Twins free essay sample

â€Å"Wait, you two are twins?† I usually answer with a quick â€Å"yes,† wondering if it’s really such a hard idea to grasp. There used to be a time when everyone knew who the twins were. The coordinated outfits gave us away. Then it seemed as though everyone referred to us as â€Å"the twins.† It wasn’t easy constantly being compared to each other. I have long blond hair and blue eyes, while Chris is my polar opposite, with dark hair and brown eyes. I talk a lot and Chris mostly keeps to himself. The day we entered junior high was the chance we had been waiting for – few people knew we were twins. Some teachers didn’t even realize until Open House. Many of the teachers told our mom, â€Å"They act like they hardly know each other.† Chris and I began to develop different interests. I proved to be an extrovert who loved being around people; Chris had a small group of friends with whom he happily interacted. We will write a custom essay sample on Twins or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I obsessed over designer labels (I’m glad that phase is over). Chris refused to wear anything that even hinted at where it was from; any tag or label had to be removed. Although we worked together on some homework, Chris excelled in the arts while I performed much better in front of a textbook. Many people lose their individuality being a twin. However, I feel that it has helped me discover myself. It has motivated me to be my own person and develop my own hobbies and interests because I want others to see us as different, unique people. Sometimes, I forget that my brother is actually my twin – until it’s time to blow out our birthday candles or we run into someone at the supermarket who exclaims, â€Å"Oh my gosh, are these the twins?† It’s clear that we are going to take very different directions in our lives. Chris flies by the seat of his pants, while I like to be organized. Eleanor Roosevelt said, â€Å"Remember always that you not only have the right to be an individual, you have an obligation to be one.† Individuality is one of the most important principles that one should strive to achieve. Surrounded by materialistic things, the average person is tempted to look like everyone else, have the same interests, and behave in the same manner. I feel fortunate to have found my individuality early in life.

Ricardo essays

Ricardo essays DAVID RICARDO David Ricardo was born in 1772 and was the third son (out of seventeen). David Ricardo`s family was descended from Iberian Jews who had fled to Holland during a wave of persecutions in the early 18th century. His father, a stockbroker, emigrated to England shortly before Ricardo`s birth. Ricardo attended school in Holland, but left at the age of 14 to work for his father full time in the London Stock Exchange. At 21, Ricardo was disinherited from his family when he married a Quaker which was outside his orthodox Jewish faith. With his considerable reputation in London, Ricardo managed to set up his own business as a dealer in government securities. When Ricardo was in his late 20`s interest in economics as sparked by a chance reading of Adam Smith`s Wealth of Nations. In 1809 after persistent of his friend James Mill he decided to write some of his ideas down. His first article was concerning the bullion controversy, he wrote that England`s inflation was the result of the Bank of England`s propensity to issue bank notes. Ricardo`s major work was The Principles of Political Economy and Taxation (1817). This book presented most of his important theories, especially those concerned with the determination of wage and value. For the problem of wages he proposed the iron law of wages, according to which wages tend to stabilize around the subsistence level. According to his labour theory of value, Ricardo stated that the value of almost any good was, essentially, a function of the labour needed to produce it. Ricardo was also concerned with the subject of international trade, and for that he developed the theory of comparative advantage. Which states that each nation should specialize completely in the production of the good in which it has a comparative cost advantage in producing ...

Human resource 420 Assignment Example | Topics and Well Written Essays - 750 words

Human resource 420 - Assignment Example Also, in relation to the successful completion of the internship program, I received two letters of accreditation with ‘A’ grade certification. I feel that this particular achievement will definitely help me in fulfilling my ultimate and predetermined goals. Moreover, the achievement would enable me to develop the work as an efficient HR recruitment coordinator. The best thing to discuss about my college is that the authorities themselves provided me with the opportunity to undergo the internship programs for which I am very much thankful to my college. In addition, the college authority provided me with the prospect of conducting along with participating in numerous workshops and also made me engaged in performing different HR related activities. These eventually developed my theoretical as well as practical skills linked with HR field by a considerable level. There still lays a greater scope for acquiring sufficient knowledge that my college will provide to me as there are still 14 months to complete my course. This fact makes me keep going in the positive mode for acquiring more and more HR related skills. Before beginning my graduate program, it was pre-planned that I would have my specialization in HR because this particular field is always been my favorite as I deeply favor the aspect of identifying human talents. It strongly represents my interest area and also I possess a strong zeal to start and pursue a career in the field of HR just after my graduation (Hansen, 1996). The college in which I am studying is home to several reputed professors who possess variable amount of industrial exposure in dissimilar fields. And fortunately, our HR subject is taught by an authoritative individual who shares a friendly attitude, having specialization in the field of recruitment for several years. During the past one and half years of my educational program, I met several people who liked to share common interests relating to the concerned filed or subj ect matter. Me and my fellow classmates were continuously engaged in participating several counseling sessions and discussed along with solved numerous project reports and assignments in a cohesive manner. It can be affirmed that the graduation program not only supported me to gain valuable insight about HR, but also provided me with greater knowledge and understanding of other subject areas. These subject areas encompass marketing, finance, statistics, managerial economics and business communication among others (Hansen, 1996). Short-term goals: In the next 14 months, I plan on completing my graduate course with maximum score, so that I could get a proper assistance in relation to placement. As the course is continuing to provide me with all diversity in the modern education process, I strongly feel that I will be able to grasp all those necessary skills that are required to get a kick start in the corporate sector. I am trying to create a strong co-ordination with reputed companie s that my college has tied up. This might support me to fulfill my ultimate goal by a certain extent. Even tough, I have developed a strong interrelation with the placement cell in my college which might enable me to get a good job in future. I am studying very hard in order to fulfill my

Hiring friends and relatives Assignment Example | Topics and Well Written Essays - 250 words

Hiring friends and relatives - Assignment Example Knowledge of strengths and weaknesses Finally, more often than not, friends and relatives will reach out to do favors without expecting additional remuneration hence saving on costs (â€Å"The Pros & Cons of Hiring Friends & Relatives par. 1†). On the downside, friends and relatives may be less observant of company rules because of their affiliation to the business owner. Thoughts of impunity may invade their minds and thus create disharmony at the workplace. Finally, the image of the firm may come into sharp disrepute when the friends and relatives aren’t professionals or well qualified. The quality of the output of the firm is compromised at the expense of maintaining relationships (â€Å"The Pros & Cons of Hiring Friends & Relatives par. 2†). A cost-benefits analysis should be done so as to arrive at a conclusion to engage or disengage friends and relatives. From the above argument, it is obvious that they occasion benefits and disadvantages in equal measure. Therefore, only a proper analysis can inform the decision on whether or not to work with

Global Issues and Institutions Essay Example for Free

Global Issues and Institutions Essay Christian Nazis killed millions of Jews in the twentieth century. Maybe it just happens so that the terrorists are all considered Islamists nowadays, as U. S. foreign policy is focused on fighting Islamic extremism. The United States has also been playing an important role in the Middle East conflict. So far it has not been able to decide upon the side it takes, even though it appears to many that the U. S. sides with the Jews rather than the Arabs in the Holy Land. Then again, regardless of U. S. foreign policy, the fact remains that most major international conflicts in the twentieth and twenty first century have revolved around differences in religion. It is a paradox, though, that religion is essentially practiced for peace. Universal Education Many attempts have been made to understand the sociological basis of terrorism. According to a new study on the causes of terrorism, ordinary people can be easily â€Å"influenced into violence (â€Å"New Research Into Causes Of Terrorism Reveals People Turn To Suicide Bombing To Preserve Identity,† 2007). † Interactions with comrades who provide â€Å"an emotional haven† in addition to a â€Å"clear focus for turbulent energies† may very well serve as a cause of suicide bombing (â€Å"New Research Into Causes†). In order to root out this cause of suicide bombing, the new study suggests that it is essential for a group that believes in suicide bombing to have interactions with people who do not consider violence as a way to achieve immortality or the kingdom of God (â€Å"New Research Into Causes†). The best method of interaction is, no doubt, education of the diversity of cultures and experience of the people of the world. The United Nations and other organizations that are not related to specific nations must be imparting an education of universal values to the people who may otherwise turn into suicide bombers. After all, illiteracy may turn into a serious illness. In fact, all problems around the world seem to have been caused by it. Although the United Nations repeatedly speaks of universal education, it remains an unaccomplished goal. International Law The Internet and globalization make it necessary to strengthen international laws and empower the International Court of Justice. Rights of foreigners are not always respected. Let us consider the example of environmental problems to understand this issue of global importance. The Ramsar Convention is one of the treaties to help improve the environment. But, such conventions are not meant to be regulatory bodies that could compel contracting parties to follow their guidelines under the rule of law. If the contracting parties fail to fulfill their contract obligations, there are no punitive measures taken by the Ramsar Convention, although the terms of the Convention are said to â€Å"constitute a solemn treaty,† and are therefore considered â€Å"binding in international law (The Ramsar Convention, 2007). † What is truly needed is to make such conventions binding in international law. At present, no contracting party can be compelled to follow the guidelines of any such convention. By empowering the International Court of Justice to undertake the task, it may indeed become possible to develop a new convention on climate change for both the developed and developing countries. What is more, like the ‘no child left behind’ law, the new convention should aim to include every single country on the face of the earth. References New Research Into Causes Of Terrorism Reveals People Turn To Suicide Bombing To Preserve Identity. (2007, May 12). Medical News Today. Retrieved Nov 27, 2008, from http://www. medicalnewstoday. com/articles/70717. php. The Ramsar Convention. (2007). Retrieved Nov 27, 2008, from http://www. ramsar. org/index_about_ramsar. htm.

School Counsellors for Gifted and Talented Students

School Counsellors for Gifted and Talented Students This paper critically reviews previous studies that have explored the role of school counsellors for gifted and talented students. School counsellors in Saudi Arabia receive little specific training in the needs of gifted students, and it is very rare for counsellor training programmes to require counsellors to take courses on gifted students as part of the degree requirements. Therefore, this article considers theories of counselling, and the role of school counsellors, and gifted student programmes in the USA, the UK and KSA. This review considers the counsellors role in different contexts and discusses it in the Saudi context. In doing so, the psychological, educational and professional skills of counsellors need to be understand in order to meet the needs of gifted and talented students so that they can live up to their ambitions and aspirations. Background of the study The role of the school counsellor is complicated and one of the most demanding careers when compared with other educational professions. It involves interaction with students from different cultural, economic and social backgrounds. The primary responsibility of the school counsellor is to develop the skills that will enable them to meet the challenges of this technological era. In the era of globalization, this objective is more important than ever, where we have to search for and develop the skills of talented students. In 1981, the Ministry of Education in Saudi Arabia established the General Directorate of Guidance and Counselling for Gifted Students. Since that time, guidance and counselling has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational and vocational problems and to deliver protective counselling (Ministry of Education in Saudi Arabia, 1999). For this reason the current paper will highlight the historical background of school counselling and counsellors of the gifted and talented in the USA, UK and KSA. In the 1955 Yearbook of Education, reference is made to counselling as a process of helping individuals through their own efforts to discover and develop their potentialities both for personal happiness and social usefulness (Hall Lauwerys, 1955, cited in Milner, 1974). A more recent definition is that counselling is to help an individual to make his own decisions and choices in the light of his feelings and needs (Milner, 1974). Jones (1970) suggested that counselling Is an enabling process, designed to help an individual come to terms with his life as it is and ultimately to grow to greater maturity through learning to take responsibility and to make decisions for himself. The American School Counsellor Association (ASCA, 1999) defines counselling as an interactive process as follows: it is a confidential relationship in which the counsellor meets with students individually and in small groups to help them resolve or cope constructively with their problems and developmental concerns. In Coreys (2002) words, the central function of counselling is to help clients recognize their own strengths, discover what is preventing them from using their strengths, and clarify what kind of person they want to be. Counselling is a process by which clients are invited to look honestly at their behaviour and lifestyle and make certain decisions about how they want to modify the quality of their life. McLaughlin (1993) mentions that effective school counselling has three elements: an educative function whereby attention is focused on the social development of the student within the school context; a reflective function which explores the possible impact of the school practices and societal conditions on the personal and mental health of the student, and a welfare function which is concerned with planning for and reacting to issues that affect the students welfare. Saudi Arabia has conducted research to find out the best approach to gifted education, but of course for females who are severely restricted in the subjects they are allowed to study, these moves are somewhat academic. An interesting survey of computer use in Arabic countries was made by a Jordanian, Subhi (1997). He recommended that gifted pupils records should be computerised for easier monitoring of their progress, and he has designed a programme to help this. The problem, he found though, is that although there are computers in Jordanian schools, there are very few of them and the teachers do not generally know how to use them. It looks as though most, if not all, Arab countries are willing to recognise and help the gifted, and several have made forays into out-of-school activities, but the overall outcome is still difficult to define. Some authors (such as Sternberg et al., 1986, Ziegler and Heller, 2000) believe that a consensus is yet to be reached on what is meant by the term (gifted), and yet multiple efforts have been made to establish criteria for this, which include components such as motivation, creativity, task commitment, and problem solving. However, personal talent is described by Renzulli (1999a, p.4) as exceptional ability to select and achieve difficult goals that fit ones interests, abilities and social contexts. In his view, personal talent is a capability developed in the field of self-management that is concentrated by the individual in the direction of selected outcomes that contain well-being, happiness, personal relationships, hobbies as well as career achievements. He proposes that personal talent can be referred to as a range where those in the centre of this continuum can be explained as personally competent, while those at the high end of the range can be categorized as personally talente d. On the other hand, Masten et al. (2002) argue that resilient individuals learn how to overcome obstacles in order to achieve their anticipated goals, and that this can be described as personal talent. Also, Bland et al. (1994) refer to specific characteristics of resilience as an indicator of exceptional abilities and talent regarding children from poor backgrounds. In this regard, Marker et al. (1996) propose that numerous of the principles of distinguishing curriculum for gifted and talented learners support the development of personal talent. They refer to learning environments that foster independence, flexibility and high mobility as being potentially more promising for fostering personal talents than the more traditional teacher-centred classrooms that concentrate on lectures with academic content. However, some researchers regret the fact that research on giftedness has been somewhat biased, having mainly concentrated on IQ-related abilities that address academic skills, and b y-passing or simply ignoring other basic skills such as vocational skills (Bals, 1999), practical intelligence in everyday life (Sternberg, 2000), and, most importantly, social skills (Persson, 1997). Motivation is another issue that has been the focus of research with regard to gifted children. According to Sternberg (2000), some theories depict motivation as an assisting internal factor in the expansion of giftedness. One of these theories is Gages dynamic theory of giftedness which depicts motivation, volition and self-management as interpersonal catalysts that help convert gifts into talents. However, these theories have failed to provide guidance in assisting youths of high ability to develop motivation. For this reason, some researchers (for example, Colangelo et al. 2000; Alrasheed, 2001) believe that talented students should be identified and given tasks at a higher level than the normal school curriculum. Renzulli (1999b) is of the opinion that gifted students should be pro ducers of knowledge rather than mere consumers of existing information. He believes that specific programmes and services for the talented and gifted are the only solution to allow them to live up to their potential. This idea is further supported by Reis et al (1995) who argues that it is not fair to make a gifted child sit in a classroom where learning something new will not happen until the second half of the year. According to Alhossaini (2000), the effectiveness of the educational process could be seen in table (1): The above figure of methods of interactions could be interpreted in this table. If these roles are all positive, we get the creative outcome. And it is mines, mines, mines, it is less creative. Pattison (2006) suggests that, counselling is an activity that takes place behind closed doors in privacy, the nature of client confidentiality requires this. However, this can make counselling practices and processes mysterious and misunderstood. In placing this research in the public arena, it is hoped that counselling practices and processes have been made a little more transparent and that the case for including young people with learning disabilities in counselling has been strengthened. Bor et al. (2002) state that school counselling is an interaction in a therapeutic setting, focusing primarily on a conversation about relationships, beliefs and behaviour (including feelings), through which the childs perceived problem is elucidated and framed or reframed in a fitting and useful way, and in which new solutions are generated and the problem takes on a new meaning . Research Problem There have been few programmes for gifted students offered in the Kingdom of Saudi Arabia. Even though there has been programmes existing, it is new and is for further evaluation to be able to develop it more for the students. It has been believed that if there has been more developed programmes for gifted children then they will be more enhanced and so, benefiting the country. The Kingdom of Saudi Arabia have put up programmes for gifted students but is new and rare. There has been studies regarding the support of the authorities in the schools on how to support gifted students. 1.5 The research questions Based on the aims articulated in the previous section, the following specific research questions have been formulated: How does the Ministry of Education in Saudi Arabia support gifted students? Does the authorities in the schools help in the development of the programmes? How do we determine the effectiveness of the programmeswith the school counsellor, principal, and teachers help? 1.6 Sub-questions Two sub-questions will also be explored: Do the teacher, student counsellor and principal who work with gifted students have special qualifications? What is the level and nature of the response of gifted students to these programmes? Historical review of school counselling in USA Schmidt (1999) suggests that the development of school guidance and counselling in the United States has its roots in the vocational guidance movement, which started in 1898 when a Detroit school principal, Jesse Davis, introduced a guidance curriculum that was delivered in each English class in his school to help students develop character, avoid problem behaviour, and relate vocational interests to the solution of their vocational and social problems. Gysbers (2001) argues that in the 1920s and 1930s, the concept of guidance evolved from vocational to educational guidance. Educational guidance was viewed as a set of activities that would address not only occupational concerns but also the personal and educational aspects of individuals. However, although school counselling remained focused on secondary schools, counsellors were beginning to appear in some elementary schools in Boston in the 1930s. Yet, it was not until the 1960s that the need was generally recognized and funds were provided for the training of counsellors in elementary schools (Schmidt, 1999). However, Baker (2001) suggests that despite the progressive movement of the 1960s, school counselling did not fare well in the 1970s. During the 1970s and into the 1980s, a number of school counselling positions were eliminated and fewer jobs were available for newly trained school counsellors due to school budget cuts and financial problems across the US. At the same time, concern was being expressed about the programmes of guidance and counselling and the services offered by counsellors in school (Baker, 1996; Schmidt, 1999). On the other hand, Herr (2001) says that attempts to define the role and functions of the schools comprehensive developmental models w ere better suited to meeting the development needs of students. In 1997, the American School Counsellor Association (ASCA) (1999) adopted the National Standards for School Counselling Programmes. According to these standards, school counsellors are required to address the needs ofstudents comprehensively through the implementation of a developmental school-counselling programme. Historical review of school counselling in the UK School counselling in the United Kingdom dates back to 1913 when London County Council appointed a psychologist to examine backward children and advise their parents and teachers on methods of treatment (Milner, 1974). However, it was not until the 1960s that school counselling began to emerge as a discipline in its own right (Bor et al., 2002). At the time, the American school counselling model which was based on the client-centred approach proposed by Rogers (1961) was influential. Rogers produced a report in which he recommended that counsellors should be appointed to look into the needs of low achieving children. As a result, counselling courses were set up for experienced teachers, and several hundred counsellors were employed by local education authorities throughout the country (Bor et al., 2002). However, according to the Department of Education and Science (1989, cited in Bets et al. 1995) pastoral care is concerned with promoting pupils personal and social development and f ostering positive attitudes. Confronted with pervasive and traumatic social problems such as the collapse of the extended family and increases in rates of violence, the need for school counselling attracted the attention of local education authorities. However, in the light of limited budgets, the 1980s witnessed a shift of emphasis on counselling, and it was felt that counselling should be integrated into teaching practice, so that teachers themselves should take responsibility for pastoral care (Bor et al., 2002; Mclaughin, 1999). Jones (1970) says that, in the absence of government backing, enthusiasm for counselling courses began to fade, and the majority of schools were left without counsellors. To exacerbate the situation even further, cuts in education funding at thehands of the Conservative government in the 1980s resulted in a reduction in the number of existing counsellors (McLaughlin, 1999). According to one estimate, only fifty counsellors were left in schools in England and Wales following the introduction of the local management of schools in 1987 (Robinson, 1996). Bor et al. (2002) argue that since the 1980s and despite heavy workloads, growing social problems and immense psychological pressure, teachers in the United Kingdom still continue to play a major role in counselling their students. To add to their problems, they have recently fallen under pressure to fulfil all of the criteria of an over-demanding National Curriculum. As a result, teachers now find it difficult to fulfil a pastoral role, and schools are beginning to feel the need to employ counsellors to meet the educational, psychological and emotional needs of students. To provide teachers with the necessary counselling skills, a sizeable number of studies in the field of pastoral care began to appear (e.g. Raymond, 1985; Watkins, 1994; Hamblin, 1984; Marland, 1989). In general, these studies focused on good student-teacher relationships (Mclaughlin, 1999), emphasized the importance of assisting children to improve their lives, and used study skills to guide them in making their own decisions (Raymond, 1985). Nonetheless, although the literature on counselling and pastoral care in the United Kingdom is vast, it is still not integrated and provides only a few guidelines on practice (Al-Rebdi, 2000). On the other hand, some still argue that teachers have to manage complicated and demanding situations, channelling the personal, emotional and social pressures of 30 or so youngsters (Black et al., 1998). The debate is still raging between those who argue that counselling should be provided by specialists and those who suggest that teachers should bear the burden. Inthis context it is worth listing the duties and responsibilities of the school counsellor as outlined by the British Association for Counselling (1997). These are: Â · To offer pupils, parents and staff individual or group counselling. Â · To provide information on the counselling service, the role of the counsellor and boundaries of confidentiality. Â · To cooperate with head teachers, governors, parents and, where appropriate, the local education authority, in setting up a suitable appointment system. Â · To keep suitable case records of counselling conducted in a secure place. Â · To report back to management on a regular basis on the numbers that use the service and to give a general overview of the types of problem encountered. Â · To liaise with the pastoral management team, year tutors, class teachers, governors, parents and caring agencies. Â · To network with personnel from other agencies with a view to easing referrals and accessing specialist consultants. Â · To devise and, where appropriate, deliver a programme of training to support and develop the counselling service. Â · To attend supervision with a suitably qualified supervisor. Historical review of school counselling in the KSA Initially, in 1981, the Ministry of Education established the General Directorate of Guidance and Counselling. Since that time, guidance and counselling has become formalized and recognized as a profession, and counsellors have been appointed to deal with psychological, social, educational, and vocational problems and deliver protective counselling (Ministry of Education KSA, 1999). It should be mentioned here that the model for and practice of guidance and counselling in SaudiArabian schools was derived from western sources, mainly the United States. More than two decades have passed since the guidance and counselling programme was established in Saudi schools. Its development has progressed at a slow rate and, currently, it faces various problems. The major difficulty relates to the definition of the role and function of the school counsellor (Al-Gamdi, 1999) which is unclear to principals, teachers, parents, students and school counsellors themselves. Due to this problem, counsell ors have found themselves overly involved in paperwork and administrative tasks and duties not related to school counselling. Additionally, counsellors often complain about lack of support and cooperation from others involved in the counselling service, especially parents (Al-rebdi, 2000). In this situation, if school counsellors in Saudi Arabia are to provide better services for students, their role must be clearly defined. It is also necessary for those involved in counselling to have a clear view of what counsellors should and should not do. Added to this, counsellors must choose carefully how they spend their time and energy. As the role and functions of the school counsellors become clearer, they should be able to respond better to the needs of their students. Furthermore, in 1981, following decree number 216/k issued by the Ministry of Education, the Social Educational Administration was replaced by the Student Guidance and Counselling Service, and guidance and counselling in Saudi schools became formalised. That same year, the name was changed again to the General Administration for Guidance and Counselling (Ministry of Education, 1999). The responsibilities of this administration are as follows: 1- To plan, prepare and develop the programme and services of guidance and counselling. 2- To provide professional staff who are capable of delivering such services to all students at various stages of education. 3- To provide students with the appropriate care applicable to their ages and their psychological, educational and social needs. 4- To assist students to develop their capabilities, potentialities and talents, to allow them to face their problems and to help them feel comfortable with themselves and with the community in which they live. 5- To attain a high standard of mental health in a way that reflects the targets and goals sought by educational guidance in general (Ministry of Education, 1999). Saleh (1987) pointed out that, due to the immediate need for professionals to monitor and guide the counselling service in schools, the Ministry of Education sought personnel from among the existing social education supervisors to act as the supervisors; counselling and guidance programmes in addition to carrying out their normal duties. The Ministry of Education also sought personnel from within the existing teaching force, provided they had the relevant experience, to work temporarily as counsellors in schools. To meet the need for school counsellors in all schools, the General Administration for Guidance and Counselling allowed those with a Bachelors degree in psychology, social work or sociology to perform the role of the school counsellor until enough trained professional counsellors could be provided. In order to meet the need for trained full-time counsellors to work in schools, universities in Saudi Arabia were requested to offer guidance and counselling programmes at masters level. Statistical information for the year 2000 shows that there were 229 counselling supervisors and 3381 school counsellors overall (Ministry of Education, 2000). By 2003, the number of counsellors had increased rapidly toabout 4000(Al-Rebdi, 2004). The Ministry of Education (1999) defined the term counselling as the interactive process though which the counsellor assists the student to understand himself and recognise his capabilities and potentialities and gives him a more enlightened approach to his problems and how to face them. Counsellors also help students to enhance their responsible behaviour and to show conformity with their community. Counselling gifted students Landau (1990) noted that gifted students might become isolated and alienated. Moreover, Rogers (1983) pointed out that in an egalitarian system children not only lack the opportunity for confirmation and social acceptance, but they also often lack the freedom to learn. The need for confirmation and emotional support is well known in the literature which focuses on giftedness and talent (Csikszentmilalyi et al., 1993; Kelley, 1999; Stednitz, 1995). Donna (1999) suggests that teachers and counsellors need to encourage minority students to consider a teaching career in general and gifted student education in particular. Ford (1995) however, believes that from an historical point of view, the counselling of gifted students has not been an important part of educational and counselling discourse. He points out that misconceptions and stereotypes of gifted students as being immune to social, emotional, and academic problems have contributed to the lack of counselling for these students, and in cases where counselling is available it is only limited to academic, assessment and placement issues. According to Ford, the fact that more children are entering school with serious personal and academic problems should entail an expansion in the responsibilities and roles of counsellors to meet the needs of all children who seek guidance andassistance. But nonetheless according to Alrasheed, (2001) the limited availability of counselling services has failed to meet the enormous need for counselling services and research regarding gifted individuals. In this respect he endeavoured to provide counsellors, classroom teachers and educationalists as well as parents with advice regarding the understanding of the academic and social needs of gifted and talented students. Persson (2005) considers mentorship as a possible solution to aid the immediate psychological and intellectual needs of gifted individuals, particularly received mentorship. According to Person, mentorship could be direct or indirect by cooperating with the student to find a mentor of his choice, given the fact that not al l gifted students would be likely to choose their counsellors to be their mentors. Person expresses the conviction that mentorship is the only viable counselling solution in an egalitarian context, which lacks recognition and particular provision for gifted individuals. Ford (1995) outlines the goal of counselling as that of promoting healthy self-concepts and ensuring psychological growth. Bearing that in mind, counsellors must have an awareness and understanding of the many issues that hinder gifted students and affect their psychological, social and emotional well-being. He recognises the role of counsellors in ensuring that such students remain in gifted programmes once identified and placed. Finally the concept of counselling needs to be defined within a context where it is not a task assigned merely to a particular group. Instead, as Brown et al. (1992) suggest the task has expanded from an initial concern with educational and vocational guidance to the remediation and prevention of personal, interpersonal, vocational and educational concerns. Consequently, according to Persson (2005), the aim of the intervention is for the individual to gain an understanding of self and context, in which case individual differences become a sensitive and even problematic issue, particularly in cases where gifted individuals are involved. Research Design The design of the study is intended to determine: first, the relationship of the roles of student counsellor, teachers, and principals to the performance of the gifted students; second, the effectiveness of the programmes in developing the capacity of the gifted students. Instrumentation and Data Collection The researchers visited the [Insert name of University Library or City Library] for journals, articles and studies needed for the research paper. The researchers gathered time-series data from different physical training institutions to assure of its validity and consistency. The primary data will be gathered using quantitative method, as this is best useful with questionnaires. The use of quantitative method will be appropriate for the research because the results in the questionnaires consist of numerical information, mostly based from the ratings included in the questions. Quantitative methods are used to provide reference to numeric calculations and are often used with questionnaires that have a specific goal and a target to achieve. This is helpful in the research, and its instigation in the process needs to be further culminated so that the problem is solved with efficiency and precision. In gathering data, the researcher would like to clear certain ethical issues that might hinder the processing of data. First, confidentiality will be kept at all costs. As the main reason why questionnaires will be used in the research is for the respondents to feel secure and to be assured that their answers will not be related to who they are. There may be instances wherein the respondent will divulge information that will be detrimental to the company, or to its competitors, depending on the case. Hence, there is a better chance at more responsive respondents if they can be assured of their confidentiality. Second, the Data Protection Act will be followed at all costs. The compliance with the act will be transparently said to the respondents so that they are further assured that anything they say in response to the questions asked them will only be used for the benefit of the research and not in any other practices. It should also be clear to the researcher that any information regarding the respondents cannot be released to anyone who is not immediately connected with the research unless permission from the subject respondent has been secured beforehand. Third, the research must always bear in mind the objectives of the study and never stray away from them. A researcher who has no definite purpose in doing the research is going nowhere and is exerting effort in a research that is not delimited properly and punctually. The purpose of the research is explicitly stated at the beginning of the research and is implied in every step of the realization of the research so as to not delineate the researcher from his goals. Lastly, the researcher must opt to practice objectivity. As the researcher, he is expected to keep an open-minded approach to the topic, keeping from his mind and personal bias in the subject matter or on the people involved. The reason for doing research is to test existing information, validate, prove or disprove existing ideas, or to test the limits of a certain prospect. Given this simple definition, it is clearly seen that in no form is the personal opinions of the researcher expected to hinder in the subject. Any act that might be biased or subjective will hint of the researchs failure to achieve its goals. Planned Method of Analysis The researchers plan to analyze the different test conducted through constant evaluation of the gifted students and how they perform. There will be a weekly evaluation in terms of how the programmes and the role of the authorities, and the effect of it to their performance. The performance in the field will be evaluated by the gifted students progress and development. Time Schedule Literature Review History of programmes for gifted students in KSA Observation Questionnaires Evaluation of performance Analysis of performance of the students Findings and Recommendation Conclusions Conclusion The role of school counsellors for gifted and talented students has been discussed widely in the literature. However, school counsellors urgently need to be provided with the appropriate skills in the areas of education and psychology so that they are capable of providing guidance to talented students and thereby respond to their needs in a way that will boost the educational process in the school. Counselling gifted students and their relatives is one of the mainly challenging and satisfying functions for a counsellor. Gifted students have wonderful variability, not only in their cognitive capability, but in their affective progress. While there are obviously frequent themes in the social-emotional issues tackling gifted students, there are also reflective individual differences amongst them. The talented student faces numerous problems that make life hard for him at school. However, anxiety and tension may affect his social life as well as forcing him to live in isolation. Moreover, decisions in relation to gifted learners should be part and parcel of a wider programme. This implies the identification of the task as being one which helps children conform with their culture, or empowers children to advance in their society, or challenges social, political and economic inequalities. Schoolcounsellors receive little specific training on the affective needs of gifted students and it is rare for counsellor training programmes to require counsellors to take a course on gifted students as a degree requirement. The role of the school counsellor is to develop the skills of the pupils in general, giving special attention to those who are talented and innovative by discovering their areas of interest, and by responding to their needs in a way that will achie

Boeing Organizational Strategy

Every company has a certain way that they organize their company. No two companies are run the same or organized the same way. Boeing also has a unique organization strategy. It is broken up into eight divisions. They are as follows: communications; engineering, operations and technology; finance; government operations; human resources and administration; internal governance; international; and law department. Below is a description of all of the different departments and their purposes. Communications The communications department is in charge of communications between the company and what it refers to as it’s â€Å"stakeholders.† Stakeholders are anyone who has anything to lose or gain from Boeing. Employees, customers, shareholders could all be considered stakeholders. The goal of the communications department is to make sure that the stakeholders hear news about Boeing from them directly, and not from a third party orginazation. Engineering, Operations and Technology The engineering, operations and technology department is responsible for the mechanical part of the Boeing company. They are responsible for ensuring that the products they produce are up to industry standard and represent the company in the way the Boeing wishes to be represented. They are also responsible for managing any technology investments that Boeing may have around the world. Finance The financial department of Boeing is mainly responsible for the monetary side of the company. They keep track of the company’s finances and are in charge of conducting the business that needs to be accomplished. Some of their responsibilities include paying the bills, and collecting on debts when necessary, auditing other departments to ensure accuracy in all financial records and setting budgets for all departments to ensure that the company will continue to prosper. Government Operations The government department is mainly responsible for ensuring that all of the products that Boeing produces and their emissions, the factory emissions, and all things about Boeing are abiding by the law. Human Resources and Administration Human resources and administration is in charge of ensuring that the employees of Boeing are taken care of and that laws are followed when it comes to labor laws and labor unions. Human resources is in charge of hiring people to operate factories and management for the companies. International The international department is in charge of the international aspect of Boeing. They are to ensure that imports and exports follow trade laws and are done correctly. The international department also oversees foreign sales and and laws and regulations that go with it. Law Department The law department is responsible for all aspects of Boeing that have to do with compliance to the laws of the land, whether that be nationally or internationally. It is comprised of lawyers and legal advisors ensuring that the letter of the law is being followed.

Abnormal Psychology- Schizophrenia

Abnormal Psychology – Schizophrenia Introduction There are a number of problems with defining psychological abnormality. They include problems with cultural relativity and social norms, what is normal within one culture or society may be considered abnormal within another. There are also problems with statistics as some abnormalities have too few or too many statistics to compare and the statistics may not always be reliable. Under the medical model all psychological disorders are considered illnesses. There are two classification systems to diagnose different disorders.These are the International Classification of Diseases & Health Related Problems (ICD) and Diagnostic & Statistical Manual of Mental Disorders (DSM). The most up to date editions currently in use are ICD-10 and DSM-IV although DSM-V is due to be released in May 2013. (Jabr, F (2013)) Schizophrenia According to the World Health Organisation (WHO) schizophrenia is a severe form of mental illness. It is a treatabl e psychological condition that affects 24 million people worldwide. It mainly affects 15-35 year olds and is more likely to occur in males but anyone of any age or gender, can develop the condition.It affects thinking, perceptions and language and causes the patient to hear voices and to have hallucinations and delusions. Symptoms ICD-10 diagnostic criteria †¢ At least one of: o Thought echo, thought insertion/withdrawal/broadcast o Passivity, delusional perception o   Third person auditory hallucination, running commentary o Persistent bizarre delusions †¢ or two or more of: o Persistent hallucinations o Thought disorder o Catatonic behaviour o Negative symptoms o Significant behaviour change †¢ Duration o    More than 1 month †¢ Exclusion criteria o Mood disorders, schizoaffective disorder Overt brain disease o Drug intoxication or withdrawal (Wing, J. K. & Agrawal, N. (2009)) Behavioural Explanations and Therapies The behavioural approach suggests that sch izophrenia is simply learned behaviour learned through operant conditioning. Sammons (2008) suggests that the reason schizophrenia tends to run in families is due to children learning the behaviour from their parents. Social learning theory also suggests that although there may be some symptoms present once a patient is around others with schizophrenia they learn symptoms by seeing others demonstrate them.It is difficult to explain how the hallucinations and delusions suffered by a schizophrenic can be explained as learned behaviour; true behaviourists think this is irrelevant as they are only concerned with the physical behaviours not what is happening in the mind. Paul and Lentz (1977) carried out a study into operant conditioning as a treatment for schizophrenia. They set up a token economy on a hospital ward where they rewarded patients for appropriate behaviour by giving them tokens that they could exchange for luxury items.It was found that only 11% of the patients in the test group continued to require drugs for their symptoms compared to 100% of the control group. (AQA, (2010)) This demonstrates that operant conditioning as a treatment is very effective; however behaviourists do not care whether the patient is still hearing voices as long as they behave like they are not. In the Paul and Lentz study the patients may still hear voices but have simply learned that if they behave as though they are not they will be rewarded. This means that the schizophrenia has not actually been cured. Biological Explanations and TherapiesThere have been a number of studies conducted that suggest there is a biological cause for schizophrenia. Through family resemblance studies it has been discovered that a normal person with no family history of schizophrenia has around a 0. 2-2% chance of developing the condition, whereas a person with one schizophrenic parent has a 13% chance of developing it. The chances increase to 46% if both parents have the condition. (Head, P (20 12)) This information may not be reliable as it was based on information from records and memories and memories can easily be distorted or misinterpreted.The Copenhagen High –risk study looked at children aged 10-18 and classified them into low risk, of developing schizophrenia, and high risk groups. They removed the risk of environmental factors that could distort the results by grouping the children by age, gender, residence and economic status. This made the study highly reliable as it meant the only factor that should affect results was genetics. The study found that only 1. 9% of children in the low risk group developed schizophrenia whereas 16. 2% of the high risk children did.This shows support for the genetic explanation for schizophrenia. Iverson (1979) carried out post-mortem studies. He found that there are high levels of dopamine in brains of schizophrenics. It is suggested that schizophrenia is caused by high levels of dopamine in the brain or more dopamine recep tors in their brains. This is supported by the success of chlorpromazine drugs as a treatment for the condition. There are however problems with this explanation. One problem is that there is no evidence that excess dopamine causes schizophrenia.It could be that schizophrenia causes excess dopamine. (AQA, 2010) Biological treatments for schizophrenia are anti psychotic drugs and chlorpromazine which blocks dopamine receptors in the brain. These drugs have been proven to work as they reduce the number of patients spending a long time in hospital; however drugs are not a cure. They only control the symptoms if a patient stops taking these drugs the symptoms will soon return. This is known as the ‘revolving door syndrome. ’ There can be a number of reasons for this to happen; firstly a patient may ave a fear of getting well. The patient may find it difficult to imagine life without schizophrenia or enjoy some part of it. Another reason is that the patient may stop taking t he drugs they are prescribed due to side effects. (Fritscher, L (2012)) The side effects of these drugs can include drowsiness, dizziness, disturbed vision, weight gain, blood clots and tremors. (Net doctor (2012)) Patients may feel that the side effects are worse than the original illness and stop taking the prescribed medication which then starts the cycle again. Psychodynamic Explanations and TherapiesThe psychodynamic explanation for schizophrenia is that the Ego is being over taken by either the Id or Superego. Freudians would suggest that there has been a problem in childhood, most likely a problem with the mother, the ego doesn’t develop as well as it should which means the id can easily take control. (Sammons (2008)) The Ego looses control and the patient will enter a child like state, known as ‘primary narcissism’, which causes fantasy to be confused with reality and delusions of self importance which cause the patient to be highly demanding similar to a baby.Hallucinations and delusions are caused by the Ego trying to regain control and reality. There are problems with the psychodynamic approach; firstly there is no scientific evidence to support the explanations. Secondly it has generally been regarded that since anti psychotic drugs work to treat the symptoms that the biological explanation is more reliable. (Sammons (2008)) Freud did not see any point in treating schizophrenics as he believed that it had been caused by the broken ego which is the part of the psyche that he would engage with, as this was so badly damaged he believed there was no way to cure schizophrenia.More recently the main psychodynamic treatment for schizophrenia has been psychotherapy. Rosen (1946) brought patients into a child like state to be able to then nurture them to redevelop a strong ego and ultimately rebalance the psyche. There have been problems with this form of treatment as it is out of date and the results that were found by Rosen are less li kely to be effective today as the definition of schizophrenia has changed and the cases Rosen treated would not be considered to be schizophrenic today. Also Drake & Sederer (1986) actually found that his form of therapy could worsen symptoms and prolong the patients stay in hospital. Cognitive Explanations and Therapies The cognitive approach agrees with the biological evidence that there is a high genetic contribution to schizophrenia but realises that there must also be other causes and it is important to take these into account. The cognitive model suggests that although genes can create a disposition to develop schizophrenia it only actually develops as a response to stresses such as trauma or infections.Cognitive psychologists fail to take environmental factors such as family and lifestyle into account. Cognitive psychologists believe that the faulty thought patterns are what cause schizophrenia and not a result of the condition. It is suggested that there is a fault with the way in which schizophrenics process information and that it is difficult for them to filter out irrelevant information. Hemsley (1993) suggested that schizophrenics have problems processing information in their memories and new information coming in. It is also suggested that there is a problem with the functioning of the in built schemas.Hemsley explains that the reason schizophrenics hear voices is because they do not realise that their thoughts come from memories and therefore believe them to be voices. There is however very little evidence to support Hemsley’s ideas except for some research on animals which cannot be directly compared with human behaviour. Frith (1992) suggested that people with schizophrenia find it difficult to distinguish whether the information is coming from an internal or external source. He believed that most of the symptoms of schizophrenia can be explained by problems in three different cognitive processes.The first is the inability to generate w illed action. The second is the inability to monitor willed action, and the third is the inability to monitor the beliefs and intentions of others. Frith suggests that these problems come from faulty wiring in the brain. There is evidence to support this from his study where he gave specific tasks to schizophrenics and monitored the cerebral blood flow. He found that this was different to what he would expect to see in a person without schizophrenia. The cognitive explanation of schizophrenia is very popular in terms of helping ordinary eople understand the condition. It is also made more reliable by the fact that they take into account other factors such as genetics as well as psychological factors. The cognitive approach also has limitations as although it does well to explain the symptoms of schizophrenia it cannot explain the causes alone without looking at the biological model. PAGE 13-14 Conclusions In conclusion there are a wide range of explanations for schizophrenia includi ng genetics, environment and traumatic experiences. There are also a wide range of treatments including drugs, psycho therapy and behavioural therapy.All of these explanations and therapies have credit on their own but also have limitations. The best way to treat schizophrenia is through a combination of treatments such as drugs used with cognitive-behavioural therapy. Most people with schizophrenia are managed through treatments however many people will relapse. This would then trigger a new round of treatments. Continued support even after recovery helps to reduce the chances of relapse. (NHS choices (2012)) References o AQA, (2010) schizophrenia: Explanations and treatments [online] available from: www. aqabpsychology. co. k/2010/07/schizophrenia-explanations-and-treatments [accessed 5. 2. 2013] o Fritscher, L (2012) Revolving Door Syndrome [online] available from http://phobias. about. com/od/glossary/g/Revolving-Door-Syndrome. htm [accessed 11. 2. 2013] o Head, P (2012) Biologi cal Explanations of Schizophrenia [online] available from: http://www. springwood. norfolk. sch. uk/Downloads/Psychology/BIOLOGICAL%20EXPLANATIONS%20OF%20SCHIZOPHRENIA. pdf [Accessed 6. 2. 2013] o Jabr, F (2013) The Newest Edition of Psychiatry’s â€Å"Bible,† the DSM-5, Is Complete [Online] available from: http://www. scientificamerican. om/article. cfm? id=dsm-5-update [Accessed on 11. 2. 2013] o Net Doctor (2012) Chlorpromazine – Side Effects [online] available from: http://www. netdoctor. co. uk/brain-and-nervous-system/medicines/chlorpromazine. html. [Accessed 11. 2. 2013] o NHS Choices (2012) Schizophrenia – Living with [online] available from: http://www. nhs. uk/Conditions/Schizophrenia/Pages/living-with. aspx [accessed 6. 2. 2013] o Sammons (2008) Schizophrenia [online] available from: http://www. psychlotron. org. uk/resources/abnormal/A2_AQB_abnormal_schizophreniaPsyBehActivity. pdf [accessed 5. 2. 2013] Wing, J. K & Agrawal, N. (2009) Concepts of Schizophrenia [online] Available from: (http://www. health. am/psy/more/icd-10-and-dsm-iv-concepts-of-schizophrenia/ [accessed: 2. 2. 2013] Bibliography o Mcleod, S. (2008) Abnormal Psychology [online] available from; www. simplypsychology. org/abnormal-psychology. html [accessed 5. 2. 2013] o WHO (2012) Mental Health – Schizophrenia [online] available from: www. who. int/mental_health/management/schizophrenia/en/ [accessed 5. 2. 2013] http://alevelpsychologynotes. blogspot. co. uk/2007/10/schizophrenia. html by TAZMANIAN_DEVIL a 2007

Mexican Immigration essays

Mexican Immigration essays Since September11th our nations immigration awareness has heightened to a degree not seen since WWII. The citizens of America now look at every immigrant, whether legal or illegal like a suspect. Weve cracked down on the countries outside of the North American continent, but what about Mexico? In this paper, Ill take a look on my plan for Mexico. On how we can reduce the number of Mexicans coming into America, and increase their morale at the same time. Ive seen such articles as Bush Hopes to Mend Mexico Ties (USA Today, January 12th, 2004) or Employers praise Bushs guest workers plan (USA Today, January 8th, 2004) however I have yet to see anything actually being done. A plan is a plan, not an action. Make it an action. And if these so called plans have been put into motion, why not report it to the people. If the people of America believe immigrants coming up from Mexico in such large numbers are hurting us, why not inform the people that something is trying to be done about it. Which brings me to another item of debate, if we can go into Iraq and liberate their people, why cant we go into Mexico and help the people? The people of Mexico do not need a complete government renovation like Iraq did. They just need someone to bluntly tell them that this way isnt working. Just helping industries is not the answer. You have to help the actual people. Mexico has several natural resources such as petroleum, silver, copper, gold, lead, zinc, natural gas, and timber. And doesnt the world need more of those resources? I believe we do. We should work with the Mexican government to come up with some plans and actions that we can take to put some life back into the people. Currently the Mexican government is working on boosting their economy, by welcoming privatized industries; however, progress is going extremely slow. If America were to invest s...

Free Essays on Importancia De La Familia

Podrà ­a decirse con certeza que la familia es para el hombre algo totalmente necesario y por ende, se asume que es la forma que mejor permite al ser humano desenvolverse en la sociedad, puesto que entrega los valores, el apoyo y el carià ±o bsicos para toda persona. El vivir en familia es algo que se tiene completamente asumido; nadie nos pregunta al nacer si lo deseamos o no, sino que simplemente es algo impuesto. En el texto de Jean-Jacques Rousseau, â€Å"Del Contrato Social†, el autor se refiere a la familia como primer modelo de sociedad polà ­tica, y primera instancia en que el hombre enajena su libertad, aunque por utilidad propia. Aquella descripcià ³n hizo que me planteara la verdadera razà ³n de ser de una familia, es decir,  ¿Cul es la funcià ³n que la familia debiera cumplir en nuestras vidas? y yendo ms a fondo,  ¿Podemos decir que estamos sacrificando nuestra libertad individual al vivir de esta manera? En primer lugar, serà ­a irreal pretender que a edades en que ni siquiera tenemos capacidad de dominio de nuestros actos, nos pudià ©ramos desenvolver completamente solos. Es inevitable entregar entonces nuestro cuidado a un ser mayor, y porquà © no hacerlo a nuestros padres, que son las personas que nos trajeron al mundo, y por ende, siempre estarn velando por lo que sea mejor para nosotros. Desde este punto de vista, sà ­ renunciamos a parte de nuestra libertad personal, pero lo hacemos por necesidad, o como decà ­a Rousseau, en funcià ³n de nuestra propia utilidad. Muchas veces debemos obedecer ciertas reglas que nos imponen los padres, y sobretodo cuando no estamos de acuerdo con ellas, sentimos que se nos est privando de nuestra libertad. Sin embargo, se debe tener una visià ³n ms amplia, entender que ellos estn viendo las cosas desde una perspectiva ms sabia, y que todo lo que hacen lo hacen por nuestro propio bienestar. Ms aà ºn en la adolescencia, tendemos a creer que sabemos las cosas mejor que na... Free Essays on Importancia De La Familia Free Essays on Importancia De La Familia Podrà ­a decirse con certeza que la familia es para el hombre algo totalmente necesario y por ende, se asume que es la forma que mejor permite al ser humano desenvolverse en la sociedad, puesto que entrega los valores, el apoyo y el carià ±o bsicos para toda persona. El vivir en familia es algo que se tiene completamente asumido; nadie nos pregunta al nacer si lo deseamos o no, sino que simplemente es algo impuesto. En el texto de Jean-Jacques Rousseau, â€Å"Del Contrato Social†, el autor se refiere a la familia como primer modelo de sociedad polà ­tica, y primera instancia en que el hombre enajena su libertad, aunque por utilidad propia. Aquella descripcià ³n hizo que me planteara la verdadera razà ³n de ser de una familia, es decir,  ¿Cul es la funcià ³n que la familia debiera cumplir en nuestras vidas? y yendo ms a fondo,  ¿Podemos decir que estamos sacrificando nuestra libertad individual al vivir de esta manera? En primer lugar, serà ­a irreal pretender que a edades en que ni siquiera tenemos capacidad de dominio de nuestros actos, nos pudià ©ramos desenvolver completamente solos. Es inevitable entregar entonces nuestro cuidado a un ser mayor, y porquà © no hacerlo a nuestros padres, que son las personas que nos trajeron al mundo, y por ende, siempre estarn velando por lo que sea mejor para nosotros. Desde este punto de vista, sà ­ renunciamos a parte de nuestra libertad personal, pero lo hacemos por necesidad, o como decà ­a Rousseau, en funcià ³n de nuestra propia utilidad. Muchas veces debemos obedecer ciertas reglas que nos imponen los padres, y sobretodo cuando no estamos de acuerdo con ellas, sentimos que se nos est privando de nuestra libertad. Sin embargo, se debe tener una visià ³n ms amplia, entender que ellos estn viendo las cosas desde una perspectiva ms sabia, y que todo lo que hacen lo hacen por nuestro propio bienestar. Ms aà ºn en la adolescencia, tendemos a creer que sabemos las cosas mejor que na...

Belkiz Feedaway Essay Example | Topics and Well Written Essays - 500 words

Belkiz Feedaway - Essay Example Assuming that I sell the portable feeding chair at the price of US$150 each, the company will have a demand of as much as 500 pieces of portable feeding chair per month. In case I decided to sell the portable feeding chair at the price of US$350 per chair, the company will be able to sell only 200 pieces of its portable feeding chair per month. (See Graph I – Investment on Price Elastic Product (Portable Feeding Chair) below) A portable feeding chair made out of strong recyclable cardboard is considered as a homogenous product. It means that the product itself can be easily copied by other cardboard manufacturers. For this reason, it is not advisable on the part of Belkiz Feedaway to sell its product as inelastic product. By maintaining the price elasticity of demand, the company will be able to continuously sell the product all year round. To determine the best pricing strategy for Belkiz Feedaway’s portable feeding chair, there is a strong need for the marketing manager to conduct a market analysis which includes market segmentation, targeting, and positioning of the product in the market. Since a portable feeding chair is designed for toddler’s use, the target markets for this product are couples or single parent with new born child. Based on statistics of newborn children each year, the company could estimate roughly how big its potential market is within the United States. Since this product is relatively new in the market, the company can take advantage of pricing the product not too high and not too low. Since there are no other substitute for this product in the market as of the present time, the company has more bargaining power over its target consumers. With regards to product pricing, it is important to consider the volume of portable feeding chair the company can produce. Even though demand for the product is high, the availability of supply could also affect the pricing of the product until such point that the

Thorstein Veblen Paper Essay Example | Topics and Well Written Essays - 1500 words

Thorstein Veblen Paper - Essay Example In his first, famous book, the theory of Leisure Class, he coined the system of spending as being â€Å"conspicuous consumption†. He was intensely critical of businessperson concerning their greedy and the tendency of spending money for things, which are not even productive. Thorstein Veblen described the wealthy class using hyperbole and some humours in order to show hierocracies of people who are wealthy. This paper will try to analyze the impacts of economics that Thorstein Veblen has contributed to, in the field of the economics (Peil, 2009, p.121). Impact of Thorstein Veblen in the field of economics Veblen in the field of economics makes his readers aware of American small-scale, which was intensely competitive was giving its ways for the large-scale monopoly trusts. He further explained by emphasizing that the monopolistic practices administered prices, which meant that, there was a charge in what the traffic will bear; as well as, the limitations of producing high qual ity for the sake of raising the prices and maximizing the profits. However, the case of the emergence of the leisure class which led to wasteful as well as, conspicuous consumption for status. ... While technological knowledge to be the common stock that is held as well as, carried forward by the community collectively, but it is not a creative achievement of the individuals who are working in isolation of self-sufficiently (Veblen, 2004, p. 103). Veblen continued to argue that every new invention in addition to innovation comes in, to a given degree, which is made by individuals. However, he is a social individual because every change made must always be made by individuals who are immersed in a community plus exposing to disciplines of the group life because it runs in the community and all life are group life. Subsequently, welfares that are generated by the social wealth are substitutes to the material output; however, it is a necessary condition, which is suggested to be for the long-term developments of the material output (Krugman, 2009, p.124) The bonds of interaction may be fragile, while the human society may be at a lower level of development if there fails to be st ructures of the community as well as, trust. Technology knowledge has become a common theme that is used in economics today. However, the study shows that, in some states for example Kerala, which is in India, the social wealth provided a foundation for high standards of living but less Gross Domestic Product (GDP) per capita. A similar notion that seemed to have the same meaning to that of Veblen was developed. The notion was all about the social structures of schools accumulations. The institution is that to be suitable for providing a reproductive foundation for the growth and accumulation, since social wealth is able to promote growth at the same time to be essential to dimensions of the quality life. He explains further by analyzing that when