Semi- Detailed Lesson Plan

SOCIAL DIMENSIONOF EDUCATION ARTICLE21: SOCIAL SCIENCE THEORIES OF EDUCATION Education is one of the major institutions that constitute society. There are various various social science theories that relate to education. These are; consensus, conflict, structural functionalist and interactionist theories. Conflict theory deals with the emergence of conflict within a particular human society and the larger issue for this theory is the role the education plays in maintaining the prestige, power and economic and social position of the dominant group in society.The conflict theorists are interested in how society’s institution like –family, government, religion, education, and the media may help to maintain the privileges of some groups and keep others in subservient position. The Consensus theory is seen as the equilibrium state of society based on a general or widespread agreement among all members of a particular society. This theory in which social order and stability/ social regulation form the base emphasis. It emerged out of the society of social order and social stability / social regulation.The consensus and conflict theories are reflected in the works of certain dominant social theorist such as Karl Marx, Emile Durkheim, Max Weber and other social theorist. Structural functionalism is concerned with the functions of schooling in the maintenance of social order. It asserts the society is made up of different institutions or organizations that work together in cooperation to achieve orderly relationship and to maintain social order and social stability.It has four functional imperatives for all â€Å"action† system- ADAPTATION,GOAL ATTAINMENT, INTERGRATION, LATENCY- to be used at all levels of theoretical system ( includes action system, personality system social system and cultural system). Interactionist theory about the relation of school and society are critiques and extension of the functionalist and perspectives. Symbolic interact ionism is interested not simply in socialization but in interactions between students and students and between students and teachers. All types of interactions refine our ability to think.It views the self as socially constructed in relation to social forces and structures. The learners are necessary to examine individual decisions in the context of a set of needs, preferences an individual has and values they seek. The critical decision process must be regarded as a continuous process integrated in the interaction with the environment. The analysis of individual decisions is concerned with the logic of decision making and rationality and the invariant choice it leads to. [2]Structural Functionalism makes 7 main assumptions. These assumptions focus on several levels of analysis [society, community, individual, social unit (e. . family, organizations)]: †¢Systems have a property of order and an interdependence of parts oSocieties and social units are held together by cooperation and orderliness †¢Systems tend toward self-maintaining order, or equilibrium oSocieties and social units work best when they function smoothly as an organism, with all parts working toward the â€Å"natural† or smooth working of the system †¢The system may be static or involved in an ordered process of change †¢The nature of one part of the system has an impact on the form that the other parts can take †¢Systems maintain boundaries within their environments Natural (external) environments are separate but adapt to each other.The same dynamic occurs within societies and/or social units – if one or more parts significantly conflicts with others, others must adapt †¢Allocation and integration are two fundamental processes necessary for a gives state of equilibrium within a system oDivision of labor and positions help maintain balance; each part interrelates to create efficiency and harmony; the most capable individuals must be motivated to fill t he most important roles/positions †¢Systems tend toward self-maintenance involving control of boundaries and relationships of parts to the whole, control of the environment, and control of tendencies to change the system from within You, the Teacher, as a Person in Society To become a teacher is no joke; your influence on your students and on the people with whom you work and live depends a great deal on your philosophy as a person and as a teacher.The teacher philosophy in life and our philosophy of education serve as your window to the world and compass in the sea of life. The teacher teaches the basic knowledge, skills and attitudes (KSA)-paragon of values. Why teach? 1. Reshape the society in an instant 2. Education in charge of change 3. Reformed the people through education 4. Transmit the traditional moral values and intellectual knowledge 5. Teach the children to become model in the community 6. Teachers are loco-parentis of the students. Teaching may not be a laucratic position. It cannot guarantee financial security. It even means investing your personal time, energy, and resources.Sometimes it means disappointments, heartaches and pains. But touching the hearts of people and opening minds of children can give you joy and contentment which money could not buy. These are the moments we teach for. These are the moments we live for. â€Å"A teacher is a facilitator of learning and of the development of the youth. He shall, therefore, render the best services by providing environment conducive to such learning and growth† quoted by: Code of Ethics of Professional Teacher Article 3. These Pillars of Education are crucial to peace and mutual understanding. They emphasize the value of education as a manifestation of the spirit of unity.These stern from the will to live together as active members of a global village and contribute to attainment of a culture of peace. LEARNING TO KNOW- that is acquiring the instruments of understanding. It implies learning how learn by developing one’s concentration, memory skills, and ability to think. If the teacher has been helping students to develop their skills that would make them independent learners, you are doing well on the first pillar of education because you have prepared them for life in the knowledge society in which we all now live. A truly educated person nowadays needs a broad general education and opportunity to study a small number of subjects in depth. LEARNING TO DO- represents the skillful, creative and discerning application of knowledge.One must learn how to think creatively, critically, and how to deeply understand the information that is presented. LEARNING TO LIVE-together in peace and harmony requires that quality of relationship at all levels is committed peace, human rights, democracy, and social justice in the ecology sustainable environment. LEARNING TO BE- refers to the role of Education in developing all dimensions of complete parson: the physical, intellectual, and ethical integration of individual into a complete man. Why teach? So that students will understand that they are unique person who are willing to accept responsibility based on their thoughts, feelings, and aspiration. What to teach?Open to wide option, let explore by giving activities, they have unique personality, provide students vicarious experiment, to unleash their own creativity and self-expression, they have focus upon the actions of historical individual, they encourage vocational courses, learning is self-paced, self-directed and values clarification. Addressing Students' Needs: Students of Different Backgrounds quoted in Adapted with permission from Shari Saunders and Diana Kardia; Center for Research on Learning and Teaching, University of Michigan, adapted from Chism et al. , 1992. â€Å"It is vital that you view every student as a unique individual regardless of the student's cultural background, while at the same time respecting multiple cultural he ritages and their impact on learning styles and classroom expectations.This is not a simple task, and there is no simple way to accomplish it. You cannot be prepared for every possible situation that might arise. Instead, focus on being open to different perspectives, being aware of stereotypes and prejudiced behavior in your class, and being ready to help every student in your class become engaged in the material and learn. For instance, you would do well to try incorporating the achievements of Latino scientists into your curriculum to encourage and inspire Latino students. However, if the approach appears to be an act of tokenism, some of your students might feel as if they are being singled out or patronized.A better approach is to try and make the material relevant to students of many backgrounds whenever possible – even if your class does not contain every single demographic. Such an approach will benefit all of your students in expanding their knowledge and perspective . You also should remember that the fact that a student is African American does not mean she or he will be able to or desire to speak about famous African Americans in science. Allowing students to express their views is beneficial whenever possible, but you should never expect someone to â€Å"speak for their people. † Every student is a different person, and should only be asked to speak for him or herself. † Factors Affecting Social Development TERM PAPER IN PROF.ED 3 IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS OF THE COURSE SOCIAL DIMENSIONS IN EDUCATION SY: 2012-2013 (2ND SEMESTER) Presented to Mrs. Consuelo C. Abadiez Instructor By Patrocinio Cael Gamboa Jr. There are cultural changes that influence the behavior and ways of life of the people in different countries throughout the world such as Multiculturalism and students subcultures. Teachers one of the best position to understand and recognize that students have diverse cultural backgrounds and can adapt their instruction to meet these diverse learning needs Factors Affecting Social Development By C. Seefeldt Pearson. Allyn Bacon Prentice Hall Children’s development of social skills is affected by the nature of their family and early educational experiences (NRC, 2001).Whether in a nuclear, blended, or extended family; a communal arrangement; or a single-parent family, the child learns social patterns and skills within this context. Children find love and security and form attachments with people who protect and care for them. In the family, children become socialized through interactions with parents, siblings, relatives, and neighbors; once in a school setting, they need new ways of acting, relating, and socializing. Children who have had a strong attachment to a nurturing figure and see themselves as separate from this nurturing figure are ready for a group situation. Children who have not fully developed strong attachments to another person may have a more difficult time adjus ting to the complexity of the social system of the school.

Photography Analysis Year

This image by Sarah Ann Loretta can be described as a woman slowly drowning g in water . What makes this image stand out is the atmosphere that is being portrayed in it. It's a moody and dark atmosphere that creates the massive impact in the image. There are 3 factors that create the mood. The expression on the woman's face, the lighting and droplets of rain within the image. The photograph has a low depth of field as it is only focusing on the woman's face.It was taken in landscape format to show the length of the woman's body and this was a v ere good effect as it enhances the atmosphere within the image. This was done by creating a liar GE amount of space around the model and giving the photograph a moody and lonely ape arrange. Keeping the position of the model in the centre it creates the mood that nothing is are undo her which sustains the mood of the photograph. The colors of the photograph is mixed between whites,greens and blacks. Tit the background on the photograph being very dark and murky, Loretta enlarges the mood of the photograph by contrasting the model's clothe Eng to an innocent white, and with the model's serious expression with big, deep almost sorrows LU eyes has brought the image together. HTTPS://www. Licker. Com/photos/laurelling/8637194920/ This is a photograph by Laura Galena and it's called â€Å"facing it calmly†. The pH autograph shows a woman in a red dress walking through a dull forest.This image stands out du e to the contrasting colors between the bright red color of the woman's dress and the dull brow won colors. The photograph is taken in landscape format to accentuate the size of the backer mound which creates a mood towards the photograph. It has a high depth of field showing the ammo unit Of detail around the whole image. Candela used natural light to show the contrasting red dress .

Dystopian Society Essay

Compare the dystopian societies, and the methods used to create them, in ‘The Handmaids Tale’ by Margaret Atwood, and ‘1984’ by George Orwell (paying particular attention to the representation of gender). The futuristic and oppressive themes that define a dystopian society are in ‘1984’ by George Orwell and ‘The Handmaids Tale’ (THT) by Margaret Atwood. These forms of society feature contrasting types of repressive social control and these stories often explore the concept of humans abusing technology or the rights of people. Dystopian societies are often imagined as police states, with unlimited power over the citizens. Although many elements of a dystopian society can be seen in ‘The Handmaids Tale’ and ‘1984’, the authors, the two novels explore the extreme negative effects of social control through their dissimilar opinions of a dystopian society. Through the choice of the narrator’s gender, the authors explore issues of this, which can be seen as a clear feature that emphasises the amount of oppression that both protagonists may experience; even though there is more prominence given to a woman facing male domination. Evidence from the1960’s shows that there was controversy to whether women are equal to men in terms of jobs, the vote, education and their position within the family. In modern society women are more equal to men; however, during the period that Atwood wrote ‘THT’, the Woman’s Liberation Movement was occurring which was a political movement born in the 1960’s from the second-feminism wave. All pride and dignity is taken from the women in Gilead, which is a clear form of oppression towards women. One example would include the isolation from their families and they are used as ‘wombs’ that have no other use. Not only is she tortured by the thoughts of what could have happened to her child and husband but in her new role, she is raped repeatedly by the Commander which proves that the female gender is less dominant compared to the men. Contrastingly, within ‘1984’ Winston has a negative attitude towards the dictatorship of Big Brother which suggests that men are more likely to rebel than women. Therefore, your gender may affect the amount of anger you have towards a person/society. Winston and Julia; lovers and rebels, are trying to become members of anti-Party Brotherhood. Therefore, the fact that Winston and Offred are of contrasting genders, emphasizes the amount of  rebellion that they feel towards their dictatorships. Orwell’s narrator, Winston, narrates in third person whereas, Atwood’s narrator, Offred, narrates in first person. ‘1984’ is clearly a novel warning people that politics could eventually control everything the people do. ‘THT’ is clearly a personal warning proposed by Atwood, as the authorities do not control everyone and what they believe in; they only need the ‘womb’ of the women which is the useful part of a women – illustrating the view that the ‘political’ cannot be separated from the ‘personal’. Winston is giving the reader a more unbiased view because he is not as involved within the events as the reader may think. Winston comments on events that he is not involved in which gives the reader the view that Winston is an unbiased narrator. Contrastingly, Atwood clearly allowed Offred to become a first person narrator so that Atwood could become more involved in the events that happen in Gilead and to have a more intimate relationship with the reader as she can voice her own opinion which questions her reliability as a narrator. Within the first chapter, Offred clearly uses the word â€Å"we†, which shows the reader that she, is restricted within the Red Centre and lacks identity. The structures of both novels reflect a dystopian society in terms of the hierarchy of the places. Perhaps both authors have a different opinion of how societies will be structured in the future. Evidence for this is that ‘THT’ is split into fifteen parts; nearly all of them are named ‘night’. Contrastingly, in ‘1984’ the chapters are represented as numbers and not as names which could portray Orwell’s vision of life within Oceania. It can be argued that Winston is not living his own life as men do in the 21st century this is because he is under Big Brother rule and will not be able to escape as Big Brother controls everything he is thinking and doing, even though the reader gets an idea that Winston doesn’t agree with this. The lack of detail and minimal description from Winston about the society could suggest that there is no significance in life and Winston has no importance within Oceania, which is explained through the structu re of the society. However, the fact that in ‘THT’ the majority of the chapters are named ‘night’ could give the reader an insight to how restricted women are in this society. The  fact that night can generate fear to some people really shows that women were fearful of their future and they obviously do not only want to be seen as a ‘womb’ to continue the next generation. On the other hand, it can be seen that Offred is more comfortable during the night as she has a sense of freedom as she can think and imagine in her head. An example would include when Offred goes to see Nick, they speak awkwardly at first, but gradually become more comfortable with one another. Therefore, the structures of both novels that both authors have clearly thought about represent the hierarchy of the societies. ‘THT’ uses hierarchy of oppression such as the Guardians, and Aunts to maintain social control. The role of the aunt is to essentially ‘police’ the Handmaids so that they will become adapted to their new society, and the blame of many incidents is purely put on women. For example, â€Å"The spectacles women used to make of themselves†¦ bare backs and shoulders in public†¦ no wonder those things used to happen.† This suggests that Aunt Lydia believes that whatever it was that women suffered in the former society, it due to their own behaviour. This way of controlling minds in ‘THT’ is a more understated way compared to the means the Party uses in ‘1984’, in which the surveillance and control is displayed more apparent. Wilson is obviously aware of the government surveillance that he is exposed to; the Telescreens are noticeable and their purposes are evident. This guarantees that people will abide by the governments’ rules, being aware that there will be a consequence if they don’t obey; they fear the potential punishment which scares them into submission. Therefore, the methods of control that Atwood uses are perhaps more subtle; contrastingly the surveillance is more obvious within ‘1984.’ The ‘Aunts’ arguably are a more subconscious method of maintaining power. By limiting the essentials to the women in the Gilead society, women of the future are warned of the oppression they may face and ultimately need to avoid. A completely differing method used by the totalitarian government in ‘1984’ is surveillance used by the party maintaining the oppression over Oceania by using Telescreens. The party use this constant surveillance to maintain social control and ensure that the party can control and eliminate any form of uprising. â€Å"BIG BROTHER IS WATCHING YOU† is a constant reminder to the society that every action taken  is watched and that Oceania has no form of discretion. As a result, the lack of privacy in ‘1984’ allows the party to maintain control over the people’s actions and thoughts which increases the extent of power. The dictatorships in both ‘THT’ and ‘1984’ restrict the protagonist’s memory so that what they learn whilst being overpowered is what they believe to be right. Winston’s memories are less frequent compared to Offred’s, and they are also more direct. Offred’s memories of the past are staggered but she has irregular flash backs of her daughter and her former partner, Luke. She has flash backs of fleeing across the border into Canada, but they were caught and separated from one another, and Offred has seen neither her husband nor her daughter since. However, Winston’s memories are unclear as they were destroyed due to the revolution. The dystopian government and oppressive society created a void in his mind. Perhaps the authors put the impact of the memories into the novels so that the reader gets an impression that memory in a dystopian society reflects freedom. The more Offred and Winston imagine their past, the more they are able to think about the previous amount of freedom which would lead them to rebel. Both societies restrict individuality which leads to both protagonists rebelling; this is because of the impact of being under oppression. In ‘THT’ the totalitarian state is portrayed as negative by the reader because Offred is isolated from society and left powerless. This leads to Offred having rebellious outbursts even though she is denied freedom of speech. During testifying all of the Handmaid’s shout at Janine â€Å"her fault, her fault, her fault† and â€Å"she did, she did, she did†. The importance of all of the Handmaids shouting in monotonous tone represents the lack of individuality. Furthermore, the repetition represents the whining auto-response expected by the women in the Gilead society. Contrastingly, Winston shows aggressive hatred towards Goldstein and everyone present in the room. He and other people have â€Å"a hideous ecstasy of fear and vindictiveness and a desire to kill†. This expresses the importance of Big Brother and shows how he has turned all of the characters into inhumane people. The language that Orwell uses is vicious but creates an animal-like view of Winston which tells the reader that he will always be under Big Brother control, expressing a  warning of the future. Unlike remorse felt by Offred, Winston feeds off hatred which distinguishes the two protagonists and the severity of the state control in both novels. The exploitation of language and use of propaganda features prominently in both novels. The establishments use language to endure control over the inhabitants to change people’s thought process. Within ‘THT’, the authorities use one-sided Bible quote to condition the handmaids to conforming and to ensure there is no form of rebellion. Offreds analytical nature is represented as she knows that these Bible quotes are distorted. â€Å"It’s from the Bible, or so they said†. Offred also acknowledges these are forms of propaganda to ensure that the dystopian society is fully in play. The use of propaganda in Nazi Germany (1933-45) had a dramatic affect in changing the public’s opinion in favour of Nazi policies, including ‘total war’. This is similar to Offred as she knows that the Bible quotes are publicized to ensure the women understand their only purpose, to reproduce, however, she still prays even though she doesn’t agree with it. However, in ‘1984’ the system of ‘Newspeak’ is used to shorten the way of speech and it is the specific language used in their newspapers. This suited the totalitarian regime of the Party, whose aim was to make subversive â€Å"thought crime† and speech impossible. Thus Newspeak is possibly an attempt by Orwell to describe a deliberate intent to exploit this decadence with the aim of oppressing its speakers. To conclude, the ways in which ‘THT’ and ‘1984’ reflect a dystopian society are through the structures of the novels and the language the author uses to represent the characters personalities. Atwood mainly focuses on the structure of her novel which emphasises the unstructured dystopian society, by sectioning the chapters into significant parts; whereas, most novels simply have chapters. George Orwell aims to show the reader the structure of a dystopian society by using simple sentences and placing more power on Big Brother the reader gets an insight into how powerful a policing system can be in a dystopian society and ultimately warns them of the future. Bibliography: AQA English Literature B A2 – Nelson Thrones ‘1984’ – George Orwell ‘The Handmaids Tale’ – Margaret Atwood

Smooth talk Essay Example | Topics and Well Written Essays - 500 words

Smooth talk - Essay Example Critics cannot seem to decide whether Connie has had seen the devil, or simply been seduced and murdered by a psychoanalytic intruder. While or these have merit they leave the reader with too many unanswered questions, why should girl who willingly sacrifices herself for the family be condemned. If Arnold is not a supernatural figure but a psychopath tic killer, why desolates he does not simply abducts Connie when she declines to go with him? The question has never been answered satisfactorily; following Oates’s cue by interpreting film in relation to the death of the maiden may provide insight into the story. However, Oates gives the fatal attraction of death and the maiden overtones of erotic romance of a particularly American overtone that soon become violent. Death usually, a frame of some explains the dance and where it is in eschatological context: the dying are to be judged, although death and maiden has a life by its own as a literary and artistic motif. Basel paintings represent finely dressed, long-haired young lady who is gazing into her mirror when she sized by a running male figure. Initially, Arnold friend is nothing more to Connie than a mirror for her vanity, and by the fact that Oates wears metallic spectacles that mirrored everything in miniature. If Arnold friends intend to represent the death figure from the ancient dance of death, it is not surprising he resembles not only a seducer, but a devil and a trickster. Christa explains the mask worn by the death figure reflects in some way the living person intends to lead to grave. Such illustrations suggest a guise assumes that death is a projection from the mind of the other victim (Rubin and Larry 57). Connie’s destination is not a place, but its union with death, she indicates that when she first sees him was in a restaurant. Christine realizes he appears older than he

MOD4 Essay Example | Topics and Well Written Essays - 500 words

MOD4 - Essay Example This results in confounded data since different people view the employee under assessment differently. If such feedback were to be classified, the peers would be classified differently, the bosses, and the other colleagues too. Under each group there people with similar ideas about the individual being assessed, there are those with different opinions, and there are those who may have nothing to say. These people may also be influenced by various factors. This is the source of confusion that is brought about by this method. Inaccuracy: Information is obtained from various people, some of whom do not have adequate opportunity to see an individual’s behaviour in all aspects. Accuracy of such kind of information is therefore, suspect. Difficulty in interpretation: it is indicated that with this kind of assessment, people find it difficult to transform information into proper action, or to interpret facts about their own performance. No, different circumstances face healthcare professionals and these cannot be used to judge their behaviour. There is the risk of complexity in the kind of data produced. Feedback providers may not provide accurate information depending on the situation they were in, for example emergency situations, and the feedback may be discouraging (Tosti & Addison, 2009). A skills gap is a situation where an organization’s capabilities demands skills that cannot be provided by its current employees. Skills gap exist because; the level of education does not match what the nations need, and more jobs are changing in terms of technology, knowledge, and teamwork requirements (Galagan, 2010). Reasons that account for skill gaps are; change in organizational strategies, effects of mergers and acquisitions, company leadership ranks’ lack of bench strength, and reduced investments allocated for training. The leading cause of skill gaps was lack of qualified

Discussion Paper on Utilitarian Theory and Duty Oriented Theory Essay

Discussion Paper on Utilitarian Theory and Duty Oriented Theory - Essay Example This rule is applied directly to a selection of particular actions under particular events (Mill). This implies that there are no fixed principles that can be established before the occurrence of any specific event, and that the particular action that works for the greater benefit of society should be the preferred method. Hence the judgment on what constitutes the ‘greater good’ is of extreme importance when following act utilitarianism. There can be counter arguments to the aforementioned notion because, while the majority’s verdict may satisfy everyone in the short run, it may have negative implications for everyone in the long run. This raises concerns over the guaranteed presence of someone shrewd enough to judge what constitutes the greater good of the society. Rule Utilitarianism:- Rule utilitarianism states that it is our duty to abide by rules designed for the greater total good and produce consequences better than those produced by any other rules. This doctrine is applied to a selection of a set of rules which are then used to determine what to do in particular situations. The primary argument of rule utilitarianism is that there should be pre established rules that define what constitutes the greater good. ... Duty Oriented Theories: Duty oriented theories fall under the category of nonconsequentalists theories. Nonconsequentalists believe that there can be rules to guide moral judgments independent of consequences. The underlying argument of these theories is that the means justify the ends rather than the other way round and if the moral conduct undertaken to achieve an acceptable consequence is incorrect than the entire act is incorrect. There are several theories that follow this school of thought. The divine command theory suggests that moral conduct is judged on the basis of the level of fulfillment of rules laid down by a higher authority. This is an extreme end of the nonconsequentalists theories that seeks to abandon control completely. Emanuel Kant was one of the key contributors to duty oriented ethics. Kant’s theory stems from his arguments about misconceptions about the purpose of life and what makes one happy. He argues that if the purpose of life was to achieve happin ess, we shall all seek gratification and pleasure and believe that it shall lead to happiness. But happiness is not within out power to achieve, and is at times, a matter of luck. He also suggests that if we are to avoid skepticism, our ethics should be rational, unconditional and universal. Kant believes that it is not important that the consequences be of our choice, but the thinking behind our choices. He argues that the only one kind of thing that is inherently good is good will. Kant proposed a categorical imperative that shall guide our moral behavior. The categorical imperative argues that One should act on only those maxims (rules of action)

Organizational behavior - interpersonal skills and managerial roles Essay

Organizational behavior - interpersonal skills and managerial roles - Essay Example The four functions of management are planning, organizing, leading, and controlling. Planning implies setting objectives and identifies the actions that must be performed to achieve the objectives (Schermerhorn, et al. 2003). Organizing involves dividing work structures into individual tasks and arranging the organizational resources to accomplish those tasks. Leading refers to the act of creating enthusiasm among the workers so that they work hard to accomplish tasks successfully (Schermerhorn, et al. 2003). Controlling is related to the act of monitoring the performance of the employees and taking corrective action whenever necessary. All the managerial functions are equally important. An important interpersonal skill that a manager must possess is good communication skills. The manager must be good at both written and verbal communication. He must use verbal communication to inspire and motivate the workers to achieve a higher level of performance. Employees that are properly motivated by the manager are more productive. A manager can motivate an employee by using intrinsic and extrinsic rewards. An example of an intrinsic reward is telling an employee he did a good job on a task, while an example of an extrinsic reward is offering a financial incentive such as a bonus. Managers must be good active listeners. â€Å"To listen means we not only understand what you have to say, we can practically apply your thought process back to you† (Nelson, 1995). They must have great writing skills because managers are required to write reports for the different stakeholders group of the company which includes lenders, suppliers, investors, employees, government, and the board of directors. Three essential skills that a manager must possess are technical skill, human skill, and emotional intelligence. Human skills refer to the ability to work well with

Nike Essay Example | Topics and Well Written Essays - 1000 words

Nike - Essay Example I will further elaborate on the financial performance with the help of the following ratio analysis. For the ratio analysis, the figures have been taken from the 2008 and 2009 financial statements. The current Ratio evaluates the liquidity of the company. It represents a safety net for the creditors. Nike has improved its liquidity over the last year. It now holds $3 for every $1 of its short term debts as compared to $2.7 of last year. In comparison to the relevant industry, it is one of the most liquid companies’ (Bloomberg, 2010). The analysis further shows that Nike holds an excess of the working capital in current assets which should be invested in the marketable securities for generation of further income. The Quick Ratio is another measure of solvency and measures the liquidity of the company. This ratio removes the inventory and prepaid from the current assets as they are not as liquid as others. Nike has improved its liquidity position in the market with a ratio of 2.4 as compared to 2.1 in 2008. It now holds $2.4 for every dollar of short term obligations to the creditors. The analysis further shows that more than 50% of the assets are help up in the receivables and hence, the company depends on the collections for meeting of the obligations. Compared to the industry, Bloomberg again reflects on the liquidity position of the company as one of the better company’s income (Bloomberg, 2010). The Debt to Equity ratio indicates the strength of the balance sheet rather than the growth and earnings prospects. Nike has reduced its debt ratio from 6% to 5% in 2009. Even though, the company increased the lending but at the same time, it also increases its equity in the market. Nike has always maintained its strength in the balance sheet because of the less leverage. Nike generated $0.05 in addition to a dollar in equity. Industry comparison shows that the company is least risky but it must add on its debt more so that it can generate

Development economic Term Paper Example | Topics and Well Written Essays - 3750 words

Development economic - Term Paper Example In addition, corruption tends to increase with poverty. Thus, the richer countries tend to be significantly less corrupt than the poorer nations. It has been discerned that corruption is one of the cardinal causes for bringing about the downfall of economic progress in the developing nations. Some of the questions that naturally arise, with regard to corruption are given in the sequel. First, what is the damage caused by corruption and what constitute the best methods for eradicating corruption from institutions. Second, can the promotion of whistle-blowing lead to the desired consequences. Third, does the facilitation of transparency and the provision of advice to citizens regarding the submission of complaints, and the introduction of institutions to deal with the resulting cases, provide pragmatic and tangible solutions (Global Economic Symposium, 2014). As such, the system of corruption tends to be pervasive and very powerful in the developing nations. Any person who opposes corruption is sidelined. In fact, civil servants who oppose corrupt practices are dismissed from service, after being falsely implicated and charged for offences that they have not committed. A businessman who opposes the corrupt bureaucracy is compelled to overcome obstacles at every stage of his enterprise (Hors, 2000). It is in this milieu that the civil service of the developing nations is regarded as the least risky option for acquiring enormous wealth in a very short time. The majority of the citizens do not believe that the civil service has been constituted with the objective of implementing their rights. The developing nations have monolithic bureaucracies. The latter are governed by arcane procedures and rules that promote confusion and provide various interpretations. This leeway proves to be of great benefit to the corrupt bureaucracy, which takes decisions or

The use standardized testing in the areas of cognitive ability, Essay

The use standardized testing in the areas of cognitive ability, aptitude, measure of standards-based achievement - Essay Example ed to improve students test scores have little or no effect on their cognitive abilities and aptitude to reason and logically solve abstract issues or problems. However, standardized testing permits students from different schools to compete fairly. In absence of standardized testing in schools, this comparison would not be probable (Carr, 2002). When students are allowed to take similar or common tests, it implies that students in one district or State can be compared with students in another district or State. Being in a position to compare information is valuable and is the main reason why the common core State standards have been implemented. In turn, this would permit for a more detailed and accurate comparison of students in different States. Secondly, standardized testing is more objective and reliable measure of the achievement of students. In absence of standardized testing, policy makers would have to base on tests done by students in individual schools that have certain interests in generating favorable results. Thirdly, standardized testing are very significant in that standardized tests are non-discriminatory and inclusive since they ensure that content learned is similar to all students. Using other tests or excusing disable children would not be fair to those students as this would create an unequal system without accountability (Smith, 2008). Lastly, standardized testing holds schools and teachers accountable in the sense that schools and teachers are responsible teaching pupils what they need to know and understand for standardized tests. This is due to the fact that scores are made public and schools and teachers who fail to perform can come under tight scrutiny. This scrutiny can make a teacher lose his or h er job and in some instances, it can lead to the closure of the school or being taken by the State (Carr, 2002). On the other hand, standardized testing has negative impact on students in that it evaluates the performance of a student on a

Motivation to Learn Essay Example | Topics and Well Written Essays - 750 words

Motivation to Learn - Essay Example It is mainly compose of an individual internal desire to comprehend their underlying interest, self-esteem and corresponding personal sense of accomplishment. It is also mainly influenced by internal factors. The main factors that aid in fostering intrinsic motivation of students entail individual’s autonomy, experience, handling of underlying challenges positively, and self-appraisal. A feeling of accomplishment of an individual can mainly be evaluated by underlying numerous devastating challenges that can correspondingly impart tautness and fear. This can make student feel realize set up to fail. Thus, teachers ought to monitor the way students fair on with diverse intensities of challenges. According to Dweck (2008), students possessing intrinsic motivation have different mindsets and are concern about numerous issues as compared to those one devoid of intrinsic motivation. Moreover, individuals with intrinsic motivation are normally interested getting knowledge at the expe nse of being noticed as smart by their colleagues and corresponding teachers. Instructors are normally in a position of assisting students in becoming intrinsically motivated via attaining necessary experience, which are commonly achieved via repetitive issuing of the prevailing evaluation tests. This can also be accomplished via provision of a participatory environment, which ensures that prevailing learners remain active in the course of the learning process. Diverse mindsets also aid in fostering intrinsic motivation.

The Passage of High School Life Essay Example for Free

The Passage of High School Life Essay Ron Suskind’s A Hope in the Unseen is a moving novel that illustrates the passage of a young man high school through his first year as a freshman at Brown University. What makes the storyline most interesting is that the protagonist, Cedric Lavar Jennings, hails from a particularly unique background. His father is a drug addict who spends half his time in prison and the other half of his time on parole working any job he can find. As a result, Gilliam plays little to no role as a parental figure save the few times Cedric interacts with him in prison. Cedric’s mother Barbra, on the contrary, is an incredible human being. Words fail to express exactly how much Barbra has sacrificed for her son Cedric. â€Å"She’s been killing herself, her lifeblood channeled thorough scriptural pieties and long-shot hopes for Cedric’s future, leaving new own urges untended and volatile† (42). In this sense, Cedric is virtually brought up entirely by his mother and her values quickly ingrain themselves in Cedric. The first part of the novel chronicles Cedric’s final years at Frank W. Ballou Senior High; a high school in southeast Washington DC frequented by inner-city children whose last concern is academics. The portrait given of the school is pretty bleak, with multiple daily reports of violence. Crab/bucket syndrome: â€Å"when one crab tries to climb from the bucket, the others pull it down† (17). Amidst this background at Ballou, Cedric not only manages to maintain his high academic standards but also succeeds in passing under the radar of violence. Cedric holds true to his ambitions of attending an Ivy-League university and is rewarded for his hard work the summer of his junior year by virtue of a letter of acceptance to the Massachusetts Institute of Technology’s MITES program. MITES is a program established for minority students who display significant promise. Successful completion of such a program is paramount for Cedric because a healthy percentage of students who participate in the MITES program and who demonstrate potential are subsequently asked back to MIT for four full years of college. The MIT program proves to be quite the experience for Cedric, who quickly finds himself far behind other minority students for the first time in his life. He is suddenly immersed in a world of competitive minorities, a world he has never seen before, and the entire process is rather overwhelming culture shock. â€Å"up in Cambridge, meeting black kids who were so much different than him left him confused about what being black means† (100) ANOMIE. Needless to say, in his meeting with Professor Leon Trilling at the end of the program, Cedric is told that his performance during the summer does not qualify him for a spot into the fall class at MIT. Although difficult for Cedric to stomach, the news is nothing unexpected. Cedric spend the entire summer in a constant struggle to compete with others in the program. Undaunted, Cedric continues his crusade at Ballou, keeping his head down and focused at the finish line for his senior year. Cedric, now past the prospect of enrollment in MIT, decides to apply to Brown University as a last resort. Cedric, unable to cope with the idea of going to a mediocre college after his years of sacrifice and hard work, feels that Brown is his final out. Cedric’s prayers are answered and he receives a letter of acceptance to Brown University. The remainder of the novel describes Cedric’s experience at Brown, which in many ways parallels what he had at MIT. Cedric once again finds it difficult to compete in any class besides Calculus and realizes that most of his peers can even afford to party on the weekends and sustain their superior academic performance. Even the African American students at Brown seem much more intelligent than he is, with almost everyone hailing from a fully-functional family with money. The storyline Suskind paints of Brown is vivid in its depiction of freshman year interactions (all awkwardness included). Amidst the backdrop of freshman year, Cedric finds it difficult to partake in the festivities of normal college freshman (drinking) and as a result keeps mostly to himself. Cedric opts to take each of his first semester classes as pass/fail to hedge against his uncertainty of academic performance. Pass/Fail â€Å"to encourage students to take intellectual risks, to try some classes in unfamiliar disciplines they might otherwise avoid for fear of a bad grade† (173). Cedric walks away from his fall semester passing all of his classes and even whishing he had taken some for a letter grade. In a valiant effort, Cedric decides to take five spring classes, one more than the recommended four, each for a letter grade. Although Cedric ultimately drops one class and elects to take two of the remaining four as pass/fail, he walks away from the semester with two passes, an A and a B. The general theme seen throughout the novel is upwards social mobility and the sacrifices necessary to achieve such movement. To illustrate, consider how Barbra sacrificed most of her life to perform a very active role in Cedric’s upbringing. In many ways, Cedric’s success is primarily attributed to the efforts undertaken by his mother. In some ways, it appears that the results of upwards social mobility are primarily realized a generation later. This is to say that the fruits of hard work performed by one generation are not fully enjoyed until a second generation afterwards. In many ways, Barbra does not receive much feedback for her toiling until Cedric experiences the set doors that are now open to him after his Brown education. Cedric’s entire journey is in many ways a means towards an end. The end is upwards social mobility. Although the overarching theme is upwards social mobility, there are plenty of additional core themes that are readily apparent. These are deviance, education, and religion. In many ways it can be said that Cedric is a deviant at Ballou. Cedric, with his academic drive, is undoubtedly viewed as an an outcast amidst the backdrop students with little no incentive to study. At Ballou, it is almost as if his peers are expected to walk into a word of drug-dealing and violence. There is simply zero incentive to study. This is unfortunate because there are many students, like Philip Atkins, who possess significant potential yet choose not to stand out like Cedric and to instead conform to the common stereotypes of black males. â€Å"Distinctiveness can be dangerous, so it’s best to develop an aptitude for not being noticed† (2-3). Cedric’s academic standards are different than those of any other black man and only mirrored in isolated instances by a few select girls. Because Cedric stands far from the typical African American stereotype, he has few friends in school. At assemblies held to honor the select few students who got all A’s, the entire student body shuns Cedric for his academic performance and label him, ironically, as an uppity individual who displays similar pride as a Caucasian. (negative sanction/stigma) This is highly degrading and Cedric skips the ceremony altogether, afraid to accept the financial cash award for straight-A’s in front of the rest of the school. It is logical to imply that within the confines of Ballou High, deviance is a dangerous trait to harbor. In some ways, it can even get you killed. Cedric is a deviant from the structures that society almost demands he follow. Even at Brown, where everyone is just as smart as Cedric, if not more so, Cedric is a deviant. In order to keep up with everyone, Cedric cannot afford to waste time going out over the weekends and socializing as normal college students would. Cedric once again finds himself a deviant at an academic institution. Here, where the stereotypes are not hustling and being a thug, a male in Cedric’s position is almost expected to party on the weekends, smoke weed and drink alcohol. These avenues are not at all appealing to Cedric, whose father is in jail because of drug addictions and whose mother is an active member of the church. Cedric successfully steers clear of these temptations and is thus a deviant amidst an entire population of college students indulging themselves. Overall, the theme of deviance in this novel is shown to transfer to the deviant character plenty of wear and tear. This is to say that it takes a lot to be a deviant. Being a deviant entails going against the grain which can be a particularly difficult process to continue living with. The second core theme is education as a primary means to social mobility. In the novel, education is an important precursor to social mobility as it is said to open many doors in the future. The idea of an education is important in that it serves as a distinguishing factor. It stratifies individuals and labels them. Gatekeeping is â€Å"determining which people will enter what occupations is another function of education† (504). â€Å"No one’s going to hire a drug dealer and armed robber who has spend nearly half his life locked up† (56). A conflict theorist would say that education is an institution that is unable to be perfectly fair to all (LATENT FUNCTION). All public schools, like the one Cedric attends in DC, are funded according to their standardized testing scores. Since minorities tend to cluster together in inner cities, most of the students who attend public schools in bad neighborhoods are very poor and not generally driven to succeed. Intern, due to their low drive and academic abilities, these schools are unable to secure proper and necessary federal funding to improve their offerings. The poor schools thus become poorer and more substandard while other schools, mostly those with students who come from more wealthy families, are granted more funding, only further exacerbating the problem. â€Å"Once they arrive, affirmative action kids are generally left so sink or swim academically†¦Not surprisingly, dropout rates among minorities, particularly those of lower income, tend to be higher than the rest† (191). Education is presented as a process throughout the book. It may not be primarily about memorizing calculus theorems, but rather the entire sequence of socialization that college entails that properly constitutes an â€Å"education. † In this sense, an education is more about dealing with problems and setbacks in the most efficient manner. â€Å"Education is a group’s formal system of teaching knowledge, values, and skills† (498). Also use the term hidden curriculum, or â€Å"the attitudes and the unwritten rules of behavior that schools teach in addition to the formal curriculum† (507). Credential societys use things like diplomas as a sort of filter to determine who is eligible for one job and who isn’t. These skills can be applied to life, as Cedric later discovers. Almost everything in education implies overcoming obstacles and the same can be said for social mobility. The ascent up the social ladder is laden with challenges and meeting people who are formidable competitors. Yet the skills a proper education teaches of how to overcome such difficulties are invaluable in the process of social mobility. In some sense, education teaches how to best deal with competition and successful management of competition is a precursor for social mobility. In this manner, the two go hand-in-hand. The third core theme is religion and its functionalist impact on human life. The building blocks of capitalism are not economical but religious: Max Weber and the Protestant Ethic â€Å"financial success was the blessing that indicated that God was on their side† (13). Throughout the novel, the implied connection is that religion creates intense group ties that help individuals wade through the minefield of life PRIMARY GROUP. As part of her upbringing, Barbra introduces Cedric to Scripture Church and Pastor Long at an early age. The church community quickly becomes a major portion of Cedric’s life. From his early years, Cedric makes the church a major part of his life. In some ways, the ritual of going to church and the community present at the church are a strong point upon which Cedric draws the courage to keep going while being such a deviant at Ballou. The church helps Cedric build up his defenses for the weathering process that being a deviant entails. For Cedric, the church community is just what he needs. Religion teaches Cedric the lifelong skill of listening to others and respecting those above him. â€Å"Scripture Cathedral offered Cedric and Barbara neat designations of good and evil and strict rules forbidding even common activities, like watching movies or dressing provocatively† (36). It is important to note that religion is important to lay the foundation upon which most of Cedric’s traits later built upon yet Cedric’s tie to religion slowly changes as he travels through his freshman year at Brown. Here, he is able to incorporate what he learned from Church with daily functioning. Now far from the church, Cedric does not seek another church and distances himself from the word of God. Even so, when he returns to DC, Cedric still attends church but not with the same intensity. About the student body at Brown: â€Å"very few of them arrived by simply putting their trust in God and praying everything would work out. Took a lot more than that† (274). However, even without religion playing such an active role in his life, Cedric still continues on a reputable path towards upwards social mobility. It is interesting that when the circumstances were right, religion was Cedric’s savior yet it appears that once he regained his footing and his confidence, he slowly drifts from religion but does so without hurting his overall goals. Religion, therefore, is functional in establishing a good foundation for future success, yet it appears to be yet another aspect of successful life whose relative importance or emphasis is prone to change over time. The novel demonstrates that an integral component of Cedric’s success were the values he was taught by the church. â€Å"She knows that Bishop’s message is no longer sinking in as deeply as it once did. But it’s already in Cedric – the Holy Spirit, the Word – and it will guide him wherever he goes† (111). In this sense, it can be said that the church was an integral aspect for Cedric’s success and his ultimate social mobility. The church taught Cedric to be humble, decent, and aware of whom he is in relation to others. Many of these values translate to his successful competition with the other Brown undergraduates. â€Å"All he has to do, ultimately, is join this crowd academically† (335). Emile Durkheim and Social Integration: â€Å"the degree to which people are tied to their social group† (12). Achieved status. Overall, I really enjoyed the novel. I felt it was a very thorough and accurate portrayal of Cedric (the real man) and explored his inner thoughts and feelings in a complicated and very moving manner. I felt almost as if the descriptions were those of Cedric alone and not simply the reproduced words of the author. I read the afterword written by the author about his process of writing the novel and of ensuring all the descriptions of Cedric’s feelings were accurate according to Cedric himself. It is therefore no surprise to me that these descriptions seem so authentic. Looking-glass self, as explained by W. E. B. DuBois†¦the black man does not have a true conscience but rather a double-consciousness – â€Å"a sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity† (327). Charles Horton Cooley The Looking Glass Self â€Å"We imagine how we appear to those around us†¦we interpret other’s reactions†¦we develop a self-concept† (68-69). It is difficult to say whether or not I agree or disagree with the author because in very few places are the author’s feelings ever evidenced. The novel is more or less a portrayal of things as Cedric saw them, with no insight into the author’s true point of view. If anything, it can be said that the author holds Cedric in high esteem and values the sacrifices and hard work Cedric put into his academic career. For this much I certainly agree. I feel Cedric’s journey is undoubtedly praiseworthy and certainly one in a million. There are many people who doubt programs like affirmative action even work. â€Å"a program filled with self-assured middle- or upper-middle-class black and Hispanic kids – leaders of tomorrow, all – many of whom are here for little more than resume padding† (91). Here, it is possible to see how affirmative act falls short in its original intentions. However, this novel is a true demonstration that they DO in fact work for some people who make the most out of the unique opportunity it presents them. Sure, these students will face a much more steep learning curve than others will, but I maintain that having to deal with a steep learning curve is much better than not having a learning curve in the first place.

Criminal Law on Omission | Summary

Criminal Law on Omission | Summary The general position in criminal law is that a person cannot be held to be liable for failing to act, unlike someone who deliberately acts. This position is stated by May LJ in R v Miller 1 as unless a duty has been specified by statute or the common law imposes a duty to act in a certain way, then a mere omission to act with nothing more cannot make the person who fails to do something guilty of a criminal offence. However, there are particular categories where liability for an omission can accrue, which will be discussed below, together with various legal academic views either for or against the imposition of a broader form of liability for omissions. Examples of statutes containing terms which provide that a person is guilty if a consequence occurs for either an act or an omission include section 85 of the Water Resources Act 1991, which states that a person is guilty if he causes or knowingly permits a poisonous or noxious substance to enter controlled waters. The Law Commission in its Draft Criminal Code of 1989 states that death caused by such an offence can be caused by an omission 2. In common law, certain obligations have lead to statutory enactments. An example is R v Gibbins and Proctor 3, in which a man and his cohabiting partner deliberately withheld food from the child for whom they had responsibility for, and were held guilty of murder 4. The trial judge found that the couple did so with the wilful and deliberate intention to weaken and cause her grievous injury 5. uch cases have led to section 1 of the Children and Young Persons Act 1933, the definition of which includes neglect and abandonment as well as assault and ill-treatment for a person with custody or care of the child (wider than just natural parents) to be found guilty of a misdemeanour. The qualification of this rule is where the parents or carers take appropriate action to avoid this duty, such as putting into children into foster care. The first important category to consider involves duties arising from a contractual duty. Examples include R v Haines 6, where the ground bailiff failed to ensure proper ventilation of the mine, and the court held that is a person was killed as a result of this failure, he could be held guilty of manslaughter by omission. The test was whether a person using reasonable diligence would have carried out his duty. Cultural Policies for Canada: Film and Video Cultural Policies for Canada: Film and Video Canadian cultural policy Introduction Cultural policy is an act through which a federal government takes measures to encourage or guard activities in areas distinct as cultural. Culture is a wide phenomenon that is associated with vast concepts that include art, law, morals and other capabilities and habits that man has embraced as a member or as part of the society (Jackson Lemieux, 1999, p, 1). Communication also referred to as a mass culture falls under the wide philosophy of culture because mass communication is the latest trend in the modern society (Marsh Harvey, 2006, p, 1). This report will analyze overview of Canadian cultural policies and the country’s film and video cultural policies. More so, the report will outline whether or not the applied film and cultural policies have yielded the needed effects and the alternative measures as recommendations. Overview of Canadian cultural policies Historically, Canadian cultural policies emerged from the overpowering presence of the United States (Jackson Lemieux, 1999, p, 1). Canada demographically borders United States; thus, explaining the reason for the influence that brought in foreign culture and Canadian second language (Marsh Harvey, 2006, p, 1). Prior to culture and language influence, Canadian cultural marketplace is also unbalanced because the Canadians are ardent consumers of American language and culture (Foote, 2011, p, 1). The most hit cultural market is mass communication, where products like books and films available and sold in Canada are produced outside the country for foreign markets; thus, the revenues collected from such sales flow outside Canada (Marsh Harvey, 2006, p, 1). Statistical survey claims that foreign firms account for 46% of domestic book sales, 84% in sound recording industry, 81% magazines edited in English language and 98% of Canadian screen time through movie theatres (Marsh Harvey, 2 006, p, 1). With such inversion from foreign products, Canadian producers have an extremely limited access to their own market (Jackson Lemieux, 1999, p, 1). This practice of open border democracy has become a big challenge for Canada in terms of developing its own heritage, art and cultural industries. Canadian film and video policy In order to curb the aforementioned inversion of the film and production industry, the Canadian government has implemented policies with the aid of agencies that looks forward to protect and enhance its film and production industry (Vallerand, 2013, P, 10). Among the major government agencies is the Department of Canadian Heritage, which oversees the federal audiovisual policy and program activities (Jackson Lemieux, 1999, p, 1). The heritage department ensures that there is a balanced supply chain from inventor to the citizen with an aim of enhancing availability and accessibility of mass products like films to all Canadians audiences. More so, this department takes positive approaches to technological change in order to gain the presented benefits offered by technological advancement (Vallerand, 2013, P, 10). Additionally, the department develops and expands global markets with an aim of sharing Canadian talent and culture with the entire world. The other major step utilized by the Canadian film and video industry is establishing the Canada feature film fund that aims at raising over $97 million between 2010 and 2011 respectively (Vallerand, 2013, P, 12). The objective of this funding is to increase the number of Canadian audiences in theatres for Canadian feature films. More so, the program looks forward to support productions in diverse varieties as well as support established corporations and upcoming talent and above all, create audiences for Canadian productions both globally and within Canada. Prior to the department of Canadian heritage, other government agencies contribute in different areas in support of Canadian film and visual industry. Among these agencies is the National Film Board of Canada (NFB) (Vallerand, 2013, P, 12). This government agency caters for 100% of the production cost and provides mentorship and technical assistance through Filmmaker Support Programs for both the already established and emerging independent filmmakers. Therefore, this agency supports the industry financially and practically by ensuring that the created films are inventive in form and content. On the other hand, Canadian Audio Visual Certification Office (CAVCO) and the Canada Revenue Agency (CRA) are two agencies whose major objectives are to certify the eligibility of film production companies as well as taxing them (Vallerand, 2013, P, 13). Canada’s Policy on Audiovisual Treaty Coproduction is another agency that aims at encouraging both foreign and Canadian producers. The reason behind the encouragement is to pool producers’ creativity, technical ability and financial resources in order to allow them acquire domestic status in their respective countries (Vallerand, 2013, P, 14). With the help of this agency, Canada has currently signed 53 such joint treaties. In addition, Canada has produced approximately 700 film and television programs that granted a total budget production of $4.9 billion (Globerman, 1991, p, 1). Additionally, the National Film Board of Canada is an additional agency responsible for producing and distributing social-issue documentaries and other digital content that provide the world with an exclusive Canadian perspective. On another note, Telefilm Canada is an agency that governs Canada Feature Film Fund as well as marketing and promoting the audiovisual industry and the Canadian feature film. Lastly, the Canadian radio television and telecommunications commission (CRTC) aids in supervising and regulating the Canadian broadcasting and telecommunications systems that currently exceed over 2000 broadcasters (Vallerand, 2013, P, 14) The presence of the aforementioned government and independent agencies in Canada has greatly aided in enhancing the film and video industry in vast ways. Moreover, the policies and regulations that these agencies inflict has ensured that Canada have had the potential to produce and sell its films both within Canada and globally (Jackson Lemieux, 1999, p, 1). These policies have also ensured foreign content do not invade and dominate the Canadian market. Irrespective of the positive outcomes exhibited by agencies and their policies, the Canadian film and video industry seem to lag behind in terms of popularity in the global film market (Globerman, 1991, p, 1). With the presence and influence of the neighboring United States, one would expect Canadian film industry to be among the renowned film producers. However, this is not the case because the Canadian film industry still exhibits numerous challenges that will need comprehensive review in terms of talent and foreign market inventio n (Globerman, 1991, p, 1).This could be the needed intervention because Canada posses the required equipments and financial resources (Foote, 2011, p, 1). Therefore, Canadian film and video policies are effective and they have positively affected the entire industry. Nevertheless, the concerned parties from the industry should cultivate other means that include collaboration with Hollywood counterparts in order to advance its industry towards the needed limelight (Globerman, 1991, p, 1). References Foote, J. (2011). Historical Perspective: Cultural Policies and Instruments. Compendium, Cultural Policies and Trends in Europe. Globerman, S. (1991). Foreign Ownership of Feature Film Distribution and the Canadian Film Industry. Simon Fraser University. Canadian Journal of Communication, 16(2). Jackson, J. Lemieux, R. (1999). The Arts and Canada’s Cultural Policy. Parliament of Canada, Political and Social Affairs Division. Marsh, J. Harvey, J. (2006). Cultural Policy. The Canadian Encyclopedia. Vallerand, C. (2013). Coalition for Diversity. Canadian Coalition for Cultural Diversity.

Preparation for Sunday Service

Preparation for Sunday Service Component 1: Written Assignment (1,500 words) List principal structural elements (the Ordo) of a main Sunday service such as you normally attend, stating briefly how you understand each element (or grouping of elements) contributes to the worship as a whole.   Indicate, with self-awareness, how you would yourself want to approach leading such a service. Introduction: Context The service that will be discussed for this assignment was an 8.30am Eucharist Service using Order One from the Common Worship (CW) book and Eucharist Prayer E.   On this particular Sunday, there were 21 members in the congregation including the Priest.   There was a robed choir (4 members) and hymns were sung from Complete Anglican Hymns Old and New accompanied by an organ.   The whole congregation sat in the choir stalls in the Chancel.   Each member of the congregation followed the service in the CW book. This church is situated in a village approximately 12 miles from Cambridge city centre with a population of 1,015.[1]   56% of this population would refer to themselves a Christians.   The largest age demographic in the parish is 16-65 years old.[2] Service Structure The structure of the service followed the liturgy as prescribed in CW with the particular collects and prayers for the third Sunday of Lent. 2.1 The Gathering The second greeting prayer A hymn was sung The prayer of preparation A seasonal invitation to confession Second confessional prayer Absolution Collect for the third Sunday of Lent 2.2 The Liturgy of the Word Old Testament passage read by the Church Warden New Testament passage read by a member of the congregation Hymn Congregation remain standing after the hymn for the Gospel Reading read by a member of the congregation Sermon The Creed congregation stand and face the alter Wedding Banns read by the Priest Prayers of intercession led by a member of the congregation 2.3 Liturgy of the Sacrament The Peace was shared with those around Hymn was sung during the preparation of the table.   The collection was also taken at this point. Eucharist prayer E was then used with the extended preface From Ash Wednesday until the Saturday after the Fourth Sunday of Lent The whole of this prayer was said with people joining in the dialogue, Sanctus and Benedictus without needing to refer to the book. The Lords Prayer traditional version Breaking of the bread The first prayer before the distribution said Congregation go to the alter rail to receive communion hosts and one chalice of wine The second prayer after communion said 2.4 The Dismissal A hymn was sung Blessing for the third Sunday of Lent The dismissal Contribution to Worship The Gathering The Gathering to worship are important as they draw the congregation and president into relationship to a point to participate in the act of worshipping God.[3] The Prayers of Penitence came within the gathering I personally prefer it to come in this section as you are able to come and ask for forgiveness and worship God knowing that you are forgiven and then celebrating Gods goodness of forgiveness and grace.   In this service, there could be an argument that the Prayers of Penitence could come after the Bible readings and sermon.   The lectionary reading was about the woman at the well and if your sermon was a focus on forgiveness then the Prayers of Penitence could act as a response to the message received. The collect is a prayer that links with the Sunday and not with the scripture readings.   This can add to the worship in a way that allows the congregation to focus on the season which God is currently working through.   It should also be a way of getting the congregation to contemplate how the season affects their spirituality.   With the collects, main aim to gather all of the prayers in the Gathering section into one and drawing ourselves closer to God and one another.[4] The Liturgy of the Word The next two sections of the worship service, the Liturgy of the Word and the Liturgy of the Sacrament, need to be balance carefully because they both hold significant value of equal weighting. A key element of this section of the worship service is hearing the Word of God through scripture.   My personal view is that we need to remember that worship is a two-way communication us with God but also God with us.   By following the lectionary we get a journey through scripture.   The sermon element of the Liturgy of the Word can take many different forms but ultimately should be an opportunity for the congregation to engage with Scripture as an individual and allow God to speak into their lives through it.[5] The creed and prayers of intercession are an opportunity for the congregation to respond to the Word of God through prayer.   The act of worship in the time of prayer is an opportunity to give thanks and praise to God for what we have heard but also should be an opportunity to allow the Word to speak into the needs of the community by lifting them before God.[6] The Liturgy of the Sacrament In the Liturgy of the Word Christ is heard; where as in the Liturgy of the Sacrament the elements are not only seen and touched but smelt and tasted.[7]   This act of worship is multisensory and can allow the congregant to worship God through more than just sight and sound. Prayer E is a simple narrative style which is like that of Prayer D.   The images used in the prayer are more vivid and concrete than those used in other prayers.   This set of prayers also allows for extended prefaces for the various seasons.   The language used through the institution narrative and the extended prefaces allows for worship to take on a visual element using imagination. The worship of receiving the bread and wine should encourage the congregant that through the Holy Spirits power there is a strengthening.[8] The Dismissal The blessing and the dismissal at the end of the service concludes the act of worship but should encourage the congregation to continue to worship God when leaving the church building.   By the Priest saying Go in peaceà ¢Ã¢â€š ¬Ã‚ ¦ is about the act of carrying the presence of God out of church and into the world.   In the same way that we have been reconciled with God through our act of worship in church we should be helping the world to reconcile with God and with each other through living in peace with one another.[9] Reflections The flow of the service was good and allowed people to engage with the various elements.   The church was warm and welcoming which does allow people to feel comfortable within the act of worship. The questions that I was left with about the service were: Does the congregation understand what it meant for the Third Sunday of Lent and how this structured the worship?   And in turn how did this help, or not help, them to worship? How much of the liturgy is just read but without a conscience response?   How do we engage our congregations to be active worshipers and not passively getting through to the end? I thought that the intercessory prayers, which were led by a member of the congregation, were very well structured.   They linked the Bible passage of the woman at the well, the sermon, and the needs of the community and world together.   They were led in a way that felt very much that they were being prayed with the congregation instead of just being prayed to the congregation who are merely observers in the act of prayer.   I asked the Vicar if there had been any training on the writing and delivery of the prayers for those who do them he said that there had been a short teaching session one evening on writing the prayers. Conclusion: How would I lead? Overall I felt that the service was well structured with a good mix of lay participation which I feel is an important aspect to worship as it allows all the congregation to participate and does not segregate the Priest making a them and us feel to the community. The significant adaptation I would make to the service would be the use of silence.   I felt that there was not enough time to reflect upon the various elements of worship before moving onto the next part.   The specific areas that I would include longer elements of silence would be: After each of the Bible readings.   The first two readings went one straight after the other but it would have been good to have encouraged people to spend a minute contemplating the reading. After the sermon.   For a similar reason for keeping silence after the Bible readings.   Having time to reflect on what the sermon was about and how you might want to act upon it in the week ahead. After the congregation have received communion.   The organist played an appropriate piece of music while people were receiving and allowed people time to reflect during this time.   I felt that once the music had finished and before the post communion prayer a time of silence would have been beneficial. Word count: 1537 Bibliography Beach, Mark, Holy Communion (London: Church House Pub., 2000) Census Maps | Cambridgeshire Insight, Cambridgeshireinsight.Org.Uk, 2017 [accessed 19 March 2017] Common Worship, 1st edn (London: Church House Pub., 2000) Complete Anglican Hymns Old New (Stowmarket, Suffolk: Kevin Mayhew, 2000) Davison, Andrew, Why Sacraments?, 1st edn (London: SPCK, 2013) De Lange, Anna, How To Engage With Scripture (Cambridge, U.K.: Grove Books, 2011) Go In Peace To Love And Serve The Lord Meaning, Lords-Prayer-Words.Com, 2017 [accessed 20 March 2017] Parish Spotlight, 2017 [accessed 19 March 2017] [1] Census Maps | Cambridgeshire Insight, Cambridgeshireinsight.Org.Uk, 2017 [2] Parish Spotlight, 2017 [3] Mark Beach, Holy Communion, p.36 [4] Mark Beach, Holy Communion, p.41 [5] Anna De Lange, How To Engage With Scripture, p.5 [6] Mark Beach, Holy Communion, p.55 [7] Andrew Davison, Why Sacraments?, p.45 [8] Andrew Davidson, Why Sacraments?, p.44 [9] Go In Peace To Love And Serve The Lord Meaning, 2017

turbo units :: essays research papers

How The Turbo Unit Works The Compressor Side To keep it brief and simple, a turbo unit compresses the intake of the engine by means of a fan. Essentially, the fan pulls in air on one side and then it pushes it out the other (see diagram A, here it's referred to as the compressor wheel). A fan performs the function of moving air; however we are still left with the task of compressing the air. In order to compress the air; we must then contain it within an enclosed space (this is the compressor housing). Once the intake is compressed it gets sent out to the engine. This process of compression is what's technically referred to as "boost". When one is running more "boost" this person is essentially running more compressed air out of his turbo unit. This is usually related to the size of the unit itself. However, certain factors can limit the degree to which boost varies with the size of the unit. As this gets too technical within the scope of the article, I will leave it to a later discussion. The Turbine Side So far we understand how the compressor side allows for more air to flow into the engine, but we must now understand what it is that makes the compressor wheel turn fast enough to create the boost in the first place. In turn, we are brought into the turbine side. A turbine is a term used to describe a fan like object that gets propelled by the flow of air, water or steam. In a hydroelectric power plant, the Turbine is propelled by the flow of water which then turns a generator. Within the scope of the turbo charger, the turbine is propelled by the flow of exhaust gases that come out of the engine. So the more exhaust that flows out of the engine, the faster the turbine will turn. Again, like the intake side, pressure can only be created if the flow of air is kept within an enclosed space; for this reason, we have the turbine housing. Ups and Downs of Turbo Chargers While the turbo unit does provide ample cranking power, it is very dependant on the reciprocating process which I described earlier. This implies that we must somehow power the unit before it begins to give us anything in return. So its one of those deals where you got to give it something before it gives you anything in return.

acid rain :: Free Essay Writer

Impacts of Acid Rain Air Pollution Creates Acid Rain Scientists have discovered that air pollution from the burning of fossil fuels is the major cause of acid rain. Acidic deposition, or acid rain as it is commonly known, occurs when emissions of sulfur dioxide (SO2) and oxides of nitrogen (NOx) react in the atmosphere with water, oxygen, and oxidants to form various acidic compounds. This mixture forms a mild solution of sulfuric acid and nitric acid. Sunlight increases the rate of most of these reactions. These compounds then fall to the earth in either wet form (such as rain, snow, and fog or dry form (such as gas and particles). About half of the acidity in the atmosphere falls back to earth through dry deposition as gases and dry particles. The wind blows these acidic particles and gases onto buildings, cars, homes, and trees. In some instances, these gases and particles can eat away the things on which they settle. Dry deposited gases and particles are sometimes washed from trees and other surfaces by rainstorms. When that happen s, the runoff water adds those acids to the acid rain, making the combination more acidic than the falling rain alone. The combination of acid rain plus dry deposited acid is called acid deposition. Prevailing winds transport the compounds, sometimes hundreds of miles, across state and national borders. Mobile sources (transportation) also contribute significantly to NOx emissions. Overall, over 20 million tons of SO2 and NOx are emitted into the atmosphere each year. Acid rain causes acidification of lakes and streams and contributes to damage of trees at high elevations (for example, red spruce trees above 2,000 feet in elevation). In addition, acid rain accelerates the decay of building materials and paints, including irreplaceable buildings, statues, and sculptures that are part of our nation's cultural heritage. Prior to falling to the earth, SO2 and NOx gases and their particulate matter derivatives, sulfates and nitrates, contribute to visibility degradation and impact public health. Acid rain primarily affects sensitive bodies of water, that is, those that rest atop soil with a limited ability to neutralize acidic compounds (called "buffering capacity"). Many lakes and streams examined in a National Surface Water Survey (NSWS) suffer from chronic acidity, a condition in which water has a constant low pH level. In some sensitive lakes and streams, acidification has completely eradicated fish species, such as the brook trout, leaving these bodies of water barren.

Operations Management Assignment

Identify all customers (both internal and external) and justify how this problem is linked to customer satisfaction. Measure phase – This phase involves trying to collect data to evaluate the current performance level of the process, and provide information for analysis and improvement phases (Yang and II-Haiku, 2009:37). Antonym (2006:240) explains that the following items should be considered during the measurement phase of the Six Sigma methodology: Determine the current performance of the service process (process yield, DEMO, short-term and long-term capability).Decide what to measure (critical-to-quality characteristic – ACT), and how to measure. Establish a simple measurement system study (if applicable). Determine how well the process is performing compared to others through benchmarking exercise. Identify the strengths and weaknesses and determine the gaps for improvement. Analysis phase -? Many authors consider this phase as the most crucial because more often, people seem to omit it and jump straight to improvement phase (Cakes, 2003:42-43).In this phase, data is analyzed in order to discover causes of the problem, and to understand how to improve the process (Yang and II-Haiku, 2009:38). The following salient points (Antonym, 2006:240) must be looked at during this phase: Uncover the root causes of defects in processes. Understand the root causes of variability which lead to defects and priorities them for further investigation. Understand the nature of data and the distribution or patterns of data. Determine the key service process variables that may be linked to defects.Financially quantify the improvement opportunity (I. E. Estimate of potential financial benefits). Improvement phase -? This phase involves generating and selecting solutions for implementation of doing things better, cheaper or faster and thereafter calculating the new sigma level (Cakes, 2003:61 The improvement phase (Antonym, 2006:240) encompasses the following issu es: Develop potential solutions to fix the problems and prevent them from recurring. Evaluate the impact of each potential solution using a criteria-decision matrix.Solutions hat have a high impact on customer satisfaction and bottom-line savings to the organization need to be examined to determine how much time, effort and capital will need to be expended for implementation. Assess risks associated with potential solutions. Validate improvement (I. E. Reduce defect rate or improve sigma quality level of the process) by pilot studies. Re-evaluate the impact of chosen potential solution. Control phase -? The purpose of this stage is to hold on to the improvement achieved from the improvement phase. Changes made in the improvement phase need to be documented (Yang and El-Haiku, 2009:38).

Diagnosis Of Paranoid Schizophrenia Health And Social Care Essay

Simon has a examine of paranoid Schizophrenia and this is the most common expression of Schizophrenia ( Nice 2009, NHS 2009 ) . These symptoms argon referred to as dogmatic and negative . The positive symptoms cognise h onlyucinations and psychotic beliefs ( Nice 2009, NHS 2009 ) . In Simon s good example these psychotic beliefs are of a paranoid character where Simon believes that he is creation spied on and that the all the wellness master keys are conspiring against him. The negative symptoms are more(prenominal) seeming in the prodromic phase, the early snipe of the a arisee phase of the unwellness. These negative symptoms admit concentration jobs, a racetracky and societal withdrawal method, all of which Simon experienced particularly the societal backdown ( Townsend 1999, NICE 2009 ) .As a involution of shape Simon s head-shrinker should be contacted and informed of the state of affairs. This being through with a position to them go toing with Simons ordin ary Practiti ir and an okay Mental wellness overlord ( W.A.G 2008, M.H.A 1983 ) . This would so represent the placate of a full exigency genial wellness approximation team ( W.A.G 2008, M.H.A 1983 ) . When this has been do the enamor governments, viz. the law, female genitals be informed and asked to go to besides. Their function as a peace keeper and to infer entree is imperative to change the moral wellness professionals to speak to Simon, and if necessary ca accustom a intellectual wellness judgment ( W.A.G 2008 ) . The nurse should put on the berth assess the state of affairs to fetch appear the sum of possible danger, if any, that Simon and others could be in, collectible to Simons actions ( We in that respectll 2001 ) . If the hazard to Simon is assessed as high, due to him one time once more level the electrics, so beca aim of best involvement and requisite in coaction with the go toing squad, the law can be asked to vizor the exact to with bond exigency entree ( P.A.C.E 1984, M.C.A 2005 ) . The constabulary could go for the great powers of the Police and Criminal register crop ( 1984 ) sec 17 ( 1 ) ( vitamin E ) , afterward advising Simon of the ground, to forcibly roll in the hay in Simons consecrate as in the instance of Baker v tiptop Prosecution Service ( 2009 ) . The constabulary though have to be certain that something skillful had happened or was about(predicate) to go on as in Syed v coach of Public Prosecutions ( 2010 ) .This leg provinces that it would be appropriate for the constabulary to come in as it is imperative in salvaging life or limb or forestalling sobering harm to belongings ( P.A.C.E 1984 ) . Bing that Simon has stopped move aim the flats electrics a more considered attack could accidentally be used.It is recommended though that any treatment be the least restrictive ( M.H.A 1983 ) . due(p) to this and in the involvement of a cooperative attack it could be an thought if the head- shrinker or approved psychic professional could try to act on with Simon and seek his cooperation ( N.I.C.E 2009, doggie 2007 ) . This would do deriving entree easier, as it would so be containing entree, and it would cut down any anxiousness and alarm that Simon whitethorn digest. doubting Thomas, Cutting and Hardy ( 2004 ) furiousness that if the patient distrusts their nurse they are less(prenominal) likely to accept aid. Mc Cabe and Timmins ( 2006 ) calculate out that the focal betoken of communicating ought to be patient centred. This is of import in developing and keeping the curative kin between Simon and his carers ( Peplau 1997, Rogers 1957, Barker 2007 ) . While Nichols ( 1993 ) tack together that developing a curative race with a patient can athletic supporter the discussion of patients, and aid patients cover with a assortment of unwellnesss and cut intos.Even though a less restrictive interpellation elan is recommended it is argued that the curative family relationship would be hindered whilst Simon s paranoia is in the dominance ( Johnstone et al, 1986, N.I.C.E 2009 M.H.A 1983 ) . To assist Simon with this positive symptom it would profit Simon, and aid appointment with the nursing squad, to re-start Simon s antipsychotic practice of care for ( N.I.C.E 2009, Perkins et al 2005 ) . The physical exercise of coercion could be the ground behind Simon s timidity of nurses and his non harmony ( Kaltiala-Heino et al 1997, Bracken and Thomas 2001 ) . This f rightly could besides be a symptom of station traumatic emphasis upset, brought on by old force adits ( Meyer et al 1999 ) . The wellness systems usage of the enactment to hale could hence be viewed as traumatising, negative and damaging to Simons hereafter discourse harmony ( Monahan et al 2001, Bracken and Thomas2001 ) .With relationship in head the nurse could take a low profile attack due to Simon s paranoia driving his squeamishness ( N.I.C.E 2009 ) . If one of the squad did manage to derive Simons trust, and Simon did hold to the least restrictive class of action, that being, one of an in formal admittance to an acute psychiatrical infirmary. It could be argued that due to the nature of Simon s unwellness this would be small lived and Simon would non remain or accept treatment from the nursing squad ( N.I.C.E 2009 ) . Therefore the mental wellness capacity of Simon should be interpreted into history every bit groovy at this phase so that his admittance does non go improper, as in the instance of Bournewood NHS Trust ( ECHR 2004, M.C.A 2005 ) . This is because on a lower floor common edict informal patients have deuce staple fibre rights. The first is that they may go forrard infirmary whenever they like and secondly that they may decline to accept any chassis of treatment that they do non desire ( hogget 1996 ) .Given so this highly complicated and potentially volatile set of fortunes the pass Mental health Professional could, after measuring Simon s behavior, use to the Magistrates judicatory for a subdivision 135, to derive first appearance ( M.H.A 1983, W.A.G 2008 ) .The magistrate has to be satisfied that Simon is enduring from a mental upset as specify in the Mental wellness Act 1983.The Magistrate besides has to be satisfied that there is a sensible cause to assumption that Simon has been, or is being, abused, neglected or unploughed otherwise than at a lower place proper control, in any topographical point at heart the legal power of the justness or is populating entirely and unable to care for himself ( M.H.A 1983 ) . This would, if the absolve was granted, let the constabulary to coerce portal if necessary, so that a full and formal mental wellness assessment could be carried out ( M.H.A 1983, W.A.G 2008 ) .It is non purely a necessity though to hold to transport out an appraisal instantly on the use of a subdivision 135 guaranty ( M.H.A 1983 ) . The constabulary so have the power to transport and keep Simon for 70 cardinal hours in a topographic point of safety , which could be an acute psychiatric infirmary ( M.H.A 1983, W.A.G 2008 ) . Once things have colonized down and are less stressful for Simon, a full mental wellness appraisal with the aforesaid squad, Psychiatrist, General practician and an approved Mental health Professional could be undertaken ( Peplau 1997, Rogers 1957, Barker 2007, Nichols 1993, W.A.G 2008, M.H.A 1983 ) .On coating the mental wellness appraisal, the measuring squad demand to make up ones straits the best class of action to cortege Simon s currant needs. This determination would in conclusion be made by the ratified Mental Health Professional who has measure the societal and medical grounds presented ( W.A.G 2008 ) . They would hold to make up ones mind whether to acknowledge Simon under a subdivision of the mental wellness act 1983 and which subdivision would shell enable the nurses to handle Simon s symptoms and take a crap a curative relationship, section2 or the more restrictive subdivision 3 ( W.A.G 2008 ) .If the two doctors agree that Simon is enduring from a mental upset, and that this is of a nature or to a grade that, despite his refusal to travel to infirmary, he ought to be detained in infirmary in the involvement of his ain wellness, his safety, or for the vindication of others, they can finish a medical recommendation physical body and give this to the Approved Mental Health Professional ( W.A.G 2008, M.H.A 1983 ) . If the Approved Mental Health Professional agrees that there is no other alternate simply to confine Simon in infirmary, an natural covering signifier bespeaking that the infirmary directors detain the individual could be completed ( W.A.G 2008, M.H.A 1983 ) . Simon s hitch of appraisal in infirmary could so de jure get down. Consensual incumbrance whilst under this subdivision, such as medicine, is permitted but can besides be presumptuousness against Simon s w ants under Section 2 appraisal pastures, as observation of response to disturbance is considered portion of the appraisal procedure ( W.A.G 2008, M.H.A 1983 ) . This subdivision would compulsorily acknowledge Simon for a period of 20 eight yearss upon which it expires and can non be re-create ( W.A.G 2008, M.H.A 1983 ) . Simon will hold the right to appeal against this subdivision and can use to a judicature during the first 14 yearss the Tribunal should so take topographic point deep down seven yearss of the application ( W.A.G 2008, M.H.A 1983 ) .The chief determination would be how to heartsease intervention given that Simon is unwilling to prosecute with the nursing squad. With this in head, the other accident unfastened to the Approved Mental Health Professional is mandatory entree of Simon employ Section 3 of the Mental Health Act 1983 ( W.A.G 2008, M.H.A 1983 ) . This Section is a intervention order, and can ab initio last up to six months ( W.A.G 2008, M.H.A 1983 ) . It can so, if needed, be renewed after six months, the following order lasts up to six months and each attendant order lasts up to one yr ( W.A.G 2008, M.H.A 1983 ) . If Simon is admitted under Section 3 he may appeal to a Tribunal one time in a six month period ( W.A.G 2008, M.H.A 1983 ) . The interview normally takes topographic point within six to eight hebdomads of the application.One study(ip) difference is that for Section 3 intervention orders, the physicians must be clear about Simon s diagnosing and proposed intervention program, and be confident that appropriate medical intervention is available for him ( W.A.G 2008, M.H.A 1983 ) . Most interventions for mental upset can be given under Section 3 intervention orders, including injections of hallucinogenic medicine such as major tranquilizers. However, after three months of detainment, either the Simon has to accept to their intervention or an independent physician has to give a 2nd opinion to corroborate that the intervention being given remains in the individual s best involvements ( W.A.G 2008, M.H.A 1983 ) .In decision, given these furthest fortunes the mental wellness professionals need to continually hazard assess his behavior to fortress Simon. If Simon s behavior alterations and, through direct the electrics, seting himself in danger, so the constabulary could utilize their powers of entry. Bing that Simon is moderately settled though using a Section 135 is the path directed by the Mental Health Act.The Mental Health Team already know Simon from old successful intervention waies, hence he is presently populating in the community. So the demand for appraisal and diagnosing does non imminently exist. Even though the usage of coercion may be fall Simon s paranoia it is necessary to acknowledge Simon utilizing Section 3 of the Mental Health Act. This would enable the squad to instantly re-start Simon on his antecedently identified intervention way. Once this has been achieved and Simo n s symptoms have become more tame for Simon the curative relationship can be rebuilt and strengthened. The nursing squad can collaboratively work with Simon to place what led to this backsliding and with Simon manufacture a hereafter program to place backsliding signatures and discourse any jobs Simon has, if any, with his medicine government.