Long or Short Vacation

Name: Phan Thi Thanh Giang Email: [email  protected] com ESSAY 1 Topic: Some people believe that students should be given one long vacation each year. Others believe that students should have several short vacations throughout the year. Which viewpoint do you agree? Use specific reasons and examples to support your choice. No one can deny that a vacation has many benefits for students. In Viet Nam, it has long been a controversy whether give a vacation should be long or short. Most of students think that is great if they have several short vacations each year while others disagree. Both opinions have their own advantages and disadvantages.From my point of view, it is better to have several shorts vacations throughout the years. The reasons are as follows. In my personal experience, almost people like vacations especially students. Short vacations can help students decrease pressures or depressions from their overloaded study, hard examinations and parents’ desires had better than a long vacation. Speaking of study pressures, students always live in a tense state in which they have to cope with a plenty of continuous problems; a series of required knowledge they must study and a chain of examination they must take are ruining children’s pure mind day by day.To deal with this, one short vacation will be capable of giving a hand to the children who are in need of help to decreases these stresses. The students will have enough time to adapt to occurrence and balance their daily life, their academic study after sorrows. If there’s only one long vacation per year, the students will only have one chance to face one stress while continuous matters happen steadily during the terms. In addition, students can regain energy easier and better by several shorts vacations. Shorter vacations are more rejuvenating.During the year, I am able to take several short trips to smaller towns, beaches, mountains in the surrounding area of where I live and I feel so much more refreshed when returning to study after one of these short vacations. Similarly, with short vacations I am able to sometimes go by myself or take friends, so there is always a sense of variety with each trip. By contrast, one long vacation can be tiring and at times quite boring. Indeed, after a long vacation, it is so difficult to restart my studying with highest efforts. In almost cases, it takes long time to adapt to study environment.Finally, short vacations make both students and their parents arrange plans for entertain or travel easier than one long vacation. The parents can send their children to short-term holiday camps or just have them travel. Likewise, the students in university can take short tours to domestic vacation spots. Such travels cost less money and are more available than long tours. Take my relationship for an example. Last summer holiday, my uncle sent my cousins to my grandmother because he did not have time to care of them in approximated 2 mo nths. On the other hand, for one-month vacation, my aunt sent her son to â€Å"Army-term summer trip†.He said to me that the trip is the wonderful experience. The issue whether students should be given one long vacation each year or they should have several vacations throughout the year is the one that is open for debate. Although a long vacation has also some advantages, I think short vacation is better in many ways. Students have more chances to decrease pressures or depressions from their overloaded study, hard examinations and parents’ desires. They can also regain energy easier and better. In addition, short vacations make both students and their parents arrange plans for entertain or travel easier.

Curricular Implications for Students Essay

Efficient administrators must make certain their schools are in compliance with district, state, and federal educational guidelines. These statutes include identifying and delivering specified instructional lessons for students who qualify for services under Section 504 of the Rehabilitation Act of 1973, Individuals with Disabilities Education Act (IDEA), and the students who qualify for ESOL (English for Speakers of Other Languages). Academic leaders who ensure compliance among these regulations and educate themselves on the appropriate instructional practices, will properly assist their teachers and students in finding academic success. Section 504 of the Rehabilitation Act of 1973 was originated to ban intolerance and expel obstacles against any person who has a disability but who does not qualify for Special Education Services in an academic setting. The objective of Section 504 is to provide access to federally funded programs for students who qualify for this regulation. Educational organizations are required by law to offer an equivalent and equitable education to students who have a disability and who need modifications and accommodations in order to be successful in any educational program or service. When providing services and curriculum under Section 504, administrators at my case study school must ensure their teachers are supplying students with the correct accommodations and modifications. Accommodations permit the students to obtain the same course of study as a general education student without making changes to their coursework. Students who qualify for Section 504 at my case study school receive additional time to complete assignments, changes in the presentation and delivery of the subject matter, provided with a setting that is comfortable for the student to complete his/her work within, and an environment that will help students access the same information as their general education peers. There are numerous vital administrative implications under Section 504 of the Rehabilitation Act of 1973. My case study school administrators educate and involve themselves in the process of identifying, assessing, and providing the right accommodations and modifications for students who qualify for Section 504. When principals take the time to help write 504 Plans, they know exactly what the qualifying student needs in order to be successful in an academic setting. Additionally, the administrators I work with must continually be aware of their students’ academic statuses, continually provide students with proper assistance, and offer their teachers the correct professional development opportunities to keep up with current research-based teaching methods and strategies. Jane Doe, my case study school administrator, has educated herself on the purpose of Section 504. She follows all guidelines and educates her teachers, staff, stakeholders, and students on the importance of protecting students with impairments from discrimination that may be related to their specific and individual disabilities. Ms. Doe also knows that the evaluation and placement procedures for students who may qualify for a 504 Plan requires that the students’ specific information must be obtained from a variety of reliable sources and that all prior, current, and post data must be documented and considered during the entire evaluation and decision making process. In addition, my case study administrator knows it is of equal importance to consistently inform parents about the Section 504 process. Parents need to be effectively educated on this entire process and learn how they can assist their child at home. The administrative team at my case study school consistently involve themselves in the 504 Plan process by sending home the required notices to parents regarding identification, evaluation, and/or placement in addition to notification of the periodic reevaluations of students with 504 plans. Although Section 504 does not specify any timelines for initial placement, the earlier the detection, evaluation, and eligibility, the earlier interventions can be put into place for the success of the student who has been given a 504 Plan. Students at my case study school who have 504 Plan accommodations and modifications remain with their peers in a basic education classroom throughout the day and are provided with equal and equitable access to their coursework. Their teachers are certified in the area of educating students with 504 plans and provide students with the accommodations and modifications they need to find success in their classes. My case study school principal takes an active role in the identification, evaluation, and planning of all 504 implications. She assists in the decision making process and communicates openly and effectively with the parents and other family members in the 504 educational planning for each particular student in my case study school. She also informs all stakeholders of 504 eligibility rates and gives them the strategies that will be implemented to help these students succeed in their school, community and life. The Individuals with Disabilities Education Act (IDEA) is a federal mandate that regulates how educational agencies supply children with disabilities early intervention services, special education classes, and additional assistance that is equitable to a general education student who does not have a disability. The services under the IDEA law are offered to children from birth to age 21. Students who qualify for services under the IDEA Act are taught with standards based approaches that include evidence of performance goals and indicators within their Individualized Education Plan (IEP). My case study school uses a curricular approach, also known as standards based education when planning the educational future for the students who qualify for IDEA. This type of standards based education, has four essential parts to assist students in achieving academic success. First, guidelines are made for what students should know and be able to do at various grade levels in my case study school (grades 9-12). Next, the curriculum for each particular student is then designed. This curriculum is based on the initial guidelines of standards based education and the grade level of each particular student. Depending on the chosen curricula for each student, teachers must then devise personalized and differientiated course work and effective instructional strategies that will assist in the students’ academic success. These strategies must be appropriate for each individual student. Finally, students are evaluated at different junctures in their school career to determine how wel l my case study school is assisting students to meet the set standards. Standard based education is the best fit for the students at my case study school. â€Å"By setting high standards, individualizing the curriculum and instruction, and holding teachers accountable for how well their students are meeting the standards will help educational quality rise for all our students†. (Jane Doe, January 25, 2010). Parents of the students who fall under the IDEA provisions, must receive written notice that pertains to the identification, evaluation, and placement of their child in any special education program. The administrative team at my case study school ensures this mandate is followed. They specifically write and send home these notices to parents and attend the meetings that pertain to special education classes. My case study administrator feels it is important to develop relationships with these parents so they are educated and comfortable with their child’s IEP (Individualized Educational Plan). In addition, she has developed a â€Å"Family Education Night† specifically for parents of students who fall under the IDEA provisions. By developing family educational programs and other support programs for parents of students with disabilities, she is educating and engaging the families so they can share the decision making process for students with exceptional learning needs. My case study administrator also provides ongoing communication and collaborates with them as well as other administrators in similar instructional settings to improve the special education services at her school. My case study administrator ensures her teachers are using effective instructional strategies for the success of her students who are placed in her school through the IDEA mandates. In order for her to supply these students with a Free, Appropriate Public Education (FAPE), Ms. Doe and her administrative team work with all special education teachers to assist in the specially designed instruction that will meet the distinctive needs of students with disabilities. Ms. Doe also gives her teachers and herself the opportunity to attend numerous professional development offerings. It is at these meetings that her and her school’s teachers learn about the important research-based instructional strategies and programs that will have the most profound affect on the students who are protected by the IDEA rules and regulations. My case study administrator wants her teachers to learn the most effective and specially designed instruction for the benefit of their students. â€Å"All studen ts at my school will be given the fullest educational opportunity where they will learn how to overcome their disability and find success in school and life†. (Jane Doe, January 27, 2011). In addition to the mandates and guidelines for students with disabilities, there are also regulations and laws that must be followed for our English Language Learner (ELL) education. Administrators must ensure their academic institutions are providing ELLs with programs that utilize scientifically researched based materials and strategies. They must also ensure the teachers who are instructing ELL students are ESOL certified or endorsed. Choosing the appropriate programs, lessons, and strategies for ELL students is important to their success in acquiring English language skills while also becoming successful learners. In order for my case study school to be in compliance with state and federal mandates, the administrative team ensures their ELL students are given equal access to all curricular realms at the school, modifications are made in all subject areas within the classroom, and the ELL students are given appropriate resources to assist in the acquisition of the English language. In the U.S. Supreme Court Case, Lau vs. Nichols of 1974, it states that all ELL students should have equal access to the same programs as basic education students. My case study school is in compliance with this mandate. They comply by testing ELL students in their native language to see if the student qualifies for our school district’s Gifted Program or the Advanced Placement (AP) classes. This programmatic access allows the ELL population the chance to accelerate their learning even though they may not be proficient speakers, readers or writers of the English language. â€Å"Even though a student may not be able to speak the English language, that student may still be eligible for Gifted and or Advanced Placement (AP) Programs†. (Jane Doe, January 27, 2011). While access to all academic programs in school is a mandate for all ELL students, the teachers of these programs must also make academically appropriate modifications for the ELL students in order for them to achieve academic success. Under the U.S. Fifth Circuit Court Case, Castaneda vs. Pickard of 1981, school districts are required to follow specific guidelines in programs serving ELL students. One specific guideline within my case study school’s ELL Program is that all work assigned to ELL students must be modified to the level and understanding of that particular ELL student. This same court case mandates that ELL programs must be given adequate resources and personnel. My case study school complies by this ruling by the hiring and training of a bilingual ESOL instructional assistant to work with the ELL students in their native language. This person attends classes with ELL students to help translate the lesson or activity the teacher is delivering to the student in their native language. This ESOL instructional Assistant is a resource the students in the ESOL program need to utilize for their success in academics and in their success of the English language acquisition. My case study administrator also provides the ELL students with the appropriate resources and textbooks for their learning. All ELL students are given a textbook in English and a textbook in their native language. This allows them to have a side by side resource to learn from. It also allows them to be able to translate the information more efficiently and effectively. In addition, my case study administrator sends the teachers of ELL students to appropriate professional development trainings so they can learn the newest and most influential researched-based activities for our ELL students to learn from.

Frankenstein Media Coursework Essay

Frankenstein or The Modern Prometheus was Mary Shelley’s own Prodigy and one of the greatest novels known in literature; some claim it was the first science fiction novel of any type which blends gothic horror and romance and reveals the terrifying consequences of playing God. It all began in the summer of 1816 at the famed Villa Diodati on the shores of Lake Geneva where Lord Byron had challenged Mary Shelley to write a ghost story which would later become precursor of science fiction ‘Frankenstein’. She completed the novel in 1817 and the first edition was published in 1818. The novel was written in the ‘Romanticism Period’ which was an artistic intellectual movement which used strong emotion, imagination and freedom within. Mary Shelley’s ‘Frankenstein’ is undoubtedly one of the most literary triumphs of this period. While a prisoner of war the director James Whale learned to write stage plays and that is how his talent first became known to him. This talent eventually led him to Hollywood in the 1930’s along with the play ‘Journeys End’. One of the best horror movies James Whale directed was ‘Frankenstein’ aspects of him being socially different (him being a homosexual) were detected in this film for example the rejection of the monster could reflect him being rejected in society. The 1920’s and 30’s saw ‘The Great Depression’ and ‘The Golden Age of Hollywood’. The Great Depression A. K. A The Wall Street Crash happened in October 1929. The debts of Hollywood tripled to $410 million dollars due to The Depression. The kind of movies that Hollywood produce during The Depression changed due to the public mood, more cynical characters were created to reflect a sense of despair e. g. gangsters and prostitutes. Public pressure disallowed pre-martial sex, immoral and criminal activity to be shown this was the reason why scenes from the Frankenstein film were cut due to public pressure and the risk of boycotting from the public. Kenneth Branagh was born on 10th December and is the best known Shakespeare interpreter of the 20th century and is an icon as he could direct and act, this led him to win 2 Baftas and 1 Emmy. Many ideas could have triggered the idea for Branagh’s ‘Mary Shelley’s Frankenstein’. One of these ideas was the science breakthrough cloning: In 1997 on 22nd February the first ever cell was created and claimed life. The fighting of other countries carried on and many innocent lives were lost, this could have encouraged Branagh making a film with the idea of bringing people back from the dead and being able to play god. ‘Media Products of their time’ are innovations which may adapt people’s lives, society, politics, culture, religion, moral and philosophical ideas within their time. For me to analyse whether or not the films are ‘Media Products of their time’ I will look at the techniques they use and whether or not they reflect the society, law, censorship, technology, morals and politics etc. of their time.

Short Story Fiction paper Essay Example | Topics and Well Written Essays - 1000 words

Short Story Fiction paper - Essay Example â€Å"The Necklace† relates Mathilde’s attitude towards life and her struggle to face the consequences of her actions. The character of Madame Loisel, and its appeal to the reader, undergoes dramatic change as the story progresses. The reader is scornful of the shallow protagonist who makes her appearance at the start of the story. As the narration progresses, Madame Loisel undergoes a transformation and the reader empathizes with Madame Loisel and her struggle. â€Å"The Necklace,† is a poignant tale of human folly. It is also a tale of transformation and human redemption. Madame Loisel is a dissatisfied woman whose social pretension leads to disaster, but she redeems herself to emerge as a woman of genuine character and strength. At the beginning of the narrative, Mathilde Loisel is a dissatisfied housewife. She is constantly aware of â€Å"The contrast between her charm, her innate good taste, her beauty on the one hand, and the mediocrity of her life as the wife of a government employee, on the other† (Donaldson-Evans, 167). She feels that she is destined for better things and bitterly resents her position. Madame Loisel foolishly disdains what she has and hankers after what might have been. She spends hours dreaming of â€Å"every delicacy and every luxury† (Maupassant, 3) which her modest means cannot afford. She contrasts every aspect of her present life with the luxury that could have been hers under more fortunate circumstances: her poor furniture with exotic tapestries and glowing lamps, her humble maid with grand footmen and her simple meals with rich feasts eaten on silver platters. Madame Loisel is obsessed with the tantalizing dreams of wealth. She does not appreciate the fact that Loisel loves her and that her â€Å"hapless husband is forever bending over backward to please† her (Donaldson-Evans, 168). Loisel gets tickets to the party with great difficulty and is â€Å"disconsolate† with his wifeâ €™s tears over the lack of an appropriate dress. He sacrifices his own dreams of buying a hunting piece in order to furnish her with a new dress. Although she is married to a man who cherishes her in every way possible, she remains wrapped up in her dissatisfaction:  Ã¢â‚¬Å"And she wept all day long, from chagrin, from regret, from despair, and from distress† (Maupassant, 6). Her days are filled with sorrow. She does not derive any pleasure from life. She rejects the reality of her existence to imagine another filled with the trappings of a superior social position. Madame Loisel’s yearning for social recognition and wealth leads to her downfall. The ruling passion of her life is â€Å"to please, to be envied, to be seductive and sought after† (Maupassant, 5). She is so obsessed with the outer trappings of social position (jewelry and dresses) that â€Å"she loved nothing else; she felt herself made for that only (Maupassant, 5). When her husband secures t ickets to the prestigious party, she does not appreciate his concern but throws the invitation at his face. Although she is aware that their straitened financial circumstances do not warrant the purchase of a new dress, she rails against Loisel and â€Å"her indignation leads to irritability and depression† (Donaldson-Evans, 167). Once this hurdle is overcome, she desires jewelry. Rejecting the alternative of fresh flowers, she borrows the necklace from her friend. She is so enraptured with the jewelry that â€Å"

Critically analyse the extent to which the courts rely on policy Essay

Critically analyse the extent to which the courts rely on policy considerations when determining international trade cases - Essay Example This aspect has been the most significant hindrance to solving international trade cases. However, with globalization being on the increased, this notion can be easily changed. Major international bodies have come up with common policies, rules and regulation that create equality in the international market. According to Economist1 (2008) equality in the international market can only be achieved through creation of common international trade policies. This move has gone a long way in ensuring even small countries get the maximum market exposure as the market heavyweights. International market policies did not favor such countries. As much as these policies have been formulated, the courts and the judicial systems have the obligation of ensuring that these policies are adhered to. Just like any other court or justice system, the law governing international trade cases has an extent that a court may alter when need be. This has been a source of debate from many analysts who argue that international trade policies should not be altered regardless of the situation in question. Should there be an extent at which a court should adhere to international trade policies? What conditions should a case have in order to have the international laws stretched? What are the positive and negative effects of stretching the international trade polices? . According to Ahn, Fukao & Ito2 (2005) the reliance of the courts to international policies has enabled justice to prevail in the international market. The extent of the court reliance on the international policies is stipulated by the law. These laws are formulated in regards to the norms of the international market. These laws are a formulated by the joint opinion of major financial regions. This enables the laws formulated to be efficient and considerate to all requirements of these zones. After these laws are formulated the courts are given the responsibility of ensuring that the laws are practiced in full force. Major laws an d policies involved in the international market are based on licensing and legality. In licensing the courts only require to adhere to the requirements of the international law. In the international market, licensing involves legalizing business enterprises to export and import goods and services across the globe. Legalizing of business enterprises is based on their mode of operation and organization structure. The operations an organization carries out should be in line with the legal and international market requirements. For instance, the trade of illegal goods is strictly prohibited in all market regions across the globe. In ruling on a case involving the trade of illegal goods, the courts need to pass judgment regarding the requirements of the international policies. However, in this scenario there may exceptions which are due to different policies in different nations. For instance, with the legalization of the marijuana in a state in the United States, international law prohi biting the trade of marijuana should not govern this particular state. In this case, the court is forced to consider the law governing the trade of a particular product in a particular region. It is in such a scenario that the court needs to alter the international trade policies. From this scenario, one could argue that the court may alter the international trade policies to a certain extent. For instance, if two countries in different

TOBACCO COMPANIES AND PRODUCT SAFETY Assignment

TOBACCO COMPANIES AND PRODUCT SAFETY - Assignment Example Thus it is very important to set a strict code of business or marketing ethics for every company in order to avoid the existence of unethical behavior within the business operations. This is also applicable in the selling of the products or services involving the behavior of the salesman (Carroll and Buchholtz, 2009). Deregulation within various industries has raised the scope of committing unethical activities which in turn have resulted in intense competition between all the companies within the industry. It is the competitive pressure mixed with the uncertainty in the existence which has resulted in compromising with the business ethics by the organizations (Barnett, 2007). There are a large number of evidences claiming that many organizations have violated the ethical rules and regulations within last few years. As the buyers cannot identify or evaluate the purchasing variables or purchasing criteria, it results in giving possible chances for the markets to conduct various unethi cal activities at an increasing rate (Carroll and Shabana, 2010). Because of the unethical activities the organizations seek to achieve short term profits but in a broader aspect it negatively impacts the image, goodwill or reputation of the organization. The organizations that were suspected of performing various unethical activities had also to suffer from the legal terms. The businesses generally perform these sorts of unethical activities for achieving their short term goals or objectives, but there are evidences which claim that it declines their reputation in each and every sphere. The unethical activities might be conducted by the marketers in different manner. They might be providing misleading information to the customers in order to persuade them in their purchasing decisions (Curwen and Whalley, 2005). Another example of performance of unethical activities includes charging higher prices for lower quality of products or services. Thus it can be said that one organization conducts its business performance by unethical means in order to achieve short term profits and they face the consequences hampering their reputation in the latter part (Friedman, 2004). The case study deals with the unethical activities conducted by the tobacco producing companies in United States. It represents how the companies neglected the standards set by the department of justice i.e. DOJ in United States. According to the district judge, if DOJ could prove that the big tobacco producing companies are performing deceptive activities for their short term profit seeking purpose, then they would be penalized strictly and have to pay a heavy amount of money. This paper would be highlighting the moral or ethical issues related to the selling of products or services in the market. The responsibilities or duties of an organization towards its organization are very significant. Theories or literatures would be reviewed for strengthening the entire arguments made in this paper. The pa per would be finding the key issues that might be taken into consideration while solving the case study. It would be starting with an introduction about the duties and responsibilities of an organization towards its consumers. Duties of the Companies There is a big procedure involved in the offering of products or services to the consumers. An organization has to handle a large number of duties for dealing with

Dairy Company Negotiation Exercise Essay Example | Topics and Well Written Essays - 500 words

Dairy Company Negotiation Exercise - Essay Example Dispute in an organization is a manifestation of differences in the opinions, leading to a disagreement. While disputes may be unhealthy in an organization, they are inevitable and have to be resolved as soon as they occur. In the Dairy Company, a dispute exists between the employees and the management and there is a necessity for an effective negotiation plan if the workers have to secure their rights and reach a concession with the management of Dairy Company. As Dairy Company workers, the two most important issues is to negotiate for wage increment and the manner in which employees will be nominated for training. In any negotiation process, it is crucial for every party to establish the most critical issues that need special attention. As Fells (2012) points out, matters that have a direct impact on the parties should be given priority in a negotiation. The comfort of an employee depends on their wages and hence this matter is a priority. The issue on employee training is crucial since it has a long term impact on the employee position in the company. On the other side, the issue on the duration of the negotiation will be regarded as least significant.

An Influential Leader Research Paper Example | Topics and Well Written Essays - 2000 words

An Influential Leader - Research Paper Example At an early age of six, he began interacting with all the computer stuff lying around him. As an adolescent, he became known to the idea that he is going to start up a company of his own. First, he earned Bachelor’s in Computer Engineering and Science from his family university, Michigan University and then did his masters from Stanford University. As he became friends with Sergey Brin at Stanford, they figured out something that interested both of them and contributed towards it, The Anatomy of a Large Scale Hyper textual Web Search Engine. Their first search engine was known as Back Rub, it later came to known as Google. They developed their first algorithm on which Google search results are provided even today. With $1 million investment in 1998, they begin their company Google Inc. During this time period, Page has been able to bring 200 employees to his company and also enhanced the profitability of the company. (Vise,2005) Today, Page is the chief executive of Google and is accountable for daily operations of the firm. He is also responsible for monitoring the technology strategy and product innovation. Larry Page was the first Chief Executive of the company until 2001, and then he handled the products under his president ship from 2001 to 2011. Larry became the CEO of Google on April 4, 2011 again as Google knew that Larry is the chief creative thinker of Google and Google needed Larry. Since he took over as the CEO of Google, he is practicing self governance at Google which is novel to the employees of Google. Page Larry has shifted the focus of Google from a search engine to a distinguishing product which faces threat from social networking sites most importantly the Facebook. Google is now not only a search engine, but offer maps and translations to varied ranges of product. Recently Larry has announced that they will be starting knowledge maps on Google. Page’s leadership is much more focused and dynamic. Employees will just relate to o ne name and that is Larry’s when it comes to Google. He is applying democratic style of leadership in his organization. He works through and with people. He knows precisely how to tackle his employees and their constraints which was the reason that he was the CEO for such a long time in the past and he became the Chief Executive once again. He is well liked by all employees at Google. (Page, 2007) Today, Google is Page’s organization now. When saying this, we are not disparaging Sergey Brin, co-founder of Google and Larry’s assistance in the first 13 years of the company. But since the time that Page took over, independence is bestowed upon this new company. The hierarchy pyramid is removed from the organization where a single Chief Executive owns the company. The company today as we know is more unconventional. On one instance where Larry considers open of his employees, his democratic leadership style is more of a paternalistic one where he does delegate the t asks to his employees but want things done his own way. Googlers persistently shed the light to what Larry wants, what he thinks and what he believes. He acts like a father to all employees like he wants his employees to be competent in their tasks but will guide them towards that tasks. He will want them to achieve their targets the way he wants to pursue the objectives of the company. He will assist his employees to get the right kind of output from them. He is not much of a public speaker

Intellectual Capital and Competitiveness Essay Example | Topics and Well Written Essays - 2250 words

Intellectual Capital and Competitiveness - Essay Example Not so long ago, business resources consisted of 80% tangible assets and resources. However, the picture today is quite different. By 1999, 80% of organizations’ assets were intangible (Andersen and Striukova, 2010). Today’s economy is characterized by intellectual property and assets forming a major part of business assets and resources. Therefore it is paramount to identify how intellectual capital and resources may influence management for the organization’s benefits. According to economic theorists, there are three major components of intellectual capital: human capital, structural capital and customer capital. Human capital represents employee competence, brainpower and knowledge (Berry, 2005). Customer capital on the other hand designates the organization’s relations with its suppliers, customers and distributors. Structural capital represents culture and systems, processes and practices (Bosworth and Webster, 2006). Recognizing the three components of intellectual capital is important for managers who are responsible for ensuring that the organization runs and performs as well as expected. Customer capital is one of the most important aspects of any organization. Customers are invaluable sources if organizational competitiveness in terms of market dominance, financial performance, dynamic capabilities and technological advantage. In today’s business environment, most companies have turned to e-business as a way to boost their businesses (Al-Ali, 2003). This means that a large percentage of an organization’s customers are found online. Managers need to evaluate the way they manage their entire customer capital so as to ensure that they maximize on this important part of the organization (Daum, 2010). This paper evaluates how an organization’s online and offline customer capital may impact on management, and how this influence affects the organization on a whole. Managing Customer Loyalty and Branding It is important for companies to develop strong long term relationships with their target customers so as to build a sustainable business (Choo and Bontis, 2002). ICT has changed the conventional methods used by managers to manage their intangible customer base asset. More and more people are opting to use the internet to do business. In some ways, the online customer base has some needs that are different from those of conventional customers (Bosworth and Webster, 2006). It is for this apparent reason why managers have to come up with ways to work within the new e-market environment so as to satisfy the needs of the customers. The creation of processes or platforms to build and maintain e-business customer loyalty is not a task that a manager can achieve by himself (Jolly and Philpott, 2004). He has to bring on board other customer relations experts to help him draft strategies that will appeal to most of the customers. The first thing that should be considered when creating customer loy alty management strategies is the organizations end goal (Daum, 2010). Although the aim of customer loyalty management is pegged on the idea that the customer has to be satisfied at all times, the way this is done should be determined mainly by the organizational objectives, that it, what the business aims to achieve in the short and long term. The operational front of an e-business should also be considered when managing e-business customers (Bryer, Lebson and Asbell, 2011). This means that the

Understanding of Key Leadership Capabilities and the Strategies you Essay

Understanding of Key Leadership Capabilities and the Strategies you may use to Apply them in an Early Childhood Setting - Essay Example From this study it is clear that child care is a business and as such it needs a business leader. Managers and leaders are generally expected to work in varieties of business fields, including banking, office administration, contracts, legislation, marketing etc. as such, early child hood educators and leaders are to understand the very basic business concepts of leadership and leadership perspectives so that they can easily interface with their peers. More successful early childcare leaders are those who have the leadership capabilities and they find themselves as more skilled, able and experienced than those who are not as successful as their counterparts are. Rodd quoted Katzenmayer and Moller as saying that leadership development is required as it’s an ‘awakening the sleeping giant’ . As the paper stresses leadership is a significant human skill and personal ability that can improve program quality. Leaders are described as both born and made as they do appear to possess some special set of elusive qualities and skills, more often different in nature from person to person, and these are combined in to an ability of influencing others strategically to do what he wants others to do. Ebbeck and Waniganayake stressed that early child hood leaders more than a teacher and critically addressed the concept that ‘they are teachers of young children’.  

McDonalds-arch delux burger Essay Example | Topics and Well Written Essays - 1000 words

McDonalds-arch delux burger - Essay Example After a detailed analysis, recommendations would be stated for this case. Ineffective Advertising Campaign McDonald’s hired an advertisement agency named Fallon McElligot for the advertisements of Arch Deluxe Burger. The amount ascertained for such advertisement campaign was $100 million. The advertisement showed that the children are getting confused as they could not understand what the Arch Deluxe Burger are all about, neither are they liking its look or taste, not any toys are given away with these burgers. It is known as rebel marketing. The motive was to show that the Arch Deluxe Burger was not for the children. Another advertisement of Arch Deluxe Burger showed that the executive chef of McDonalds is explaining the professionals in the elevator why the Arch Deluxe Burger is tasty and motivates them to eat (Kord â€Å"McDonalds Arch Deluxe Burger Commercial†). This advertisement was considered awful and was not liked by the people. The message that was delivered t hrough the advertisement was also another drawback which led to the downfall. The message said that â€Å"Burger with the Grown-up Taste.† It was tagged as sophisticated product not for kids. In one of the commercial it was seen that the children motivated her parents to go to McDonalds by just saying Arch Deluxe Burger. ... It was very odd that McDonalds were parents visit especially to accompany their children as it serves foods which is thoroughly liked by the children and the parents, is offering menus with is not for the children. The product Arch Deluxe Burger was for the adults as the taste of the product was considered more sophisticated. The advertisement campaign for the Arch Deluxe showed only adults loved to consume this burger, while the children hated it, as they did not like its taste. McDonalds spent heavily to reveal that its target customers were not children. In a family restaurant if a particular menu is restricted to only adults, then problems are bound to occur. This was the case for Arch Deluxe, and the customers discarded the product completely (Lubow â€Å"Steal This Burger†). Positioning Strategy Arch Deluxe Burger was a failure because of the way the product was positioned. The whole idea behind the positioning of Arch Deluxe burger was to show that it was a product not meant for children. It was revealed that no one went to McDonald to have sophisticated food or delicacies. People visited McDonalds for fun, convenience and to have delicious burger. The customers went to McDonalds because of their friendliness, tasty burger, cleanliness, and consistency. With this type of product positioning, McDonalds lost touch with its customers, and the children who are the major customers of the company also lost interest somehow in the burgers offered by the retailer. It was said that the product, Arch Deluxe burger was the result of a comprehensive research. This research revealed that people would like to have those burgers which are specifically designed for the adults or grownups. However, when the actually product was launched and

Introduction To Duty Of Care In Health Essay Example for Free

Introduction To Duty Of Care In Health Essay I heard you were thinking of working in the Care Profession which is excellent, I just wanted to fill you in on a few things which would help you. Health and Social Care work places have what is called a duty of care which means that you have a duty of care towards the people that you are looking after that means you must do everything you can to keep the individuals you look after safe from harm. It is not only the work place that has to prioritise the safety, welfare and interests of the individuals using the service but also the care staff. Care workers must also have a duty of care towards other staff members to ensure that all working conditions are safe and suitable to deliver the best service they can. It also means being a responsible care giver for other individuals who could be too ill or physically unable to care for themselves and requires another person to assist them on a daily basis, this could include assisting the individuals with their personal hygiene, safety, meal preparation or other medical and physical needs until they are met to the highest standards that the individual is happy with. Duty of Care affects the way people work as the employer provides policies and procedures and ways of being aware of any dangers by carrying out Risk Assessments. Social Care workers and Care organisations must do as much as possible to keep individuals safe from harm, we do these Risk Assessments by looking for either a hazard which is an actual or potential such as a chemical or process that may lead to an accident, also risks a situation that can lead to a hazard and carry the possibilities of something serious happening.

Slavery And Plantation In Trinidad And Tobago

Slavery And Plantation In Trinidad And Tobago Slavery and Plantations have always been linked, driven by economic objectives (Williams 1994), from the earliest period of sugarcane cultivation in the Caribbean. Despite the complexity of the events and circumstances that created this relationship, sugar growth and slavery both were booming during the relatively peaceful early years of the 18th century. The European need for sugar had been increasing, and Englands sugar demands led the pack. The British islands like TT were a mono-crop society, with few settlers growing anything but sugarcane The Business of Slavery The Triangular Trade is a term commonly used in discussions of the slave trade. Slaves would be brought from Africa to the plantations, which would send sugar and other local goods to Europe, who would in turn send goods to Africa. The goods usually sent to Africa were guns and other manufactured items because there was no industry in Africa. In the West Indian islands like TT, however, the selling of slaves was an important part of the economy. The need for more slaves was always greater than the market could provide, and the West Indian companies were opened up in the 1700s to outside trade to help provide additional slaves to colonies that produced sugar. The French encouraged this trade on their islands by exempting slaves from most import and export taxes. Life on Plantations Working Conditions: Slave Labour in Plantations the toughest season, a season of toil from sunrise to twilight, bare ankles and calves stung by cowitch, knotted muscles slashed by cane leaves that cut like straight razors, backs split open by the whip The plantation land consisted of cane-fields, provision grounds, woodland and pasture. Each planter preferred to have more than 200 acres of cane land. Provision grounds were used by the slaves to cultivate root crops, plantains and vegetables for food. The woodland provided lumber and firewood and the pasture was used for grazing cattle (Handler 1965). The cane fields had either newly planted canes or ratoons. The ratoons were new shoots growing from old cane roots which were left in the ground after a previous crop of cane was harvested. Usually a ratoon field was less productive. A typical sugar estate had factory buildings such as the mill, boiling house and curing house. Around these factory buildings there were other smaller buildings and sheds in which, blacksmiths, wheelwrights, carpenters, masons, coopers and other artisan slaves worked. There would also be a small hospital for sick slaves, and a small jail which kept slaves who were being punished. There were storage rooms for tools and supplies and sheds which sheltered livestock or stored cane trash or bagasse which was used as fuel. Not far from the factory buildings were small houses in which the European managers and supervisors lived. They were generally overseers, book-keepers, skilled craftsmen and office staff. In the biggest house lived the estate owner. The slave quarters were some distance away from the homes of the managers. A work day consisted of 15-16 hours a day, during harvest time and, could go on during harvest and milling for 16-18 per week 7 days a week and according to Stampp (1956) the slaves were given the task to prepare the land for planting. Their normal working day began before daybreak and ended after sunset. They cleared the grass and bushes by weeding and burning (children between the ages of six and ten might be active as water carriers while children between the ages of ten and twelve were organized into gangs and put to weeding). Cane holes were dug and into these cane tops were planted. As the cane grew, gangs of slaves manured the field and weeded bushes that sprang up around the cane plants. Female slaves did much of the weeding and the manuring. After 12 to 15 months the cane was now mature. The field was set afire to burn off the leaves from the cane stalks and at the same time to get rid of snakes which lived there. The field slaves, using cutlasses, then cut the cane stalks, packed them in bundles and loaded them on to ox-drawn carts which transported them to the mill. At the mill, the cane was crushed and the juice flowed through gutters to large metal containers. The cane trash was removed and stored for use as fuel for the boilers. The juice in the large containers was clarified by heating and the addition of a small quantity of lime. This clarified juice was then ladled into a copper boiler in which it was boiled. After a while, the juice from this copper boiler was ladled into a smaller boiler and was boiled again and then still further in a yet smaller boiler. By then, it had changed into sticky syrup which was allowed to cool, and then poured into wooden hogsheads standing on beams in the curing house. Through small holes at the bottom of the hogsheads, molasses seeped out and was collected in containers set below the beams. After about three weeks, the remaining syrup in the hogsheads crystallised to form sugar. The sugar remained in the hogshea ds which were later packed into ships for export to Europe. Some estates also manufactured rum by fermenting juice from the first boiling and about the same quantity of molasses. Almost all of this specialised work carried out in the manufacture of sugar and rum was done by skilled artisan slaves who were highly valued by their owners. During the milling season, slaves worked in shifts throughout the day and night. Even after the crop season was over, the estate owner did not allow his slaves to be idle. The fields had to be prepared for the new crop, weeding and manuring of the ratoons had to be done, and repairs to drainage and irrigation canals, fences and buildings had to carry out. Work was even found for children from the age of six years old. They collected firewood, cut grass to feed farm animals and fetched drinking water to slaves working in the fields. The plantation owners did not want their slaves to involve themselves in idle conversation since they felt that the discontented slaves may use the occasion to plot rebellion. Punishments While each plantation had its own set of social, religious, and labour codes, all had the basic format for an instilled hierarchy in which the slave master reigned as gad. He maintained the element of slave misery, by controlling the degree of pain (Starobin 1974). Treatments were given such as mutilation, branding, chaining, and murder which were supposedly regulated or prohibited by law. Whippings, beatings, drownings, and hangings were as unpredictable as they were gruesome. It was clear to plantation owners that slavery could not survive without the whip (even though owners were forbidden to deliberately kill or maliciously mutilate a slave). Males and females were whipped indiscriminately. The severity of whipping depended on the number of strokes to the type of whip. Fifteen to twenty lashes were generally sufficient, but they could range much higher. Other items used for punishments included stocks, chains, collars, and irons. It was also commonplace that women could be raped by the owner of the plantation, his sons or, any white male. Methods of Control The White plantation owners in TT used various methods to maintain complete control over their slaves. Their principal method was that of divide and rule. Members of the same tribe were separated on different plantations to prevent communication between them. The aim behind this was to prevent any plans to rebel if they were together. This separation, however, created a problem of communication, since the plantation would have different groups of slaves speaking different languages. Therefore, the planters had to find a way to communicate with their slaves. Soon a new language, known as Creole, developed and this became a common tongue among the slaves. When the British took control of the twin islands in the nineteenth century, English words were injected into the language and it became the basis of the Creolised language. Slaves were also prevented from practising their religions. Quite a few slaves were Muslims while many others had their own tribal beliefs. But since the Christian planters saw non-Christians as pagans, they made sure that the slaves could not gather to worship in the way they were accustomed when they lived in Africa. Later Christian missionaries were permitted on the plantations and they were allowed to preach to the slaves on Sundays. In time, many of them were converted to Christianity; it was the general feeling that the converted slaves became docile and was not willing to support rebellion on the plantations. Another means of control was the creation of a class system among the slaves. Field slaves formed the lowest group, even though some of them had special skills. The lowest ranking slaves, the backbone of the plantation economy, were the field slaves. The field slaves were divided into gangs according to their physical strength and ability, with the strongest and fittest males and females in the first gang. The incentive used to encourage hard work, was lashes of the cart whip, which were freely administered by the drivers, who were privileged slaves under the overseers supervision. Higher up the slave hierarchy were the artisan slaves such as blacksmiths, carpenters and masons, who were often hired out by the planters. These slaves also had opportunities to earn money for themselves on various occasions. Still higher up in this class system were the drivers who were specially selected by the White planters to control the other slaves. The domestic or house slave had a special place in this arrangement, and because they worked in the masters house and sometimes receiving special favours from the master, they held other slaves in contempt. Usu ally, the slaves in the lowest rung of this social ladder were the ones who rebelled and often domestic slaves were the ones who betrayed them by reporting the plots to their master. Then there were divisions based on colour. In the early days, it was relatively easy for a pure African to rise to the level of a driver. But mixtures occurred through the birth of children as a result of unions between White men and black women (mulatto), White men and mulatto women (mestee) and mulatto men and black women (sambo). Some slaves of succeeding generations thus had lighter complexions, and the White planters discriminated in favour of them. These slaves with White fathers or White relatives were placed in positions above those of the field slaves. This was the beginning of colour discrimination in the Guyanese society. Of course, in all of this, the Europeans the Whites occupied the highest rung of the social ladder and they found willing allies among the mixed or coloured population who occupied the intermediate levels. The pure Africans remained at the lowest level Women and Slavery in the Plantations According to Bush (1990; 33) the primary reason for the presence of women in TT during the time of slavery was due to their labour value. In the early days of slavery, plantation owners attempted to produce healthy patterns of reproduction and encourage marriage, but found it was economically illogical to do so. Instead, it was more profitable to purchase new slaves from Africa (until the continued supply of female slaves being delivered from across the Atlantic was threatened by abolitionist pressure in the eighteenth century). Girls worked on estates from the early age of four. Occupations for girls between the ages of 12-19 varied from field work, to stock work, to domestic work, to washing e.g. clothing, dishes, etc. ( Reddock 1985 pg. 64 ), . Other forms of work for mature women included midwife, doctoress, and housekeeper. European plantation owners generally regarded most slave women as suitable for field work, which consisted of jobs such as digging holes for canes, weeding, and hoeing. In Jamaica, the majority of women between the ages of 19 and 54 were working in the fields. By the late eighteenth and early nineteenth century, there were more women working in the field than men due to their lower mortality rates. Despite the common stereotype whereby men are stronger and more physically capable than women, it can be argued that women were as important, if not more important, to field work during the period of slavery in TT. The importance of women in the plantation economy is reflected in the price of female slaves between 1790 and the end of the slave trade. The price for a new male slave was approximately  £50- £70, while the price for a new female slave was approximately  £50- £60. (Bush, 1996:33) Apart from occupations such as doctoress, midwife, and housekeeper, which were considered to be higher employment positions for slave women during the time, the slave elite was nearly entirely made up of men. Women were confined to fighting for lower positions in the socio-economic hierarchy and were always excluded from the more prestigious and skilled jobs (i.e. carpentry). Among the limited amount of occupations available to Trinbagonian slave women, the most prestigious job was found to be nursing. One way in which women slaves would occasionally amass income and resources for themselves was through sex trade (Morrissey 1989 pg. 69). This was a common way for women slaves to save money for freedom, particularly in the eighteenth and nineteenth centuries in TT. The majority of enslaved domestic workers in towns were expected to support themselves through prostitution. Culture of Slavery and Plantation life Home Plantation slaves were housed in slaves cabins. Small, rudely built of logs with clapboard sidings, with clay chinking. Floors were packed dirt. They were leaky and drafty and the combination of wet, dirt, and cold made them diseased environments. On the plantation, the slaves were housed in buildings which were some distance away from the masters house. Most of these slave houses had thatched roofs and walls of old boards or of wattle and mud. The floor was the earth itself and there were no furniture except some rudimentary pieces that the slaves managed to make. Clothing Slaves were not well-clothed; they had inadequate clothing for people engaged in heavy labour all year. Children would dress in long shirts. Men possessed little besides with two shirts and two cotton pants. Women were provided with an insufficient amount of cloth and made their own clothes. The cloth was cheap material, produced in England that was dubbed Negro cloth. The slaves also obtained a clothing allowance roughly every year. The men received a coarse woollen jacket, a hat, about six yards of cotton, and a piece of canvas to make a pair or two of trousers. Women received the same allowance as the men, but children received none. The children remained naked until they were about nine years old, or were given cast-off clothing that their parents managed to find or were able to purchase. Food The food was generally adequate in bulk, but imbalanced and monotonous. Typical food allowance was a peck of corn meal and three to four pounds of salt pork or bacon per week per person. This diet could be supplemented by vegetables from their gardens, by fish or wild game, and molasses (not usually). The slaves prepared their own food and carried it out to the field in buckets. While the slaves were provided with certain foodstuffs by the master, they raised their own subsistence crops of vegetables, plantains and root crops on small garden plots that the master allowed them to use. However, they could only do their personal farming on Sundays when they had no work on the plantation. They also took the opportunity to fish on Sundays in the nearby canals, the rivers or the ocean. Each adult slave was given one pound of salted cod fish every Sunday by the plantation owner. The salted cod fish was imported from North America. A child slave was given a smaller allocation. On special Chr istian holidays, there was an additional allowance of about a pound of beef or pork, some sugar and a quantity of rum. Religion The general view held by the plantation owners was that the African slaves did not hold to a system of beliefs that could be described as a religion (Mbiti 1969). At best so the members of the plantocracy and the church that served them felt their beliefs amounted to nothing more than heathenish superstition. Not a few of them, perhaps, felt that the Africans were incapable of religious sentiment. But the Africans held religious beliefs derived from their homeland. It may be useful to note that some of the slaves, particularly these who came from the Fula-speaking area of Senegambia, were Muslims. The practice of the planters of separating tribesmen from one another, and of discouraging the assembling of slaves for any purpose whatsoever, was not calculated to allow Islam to survive. Again, the small number of African Muslims that came to plantations in TT lacked the leadership of Imams and the possession of the Quran. Then, too, the plantation life did not lend itself for long pra yers at fixed times, worship on a set day, fasting at prescribed periods, or feasting on holidays which did not coincide with those observed by the plantocracy. On the other hand, indigenous African religious beliefs, which became labelled as obeah, survived the difficulties of estate life. But these beliefs underwent significant changes although they remained clearly African in structure (Saraceni 1996). Three factors were mainly responsible for these changes. In the first place, African religious ideas were capable of modification in response to the new circumstance of estate life. Secondly, the practice of African religion was frowned upon by estate authorities. This meant that the religion could only be practised secretly and irregularly. The result has been that some aspects of African religious practices withered away while others lost their nationality and language and became garbled. Thirdly, the exposure to Christianity led not only to the conversion of Blacks to that religion, but also to the overlapping of African and Christian beliefs. Free Time Except for earnings enjoyed by the artisan slaves, most of the slaves depended on obtaining money by selling surplus produce from their provision grounds and also the sale of livestock that they reared. On Sundays, village markets were held and the slaves seized the opportunity to barter or sell their produce. On these occasions the slaves made purchases of a few pieces of clothing and other items for their homes. The Sunday markets were also occasions when slaves from different plantations were able to socialise and to exchange news and pieces of gossip. There were also times of recreation. These were usually at the end of the crop and at Christmas and on public holidays when the slaves were allowed to hold dances which had to end by midnight.

Critique of Sexual Difference | Analysis

Critique of Sexual Difference | Analysis Sexual Difference Representation Explain how and why the critique of sexual difference intersected with a (postmodern) critique of representation in the later 1970s and early 1980s. Consider why photography had an important role and the significance of image-text relationship in this type of practice. As Craig Owens states in his paper ‘The Discourse of Others: Feminists and Postmodernism’ (Owens, 1983), the 1970s and 80s saw a coming together of the (mainly) feminist and queer theory critiques of sexual difference and the erosion of perspectivalist and univocal theories of vision and representation. As this paper shall assert, both of these positions can be seen to be traceable back to a single ontological and aesthetic rupture: the breakdown in what Lyotard was to term the grand or â€Å"meta narrative† (Lyotard, 1984: xxiv) and the subsequent rise in notions such as polyvocity (Deleuze and Guattari, 2004), heteroglossia (Bakhtin, 2000) ecriture feminine (Cixous, 1980) and differance (Derrida, 1997). This paper will also assert, through of the work of Roland Barthes especially, that photography had a major significance in exemplifying the kind of aesthetico-ontological concerns and strategies of postmodernity and poststructuralism; chiefly through such notion s as the punctum (Barthes, 2000); â€Å"the obtuse meaning† inherent within still visual images (Barthes, 1983) and the play of meaning between image and linguistic sign. This paper represents then an attempt to not only understand photography’s place within critical theory over the last two decades or so but how this provides a mirror to the wider movements of philosophical thought. The critique of sexual difference can be seen to emanate from a wide variety of authors (Foucault, Derrida, Kristeva, Wittig etc) however, within the mandates of this paper, I should like to look at two main theorists that have special relevance: Luce Irigaray and Helene Cixous, both of whom have been seen to challenge the phallic hegemony and its role in normative representation. As Elizabeth Grosz (1994) points out, one of the chief critiques inherent within the second wave feminist movement of the 1970s and 80s was its contention that the philosophical and social subject had always been thought of gendered, as Grosz states: The enigma that Woman has posed for men is an enigma only because the male subject construed itself as the subject par excellence. The way (he fantasizes) that Woman differs from him makes her containable within his imagination (reduced to his size) but also produces her as a mystery for him to master and decipher†¦ The construction of the male universal subject, asserted many feminist thinkers, resulted not only in the normalisation of phallocentricism but a privileging of its many dependants (reason, univocity, vision and so on). By positing Woman as the symptom of man through such notions as (among others) the castration complex and the psycho-sexual other, a phallocentric regime suppressed many of the discourses and thought processes associated with the feminine. Thinkers such as Luce Irigaray and Helene Cixous attempted to challenge this position by asserting the prominence of other discourses and narratives that avoided or sometimes even challenged, the dominance of the male point of view. In ‘The Laugh of the Medusa’ (1980) for instance, Cixous suggests that women’s writing and artistic creativity (disciplines such as photography for instance) should recognise the value of multiple readings, intertextuality and indistinct poetic expression, for her the notion of sexual difference was inextricably tied to textual and visual representation and both were dominated by a single, male-centred, vision, as Cixous details: Nearly the entire history of writing is confounded with the history of reason, of which it is at once the effect, the support, and one of the privileged alibis. It has been one with the phallocentric tradition. It is indeed that same self-admiring, self-stimulating, self congratulatory phallocentricism. This same theme is continued in the essay ‘This Sex Which is Not One’ (1985) by Luce Irigaray where the example of the female genitals is cited as existing as an intensive binary, each part relying and drawing stimulation from the other, thus challenging the oneness and singularity of the phallus. Irigaray also makes the point that, for female sexuality, touch is more meaningful that vision, the first suggestion that there maybe some cross over between the critiques of sexual difference and representation. As Owens (1983) suggests, postmodernity and the critique of representation also aimed to challenge the accepted (male dominated) field of vision by, firstly, exposing the links that exist between representation and phallocentricism and then by asserting the value of multi-perspectives, multiple readings and other modes of viewing. The postmodern image, as Jameson (1991) states, is one that has lost its originary connection to a real world and exists instead in a circuit of self referencing images whereby â€Å"The world†¦momentarily loses its depth and threatens to become a glossy skin, a stereoscopic illusion, a rush of filmic images without density.† The postmodern image elides notions such as authenticity and distinct critical reading because it has lost what Benjamin (2008) described as the aura of original authorial intent. Commensurate with notions such as the death of author (Barthes, 1988) the postmodern critical position asserts the validity of multiple readings and the inherent intertextual nature of image and text, as Owens (1983) states: It is precisely at the legislative frontier between what can be represented and what can cannot that the postmodernist operation is being staged not in order to transcend representation, but in order to expose the system of power that authorizes certain representations while blocking, prohibiting or invalidating others. Among those prohibited from Western representation, whose representations are denied legitimacy, are women. The critique of sexual difference, then, and the critique of representation are inextricably linked, being as they are both attempts at challenging traditional modernist and phallocentric modes of thinking. Each can be viewed as a strategy that seeks to overcome not only specific areas (gender inequality, monolithic modes of representation etc) but the regime that provides their ground. Each attempts to do this through a series of critical re-framings and theoretical positions that uncover the inherent inconsistencies and internal fissures in the dominant discourse. Roland Barthes’ work Camera Lucida (2000) is an ideal example of how such ideas can be translated into literary and photographic theory. In his notion of the punctum, for instance, Barthes details how time, sentiment and personal interest can alter our reception of a photograph far beyond the intents of either the photographer or the photographic model. The punctum, or as Barthes details â€Å"a partial object† (Barthes, 2000: 43) is that which exists outside of the normalised view of what is representable in a photograph, it elides direct visual recognition and changes with each viewer and viewing; Barthes describes his experience of a photograph by William Klein from 1954 of poverty stricken children in New York’s Little Italy for instance, despite the overtly socio-political message of the photograph (an adult hand holding a gun to a smiling boy’s head) what could be considered the traditional representational, rational meaning, Barthes can not help but â€Å"stubbornly see one child’s bad teeth† (Barthes, 2000: 45). In his notion of the â€Å"third meaning†, also from his essay of the same name, Barthes points to the ironic and sometimes comical accidental elements of a photograph or a still image of a film, what he calls the obtuse meaning, speaking of a still from Romm’s Ordinary Fascism, he says: I can easily read (in this still) an obvious meaning, that of fascism (aesthetics and symbolics of power, the theatrical hunt), but I can also read an obtuse meaning: the (again) disguised blond silliness of the young quiver-bearer, the flabbiness of his hands and mouth†¦Goering’s thick nails, his trashy ring†¦ For Barthes then, that which was not intended to be represented – the inherent phallic instability of the Nazi party – can be discerned in photography, not in the elements that form the centre of the picture (the ‘studium’) but those at the periphery that elide the rational and studied gaze. As Shawcross (1997) details, Barthes’ notions here reflect the desire to challenge the kinds of discourses we have looked at above, it stresses the importance of multiple readings when dealing with photographic images and also attempts to challenge traditional (Western phallocentric) notions of single point perspective. In allowing such multiple readings, asserts Barthes, the photographs brings into question the relationship between image and text and, more rightly, exposing the play that exists between the two. In a process that Barthes calls â€Å"anchorage† (Barthes, 1977: 38) text pins down the multi-faceted meaning of an image, suppressing the natural polyvocal nature of a photograph and re-establishing the rational search for a unique interpretation. In the series of photographs by Gillian Wearing, for example, where ordinary members of the public were photographed holding up textual messages such as â€Å"I’m Desperate† and â€Å"Help†, it is the text that is assumed to be the underlying truth behind the photographic image, highlighting the extent that textual and linguistic signifiers have historically dominated visual ones. Feminist photographers have often played with the inherent slippage of meaning within the photographic image; the work of Cindy Sherman, for instance, exemplifies many of the issues we have been discussing here. Photographed in a series of ironic and iconic poses and ‘disguises’ Sherman’s work is both postmodern, in that it is self referential and kitsch but it is also considered feminist in that it attempts to rediscover and reclaim patriarchally constructed images of womanhood (the housewife, the screen starlet, the victim etc). As Shawcross (1997) details, by using herself as a model, Sherman also deconstructs the notion of identity and surface appearances – who or what are we reacting to in these images, Sherman the photographer, Sherman the icon, Sherman the disguised housewife or the housewife per se as an image in itself? As Barthes would suggest, the contribution of the photograph to the debate on the relationship between image and text (Sherman tel lingly does not titled any of her photographs) is the very play of interpretation that such photographs expose. Ultimately, then, as we have seen, there could be considered a direct link between the failure of grand narratives such as sexual difference and perspectivalist representation and the rise in critical interest in photography. As an art form that is both indexical and open to manipulation, photography is ideally suited to exemplify debates on the nature of interpretation and semiotics, something that has had a marked influence on both critical theorists and photographers alike. References Bakhtin, M (2000), The Dialogic Imagination, Austin: University of Texas. Barthes, R (1977), Image Music Text, London: Hill and Wang. Barthes, R (1980), Barthes Selected Writings, London: Fontana. Barthes, R (2000), Camera Lucida, London: Vintage. Benjamin, W (2008), The Work of Art in the Age of Technological Reproducibility and Other Writings on Media, Cambridge: Harvard University. Cixous, H (1980), ‘The Laugh of the Medusa’, published in New French Feminisms, London: Harvester. Deleuze, G and Guattari, F (2004), A Thousand Plateaus, London: Continuum. Derrida, J (1997), Of Grammatology, Baltimore; Johns Hopkins University. Durand, R and Criqui, J.P (2006), Cindy Sherman, London: Flammarion. Grosz, E (1994), Volatile Bodies: Towards a Corporeal Feminism, Indianapolis: University of Indiana. Heidegger, M (2007), ‘The Origin of the Workd of Art’, published in Basic Writings, London: Routledge. Irigaray, L (1985), This Sex Which is Not One, New York: Cornell University. Jameson, F (1991), Postmodernism, or The Logic of Late Capitalism, London: Verso. Lloyd, G (1984), The Man of Reason, London: Methuen. Lyotard, J.F (1984), The Postmodern Condition, Manchester: University of Manchester. Owens, C (1983), ‘The Discourse of Others’ available online at http://216.239.59.104/search?q=cache:Fb1ceOH6t0AJ:www.mariabuszek.com/kcai/PoMoSeminar/Readings/OwensOthers.pdf+the+discourse+of+othershl=enct=clnkcd=1gl=uk Paley, M (1997), Gillian Wearing – Signs that Say What you Want Them to Say and Not Signs That Say What Someone Else Wants, London: Interim Art. Shawcross, N (1997), Roland Barthes: On Photography, Gainsville: University of Florida.

Lasers :: essays research papers

The laser is a device that produces a beam of light. The beam is produced by a process known as stimulated emission, and the word “laser'; is an acronym for the phrase “light amplification by stimulated emission of radiation.'; Lasers amplify light and produce coherent light beams. A light beam is coherent when its waves or photons are in step with one another. Laser light can be made extremely intense, highly directional, and very pure in color. BASIC PRINCIPLES   Ã‚  Ã‚  Ã‚  Ã‚  Light can be characterized both by its frequency, or number of wave crests passing a given point per second, and by its wavelength. Different wavelengths of light are seen as different colors. Like radio waves, light can also carry information. The information in the beam varies in the frequency or shape of the light wave. Because light waves are of much higher frequencies than radio waves, the have a higher information carrying capacity. In beams of light,individual photon waves are not moving along together because they are not being emitted at the same instant but instead in random short bursts. Such beams are called incoherent.   Ã‚  Ã‚  Ã‚  Ã‚  The process for laser action, was first proposed by Albert Einstein in 1917. The working principles of lasers were outlined by the American physicists Arthur Leonard Schawlow and Charles Hard Townes in their 1958 patent application. The patent was granted but was later challenged by the American physicist and engineer Gordon Gould. In 1960 the American physicist Theodore Maiman observed the first laser action in solid ruby. HOW A LASER WORKS   Ã‚  Ã‚  Ã‚  Ã‚  A laser is made up of several basic components. One is called active medium, which consists of atoms of a gas, molecules in a liquid, ions in a crystal, or any of several other possibilities. Another component consists of some method of introducing energy into the active medium, such as a flash lamp. The third basic component is a pair of mirrors placed on either side of the active meduim, one of which transmits part of the radiation that strikes it. Atoms initially in a lower state are raised to the upper state by energy from a flash lamp or some other pumping source. Some of these atoms emit light in random directions. Light traveling vertical to the mirrors stays within the active medium long enough to stimulate emission from other atoms. Light traveling in other directions are soon lost. Some light reaching the output mirror is transmitted to form the laser beam, some is reflected back through the medium to continue the stimulated-emission process.

Censorship :: essays research papers

Censorship by definition is the suppression of words, images or ideas that are â€Å"offensive†. It occurs when certain people succeed in imposing their personal or moral values on others. The debate over censorship deals mainly with the first amendment and whether it is constitutional for a group of people to decide what is right for other people. It has exploded within recent years with the advent of the Internet. Many different kinds of people can and are considered censors. Parents, teachers, administrators and employers who forbid others to speak in certain ways can be censors. In fact, the word censor actually comes from ancient Rome, which referred to someone whose job it was to oversee morals and conduct. Before I get into censorship on the Internet, here are other cases of censorship: Perhaps the first known case of censorship occurred in 1873 with the passing of the Comstock law by Congress. The law was advocated by Anthony Comstock, head of the Society for the Suppression of Vice (Explain vice). The law forbade the mailing of anything, in his opinion, lewd, obscene or indecent. In his life burned 120 tons of books and art including the works of Chaucer- Caterbury Tales, Oscar Wilde, Ernest Hemmingway, Eugene O’Neill and John Steinbeck. Censorship primarily occurs in the arts, especially music. The PMRC or Parents Music Resource Center finally after about a decade of pushing forced the RIAA or Recording Industry of America to start use labeling systems and logos such as â€Å"Parental Advisory – Explicit Lyrics†. However, the putting of the labels on the records was left entirely to the record companies who neglected the sticker on many deserving albums. In 1992, Washington became the first state to pass a law forbidding the purchase of cdâ⠂¬â„¢s with certain logos if you’re under 18, this law was quickly deemed unconstitutional. Some performers have been banned from performing certain songs in certain places, for example Ozzy Osbourne was sued thrice after three teens committed suicide and their parents blamed his lyrics in â€Å"Suicide Solution†, Ice-T was heavily protested for his song Cop Killer in the early 90’s which promoted violence specifically on police. Madonna was arrested in Toronto after she ignored warnings of her potential arrest and went on with her normal act of acting out masturbation on stage. The debate over music most definitely flared up again after the shootings at Columbine in which Marilyn Manson was once again accused of causing horrible crimes as many people continue their war with him and his music.

Summary Response of the Earth Is Full

In his article, The Earth Is Full, Friedman (2011) begins by stating that in recent years, first decade of 21st century, humanity encounters dangers that threaten humanity and the nature because of their unconcerned behaviors. Economic problems, high growing population rate and natural disasters compel humans to question about those recent years. The writer then moves on to the veteran Australian environmentalist-entrepreneur Paul Gilding and his book, Gilding, P. (2011) The Great Disruption: Why the climate crisis will bring on the end of shopping and the birth of a new world. More Summary of Devil at My HeelsNew York: Bloomsbury Press. Gilding (2011) discusses how much land and water area humanity needs to produce the resources they consume and absorb their waste. According to Gilding (2011), earth is growing at a dangerous rate and points out that over-used resources and worsening ecologic environment damage to social and economic system. Friedman reports the current growth rate is 150 percent of earth’s sustainable capacity and states that excessive use of resources and too much waste that creates the problem, â€Å"The Earth Is Full. He mentions about two loops; first, population growth and global warming push up food prices, which leads to political instability, which leads to higher oil prices, which leads to higher food prices, and so on in a insurmountable circle. Second, higher productivity means fewer jobs, which requires humans to produce more sources to create jobs. The more sources create global warming. Afterwards, the writer turns hi s attention to possible solutions. The solutions are discussed by giving Gilding’s eco-optimist view. In the article, also it is stated that economic systems are not changed without a crisis.Friedman (2011) states that â€Å"But don’t worry, we’re getting there. † Finally, Friedman prefers to use quotations from Gilding who say nations are heading for a crisis-driven choice and develop a new sustainable economic model slowly. Global warming, starvation, worsening ecological environment, exhaustion of resources, too much waste and the conflict between humanity and nature are very current and serious problems of the entire world. In the article these problems are discussed based on the fundamental source of the problems, high population rate. Also, based on Sullivan, M. 1999) Population control: How many are too many? , she states â€Å" Global warming, the thinning of the ozone layer, increasing crime rates, toxic chemicals in our food, and starvation in developing nations, each of which is at least partially due to growing world population† (Sullivan, 1999). According to that paper, there are now 5. 8 billion human beings on the planet now, and according to the United Nations, the population of earth is expected to grow to around 7. 9 billion by 2050. According to statistics, it is clear that growth rate is too much for the earth and causes a huge instability.In the article, Friedman, T. (2011) The Earth Is Full, some economic models are taken in hand as a basis for the solution. However, the damages that high population brings cannot be dispelled only with economic systems. Also, political systems must be developed and humans must be made conscious about all of those problems. †¢Friedman, T. (2011) The earth is full. NYT †¢Gilding, P. (2011) The Great Disruption: Why the climate crisis will bring on the end of shopping and the birth of a new world. New York: Bloomsbury Press. †¢Sullivan, M. (1999) Population c ontrol: How many are

Parental Attachment and the Development of Self-Compassion

Parental Attachment and the Development of Self-Compassion The Positive Psychology movement focuses on identifying protective factors that promote wellbeing and protect people from the negative psychological effects related to life’s everyday challenges. Research increasingly supports self-compassion as a key component in positive mental health outcomes. However, very few studies have examined factors that lead to the development of self-compassion. Attachment is known to contribute to the development of healthy social and emotional development (Sroufe, Egeland, Carlson, & Collins, 2005). Theoretically, parental attachment should promote the development of self-compassion. Attachment is described as the socio-emotional bond between individuals (Wicks-Nelson & Isreal, 2009). Healthy parental attachment develops in the first year of life through consistent, sensitive, and responsive parenting from a stable caregiver (Ainsworth, 1979; Barnas & Cummings, 1994; Sroufe, 2005). The attachment relationship with a caregiver is an essential component in helping to form the foundation for healthy personality and functioning in society. For example, attachment is known to influence cognitive ability, development of conscience, coping skills, relationship skills, and the ability to handle perceived threats and negative emotions (Sroufe et al. , 2005; Wicks-Nelson & Isreal, 2009). In a review of the Minnesota study, Sroufe (2005) highlights the importance of early attachment in the developmental course. The Minnesota study was a 30-year longitudinal developmental study, commencing in the 1970’s, which followed individuals from before birth until adulthood. The main purpose of the study was to evaluate the â€Å"major propositions of attachment theory† (Sroufe, 2005, p. 49). The primary goal of the study was to test Bowlby’s hypotheses that (1) quality of caregiver-infant attachment is influenced by the interaction history with the caregiver, (2) individual differences in personality can be explained by variations in the quality of early attachment, and (3) secure attachment is related to the devel opment of self-reliance, emotion regulation, and social competence. The quality of infant-caregiver attachment was assessed through observation at 12 and 18 months, using Ainsworth’s Strange Situation procedure. Many outcome variables, or patterns of behaviour, were extensively measured using various methods (questionnaires, observation, standardized testing, parental and teacher reports) at several ages including infancy, preschool years, childhood, adolescence, and emerging adulthood. During the preschool years outcomes such as self-regulation, curiosity, and effective entry into peer group were measured. In middle school, measures of real-world competence, loyal friendships, coordination of friendship, and group functioning were examined. During adolescence identity, intimacy, and self-reflection were assessed. The findings from the Minnesota study provided support for Bowlby’s hypotheses (Sroufe, 2005). First, it was demonstrated that secure attachment is directly related to a history of sensitive, emotionally engaged, and cooperative interaction with a caregiver. Also as Bowlby suggested, secure attachment predicted the development of self-reliance such that individuals who used their caregiver as a secure base to explore during infancy, were later more independent. Moreover, secure attachment predicted adaptive emotion regulation as demonstrated by securely attached individuals having more self-confidence, higher self-esteem, more ego-resiliency (ability to adjust), persistent and flexible coping strategies, and displaying affect appropriate to situations. Finally, strong links were found between secure attachment and measures of social competence from early childhood through adulthood. Individuals with secure attachment were assessed as significantly better on measures such as expectation of relationships, engagement with others, skill in interaction, empathy, and leadership qualities. Sroufe (2005) suggests these findings indicate the critical importance of attachment because it plays an initiating role in the pathways of development and is related to crucial developmental functions. Thus, attachment is associated with adaptive psychological development. One construct associated with positive mental health outcomes, and in consequence is likely to be engendered by attachment, is self-compassion. Self-compassion is a self-attitude that originates from Buddhist philosophy and has recently begun to appear in Western psychology research. Neff (2003a) has proposed that self-compassion plays an important role in psychological health and describes self-compassion as extending kindness and caring towards one’s self. As the term itself insinuates, self-compassion involves treating oneself with compassion, especially when experiencing negative feelings and events. Being compassionate towards oneself entails being able to forgive one’s perceived failures and shortcomings, accepting oneself as human and therefore as limited and not perfect, and also desiring wellbeing for oneself. Neff (2003a) conceptualized self-compassion as comprising three components: self-kindness, common humanity, and mindfulness. Self-kindness refers to extending kindness and understanding to oneself rather than being harshly self-critical and judgmental. Being less judgmental of oneself should also minimize judgment of others. Common humanity is the ability to view negative experiences and limitations as a shared aspect of the larger human experience, instead of seeing experiences as separating and isolating. Consequentially, common humanity also involves recognizing one’s equality with others, which prevents one from being self-centered. Finally, mindfulness requires clearly seeing and accepting one’s emotions as opposed to the tendency to exaggerate or become absorbed with one’s painful thoughts and feelings. These three elements are linked such that they each promote one another. Research has established and continues to support the benefits of self-compassion. Indeed, there is evidence that self-compassion is associated with emotional intelligence, intrinsic motivation, emotion focused coping strategies, and life satisfaction (Neff, 2003b; Neff, Hsieh, & Dejitterat, 2005). Additionally, self-compassion protects persons from self-criticism, anxiety, and depression (Neff, 2003b; Neff, Kirkpatrick, & Rude, 2007). Self-compassion also involves taking responsibility for one’s mistakes, and in turn being motivated to change maladaptive thoughts and behaviors (Neff, 2003a; Leary, Tate, Adams, Allen, & Hancock, 2007). Furthermore, self-compassion, not self-esteem, accounts for the attenuation of people’s reactions to negative events (Leary et al. , 2007). Together these findings indicate the importance of self-compassion as it promotes adaptive psychological functioning while preventing negative outcomes. Self-compassion is also perceived to be distinct from and more beneficial than self-esteem (Leary et al. , 2007). Self-esteem refers to our overall attitude about ourselves (Baron et al, 2008), and has recently been criticized for inconsistently predicting positive outcomes. Although having high self-esteem is known to be related to such factors as positive self-feelings and motivation (Baumeister, Campbell, Krueger, & Vohs, 2003), it has also been linked to narcissism, distortions in self-knowledge, increased prejudice and aggression (Baumeister et al. , 2003; Sinha & Krueger, 1999). Self-compassion may be a better alternative to promote because it does not involve judgments about oneself or comparison with others as self-esteem does (Neff & Vonk, 2009). Self-compassion leads to positive outcomes without the negative drawbacks associated with self-esteem (Neff, 2009). To date, only one study has demonstrated that maternal support and secure attachment predict higher levels of self-compassion (Neff & McGeehee, in press). Neff and McGeehee (in press) examined the relationships between self-compassion and psychological wellbeing, cognitive, and family factors in a sample of high school and college students. Because adolescence is known to be a difficult emotional period involving the formation of one’s identity or sense of self (Arnett, 2007), the first goal of Neff and McGeehee’s study was to determine whether self-compassion promotes the same positive mental health outcomes in adolescence as those found in adulthood. Self-compassion was expected to be related to reports of higher levels of social connectedness and lower levels of anxiety and depression. As expected, the results demonstrated that self-compassion was strongly associated with low depression, low anxiety, and high feelings of connectedness. The second goal of Neff and McGeehee’s (in press) study was to explore factors that may contribute to adolescents’ development, or lack of development, of self-compassion. Self-compassion was hypothesized to be associated with maternal support, functional families, and secure internal working models of attachment. Self-report measures were used to assess self-compassion (Self-Compassion Scale), maternal support (maternal subscale of the Family Messages Measure), family functioning (Index of Family Relations), and attachment (The Relationship Questionnaire). The results show that adolescent’s self-compassion partially mediated the relationship between their reports of mental health and maternal support, family functioning, attachment style, and adolescent egocentrism, indicating that family factors can impact wellbeing through self-compassion. Additionally, individual differences in self-compassion were predicted by family factors. In particular, maternal support and secure attachment were positively correlated with self-compassion, whereas maternal criticism and insecure preoccupied and disorganized attachment styles were negatively associated with self-compassion. Unexpectedly, there was no relation found between the insecure dismissing attachment style and self-compassion. The results regarding attachment styles were interpreted using Bartholomew’s model of attachment styles (Bartholomew & Horowitz, 1991). Bartholomew’s model (Bartholomew & Horowitz, 1991) characterizes four different prototypic attachment styles of adolescence and adulthood, according to one’s views of the self (dependence dimension) and others (avoidance dimension) as either negative or positive. Secure attachment, corresponding with low dependency, low avoidance, and a positive view of both self and other, involves being trusting and comfortable with intimacy and autonomy. Having a secure sense of self-worth and trusting others to be supportive may have facilitated the development of self-compassion among adolescents in Neff and McGeehee’s (in press) study. Insecure preoccupied attachment corresponds with low avoidance, high dependence, a positive view of others, but a negative self-image, and is characterized by clinginess, jealousy, and being preoccupied with relationships. Insecure dismissing attachment is distinguished by low dependence, high avoidance, a positive view of the self, a negative view of others, and involves inflating self-worth, being counter dependent, and being dismissing of intimacy and the importance of relationships. Disorganized or fearful attachment involves distrust of others, social withdrawal, feelings of inadequacy, fear of intimacy, and corresponds with high avoidance, high dependency, and a negative view of both the self and others. The anxiousness about deserving care or not expecting support from others in relationships may hinder individuals with insecure attachment styles from developing self-compassion. Given the findings from Neff and McGeehee’s (in press) research, the characteristics of secure attachment should promote the development of self-compassion. Namely, a positive self-image may help form a sense of self-worth that should in turn lead to self-kindness. In addition, being able to trust others helps form a connection with others that may foster common humanity. Conversely, the characteristics of insecure attachment may impede the development of self-compassion. Doubting one’s worth and lacking trust in others suggest a lack of an emotional foundation necessary for self-compassionate thinking (Neff & McGeehee, in press). Similarly, dependency on others to feel good about oneself may prevent the ability to accept oneself, which is a necessary feature of self-compassion (Neff & McGeehee, in press). Futhermore, considering the relation of early attachment to positive developmental outcomes (Sroufe, 2005; Scroufe et al, 005), attachment conceivably contributes to the development of self-compassion. Attachment is important in initiating the development of adaptive psychological functioning (Sroufe, 2005; Scroufe et al, 2005). Self-compassion is a healthy self-attitude, which promotes positive mental health outcomes (Neff, 2009). Therefore, the development of a self-compassionate mindset should emanate from early attachment. Neff and McGeeh ee’s (in press) findings are the first to establish a relationship between attachment and self-compassion. However, Neff and McGeehee’s (in press) study is limited in that it they did not examine how attachment promotes self-compassion, due to its cross-sectional and correlational design. The study was restricted to adolescents and young adults, and used self-report data rather than observational measures. As a result, only the status of the attachment relationship and level of self-compassion present in adolescence were assessed. Further research is necessary to investigate the role of parental attachment in the development of self-compassion. It is of crucial importance to identify the early factors and processes associated with attachment formation which could promote the development of self-compassion among children. Following this, there is also a need to create a measure for self-compassionate thinking and behaviour among children. Being self-compassionate may involve different thoughts and behaviours according to ones age or stage of development. In order investigate the development of self-compassion, it is essential to be able to recognize and measure self-compassion among children. Findings from such prospective research can be used to help encourage healthy attachment, perhaps through parent sensitivity training, and educate parents how to foster self-compassionate thinking and attitudes in their children. References Ainsworth, M. S. (1979). Infant-mother attachment. American Psychologist, 34, 932-937. Arnett, J. J. (2007). Adolescence and emerging adulthood: A cultural approach. Saddle River, NJ: Pearson/Prentice Hall. Bartholomew, K. , & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226-244. Baumeister, R. F. , Campbell, J. D. , Krueger, J. I. , & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science In The Public Interest, 4, 1-44. Barnas, M. V. , & Cummings, E. M. (1994). Caregiver stability and toddler’s attachment-related behaviour towards caregivers in day care. Infant Behaviour & Development, 17, 141-147. Baron R. A. , Branscombe, N. R. , & Byrne, D. R. (2008). Social Psychology. Boston, MA: Pearson/Allyn and Bacon. Leary, M. R. , Tate, E. B. , Adams, C. E. , Allen, A. B. & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92, 887-904. Neff, K. D. (2003a). Self-compassion: An alternative conceptualization of a healthy attitude toward. Self and Identity, 2, 85-101. Neff, K. D. (2003b). The development and validation of a scale to measure sel f-compassion. Self and Identity, 2, 223-250. Neff, K. D. (2009). The role of self-compassion in development: A healthier way to relate to oneself. Human Development, 52, 211-214. Neff, K. D. Hsieh, Y. , & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4, 263-287. Neff, K. D. , Kirkpatrick, K. L. , & Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of Research in Personality, 41, 139 – 154. Neff, K. D. , & McGeehee, P. (in press). Self-compassion and psychological resilience among adolescents and young adults. Self and Identity. Neff, K. D. , & Vonk, R. (2009). Self-compassion versus global self-esteem: Two different ways of relating to oneself. Journal of Personality, 77, 23 – 50. Sinha, R. R. , & Krueger, J. (1998). Ideographic self-evaluation and bias. Journal of Research in Personality, 32, 131-155. Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment & Human Development, 7, 349 – 367. Sroufe, L. A. , Egeland, B. , Carlson, E. A. , Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. New York: Guildord Press. Wicks-Nelson, R. , & Isreal, A. C. (2009). Abnormal Child and Adolescent Psychology. Saddle River, NJ: Pearson/Prentice Hall.