessed consumer attitude by the use of three criteria, including consumer feeling exaggerated and annoying advertising, the consumers subjective assessment of creative advertising and their assessment of their ideal type of advertisement (Jobber 1974). The research finding showed that consumer reactions were disturbing, indicating the uncomplimentary result which could reduce advertising effectiveness (Jobber 1974). In addition, Noor Ghani (2004) disclosed in a research ‘Television viewing and consumer behaviour that the effect of television programs on childrens development as consumers begins with consumer socialization. Ghani (2004) stated that television is an influential model for childrens expressions of nonverbal behaviour and emotion. A survey of Malaysian schoolchildren was studied, focusing on demographic variables, such as gender and family income. Ghani (2004) also considered personal trait, in relation to television viewing habits and consumer behaviours propensity to buy, time spent watching television, preferred type of programme etc. The research results indicated that the importance of family income is a predictor of the differences in socialization, while gender is less influential (Ghani 2004).The study also looked at six personality traits and revealed that an aggressive-passive personality is the most influential on socialization (Ghani 2004). 2.2.4 Media and Advertising Influence on Food Choice Preference A study examined the implications television advertisements on food and eating behaviour was conducted by Roger Dickson (2000). He described the background to and main findings from a three-year funded research project on the role of television in the food choices of young people. The research project investigated the nature and extent of televisions portrayal of food and eating of young peoples interpretation (Dickson 2000). The research finding indicated that food and eating habits were portrayed very frequently on the television advertisements in the UK, but the ‘message in television programmes contrasts with the ‘message in the advertising in the terms of nutritional content of the food depicted (Dickson 2000). Dickson stated that this disorder eating behaviours and contradiction reflected in young viewers accounts of their own eating habits. In addition, a serious public concern on ‘size zero boy size is another good example of television advertising and media implications on unhealthy eating habit of young generations. In an article titled ‘Primetime television impact on adolescents impression of bodyweight, sex appeal and food and beverage consumption (Hamp et al. 2004) investigated the issue. The research presented a content analysis of ten television programmes frequently viewed by twelve to seventeen year-olds consumers in the US. The research finding indicated that television viewing is ever-present in adolescent culture, but the influence of television characters on adolescent behaviours and social norms is not well understood among young audients (Hamp et al. 2004). Another survey conducted by posting questionnaires online to investigate the same issue with students aged between 12 to 19 year-olds from across the state of Arizona participated to complete the survey electronically. The data were assessed by tabulation, principal axis factor analysis and liner regression analysis (Hamp et al. 2004) The research results indicated that 12 per cent of the subjects had a body mass index for age over the 95th percentile, 50 per cent of them reported watching television two hours of each day, and 59 per cent reported accruing 60 minutes of exercise and physical each day (Hamp et al. 2004). The results also discovered that over 35 per cent of respondents reported eating pizza and pasta frequently (Hamp et al. 2004). In the drink category, beer and wine were seen as the most frequently consumed beverages on television, while 63.9 per cent of sample members reported soda as their personal beverage of choice preference (Hamp et al. 2004). The factors extraction from this survey revealed three-factor solutions: television viewers and perceivers, television viewers and doers. Significant predictors of body mass index for age included urbanity and survey questions related to bodyweight perceptions (Hamp et al. 2004). It can be concluded that television programs with the focuses on sex appeal, thinness, and alcohol may have a powerful effect on young people self-esteem, body satisfaction, and eating habits (Hamp et al. 2004). 2.3 The Survey Child Obesity Food Advertising in Context by Ofcom This section presents the executive summary from a survey findings investigated by the Office of Communication (Ofcom), focusing on childrens food choice, parents understanding and influence, and the role of food promotions. The full research results are available on Ofcoms official website http://www.ofcom.org.uk. A survey was carried out by Ofcom in 2004 to present the followings: Background data on national lifestyle changes Re-analysis of market data on family food purchase and consumption An analysis of The Broadcasters Audience Research Board (BARB) An analysis of data from Neilsen Media Research on the advertising market The content analysis of food advertising on ITV1 The summary of bespoke qualitative and quantitative research commissioned by Ofcom to identify implications on childrens food preferences, purchase behaviour and consumption, and the role of television advertising 2.3.1 Changing Lifestyle Effect British Food Culture The lifestyle trends in the UK include the rising incomes, longer working hours, increasing numbers of working mothers, time-poor/cash-rich parents support a ‘convenience food culture and the increased consumption of High Fat, Salt and Sugar (HFSS) foods. The demand for ready-meals in the UK grew by 44 per cent between 1990 and 2002. People in the UK are now consuming double the amount of ready-meals consumed in France, and six times the number in Spain. 80 per cent of households in the UK have a microwave, compared with 27 per cent in Italy (Ofcom 2004). The findings in qualitative research by Ofcom indicate that many mothers talked of having no time to cook meals. There was a feeling that real cooking is hard work. The abundance of processed products that do not need forward planning and require little effort, making it easy to produce food for children quickly and conveniently (Ofcom 2004). Also, the lack of preparation is important to older children who are likely to be preparing their own snacks. Ofcoms qualitative research found that breakfast and packed lunches for school are prepared in the morning rush, when mothers are particularly busy. The food industry has developed products, and many of which are high fat, salt, and sugar contents, targeting these eating occasions and markets them heavily to mothers and children (Ofcom 2004). The research results are also somewhat contradictory. There is some evidence that demand for take-away meals and affordable eating options outside the home are on an increase. The food industry has met such needs by the expansion of fast food outlets, and many of which sell high fat, salt, and sugar products (Ofcom 2004). The pre-prepared, convenience foods, take-away meals and eating-out, reduce parents control over what goes into food, making it more difficult to monitor high fat, salt, and sugar contents (Ofcom 2004). In addition, the convenient and pre-prepared meals are less likely to be eaten with fresh fruits and vegetables (Ofcom 2004). There is a continuously growing snacking culture amongst children who favours high fat, salt, and sugar foods consumption (Ofcom 2004).There is a decline on the number of occasions that a family eats together (Ofcom 2004). The food and grocery market has developed a range of chilled, frozen, and pre-prepared meals targeting children who eat without adults (Ofcom 2004). These ready-to-cook meals can be prepared without affecting dining patterns of the rest of the household (Ofcom 2004). There is an increasing of less controlling parents and child relationships. Children have more spending power and they are increasingly control their own eating patterns (Ofcom 2004). 2.3.2 What Children Are Eating? According to the research conducted by Ofcom (2004), it was reported that British children are reported to enjoy foods high in fats, sugars and salt, such as sweets, soft drinks, crisps and savoury snacks, fast food and pre-sugared breakfast cereals, which are well-known as ‘the Big Five (Ofcom 2004). Also, families are consuming more pre-prepared and convenience foods, which are high in fats, salt and sugar. This trend makes ‘a Big 6 of foods, urging dieticians and health professionals to have serious concerns (Ofcom 2004). Children consume well below the recommended amount of fresh fruits and vegetables (Ofcom 2004). The World Health Organization recommends at least five portions of fruits and vegetables per day (Ofcom 2004). Fresh fruit consumption in household has risen for much of the last twenty-five years, while fresh green vegetables consumption was 27 per cent lower in 2000 than in 1975 (Ofcom 2004). Furthermore, most kids do know that fruits and vegetables are good for them, but they prefer the taste of high fat, salt, and sugar food (Ofcom 2004). If young children do not want to get fat, it is because they perceive it to be unattractive (Ofcom 2004). 2.3.3 Factors Influencing Child Food Choices Psychosocial factors food preferences, meanings of food, and food knowledge Biological factors, such as hunger and gender Behavioural factors, including time and convenience and dieting patterns Family income, working status of mother, family eating patterns etc. Friends conformity, norms, and peers Schools school meals, sponsorship, and vending machines Commercial sites, such as fast food restaurants and stores Youth market and pester power Media factors, such as television advertising 2.3.4 The Role of Parents in Child Obesity According to the survey of the Gfk NOP investigated opinion on the role of parents in child obesity indicated that 79 per cent of parents have a great responsibility for the situation outlined in a recent publicity about child diet, while other groups are seen as having an important part to play, such as schools with 52 per cent and food manufacturers with 43 per cent (Ofcom 2004). About Just one third think the government (33 per cent) and the media (32 per cent) as for having great responsibility on the issue, followed by the supermarkets (28 per cent) and broadcasters (23 per cent) (Ofcom 2004). When the subjects were asked which one of the same groups could do most to ensure that children eat healthily, the research finding indicated that parents and family are named by 55 per cent of the respondents, followed by food manufacturers, schools, media, the government, supermarkets, and broadcasters (Ofcom 2004). The qualitative research conducted by the Ofcom suggested that the majority of parents often put off their child food preferences (Ofcom 2004). They also tended to serve their kids with high fat, salt, and sugar foods. These parents were more often to be found in the lower socio-economic groups in which money is tighter, and food choices in the area are more restricted (Ofcom 2004). The research results also showed only a minority of parents who seemed to exercise effective control over their child food choices. These parents were usually better off in the term of income, and they more often found in the higher socio-economic groups (Ofcom 2004). In addition, the qualitative research by Ofcome suggested that many mothers thought they know what a healthy diet is. However, these mothers were at a loss as to how to make the healthy diet attractive to their kids (Ofcom 2004). These mothers expressed that they would have to reject the whole categories of foods, such as dairy products, sugar, and carbohydrates. Such mothers believed the outcomes of healthy eating outlined in the media, lessening the risk of obesity and better dental health (Ofcom 2004). Moreover, the minority of more confident, better-informed, and middle-class, mothers were more proactive (Ofcom 2004). These mothers were aware of the long-term risks involved with unhealthy eating habits which could cause heart disease, diabetes and cancer. Such mothers do not exclude whole categories of food, but they were more likely to limit the use of high fat, salt, and sugar foods and exclude those with artificial additives (Ofcom 2004). 2.3.5 The Role of Schools in Child Obesity Ofcoms qualitative research in schools revealed that there was a formal coverage of diet and nutrition in classrooms, where teachers educate students about healthy food choices (Ofcom 2004). In addition, there was evidence that some schools were making successful attempts to provide healthy food choices and influence students to have health diets (Ofcom 2004). However, there was a little active supervision of what children actually choose to eat at schools during the lunchtimes. Moreover, most school provision appeared to be driven by what children wanted and could be seen as giving a seal of approval to eating high fat, salt, and sugar products which were popular among stents in both primary and secondary schools (Ofcom 2004). Regarding the barriers to healthier diet in schools in the qualitative research reported that finance is a key barrier to healthier provision in schools (Ofcom 2004). To make food provision cost-effective, schools to sell high fat, salt, and sugar foods because these products are what children like, want and will buy (Ofcom 2004). Thus, the vending machines bring in much needed income for the schools. Another key barrier to healthier provision in schools is that schools may lack of control over the food provision if contracted catering companies have power in terms of what food is provided (Ofcom 2004). These firms can be very resistant to moves towards healthier food which may be less popular among students and has an impact on the financial performance of their business operation (Ofcom 2004). 2.3.6 The Role of Television Advertising An academic research confirmed that numbers of hours spent in watching television correlate with the measures of poor diet, poor health, and obesity among both children and adults (Ofcom 2004). There are three explanations for this finding: Television viewing is an inactive activity that reduces metabolic rates and displaces physical exercise (Ofcom 2004). Television viewing is associated with frequent snacking, pre-prepared meals and fast food consumption (Ofcom 2004). Television viewing includes exposure to advertisements for HFSS food products (Ofcom 2004). 2.3.7 The Direct Effects of Television Advertising Academic research showed the modest direct effects of television advertising on child food preference, consumption, and behaviour (Ofcom 2004). It revealed that there was insufficient evidence to determine the relative size of the effect of television advertising on child food choice by comparison with other relevant factors (Ofcom 2004). In the context of the multiplicity of psychosocial, biological, behavioural, family, friends, schools, commercial sites youth market and pester power, and media factors were not surprising that they direct contribution of television advertising had been found to be modest (Ofcom 2004). According to the Gfk NOP survey results, when television advertising is put in the context of other influencing factors, the subjects believed that it does not have an impact on food choice preferences among parents and children (Ofcom 2004). However, it is rather small when compared to