Different Types of Data in Criminal Justice Assignment

Various Types of Data in Criminal Justice - Assignment Example 2. The age issue could prompt confounding discoveries in substance misuse investigate. This is on the grounds that most nations have laws that endorse the lawful drinking age. For example the legitimate savoring age United States is 21 while in United Kingdom it is 18 (Bamforth, 2009). Thus, young people who are underneath the drinking age may give wrong age for dread that lawful move might be made against them. In this manner, giving such data might be hard to the respondents. This is an amazing chart used to show the extent or relative sizes of information. For this study the level of guys and females associated with substance misuse could be better introduced utilizing pie graph. Every sexual orientation would be spoken to by each section of the pie graph. A visual chart comprises of vertical and flat bars whose lengths show the size of the information. In this exploration, the reference chart would be proper in speaking to the measure of substance mishandled or the prevalence of the substance. The recurrence or the measure of substance would be put on the vertical pivot while the sort of substance would be on the flat hub. The pattern of progress between the drinking age and the years could be all around caught in by line diagram. This would be finished by plotting the normal age against the year. Thusly, the connection between age the year would be

Tips on How to Find Cheap Research Paper For Sale

Tips on How to Find Cheap Research Paper For SaleAre you looking for cheap research paper for sale? Here are some of the tips that you can use to get good price.First, decide what type of paper you want. To make your decision easier, you should know the needs of your project and the characteristics of the paper stock. The following paragraphs will give you tips on how to find the best source of cheap research paper for sale.First, you have to understand that the internet is the best place where you can get the best research paper for sale. You can easily find the online sources where you can purchase cheap research paper. The important thing to do is to determine the type of paper you want to buy. There are many types of paper you can choose from.Asking yourself if you need an essay or a research paper will be useful in determining if you will need to buy cheap research paper. Writing something that you can share with your friends is a good reason for you to buy the paper. Moreover, writing a research paper that is formatted properly and has all the required information on it is also a good way to buy the paper. It's better to do this kind of research paper on your own.Once you decide the type of paper you want to write, you will need to determine the quality of the paper. To determine this, you can get the information on the different brands of paper that are sold in the market. In this case, it's better to buy cheap research paper for sale from reliable sellers.It is also necessary to know the main purpose of buying cheap research paper for sale. You can use this information to determine if the paper you are purchasing can meet your needs. In this case, you should also compare thequality of the paper before you actually make the purchase.The last step is to check whether the paper you bought is supported by the major printer vendors. If you find this kind of paper, you can expect it to last longer than normal. It can also reduce the production cost of the ven dor if they are selling cheap research paper for sale.In conclusion, to make sure that you can get the paper you want at a good price, you should look for a reliable source. The easiest way to do this is to look for some blogs about buying and selling of paper. These resources can help you in finding the best places where you can get cheap research paper for sale.

Post Traumatic Stress Disorder ( Ptsd ) - 1241 Words

Siobhan McShea Mrs. Stanley Health April 14, 2014 Post Traumatic Stress Disorder Post traumatic stressed disorder is a mental illness caused by an enormous amount of anxiety felt after a traumatic or life-threatening accident or event. This event causes intense feelings of fear and helplessness. Studies have shown that about 5 to 6 million people suffer from PTSD. (Thomas ) About 30% of those people are war veterans. Most war veterans who have served for our country who have PTSD from the war are homeless. About 1/3 of our nations homeless are war veterans. (PTSD Statistics) Events that can trigger this mental illness are war, terrorism, rape, abuse, a severe accident, or natural disasters like hurricanes and tornados. There are three symptoms a patient must exemplify to be diagnosed with PTSD. These symptoms are re-experiencing symptoms, avoidance symptoms, and hyper-vigilance. Re-experiencing symptoms are where the PTSD patient will relive the traumatic event through flashbacks, nightmares and memories. A certain sight, smell, sound, or feeling the person gets at a random point throughout their day that could remind them of the traumatic experience is what can tigger these helpless reoccurrences. Some flashbacks can be so extreme that the person loses all their senses and only can see, hear, or smell what they felt at the time of the accident. They are no longer aware of the real world and cannot tell the difference of what is real and what is not (Thomas ) AvoidanceShow MoreRelatedPost Traumatic Stress Disorder ( Ptsd )990 Words   |  4 PagesPost-Traumatic Stress Disorder Post-traumatic stress disorder is a common anxiety disorder characterized by chronic physical arousal, recurrent unwanted thoughts and images of the traumatic event, and avoidance of things that can call the traumatic event into mind (Schacter, Gilbert, Wegner, Nock, 2014). About 7 percent of Americans suffer from PTSD. Family members of victims can also develop PTSD and it can occur in people of any age. The diagnosis for PTSD requires one or more symptoms to beRead MorePost Traumatic Stress Disorder ( Ptsd )1471 Words   |  6 PagesRunning head: POST-TRAUMATIC STRESS DISORDER 1 Post-Traumatic Stress Disorder Student’s Name Course Title School Name April 12, 2017  Post-Traumatic Stress Disorder Post-traumatic stress disorder is a mental disorder that many people are facing every day, and it appears to become more prevalent. This disorder is mainly caused by going through or experiencing a traumatic event, and its risk of may be increased by issuesRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1401 Words   |  6 PagesAccording to the Mayo-Clinic Post Traumatic Stress Disorder, commonly known as PTSD is defined as â€Å"Post-traumatic stress disorder (PTSD) is a mental health condition that s triggered by a terrifying event — either experiencing it or witnessing it. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event† (Mayo Clinic Staff, 2014). Post Traumatic Stress disorder can prevent one from living a normal, healthy life. In 2014, Chris Kyle playedRead MorePost Traumatic Stress Disorder ( Ptsd )1198 Words   |  5 Pages Post-traumatic stress disorder(PTSD) is a mental illness that is triggered by witnessing or experiencing a traumatic event. â€Å"PTSD was first brought to public attention in relation to war veterans, but it can result from a variety of traumatic incidents, such as mugging, rape, torture, being kidnapped or held captive, child abuse, car accidents, train wrecks, plane crashes, bombings, or natural disasters such as floods or earthquakes(NIMH,2015).† PTSD is recognized as a psychobiological mentalRead MorePost Traumatic Stress Disorder ( Ptsd )1423 Words   |  6 Pages Mental diseases and disorders have been around since humans have been inhabiting earth. The field of science tasked with diagnosing and treating these disorders is something that is always evolving. One of the most prevalent disorders in our society but has only recently been acknowledged is Post Traumatic Stress Disorder (PTSD). Proper and professional diagnosis and definitions of PTSD was first introduced by the American Psychiatric Association(APA) in the third edition of the Diagnostic andRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1162 Words   |  5 PagesSocial Identity, Groups, and PTSD In 1980, Post Traumatic Stress Disorder (PTSD,) was officially categorized as a mental disorder even though after three decades it is still seen as controversial. The controversy is mainly founded around the relationship between post-traumatic stress (PTS) and politics. The author believes that a group level analysis will assist in understanding the contradictory positions in the debate of whether or not PTSD is a true disorder. The literature regarding this topicRead MorePost Traumatic Stress Disorder ( Ptsd ) Essay1550 Words   |  7 PagesPost Traumatic Stress Disorder â€Å"PTSD is a disorder that develops in certain people who have experienced a shocking, traumatic, or dangerous event† (National Institute of Mental Health). Post Traumatic Stress Disorder (PTSD) has always existed, PTSD was once considered a psychological condition of combat veterans who were â€Å"shocked† by and unable to face their experiences on the battlefield. Much of the general public and many mental health professionals doubted whether PTSD was a true disorder (NIMH)Read MorePost Traumatic Stress Disorder ( Ptsd )944 Words   |  4 Pageswith Post-traumatic stress disorder (PTSD Stats). Post-Traumatic Stress Disorder is a mental disorder common found in veterans who came back from war. We can express our appreciation to our veterans by creating more support programs, help them go back to what they enjoy the most, and let them know we view them as a human not a disgrace. According to the National Care of PTSD, a government created program, published an article and provides the basic definition and common symptoms of PTSD. Post-traumaticRead MorePost Traumatic Stress Disorder ( Ptsd )1780 Words   |  8 Pagesmental illnesses. One such illness is post-traumatic stress disorder (PTSD). Post-traumatic stress disorder is a mental illness that affects a person’s sympathetic nervous system response. A more common name for this response is the fight or flight response. In a person not affected by post-traumatic stress disorder this response activates only in times of great stress or life threatening situations. â€Å"If the fight or flight is successful, the traumatic stress will usually be released or dissipatedRead MorePost Traumatic Stress Disorder ( Ptsd )1444 Words   |  6 PagesYim – Human Stress 2 December 2014 PTSD in War Veterans Post Traumatic Stress Disorder (PTSD) is a condition that is fairly common with individuals that have experienced trauma, especially war veterans. One in five war veterans that have done service in the Iraq or Afghanistan war are diagnosed with PTSD. My group decided to focus on PTSD in war veterans because it is still a controversial part of stressful circumstances that needs further discussion. The lifetime prevalence of PTSD amongst war

Project Citizen Essay - 1824 Words

Have you wondered how you can change the community? Have you ever thought that only government officials impact decisions? During Project citizen at Edgewood we answer these questions. Project citizen is a very important time at Edgewood middle school in Highland Park. From the White House to small cities everywhere, project citizen Is occurring. The community is never happy. They are always looking for ways to make life easier for people. Project citizen has been occurring at Edgewood middle school since 2000. It teaches the community, specifically the Edgewood community on how it can improve. The goal is always to make life better and educate the comm.unity. Edgewood middle school is a school in highland park which is located in the north shore of Chicago. Every day school starts at 7:50 in the morning, and the final bell rings 2:40. The 6th and 7th graders enter through the lower entrance while the 8th graders enter through the upper entrance. When you enter the school late you ri ng the bell and Mrs. Lindberg buzzes you in. The first safety problem at Edgewood is security. When someone enters they can just wander the school. A simple excuse like â€Å"Im a janitor† or ‘â€Å"Im picking my child up† will give you easy access to the school. Another concern is lockdown safety. The students arent very are familiar with the procedure during a lockdown. This is explained because we only have about one lockdown each year. My last concern is lunchroom safety. We get foodShow MoreRelatedTheory on Urban Planning1389 Words   |  6 Pagesrenewal, urban designers fail to take into account the needs and desires of perhaps the most important people who will be involved in the process: the citizens. This paper examines the theoretical aspects of urban planning. It also discusses what lessons professional planners can learn during the process, and what the conflicts between planners and citizens may be. II Theory of Urban Planning Although the trend is to think that planning is a recent concept, urban planning is not new. Chicago is a primeRead MoreReflection On Citizen Education1471 Words   |  6 PagesCitizen Education Reflection At the beginning of the second semester I didn’t know what exactly to expect from Cited as a class. I had heard that it was a lot of work, that Mr. Cangello could be a hard grader, and to pay attention if you wanted to keep up. As the semester got into full swing and I started to get a better feel for my classes, I realized, not a single part of these warnings had been false. After many warnings about plugging in our laptops in an orderly fashion, and testaments toRead MoreThe Portland Development Commission Essay724 Words   |  3 PagesAcademic Search Premier. It informs that Portland citizens have collaborated with the Portland Development Commission to observe 35 blocks that they expect those city blocks to become a model of urban sustainability. To establish energy goals, city planners calculate how much oxygen would be released and carbon dioxide used in a forest area in the size of 35 city blocks. I like how it demonstrate the plan they are using and how it gets the citizens and government to work together. Although, this sourceRead MoreBeing a Good Citizen Essay960 Words   |  4 Pagesdespite some kind of injustice within them? Are good citizens obliged to blindly follow the government policies? It follows then, what is good citizenship? Henry David Thoreau provides an adequate definition of good citizenship within his essay, Civil Disobedience ; Thoreau discusses certain characteristics of a good citizen. Examples of Thoreaus definition exist in both the ancient and contemporary culture. Sophocles describes Antigone as a good citizen by Thoreaus definition. Within the play, AntigoneRead MoreLearning Using A Whole Class1094 Words   |  5 PagesMonte-Sano set up and structured her research project as a report that looked at student learning using a whole class where the teacher illustrates the â€Å"interchange between pedagogy and learning to write historical essays.† From this class she looks at three case studies from students for presentation. Monte-Sano sought a teacher that had â€Å"an advanced degree in history, a focus on writing, and an inquiry orientation toward history.† Monte-Sano chose the largest class of Mr. Lyle, and students whoRead MoreConstruction Of A Water Intake System For Service The Town Of Boone1160 Words   |  5 PagesPA 5180 Final Exam Question: Using your book and notes, analyze the following case study as completely as you can. The best essay will include analyses using several frameworks and concepts from class or the readings. This exam is due Saturday, December 12th at 10:00PM. Introduction The purpose of this paper is to analyze the case study involving the location and construction of a water intake system to service the Town of Boone. The overall analysis will consist of stakeholder, and network analysesRead MoreI Am An Application Of My Multimodal English 1101 Class1411 Words   |  6 Pagespresentation, and an analysis essay. As an international student, the transition was rough because I had been detached from the English language for three years before coming to Georgia Tech. Nevertheless, the course gave me much needed exposure to a language that I will require for my personal advancement. Although there are still innumerable things for me to improve regarding my English skills, the most important aspect of class was the focus on process to produce projects in a superior way. The EnglishRead MoreThe Influence Of Ideologies In The Formulation Of Social Policies1489 Words   |  6 Pagesrequire their citizens to insure themselves? Why is it that in some countries the retirement benefit a person receives is highly dependent on the amount of work they have done in earlier life whereas in others there is not so much difference made between the elderly? Furthermore, why is it that in Scotland people get to educate themselves in higher level academia for free but The English have to pay thousands of pounds for almost equivalent service? All in all, they are bare citizens living on theRead MoreEvaluation of Effectiveness of Community Care Fund: Should the Government Intervene?1561 Words   |  7 PagesWorse still, several projects launched by the CCF Task Force were considered as unsuccessful (Hong Kong Nonprofit Journal, 2012). There has long been a heated debate concerning whether the Government should intervene in corporate social responsibility (CSR) proj ects. Some scholars argued that the Government has several weaknesses which make it not an ideal initiator of CSR projects, while others hold another view that the Government has its advantages in doing so. In this essay, the CCF will be usedRead MoreThe Dropping Of The Atomic Bomb Essay1734 Words   |  7 Pagesformer President Truman recalled how he learned about the atomic bomb project as well as the public opinion on the Atomic Bomb. I believe that the solution that Truman gave when dropping the Atomic Bomb should not have been done. The radioactivity that was caused by the atomic bomb, during World War II, caused severe damage to the nation of Japan. The negative particles that were produced by the radioactive isotopes caused the citizens of Japan to face many diseases that were detrimental to their health

How does Iago manipulate Othello in Act 3 - 1717 Words

The timing of events is very important in Act III. Iago anticipates and manipulates the other characters so skilfully that they seem to be acting simultaneously of their own free will and as Iagos puppets. For example, it takes only the slightest prompting on Iagos part to put Othello into the proper frame of mind to be consumed by jealousy. Iago exploits Cassios discomfort upon seeing Othello by interpreting it as a sign of guilt: Cassio, my lord? No, sure I cannot think it That he would steal away so guilty-like, Seeing you coming. Iagos interpretation of Cassios exit, combined with Desdemonas vigorous support on Cassios behalf, creates suspicion in Othellos mind even before Iago prompts him. Othello manifests his confusion†¦show more content†¦Again and again, Iago insists that he speaks out only because of this love. His claim, My lord, you know I love you even echoes Peters insistent words to Christ, Lord, thou knowest that I love thee (John 21:15-17). Othellos rejection of Desdemonas offer of her handkerchief is an emphatic rejection of Desdemona herself. He tells her he has a pain upon his forehead and dismisses her handkerchief as too little to bind his head with, implying that invisible horns are growing out of his head. Horns are the traditional symbol of the cuckold, a husband whose wife is unfaithful to him. Othellos indirect allusion to these horns suggests that the thought of being a cuckold causes him pain but that he is not willing to confront his wife directly with his suspicions. The end of Act III, scene iii, is the climax of Othello. Convinced of his wifes corruption, Othello makes a sacred oath never to change his mind about her or to soften his feelings toward her until he enacts a violent revenge. At this point, Othello is fixed in his course, and the disastrous ending of the play is unavoidable. Othello engages Iago in a perverse marriage ceremony, in which each kneels and solemnly pledges to the other to take vengeance on Desdemona and Cassio. Just as the play replaces the security of peace with the anxiety of domestic strife, Othello replaces the securityShow MoreRelatedJames Bond1736 Words   |  7 PagesMonday: read Act 2 of Othello answer the study questions for Act 1 (they start with # 11, I dont know why!) Well look at the Act 2 questions during class Art: draw 2 faces following the instructions on this webpage: http://www.wikihow.com/Draw-a-Face its a lot like the other website, but also a little different, so youll get some different ideas on how to do this. STUDY QUESTIONS FOR OTHELLO Act I, Scene1 11. In Act I, scene 1 why does Iago say he hates Othello? What are allRead MoreMalignant Iago of Shakespeares Othello Essay1721 Words   |  7 Pagesthose who come upon it.   In the tragic play â€Å"Othello† by William Shakespeare, Iago is a character that represents pure evil – a malignant cancer to all those around him.   His evil is exposed through his choice of words, his ability to manipulate people, and his opportunistic ways.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   First, Iago’s evil is shown through his choice of words that demonstrate his vulgarity and his sinister intentions.   Iago’s language is extremely base and forward; he does show any remorse or sympathy in any situationRead MoreEssay on The Flaws of Othello, Murderer of Desdemona1477 Words   |  6 PagesShakespeare’s play Othello, the main character Othello is typically victimized and portrayed as a mere scapegoat of the villainous Iago’s devious plans. However, Othello is not completely void of responsibility for the death of his wife. Othello, the tragic hero, is just as responsible as Iago for his premeditated murder of Desdemona due to his own internal flaws. Specifically, flaws such as his vivid imagination and his self over-idealization are brought to the surface by Iago, which consequentlyRead MoreIago : The Rhetorician Conspirator1680 Words   |  7 PagesDavin Truong Professor Bains English Writing 301 11/13/14 Iago: The Rhetorician Conspirator In William Shakespeare’s Othello, the antagonist Iago is arguably the most heinous villain in all of literature. His ability to shape shift in and out of character is what makes him unique. His tactics are similar to that of a cold blooded chameleon. Iago’s art of persuasion, his mastery of rhetoric as well as his ability to sense his victims’ insecurities and weaknesses, is what makes him so diabolicallyRead MoreThe Significance of Act 3 Scene 3 of William Shakespeares Othello1606 Words   |  7 PagesThe Significance of Act 3 Scene 3 of William Shakespeares Othello Othello was written by Shakespeare around 1602 and was set 35 years previously to that time (around 1571) during the Elizabethan era. Shakespeare got the idea for the play from the Italian Novella Gli Hecatommithi and only changed minor details slightly. He kept the same plot but some of the characters and themes in the play were very different. The play itself is a tragedy and includes the thingsRead MoreWilliam Shakespeare s Othello And Othello1385 Words   |  6 PagesFor the time Othello was set in, 16th century Elizabethan society held strong socioeconomic roles that governed social statuses. In Shakespeare’s Othello, class positions become a theme that emphasizes power as a major role in relationships. In the case of Othello, a general of the Venetian army, and Iago, one of his trusted advisors, that power struggle is the force that dominants the play and leads to the disastrous and memorable ending. Machiavelli’s treatise, The Prince, examines the dynamicRead MoreEssay on Iago; The Representation of Villainy in Othello808 Words   |  4 PagesDictionary. In Othello, Iago fits this definition perfectly though Othello does not recognize that Iago is his enemy until the end of the story. Iago is the evil-minded, backstabbing character in this dramatic story. He demonstrates this villainy act all th rough out the story beginning with being angry with Othello for not appointing him as lieutenant, his revenge on cassio for taking his place as lieutenant, and setting up Desdemona to look like she is cheating on Othello. His machinationsRead MoreOthello Character Analysis1678 Words   |  7 Pagesmasterpieces and tragedies such as Hamlet, Othello, Macbeth, King Lear and Romeo and Juliet caused a remarkable turning point in English literature as whole, and English drama in particular.His play Othellois one of his unforgettable tragedies. The play of Othello is the finest example of Shakespeare’s poetic and narrative style. Thus, Shakespeare is known as the most influential dramatist whose tragedies found the way to interact with the audience.Shakespeare’s Othello is about jealousy, revenge and deceptionRead MoreIago, By William Shakespeare1669 Words   |  7 PagesIn William Shakespeare’s Othello, the antagonist Iago is arguably the most heinous villain in al l of literature. His ability to shape shift in and out of character is what makes him unique. His tactics are similar to that of a cold blooded chameleon. Iago’s art of persuasion, his mastery of rhetoric as well as his ability to sense his victims’ insecurities and weaknesses, is what makes him so diabolically ruthless. Throughout the play, one can truly see the power of words and their delivery,Read MoreThe Snake: Iago in Othello Essay1248 Words   |  5 Pagesproblems. In Othello, the evil Iago manipulates Othello into ruining his own life in the name of revenge. He tells Othello that his wife, Desdemona, is cheating on him. He presents Othello fake evidence time and time again until he is convinced. Othello is so angered that he murders his own wife, who has done nothing wrong. Only after she is dead, Desdemona is proven innocent. In immense guilt, Othello commits suicide. Iago finally gets his revenge. The character Iago, in Shakespeares Othello, goes from

Business Culture Environment of Thailand †MyAssignmenthelp.com

Question: Discuss about the Business Culture Environment of Thailand. Answer: Introduction The purpose of this report is to offer a detail as well as sound description of the business culture environment of Thailand. Thailand is a well-known and renowned nation famous for its rapid development and innovative technologies. There is a rigorous welcome of the multinational corporations and the foreign direct investments to have huge investments in the various industries of the country (Santandertrade, 2017). The report is developed to offer information in respect with the several unique cultural aspects of Thailand which attracts the foreign companies to have their business roots in Thailand. The report will also present the various cultural differences which are their between the societies of Myanmar and Thailand. The next part of the report will offer a detailed cultural analysis of Thailand through the Hofstedes cultural lenses by taking sue of the cultural dimension theory. Rationale Thailand is recognized as the 2nd largest economy in the Southeast Asia. There is approximately a total of 1,554 million USD FDI inward flows in Thailand in the year 2016. There are around 171 Greenfield investments which have been there in 2016. The country possess a number of attractive and fascinating factors which help in fetching the attention of the foreign companies to successfully invest and perform businesses in the various regions of Thailand (Santandertrade, 2017). One more significant factor which attracts the companies of Myanmar to have their businesses in Thailand is the safe as well as opportunistic business environment of Thailand which helps the companies to become successful and flourish. There are high opportunities for growth, innovation and development of the organisations that are performing their business in Thailand. Thailand is a nation who extremely follows Buddhism. There is a Theravada Buddhism practice which is practiced at the highest level with some pa rt of the country following Hinduism too. In the old eras, there was military dictatorship in Thailand but in the phase after 1973, the nation was keeping a step ahead towards the developing phase where there was an end to the rule of military dictatorship (Iskander, 2013). The Thailand culture is rich and diverse in nature. The country is well-known for its famous traditional as well as for its modern culture. Thailand is a famous tourist place as there are number of places and things to visit comprising of contemporary culture, masked dance dramas, delicious cuisines, visual arts and the various social norms. Thailand possesses the culture of nuclear family. The male members of the societies are wholly responsible working and bearing all the expenses of ten families. The ratio of the women who are working is comparatively very less in respect with the percentage of the male members of the society. The maximum percentages of females are busy in household work only nation (Taras, Steel and Kirkman, 2012). The major percentage of the entire population of Thailand which is approximately ninety percent follows Buddhism only and the left percentage comprises of various other ethnicities and races such as Hinduism, Christians and few other cultures (Everycul ture, 2017). Detailed cultural analysis of Thailand Education From the education perspective, in Thailand, it is necessary that the children must have the education which is offered in the elementary schools and then have a compulsory education of one to three years offered in the elementary schools for the children of age group seven to nine. Then after the elementary school, there is a course of next three years which is second level education and that course is in respect with the carrying on with a course of next three years for the children of age group 13 to 15. After that there are two different streams i.e. vocational and academic which the children can opt for according to them. In comparison with the female and the male members passing the university course, there are a high percentage of male members rather than female. To take admission in the colleges, university course, high schools and elementary schools, the children are required to clear the entrance tests. In the education sector of the country, there has been realized increas ed completion (Tiranasar, 2004). Attitudes and Values There are particular attitudes are values which are possessed by the people of Thailand and there are specific rules and customs on the basis of which the people of Thailand work and so there takes place an increased level of homogeneity between the various social customs. The relationships and associations with the people are given huge importance. In Thailand, the business practices and operations are conducted with utmost flexibility and so there is rapid change in the functioning and the strategies according the demand off the market. There is high significance of silence and as a result there are faster decision making and fewer discussions made among individuals (commisceo-global, 2017). Aesthetics The Thailand aesthetics is a broad set of the ancient arts. It includes prominent art forms which have a long history. There are various art forms that influence Thai culture such as Westerners, Chinese, the Indian, the Mons, etc. The uniqueness of Thailand lies in it art forms comprising handicraft, painting and sculpture. Thailand, there maintains a strong balance among the age-old tradition i.e. the heritage and modernity. Thailand also comprises of harmonious fashion in respect with buildings, people, garden, train stations, displays, shops, products, food and advertisements and all the things which are eye-catching and fascinating (Expatfocus, 2017). Personal Communication The individuals of Thailand have their faith and believe in dealing with harmony and thus maximum of the communication are in the form of expressions only (Everyculture, 2017). There is increased use of the facial expressions but in respect with the eye contact there is very less use of eye-contact at the time of communication. In business conversations, there is taken use only of the formal language. There is maintained an adequate distance of one meter while having communication with strangers with a formal approach (Vailati, 2014). Religion Buddhism is the culture or religion which is highly followed in Thailand. The maximum of the percentage of the individuals follows Buddhism. Manners and Custom In Thailand, there is a casual aspect of offering greetings among the people. There are greetings shared by the means of raising hands, palms and keeping a posture of prayer. In the various professional meetings, there is taken use of a formal approach at the time of interactions and communications (Iskander, 2013). In respect with the female members in professional meetings, there is avoidance of hand shaking and there is use of smile for greeting purpose. There are homogenous societies in Thailand where there is increased level of unity in the families. There are also possesses features of collectivism where firstly their want and the needs of the societies are accomplished and then the individual needs are considered. The business societies in Thailand follow a vertical structure and it is essential to offer respect to the high executives and authorities both in the business societies and the families (Justlanded, 2017). Comparison of the business culture of Myanmar and Thailand In the business culture environment of Thailand, the people are usually polite in nature and effectively work on their minds. The people are extremely compatible with the various colleagues of the organisation and not aggressive in nature while dealing with other employees and the organisational situations (Shang,2015). On the other hand, in the business culture environment of Myanmar, there is a huge impact pose by the western culture on the business and the interpersonal associations. There are increased level of discussions and arguments are done in respect with the business communications and thus the chances of controversies increased because of huge arguments (Everyculture, 2017). In the organisations, the Myanmar people give priority and importance towards the attainment of the organisational goals and objectives. On the other hand, in the Thai business culture, the organisational individuals are more aggressive towards attainment of the individuals needs and requirements (Ham amura, et al., 2009). Negotiations In respect with the business meeting and business negotiations, the people of Thailand have a custom and tendency to share all the information with the business parties. At the time of business negotiations, the Thai people usually remain very relaxed and calm as they give huge importance to the personal relationships. And so, the overall process of business negotiations is bit faster (Everyculture, 2017). On the other hand, in Myanmar, the process of business negotiation is a bit slow because of the reason that there are followed strict regulations, processes and rules at the time of negotiating and business meetings. When it comes to prices, quotations and deadlines, the Myanmar people are tough and hard to deal with (Leony and Rudito, n.d.). Business meeting etiquette In respect with the business meeting etiquettes, in Thai business culture, there is a long process and time gap so that all the things can be effectively scheduled, lined up and planned (Everyculture, 2017). On the other hand, in Myanmar, there are scheduled business meeting and appointments in a very short notice period too and no need of long time gaps are required for conducting the business meets (Rarick and Nickerson, 2006). Gift giving etiquette In respect with the etiquette of gift giving, in Thailand, the sharing of the gifts is considered as a major protocol. At the time of business associations and meetings, the business associates as well as the colleagues, share various gifts among each other as a token of greet. This demonstrates increased level of respect towards the business parties. Sharing gifts with each other is a kind of ritual in Thailand (Everyculture, 2017). Whereas, on the other hand, in Myanmar, the sharing of gifts is also a ritual and at the time of business meetings, there is practice of sharing gifts. In Myanmar, the sharing and acceptance of the gifts is also considered as a token of respect (Factsanddetails, 2017). Dress Code In the business culture environment of Thailand, the individuals at the time of business meeting prefer wearing dark colour trousers, a formal tie with a full sleeves shirt of light colour and with a dark coloured formal business coat. In respect with the attire wore by women, there are used formal dress or business suits (Everyculture, 2017). On the other hand, in Myanmar, the men usually prefer wearing shirts with no collar and longyi and sometimes there are sued business suits which are of dark colours and the women usually prefer wearing longyi and blouse irrespective of the various weather conditions and seasons (Go-Myanmar, 2017). Hofstede's cultural analysis of Thailand Following is the analysis of the culture of Thailand on the basis of the Hofstedes cultural dimension theory by taking use of Hofstedes cultural dimension theory. Power distance The power distance dimension is used to understand the aspect of human equality and inequality. The high level of power distance denotes autocratic power relationship which shows there is an unequal distribution of power. On the other hand, the low level of power distance denotes that there is increased level of questioning and have an expectation that there will involvement of the individuals in the process of decision making in the companies (Hofstede, 2011). The power distance of Thailand is 64 which are very high in comparison with Myanmar. It demonstrates that the managers and the executives do not expect to have increased level of involvement in the decision making (Wordpress, 2014). And if the company of Myanmar plans to have business in Thailand, then there is a need to have restriction towards the delegation of authorities and involvement of the employees in planning and decision making (Rarick and Nickerson, 2006). Individualism The individual cultural dimension demonstrates the interpersonal relationship. The high level of individualism shows that there is an individualistic culture where the concerned is in regards with oneself and families (Newman, 2014). The low level of individualism shows increase collectivism where the concern is in respect with the societal members and the organisation. The individualism level of Thailand is 20 which shows low level and represents that there is unequal focus on personal and group objectives (Wordpress, 2014). In Myanmar, the level of individualism is moderate and thus if the company wants to have business in Thailand they must restrict offering self-recognition and individual opportunities to the people to work (Rarick and Nickerson, 2006). Uncertainty avoidance index The uncertainty avoidance dimension shows the societys or nations tolerance in respect with the occurrence of uncertainties (Steel and Taras, 2010). The uncertainty avoidance index of Thailand is 64 that reflect there is upsurge level of uncertainty avoidance. There are efficient practices for the avoidance of the impact of uncertainties (Wordpress, 2014). In comparison with Myanmar, the index of Thailand is a bit low and it becomes easy to bring any change in Thailand. Thus, for performing business in Thailand it is necessary to have deep understanding of regulations and culture to avoid uncertainties (Rarick and Nickerson, 2006). Masculinity The masculinity dimension is in relation with the value posed by ambitions, power and other material things. The high level shows increased difference in respect with genders and there is more importance over materialistic things and the low level shows presence of feminine culture and high importance to relations (Tang and Koveos, 2008). The masculinity index of Thailand is 95 that show high value to materialistic things (Wordpress, 2014). Whereas it is very low in Myanmar, therefore, to have business in Thailand, it is necessary to have more dependence on male members and materialistic things (Rarick and Nickerson, 2006). Long-term orientation It reflects the extent of dealing with present and future issues by linking with past situations. Increased level of orientation shows the individuals are concerned with future and are goal oriented and the decreased level shows there is a level of stability (Shi, and Wang, 2011). The index of Thailand is 32 which show there is non-descriptive cultural society. And there is a moderate commitment towards goal (Wordpress, 2014). In Myanmar scores a bit low index as and thus company is required to make a little additional efforts or any kind of change in respect with the long term orientations dimension (Rarick and Nickerson, 2006). Indulgence The indulgence dimension demonstrates that the nation is optimistic and there is freedom in aspect with speech and communication. The low level shows there is restraint culture and rigidity in behaviours (McSweeney, 2002). The indulgence level in Thailand is 45 that reflect there is less control on individuals or moderate control and also dominance of male members (Wordpress, 2014). But the indulgence index of Myanmar is high which shows there is a need that there must be given more freedom to eth employees so that they can work effectively in Thailand (Rarick and Nickerson, 2006). Conclusion The report concludes that, the business culture environment of Thailand is extremely affluent and rich and is much impacted by the western culture that comprises of moderate level of indulgence, high level of uncertainty avoidance, low level of long term orientations and masculinity index, individualism and high level of power distance. The cultural dimension framework of Hofstede help in analysing and understanding the business culture of Thailand as well as also supported in understanding what cultural practices must be consider while performing business in Thailand. This supports in better decision making in respect with the business expansion in the foreign nation. It can also be concluded that there are number of dissimilarities and similarities among the business cultures of both the nations. Therefore, it is necessary for the company of Myanmar to first develop an in-depth understanding of the various cultural aspects of Thailand before commencing the business operations. The info presented in the paper can offer several advantages to number of companies while performing business in Thailand and can also support in avoiding various cultural issues. References commisceo-global, (2017). Thailand Guide, Retrieved on: 22nd November 2017, Retrieved from: https://www.commisceo-global.com/country-guides/thailand-guide Everyculture, (2017). Burma, Retrieved on: 22nd November 2017, Retrieved from: https://www.everyculture.com/Bo-Co/Burma.html Everyculture, (2017). Thailand, Retrieved on: 22nd November 2017, Retrieved from: https://www.everyculture.com/Sa-Th/Thailand.html Expatfocus, (2017). Thailand - Business and Workplace Culture, Retrieved on: 22nd November 2017, Retrieved from: https://www.expatfocus.com/expatriate-thailand-business-culture Factsanddetails, (2017). Customs, manners and etiquette in Myanmar, Retrieved on: 22nd November 2017, Retrieved from: https://factsanddetails.com/southeast-asia/Myanmar/sub5_5c/entry-3040.html Go-Myanmar, (2017). Doing business in Myanmar, Retrieved on: 22nd November 2017, Retrieved from: https://www.go-myanmar.com/doing-business-in-myanmar Hamamura, T., Meijer, Z., Heine, S. J., Kamaya, K., Hori, I. (2009). ApproachAvoidance motivation and information processing: A cross-cultural analysis.Personality and Social Psychology Bulletin,35(4), 454-462. Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context.Online readings in psychology and culture,2(1), 8. Iskander, D., (2013). Thai Culture Uncovered: A Cultural Analysis, Pp.13, Retrieved on: 22nd November 2017, Retrieved from: https://diskander1.files.wordpress.com/2014/06/thai-culture-uncovered.pdf Justlanded, (2017). Business etiquette: What to consider when doing business in Thailand, Retrieved on: 22nd November 2017, Retrieved from: https://www.justlanded.co.in/english/Thailand/Thailand-Guide/Business/Business-etiquette Leony, B., Rudito, P. Market expansion to Myanmar: entry strategy formulation for pt. Telekomunikasi Indonesia. McSweeney, B. (2002). Hofstedes model of national cultural differences and their consequences: A triumph of faith-a failure of analysis.Human relations,55(1), 89-118. Rarick, C. A., Nickerson, I. (2006). An Exploratory Study of Myanmar Culture Using Hofstede's Value Dimensions. Santandertrade, (2017). Thailand: foreign investment, Retrieved on: 22nd November 2017, Retrieved from: https://en.portal.santandertrade.com/establish-overseas/thailand/foreign-investment Shang, H. (2015). Portrayal of Thailand: A Comparative Study of American and Chinese Films. Shi, X. and Wang, J., (2011). Interpreting hofstede model and globe model: which way to go for cross-cultural research?.International journal of business and management,6(5), p.93. Steel, P., Taras, V. (2010). Culture as a consequence: A multi-level multivariate meta-analysis of the effects of individual and country characteristics on work-related cultural values.Journal of International Management,16(3), 211-233. Tang, L., Koveos, P. E. (2008). A framework to update Hofstede's cultural value indices: economic dynamics and institutional stability.Journal of International Business Studies,39(6), 1045-1063. Taras, V., Steel, P., Kirkman, B. L. (2012).Improving national cultural indices using a longitudinal meta-analysis of Hofstede's dimensions.Journal of World Business,47(3), 329-341. Tiranasar, A. (2004, December). Cultural Identity and Art Education in Thailand. InAsia-Pacific Art Education Conference,: 28/12/2004 2004; Hong Kong. Retrieved on: 22nd November 2017, Retrieved from: https://pioneer.netserv.chula.ac.th/~tampai1/hk2004.htm Vailati, F. (2014). How does culture affect leadership: Case study Thailand. Wordpress, (2014). Hofstede of Thailand, Retrieved on: 22nd November 2017, Retrieved from: https://aliff44.wordpress.com/2014/03/11/hofstede-of-thailand/

Corporate Governance

What to Do With Your PSAT Scores

What to Do With Your PSAT Scores SAT / ACT Prep Online Guides and Tips You’ve taken the PSAT and gotten your score report, but what’s next? This is a guide as to how to interpret and use your PSAT score to help you prepare for the SAT. Read on to make the most of your PSAT score. Interpreting Your PSAT Scores On your PSAT score report, you will get scores for each section and an overall composite score. On the â€Å"old† PSAT (any PSAT taken during the 2014-15 school year and earlier), the test is scored out of 240 total points, with Critical Reading, Writing, and Math each being worth 80 points (notice that this matches with the current 2400 SAT scoring system). The scores on the new PSAT (which will start being given during the 2015-2016 year) will be matched up with the New SAT (which is scored out of 1600) and scored between 320 and 1520 – 160-760 for Math, and 160-760 for Reading and Writing combined. Your PSAT score is designed to predict your actual SAT score, so if you get a 1300 PSAT that means you are predicted to get around a 1300 SAT. (The PSAT scale doesn't go up to a perfect 1600 since the SAT is harder than the PSAT. So even if you score very high on the PSAT you won't necessarily be set up to get a perfect 1600 on the SAT, though you will be predicted to get a very high score.) You also get subscores for Math, Reading, and Writing so you can see which subsections you are best at. You will also get score ranges on the report – these are meant to show the extent your score could change with repeated testing. Keep in mind these ranges are just estimates, so don’t think that you can’t get a higher score than the top of your score range on the real SAT. Also don’t assume that you won’t score any lower than your predicted ranges. Furthermore, your predicted SAT score is also an estimate, and certainly not set in stone. Your actual SAT score will depend on numerous factors, including how much you study and how much more difficult the real SAT is. What You Can Learn from Score Comparisons Your PSAT score report will also include a number of score comparisons to put your score in context. These comparisons are a lot more helpful than just comparing your PSAT score report with your friends' reports (as exhilarating as that can be). For all you know, your school could have PSAT scores well below or above the national average. First, the score report will show the average scores that other test-takers got nationwide per grade. According to College Board, if you’re at the average score or higher, you’re on track to develop the reading, writing, and math skills you’ll need in college. College Board also includes benchmarks for each section. These are scores you should meet or exceed to be considered on track for college. (College Board doesn’t specify what happens if the average score is lower than the benchmarks they set. Likely the benchmark should take precedent over the score average, since the average is dependent on the students who take the test. So if you score above the average but are still below the college-readiness benchmark, assume you need to put in more work to be considered on track for college.) Percentiles are also given for each section, comparing you to others in your grade. For example, if you are in the 70th percentile in the Reading section, you scored higher than 70% of other students in your grade on this section. These comparisons are a good measure of your overall progress and ability, and can help you spot any potential red flags. For example, if you’re above the 90th percentile for Reading and Writing but at the 50th percentile for Math, you know that you will have the most work to do in the Math section when you study for the SAT. It might also be a cue to work harder in math class. But keep in mind it’s more important to meet your own SAT goals (like a score high enough for your top school) than to be at the top of the percentile charts. How College Board’s Tools Can Help You Study Part of the PSAT’s purpose is to help students get introduced to the SAT in a low-stress context and learn about their skills and weaknesses on the SAT. College Board is trying to expand this by creating a more detailed online score report for the new PSAT. It will include performance summaries for each section, insights into strengths and weaknesses grouped by content area and level of difficulty, and a scanned copy of your essay so you can evaluate your performance. The old score reports had many of these elements, including breaking down sections into concepts and reporting how many questions you got right for each. But they didn't expressly analyze your strengths and weaknesses, include detailed percentile rankings, or include your essay. College Board is also adding additional resources. One of these is a partnership with Khan Academy, that will give students targeted SAT practice based on their PSAT performance. They are also adding a feature that predicts your readiness for AP courses, and even a personality profiler to help you explore college majors and careers. How You Can Go Further to Prepare for the SAT As we've discussed, your PSAT report gives you tons of valuable data about how you are shaping up to do on the SAT. But now that you have the report, you can use more than just College Board's tools. Come up with a personal target SAT score, create a plan, and study until you're positive you'll achieve your target score. By doing that, you can get an SAT score that will help you get into your top schools. Does that seem a bit ambitious? We'll take it step by step. First, Know Your Goal You can't hit the target if it doesn't exist! While College Board analyzes your PSAT score in detail, before you start studying for the real SAT, it’s important to have an end goal in mind. There is a huge difference between going from a 1300 PSAT to a 1400 SAT than a 1300 PSAT to a 1600 SAT. So how do you know your SAT target score? Based on the score ranges of the most competitive schools you want to get into. We have a detailed guide to coming up with your SAT target score based on your top colleges. You might also base your target score off scholarship score cut-offs at state schools. Once you have your goal in mind, you can determine how long you need to study and schedule your study plan. For example, if you decide you need to study 40 hours, will you study for 4 hours a week for 10 weeks or 10 hours a week for a month? Actionables from this section: set your SAT target score, determine the length of time you’ll study. Second, Analyze Your Weaknesses and Strengths Before you begin to study, you also need to know where your strong points are and where you’re weak. The PSAT does a good amount of this for you on the score report by analyzing the problems you got wrong. However, it doesn’t tell you why you got certain problems wrong – for example, you may see you missed 3 Pre-Algebra problems, but the score report can’t explain why you got them wrong. Did you completely misunderstand the questions or were you going too fast and making silly mistakes? The why is what you’ll get at as you start studying. We recommend grabbing a notebook and making an initial inventory of your strengths and weaknesses based on the PSAT score report. As you start doing SAT practice problems and tests, expand on this list and add detail as to why you’re getting problems wrong and what you need to do to fix your mistakes. The goal is to shrink your list of weaknesses as you study. Remember – don’t just study until you can get something right, study it until you’re positive you can’t get it wrong. Actionables from this section: create your â€Å"weakness† notebook based on your PSAT report. Third, Gather Resources to Study Of course, you can’t study for the SAT with your PSAT score report alone. An easy place to start is the free online resources from the SAT, like the Khan Academy program we described above. You can also check out other free, online resources we have gathered for studying, as well as SAT practice tests you can access online. We also have a study guide for the new SAT, and tips for studying vocabulary on the new SAT. But websites alone might not cut it. Check out our advice on the best SAT prep books on the market, including math-specific prep books. Remember to keep the "quality over quantity" rule in mind. Don't spend time finding 15 different resources if you're only going to use a few of them. Finally, if you're considering a formal preparation program, we highly recommend our PrepScholar program – not just because it’s ours, but because it was created by experts. We truly believe it’s the best test preparation service on the market. Actionables from this section: determine which study tools you’ll use and gather them. Remember: The PSAT Is Just Your Starting Point Your PSAT performance will give you some great data on how you are shaping up to do on the SAT. From detailed section performance breakdowns to your final predicted SAT score, the PSAT gives you a lot of info about your potential SAAT performance. However, the main reason to take the PSAT is to practice for the SAT. Just because you’ve taken the PSAT, don’t underestimate the SAT itself, which is longer and more difficult. Full practice tests should be part of your study regimen. Also, do not assume your PSAT score dictates your eventual SAT score! It’s more than possible to outscore your PSAT on the real SAT if you study. It’s also more than possible to score lower than your PSAT if you don’t study enough. Use your PSAT score as just one tool as you move into serious studying for the SAT. Used correctly, it can be a very helpful tool. What’s Next? Get a complete guide to the new 2015-16 PSAT, a practice test for the new PSAT, and a guide to the new SAT in 2016. If you’re in the class of 2017, you’re probably wondering whether you should take the old or new SAT. Get an in-depth analysis of the pros and cons of each possibility here. If you want to compare the percentiles on your PSAT report with actual SAT scores, check out our guide to SAT percentile ranks. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Strategic human resource management Essay Example | Topics and Well Written Essays - 3250 words

Strategic human resource management - Essay Example Strategic human resource management ensures that human resource management aligns human resource goals with overall business objectives. The force behind strategic human resource management is the growing need for firms to align their human resource strategies with the general business structure of overall goals In the contemporary market characterised with intense competition, most organisations have diverted from conventional perception of human resource as passive resource that can be manipulated to get things done. Organisations now understand the importance of human resource in the competition-plagued market and treat their workforce as crucial source of competitive advantage. Many firms have realized that there is likely to be no organisation in absence of employees. Human resource practices are thus perceived to be geared towards supporting overall objectives of the firm. This paper explores strategic human resource management of Burger King in Vietnam. Company Background Burg er King, often referred to as BK, is a multinational corporation headquartered in Florida, United States. Burger King’s roots can be traced back to Insta-Burger King, a restaurant chain in Florida founded in 1953. When Insta-Burger King was riddled with financial problems in 1954, David Edgerton and James McLamore, Miami-based franchisees, purchased the restaurant and gave it the now popular name, Burger King. The company has changed ownership severally since then with present owners focusing on restructuring to restore the company’s glory. By 2012, the company had approximately 12,700 outlets located in 73 nations. Burger King has basically relied on franchise business approach to grow globally and seek presence in many parts of the world. Burger King’s licensing of franchises differs from one location to another and depends on regions. Some franchises are categorised as master franchises and are mandated to sell the company’s sub-licenses. The companyâ €™s rapport with its franchises has never been smooth, leading to occasional legal challenges (Phi, 2012). Burger King became interested in Vietnam market in 2011 when the company collaborated with IPP/Blue Kite Vietnam. The company proceeded to establish its initial restaurant in Vietnam in 2012. Vietnam is perceived to be one of the most crucial markets for the company in Asia-Pacific (Phi, 2012). Through franchising, Burger King engaged with IPP group/BKV to ensure faster growth of the company in Vietnam (Phi, 2012). BKV in the strategic partnership was seen as a potential contributor in many crucial areas of the company. BKV was anticipated to provide employee training and development, finding strategic locations, and marketing of Burger King Brand among other roles. On the other hand, Burger king would ensure organisational as well as structural advancement while at the same time providing proficiency and assistance on its global operating system (Phi, 2012). Strategic Huma n Resource Management of Burger King in Vietnam The contemporary market is increasingly becoming competitive and consumer behaviour is also becoming very sophisticated. As such, firms which operate internationally are faced with the challenge competing on global scale. International human resource managers are tasked with the daunting role of developing workforce teams that can work in diverse business environments (Armstrong & Baron, 2002). In order to counter the growing global challenges in international business arena, strategic international human resource management is inevitable. Strategic international human resource management (SIHRM) can be referred to as the process whereby an international firm strategise on how to create and implement business policies and traditions for effectively managing its workforce on global scale(Armstrong, 2008). Strategic intern

Inflation and the Money Supply Essay Example | Topics and Well Written Essays - 2000 words

Inflation and the Money Supply - Essay Example Most of the economists indicate that one of the principal reasons of inflation is the unreasonable growth in money supply. The sources of this theory lie with Monetarist economists. Milton Friedman observed that, "Inflation is always and everywhere a monetary phenomenon," (Milton Friedman, 1987). The theory of inflation takes up the Quantity Theory of Money to propose that if the amount of money in the economy grows faster than the growth in the level of possible output, then this will affect upon the prices. In other words if the money supply grows too fast there will be inflation. The broad aim of this essay is to bring out the knowledge of the basic theory concerning the relationship between the growth of money supply and inflation in an applied context. This will demonstrate a clear understanding of both narrow and broad measures of the money supply and their linkages with relevant macroeconomic variables. Through analysis of relevant macroeconomics data which is taken from official data sources, a qualified conclusion concerning the relationship between inflation and money supply growth for a country is arrived. The main policy implications of the findings for the conduct of monetary policy are also carried out. The classical theory of monetary policy defines money as a medium of exchange. Money is utilized to carry out the dealings and it is indifferent in its affect on the economy. It cannot manipulate the real variable quantities like income, output and employment. On the other hand, the economy can determine the monetary variables like price level and monetary wages. Consequently the classical economists stated that price level is the function of money supply. This was explained with the help of the quantity theory of money. The level of prices will be double the quantity of money was the conclusion which they derived. Therefore any alterations in supply of money will affect the price proportionately. It is symbolised by the equation of exchange: MV=PY: Where M= supply of money, V= velocity or the number of times money turns over per time in the purchase of final output Y, P= price level of output Y. MV= PY is an identity element and hence can be written as MV= PY. This formula states that the amount of money multiplied by the number of times each unit of money on the average is expended to purchase final output at any given time. It is again multiplied by the price level of those goods and services that is PY. As Y constitutes GNP, P is the price level of the goods and services developed Y, and V is the number of times the money supply is used to purchase goods whose value is PY then GNP = C+I+G= MV= PY. The above theory can also be represented as: MV = PY, where V is the velocity of money. It is alleged to evaluate how often the money stock turns over in each period. It can also be written as: V = nominal GDP/nominal money supply, i.e., V = PY/M. MV = PY is treated as an identity and not an equation, since by the definition of V, it must always true. When there are alterations in M, P, or Y, then V may have to adapt. Empirically, the V in the identity above is not required to be a constant. If we assume that V is a constant, then we have the QTM, which can be tested empirically. The new version of the QTM is

Making Singapore An Inclusive Society

Making Singapore An Inclusive Society Inclusion is an international agenda. It is practiced in both developed and developing countries in the world. In wealthy developed countries (eg United States, Australia) large body of research has highlighted the benefits of inclusion for all students. Inclusion in many developing countries has provided educational alternative for as many children as possible (Lim, L. Tan, J. 2007). The United Nations Convention on the Rights of the Child emphasizes educational opportunities for the worlds children. It provides that children have a right to education (Art. 28) and children with any kind of disability should have special care and support so that they can lead full and independent lives (Art. 23). The Convention was adopted by Singapore on 2 October 1995 (MCYS, 2003). Making Singapore an Inclusive Society Singapore Prime Minister Lee in his maiden 2004 National Day Rally speech clearly stated the intention of his government to build an inclusive society and envisioned Singapore as a place for its people who can contribute and care for one another as one people and one nation regardless of race, religion and background (Lee, 2004). The following month PM Lee called for more efforts to integrate people with disabilities into mainstream society beginning with the integration of students with disabilities into mainstream schools (Teo, 2004 cited by Lim, Thaver Slee, 2008). The Prime Minister continued his promise of building an inclusive society in his second National Day rally speech 2005 and called on everyone to play a part in remaking Singapore as a vibrant, global city that can be proudly called home (Lee, 2005). He also emphasised a first-class education for all (Lee, 2005). Since PM Lees announcements, other ministries supported his vision of a new government by making commitments to make Singapore an inclusive society. Listed below are ministerial speeches from the Ministry of Community Development, Youth and Sports (MCYS) and Ministry of Education (MOE) reiterating the ministrys support to make Singapore an inclusive society. 10 March 2005: Dr Vivian Balakrishnan, acting Minister for Community Development, Youth and Sports (MCYS) and Senior Minister of State for Trade Industry (MITI) in his speech on No one left behind defined an inclusive society as one giving people with disabilities more opportunities for gainful employment so that they were not excluded and could live like everyone else (Balakrishnan, 2005 point 33). 10 November 2005: Mr Gan Kim Yong, Minister of State for Education (MOE) in his speech on The School as a Caring Community at the International Conference on Inclusive Education affirmed the government support for children with special needs (Gan, 2005). 14 January 2006: Mr Gan Kim Yong, Minister of State, Ministry of Education (MOE) and Ministry of Manpower (MOM) as Guest of Honour presenting bursary awards at the Society for the Physically Disabled (SPD) informed that children with disabilities have been accepted into mainstream schools and disclosed that schools are improving their infrastructure so that their facilities are made accessible to students with physical disabilities (Gan, 2006). 26 June 2006: Dr Vivian Balakrishnan, Minister for Community Development, Youth and Sports (MCYS) and 2nd Minister for Information, Communications and the Arts (MICA) gave a speech about an inclusive transport system making Singapore an Accessible City and announced the launch of wheelchair-accessible public buses (Balakrishnan, 2006 and LTA, 2006). 2 November 2006: At Singapores 11th parliament opening, President S. R. Nathan reiterated its pledge to build a competitive economy and an inclusive society which leaves no one behind (Nathan, 2006). 26 January 2008: Rear Admiral (NS) Lui Tuck Yew, Minister of State, Ministry of Education (MOE) in his speech at the SPD Education Programme Awards Presentation spoke on support for an inclusive school system through many helping hands approach, thus making Singapore a more gracious, compassionate and inclusive society (Lui, 2008 point 9). 20 October 2011: In his address at the opening of Singapores 12th Parliament President Tony Tan stressed the importance of achieving inclusive growth where there are opportunities for everyone (Tan, 2011). 20 October 2011: In the same Parliament seating, PM Lee again spoke of an inclusive society as one where everybody benefits from the progress of the nation, has a say, a stake and a sense of belonging that leaves (sic) no one behind (Lee, 2011 point 3-4). With regard to early education, PM Lee said that the government is focused on supporting good quality, affordable pre-school education (Lee, 2011 point 11) and early diagnosis and intervention for preschool children with learning difficulties (Lee, 2011 point 12). 8 November 2011: Mdm Halimah Yacob, Minister of State for Community Development, Youth and Sports (MCYS) said that investments in early years education is important for social mobility and achieving inclusive growth. In the speech she outlined three areas of focus in subsidy grant for childcare placement, teacher quality and MCYS training to support implementation of the regulatory early years framework (Yacob, 2011). Singapore adopts the many helping hands approach involving families, communities and the government all playing their part towards an inclusive society (Tan, 2009). In the beginning, special education in Singapore developed haphazardly and was driven by voluntary organisations. Over time the government took over to play a coordinating and monitoring role (Tan, 2009) History of Special Education in Singapore The provision of special education dated back in the 1940s in post-war Singapore by organisations providing charitable services for people with physical and sensory disabilities. One of the earliest centres recorded in 1947 was Trafalgar Home for children with leprosy. The British Red Cross Society set up a home for crippled children in 1949 and included education for the deaf two years later. In 1956 the Association for the Blind set up a school. In the following year the Spastic Childrens Association was formed to focus on children with cerebral palsy. The Singapore Association for Retarded Children, later renamed Movement for the Intellectually Disabled of Singapore (MINDS) was formed in 1962. Special education in Singapore has since moved beyond physical and sensory disabilities to include intellectual disability (Quah, 2004 and Poon, Khaw Tan, 2007). The 1950s were turbulent times in the political history of Singapore. Besides the Voluntary Welfare Organizations (VWOs) hospitals also supported children with disability. In 1958 the Singapore Council of Social Services (SCSS) was set up to bring together all organisations and individuals with interest in community service and social welfare. In 1992 SCSS was restructured to become the National Council of Social Service (NCSS) (Tan, 2009). Until 1988 special education was operated by the VWOs and funded by NCSS. The governments stand was that special schools are best run by VWOs as VWOs had a strong sense of mission and their autonomy allowed them greater flexibility to respond quickly to needs and demands (Quah, 2004 and Poon, Khaw Tan, 2007). 1988 was a turning point when the Ministry of Education (MOE) partnered with NCSS in special education. MOE would provide land for schools and financial support at double the cost of educating a primary school student. With NCSS matching the financial contribution, total education cost would be four times the amount for a primary school student (Tan, 2009). Local teacher training in special education started in 1984 at the Institute of Education, presently known as the National Institute of Education (NIE) with a 3-year Certificate course in Special Education. When it was re-organised as NIE in 1991, it launched a 2-year Diploma in Special Education and in 2003, Masters programme in Special Education (Tan, 2009). MOE Support for Special Needs 20 May 2005: Mr Tharman Shanmugaratnam, the Minister for Education announced the selection of a pioneer batch of 10 primary schools and 4 secondary schools to receive support for students with special needs with the appointment of Special Needs Officer (SNO) in 2006. By 2010 all primary schools will have a trained SNO to support students with dyslexia. 20 primary schools will get support for autistic spectrum disorder (ASD) with one to three SNOs and 32 secondary schools will also get one to three SNOs for either ASD or dyslexia or both (Shanmugaratnam, 2005). 2. 24 May 2007: According to MOE, SNOs provide additional support in the class and complement the class teachers who are already supporting students with dyslexia or ASD. (MOE, 2007a) 3. 24 May 2007: MOE stipulates the prerequisite qualification of SNOs. Some SNOs may have relevant working experience in working with children with special needs. Applications are also required to have good interpersonal skills and the passion to work with children with special needs. SNOs will undergo full-time Diploma course in Special Education conducted by the National Institute of Education (NIE). After their one year training with NIE, they will then be deployed to schools (MOE, 2007a). 16 November 2007 saw the inaugural Ministry Of Education-National Council of Social Service Special Education Awards to teachers and Special Education (SPED) schools in recognition of their contribution towards the education of children with special needs (MOE, 2007b). Since then the MOE-NCSS Special Education awards are given every year in November (MOE, 2008, 2009b, 2010b, 2011). 10 February 2009: MOE announced recruitment of Allied Educators (AEDs) who will partner teachers in providing specialised support in counselling, teaching and learning in special education. All AEDs will receive training at the National Institute of Education (NIE) which is fully sponsored (MOE, 2009a). As at January 2010, VWOs are running 20 special education (SPED) schools funded by the Ministry of Education (MOE) and the National Council of Social Service (NCSS). The SPED schools run different programmes to cater to specific disability groups of children (Tan, 2009). 10 March 2010: The MOE press release outlined its support to enhance quality of special education in terms of recognition, resources and curriculum (MOE, 2010a). MCYS Support for Special Needs The Ministry of Community, Youth and Sports (MCYS) has put in place support for children 6 years and below who have been diagnosed with developmental, intellectual, sensory or physical disabilities. The Early Intervention Programme for Infants and Children (EIPIC) provides therapy and educational support services to children with special needs. It enhances and maximises the developmental growth potential of these children and minimises the development of secondary disabilities. The programme equips them with fine/gross motor, cognitive, communication, social and self-help skills (MCYS, 2010). The Centre for Enabled Living (CEL) provides referrals by a medical doctor or psychologist to the government-aided EIPIC centres in Singapore for children up to 6 years with developmental, intellectual, sensory or physical disabilities (MCYS, 2010). Public awareness and media coverage Public awareness grew over the years and there have been extensive media coverage, reports, stories and the airing of public views about people with disabilities or special needs. Public awareness is important in changing mind-sets thus promoting an inclusive society. Listed below are titles carried in the local newspapers during 2008 and 2009. Farm gives work experience to special needs adults (26th January 2008, The Straits Times) Growing old gracefully (18th February 2008, Business Times) Four ways Govt can help the disabled (27th February 2008, The Straits Times) FedEx gives disabled an opportunity to sail (18th March 2008, Business Times) Govt helps open more doors to be disabled (12th April 2008, The Straits Times) Kids to get half of $52m ComChest aims to raise (24th April 2008, The Straits Times) Making a difference to disabled children (12th July 2008, The Straits Times) Disability just another hurdle (13th July 2008, The Straits Times) Special gadgets for their special needs (23rd September 2008, Today) Including students with disabilities (23rd October 2008, Today) Are we able to help the disabled? (3rd December 2008, Today) Handicapped students get sporting chance (1st February 2009, The Straits Times) More day care, activity centres for the elderly (6th February 2009, The Straits Times) Work together to help the disabled (15th February 2009, The Straits Times) Enabling the disabled is a moral duty (14th May 2009, The Straits Times) Spore gears up for SILVER TSUNAMI (21st May 2009, The Straits Times) Special needs kids pack NDP funpacks (3rd August 2009, The Straits Times) Help for disabled and elderly just a call away (28th August 2009, The Straits Times) Enabling the disabled (18th September 2009, Today) Govt-backed trust to help care for children with disabilities (30th October 2009, The Straits Times) Open Door for disabled workers (1st November 2009, The Straits Times) Students spread cheer to the terminally ill (14th November 2009, The Straits Times) Special touch making a big difference (15th November 2009, The Straits Times) Special education schools to offer skills certification (21st November 2009, The Straits Times) Special schools urged to engage public (24th November 2009, The Straits Times) More schemes to help the less fortunate (2nd December 2009, The Straits Times) Turning disability into capability (2nd December 2009, The Straits Times) Disabled issues to get airing at Speakers Corner (12th December 2009, The Straits Times) Policy to Practice and Challenges The difference between mainstreaming and inclusion is philosophical (Quah Jones, 2004). Those who advocate mainstreaming holds the view that a child with special needs belongs to a special school setting and earns his way into the regular school setting. In contrast, those who support inclusion believes that the child with special needs begins in the regular school setting and is moved to special school because the appropriate services are not available or provided for in the regular school. Advocates of full inclusion believe that children with disabilities should be integrated into the general school environment regardless of whether they are able to meet the curriculum standards. In Singapore, placement is dependent on the childs abilities and needs. Students with diverse needs are increasingly integrated into regular schools. The most common special education category learning disability could fit nearly anyone having some problems in school. Teachers in the general classroom who are managing childrens behaviours every day are in the best standing and most effective in identifying children who are at risk and in need of intervention (Mercer, Algozzine and Trifiletti, 1988). Teachers are able to identify general skills such as self-help skills, social interaction and communication skills. This is crucial in identifying children with intellectual disabilities (Kemp and Carter, 2005 as cited by Janus et al, 2007). It is not enough that teachers are effective in identifying children at risk. Teachers should be working in contact and collaboration with specialists in special needs education. In Singapore, there are no statutory requirements to provide special services for children with special needs. Voluntary welfare organisations (VWOs) have played significant roles in the introduction and development of such services since the 1950s, including early intervention programmes. Early intervention programmes are available and accessible in special schools and hospitals. According to MCYS, referral to EIPIC (Early Intervention Programme for Infants and Children) centres is executed and coordinated by the Centre for Enabled Living (CEL) through a form submission by a medical social worker at a hospitals Child Development Unit. In general, the family doctor or general practitioner makes most of the referrals. Children who have mild disabilities that are not apparent until a later age may be missed out and their identification probably made possible only through the teachers at their preschool centres. Preschool teachers along with special school teachers are receiving training at the National Institute of Education (NIE) in special needs education. In fact modules in special needs education are available in teachers training at both pre-service and in-service levels. Teachers play an important role in setting the tone to create an inclusive environment within the classrooms. Janus et al (2007) cite findings of Early, Pianta, Taylor and Cox (2001) that teacher training influences their practices. This view is supported by Stephens Braun (1980) also cited by Janus et al (2007) teachers who take special education courses are more willing to accept children with special needs and are also more confident in their ability to teach special education. Teachers value, beliefs and attitudes regarding diversity and difference can influence their teaching and practices. This in turn can influence the quality of experiences of students. Although students with special needs spend most of their time in their classrooms, success in the support they receive is also influenced by factors outside the classroom but within the school. On important factor is the availability and extent of the support the school has with regard to professionals such as educational psychologists, counsellors and teacher aides. Schools may have support in terms of equipment, books and amenities; however, the extent to which these resources are coordinated within the school can affect outcome. Leadership support in the form of a principal is necessary. Above all, the collaboration between the school and the professionals involved is crucial. Others outside the school that can influence support for students with special needs include the medical professionals, psychiatrists or paediatricians, health professionals, occupational therapists, speech and language therapists and physiotherapists. Collaboration of the school with these professionals is important. Conclusion The vision of an inclusive society depends on how inclusive schools are. The move towards integration and inclusion of students with disabilities into mainstream schools is becoming a reality in Singapore. Support for special education increased considerably since PM Lees call for an inclusive society. The MOE has played a more active role in special education, collaborating with special schools to achieve desired learning outcomes and collaborating with VWOs to appoint school management staff (Tan, 2009). There was better integration and more opportunities for partnerships between special and mainstream education resulting in more opportunities of interaction among students with and without disabilities. Education and the future of an inclusive society means teachers play a crucial role. Teachers working with students with disabilities are likely to face issues that affect the social and academic inclusion of these students. They can take stock of the challenges facing them and examine existing practices to improve current school efforts by bringing in additional necessary resources. By raising these issues and asking for help, teachers can work earnestly and make inclusion possible within the mainstream educational system for children with special needs. Special education programmes and services are improving and special education teachers are better trained. Together with the support of government we can look forward to better quality of life for all individuals with special needs and living the reality of Singapore as an inclusive society. References Balakrishnan, V. (2005, March 10) No One Left Behind [Online] Available from: http://app1.mcys.gov.sg/PressRoom/CommitteeofSupplySitting2005Part1NoOn.aspx. [Accessed 1st July 2012]. Balakrishnan, V. (2006, June 26) The Launch of SBS Transit Ltd Wheelchair Accessible Buses [Online] Available from: http://app1.mcys.gov.sg/PressRoom/TheLaunchofSBSTransitLtdWheelchairAccessibl.aspx [Accessed 1st July 2012] Gan, K. Y. (2005, November 10) The School as a Caring Community. [Online] Available from: http://www.moe.gov.sg/media/speeches/2005/sp20051110a.htm. [Accessed 1st July 2012]. Gan, K. Y. (2006, January 14) Speech [Online] Available from: http://www.moe.gov.sg/media/speeches/2006/sp20060114.htm. [Accessed 1st July 2012] Janus, M., Lefort, J., Cameron, R. Kopechanski, L. (2007) Starting Kindergarten: Transition issues for children with special needs. Canadian Journal of Education. [Online] 30 (3), 628-648. Available from: http://www.jstor.org/stable/20466656 [Accessed 2nd July 2012]. Land Transport Authority (2006, June 26) Introduction Of First Wheelchair-Accessible Bus Service. [Online] Available from: http://app.lta.gov.sg/corp_press_content.asp?start=1600 [Accessed 5th July 2012]. Lim, L. Tan, J. (2004) Learning and Diversity. In: Lim, L. Quah, M. M. (Eds) Educating learners with diverse abilities. Singapore: McGraw-Hill. Lim, L., Thaver, T. Slee, R. (2008) Exploring disability in Singapore: A personal learning journey. Singapore: McGraw-Hill Lee, H. L. (2004, August 20) National Day Rally Speech [Online] Available from: http://www.scribd.com/doc/19374508/National-Day-Rally-Speech [Accessed 30th June 2012]. Lee, H. L. (2005, August 21) National Day Rally Speech [Online] Available from: http://www.singaporeupdate.com/previous2005/220805_primeministersnationaldayrallyspeech2005_more.htm [Accessed 1st July 2012]. Lee, H. L. (2011, October 20) Speech [Online]. Available from: http://www.pmo.gov.sg/content/pmosite/mediacentre/speechesninterviews/primeminister/2011/October/Speech_by_Prime_Minister_Lee_Hsien_Loong_at_the_Debate_on_The_President_Address.html [Accessed 30th June 2012]. Lui, T. Y. (2008, January 26) Speech [Online] Available from: http://www.moe.gov.sg/media/speeches/2008/01/26/speech-by-radm-ns-lui-tuck-yew-1.php. [Accessed 1st July 2012]. Mercer, C. D., Algozzine, B. Trifiletti, J. (1988) Early Identification: An analysis of the research. Learning Disability Quarterly, [Online] 11 (3 10th Anniversary Issue), 176-188 Available from: http://www.jstor.org/stable/1510762 [Accessed 2nd July 2012]. Ministry of Community, Youth Sports (MCYS) (2003, September 26) UN Convention On The Rights Of The Child [Online] Available from: http://app1.mcys.gov.sg/PressRoom/UNConventionOnTheRightsOfTheChild.aspx [Accessed 1st July 2012]. Ministry of Community, Youth Sports (2010) Early Intervention Programme for Infants and Children (EIPIC) [Online] Available from: http://app1.mcys.gov.sg/Policies/DisabilitiesPeoplewithDisabilities/EducationforPeoplewithDisabilities.aspx. [Accessed 3rd July 2012]. Ministry of Education (2007a, May 24) 33 More schools to support students with special education needs. [Online] Available from: http://www.moe.gov.sg/media/press/2007/pr20070524.htm. [Accessed 3rd July 2012]. Ministry of Education (2007b, November 16) The inaugural Ministry of Education-National Council of Social Service Special Education awards. [Online] Available from: http://www.moe.gov.sg/media/press/2007/pr20071116.htm. [Accessed 2nd July 2012]. Ministry of Education (2008) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2008/11/honouring-special-education-te.php. [Accessed 2nd July 2012]. Ministry of Education (2009a, February 10) Investing in educators. [Online] Available from: http://www.moe.gov.sg/media/press/2009/02/investing-in-educators.php. [Accessed 3rd July 2012]. Ministry of Education (2009b) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2009/11/honouring-special-education-te-1.php. [Accessed 2nd July 2012]. Ministry of Education (2010) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2010/11/honouring-special-education-teachers-and-schools.php. [Accessed 2nd July 2012]. Ministry of Education (2011) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2011/11/honouring-special-education-teachers-schools.php.[Accessed 2nd July 2012]. Ministry of Education (2012a) Special Education in Singapore. [Online] Available from: http://www.moe.gov.sg/education/special-education/ [Accessed 3rd July 2012]. Ministry of Education (2010b March 10) MOE to provide greater support for special education. [Online] Available from: http://www.moe.gov.sg/media/press/2010/03/moe-to-provide-greater-support.php. [Accessed 1st July 2012]. Nathan, S. R. (2006, November 2) A Competitive Economy, an Inclusive Society. [Online] Available from: http://www.istana.gov.sg/content/istana/news/speeches/address_by_presidentsrnathanattheopeningofparliament0.html [Accessed 4th July 2012]. Poon, K.K., Khaw, J. Tan, L. S. (2007) Special Needs Support: The Singapore Context. In: Poon, K.K. Khaw, J. (Eds) Supporting students with special needs in mainstream schools: an introduction. Singapore: Pearson/Prentice Hall. Quah, M. M. (2004) Special Education in Singapore. In: Lim, L. Quah, M. M. (Eds) Educating learners with diverse abilities. Singapore: McGraw-Hill. Quah, M. M. and Jones, K. (2004 Supporting learners with special educational needs in mainstream classrooms. In: Lim, L. Quah, M. M. (Eds) Educating learners with diverse abilities. Singapore: McGraw-Hill. Shanmugaratnam, T (2005, May 20) Speech [Online] Available from: http://www.moe.gov.sg/media/speeches/2005/sp20050520_print.htm. [Accessed 2nd July 2012]. Tan, T (2011, October 20) A home we share. A future we build together. [Online] Available from: http://www.scribd.com/doc/68197764/Address-by-President-Tony-Tan-at-the-opening-of-the-12th-Parliament [Accessed 5th July 2012]. Tan, W. S. (2009) Education in Singapore: Special needs. [Online] Singapore: Singapore Infopedia Available from: http://infopedia.nl.sg/articles/SIP_1600_2009-10-31.html. [Accessed 3rd July 2012]. United Nations (n.d.). Convention on the Rights of the Child. [Online] Available from: http://www2.ohchr.org/english/law/pdf/crc.pdf. [Accessed 1st July 2012]. Yacob, H. (2011, November 8) Asia-Pacific regional conference on early childhood care and development [Online] Available from: http://app1.mcys.gov.sg/PressRoom/APconferenceonearlychildhoodcaredevt.aspx [Accessed 5th July 2012].

How the U.K. Labour Market Has Changed Over The Last 20 Years :: Employment Unemployment Economics Essays

How the U.K. Labour Market Has Changed Over The Last 20 Years The different types of Unemployment There are many different types of unemployment, these are: frictional unemployment, structural unemployment, seasonal unemployment, classical unemployment, and demand deficient unemployment. Frictional unemployment is unemployment for a short duration of time as workers move from one job to another. Over the last 20 years information has improved and people are more aware of the availability of better paid job, promotions etc and hence they may be moving form job to job more often hence increasing temporary frictional employment. Structural unemployment is caused by a lack of capital for goods and services in the economy or a particular sector. As the structure of an economy changes, certain workers may find themselves made redundant as their skills are no longer required, or that the region in which they live does not have enough employment opportunities. An example of this is the British ship building industry, which has contracted to the extent that workers with skills appropriate to this industry either cannot find jobs at all or must migrate to find them. Structural unemployment will be affected by the cost and availability of retraining, which would allow people to acquire skills which will be useful to them in filling the vacancies which are available. The ease of relocation within the country will also have an effect on structural unemployment. As the economy moves according to the business cycle, there are booms and recessions, and this is reflected in output and unemployment over the last 20 years structural unemployment has fluctuated accordingly due to the lack of capital, with recession in the early 1990's and high structural unemployment and booms in recent past with low structural unemployment. The lack of employment at this time is due to the lack of money to invest and expand, and as a result output is greatly reduced. However, nowadays, unlike the past 20 years, credit is now available much more easily for companies through banks and building societies so not as many employees are affected by structural unemployment. Demand deficient unemployment is caused by a lack of demand. Keynes believed that unemployment had more to do with the goods market than the labour market. Low demand in the goods market would mean low overall output, and therefore low demand for labour, over the last 20 years, demand has raised overall hence demand deficient unemployment will reduce. During times of recession there is very little output and not many people are needed in the workforce. This leads to high unemployment levels. This situation arose in the late 1980s and early 1990s, when there was a recession. How the U.K. Labour Market Has Changed Over The Last 20 Years :: Employment Unemployment Economics Essays How the U.K. Labour Market Has Changed Over The Last 20 Years The different types of Unemployment There are many different types of unemployment, these are: frictional unemployment, structural unemployment, seasonal unemployment, classical unemployment, and demand deficient unemployment. Frictional unemployment is unemployment for a short duration of time as workers move from one job to another. Over the last 20 years information has improved and people are more aware of the availability of better paid job, promotions etc and hence they may be moving form job to job more often hence increasing temporary frictional employment. Structural unemployment is caused by a lack of capital for goods and services in the economy or a particular sector. As the structure of an economy changes, certain workers may find themselves made redundant as their skills are no longer required, or that the region in which they live does not have enough employment opportunities. An example of this is the British ship building industry, which has contracted to the extent that workers with skills appropriate to this industry either cannot find jobs at all or must migrate to find them. Structural unemployment will be affected by the cost and availability of retraining, which would allow people to acquire skills which will be useful to them in filling the vacancies which are available. The ease of relocation within the country will also have an effect on structural unemployment. As the economy moves according to the business cycle, there are booms and recessions, and this is reflected in output and unemployment over the last 20 years structural unemployment has fluctuated accordingly due to the lack of capital, with recession in the early 1990's and high structural unemployment and booms in recent past with low structural unemployment. The lack of employment at this time is due to the lack of money to invest and expand, and as a result output is greatly reduced. However, nowadays, unlike the past 20 years, credit is now available much more easily for companies through banks and building societies so not as many employees are affected by structural unemployment. Demand deficient unemployment is caused by a lack of demand. Keynes believed that unemployment had more to do with the goods market than the labour market. Low demand in the goods market would mean low overall output, and therefore low demand for labour, over the last 20 years, demand has raised overall hence demand deficient unemployment will reduce. During times of recession there is very little output and not many people are needed in the workforce. This leads to high unemployment levels. This situation arose in the late 1980s and early 1990s, when there was a recession.

What Does It Take to be Good Parents? Essay

Good morning ladies and gentlemen. I am Chong Cia Ling, the founder of Brainy Montessori. I am so grateful to have such an honour standing here to deliver my speech entitled â€Å"What does it take to be good parents?†. I am sure all the parents here will agree with me that being parents is tough. Bringing up children is a very difficult task. Everyone wishes to be good parents. However, sometimes we could be so discouraged and helpless when we get the feedback that we are not good parents although we have done our upmost to provide the best for our children. What is the cause of that? Today, let us learn how to be good parents together. A parent is said to be a good parent only after seeing how he has brought up his children. They should bring up the children in a very good discipline. However, we need to bear in mind that discipline does not mean that they have to punish their children for every wrong doing. Recently there is a famous video of a Texas judge hitting his teena ge daughter repeatedly with a belt. This father justified his actions as â€Å"discipline.† I beg to differ. According to the video, the father is not disciplining his daughter. He is engaging in an act of punishment intent on hurting, humiliating and controlling her! Well, it is common that children do mistakes. Yet, what a good parent must do is he has to teach him how to differentiate what is good and what is bad. We need to understand that giving punishment especially physical punishment will not help children in a way instead it will create new problems. Indeed, it hurts. For instance, children will become rebellious as they have already got used to the corporal punishment. Eventually, they will develop hatred towards their parents. Deborah Sendek (2011) also claims that physical punishment is ineffective in parenting. It can easily escalate and cross the line to abuse and serious injury, particularly when an instrument is used. Children become emotionally alienated from parent who hits them frequently. Research also shows that physical punishment makes it more likely that children will be defiant and aggressive in the future. These research findings have been endorsed by many prominent organizations, including the American Academy of Pediatrics, the American Medical Association, Voices for America’s Children, the National PTA, and the International Society for Prevention of Child Abuse and Neglect that advocate against corporal punishment. We cannot deny that children need guidance and discipline but what works? Effective  discipline helps a child to develop self-control by teaching, guiding, modeling and explaining what is wrong and what to do instead. Effective discipline starts with our attitudes about children and their behaviour. Redirection, discipline or punishment must include an explanation of why a behavior is unacceptable and what behavior is expected. Many times a child’s misbehavior is a mistake in judgment. In contrast, we hope our own mistakes serve a s learning opportunities. We need to apply this same rule to children. We must curb our anger and allow time to think about what we want to teach. Positive and proactive discipline strategies work from toddlers to teenagers. In today’s society, parents always have no time for children and thus, they hire maids to take care of children and give them what they want. In this way, parents feel that they have fulfilled their duty but it is not true! According to Duncan, making a child feel cherished is the single most important quality of an effective parent. It is also proved that in child development, kids who feel loved and cherished thrive. Duncan recommends spending time with your children doing what she wants to do. Every child needs to feel a sense of love and parents must love wisely. For example, play your child favourite game and read together. Besides, parents should be like friends to their children. They have to discuss everything and spend quality time with children. Only if then, children can feel the parental love. When children go to school they will see so many others’ parents. They should not a get a feeling that their parents are not taking care of them as his friend’s. Eventually, they will feel rejected and low self-esteem. In this case, parents must be very careful. However, we as parents need to note that every child is unique so it takes a different approach for that child to feel seen and loved. The hard work for us as parents is accepting who our child is and cherishing her for being that person, even while guiding behaviour. Parents need to use a positive lens and celebrate every step in the right direction. One of the ways is to show affection through warm words and physical touch. You will have no idea how a gentle cuddle, a little encouragement, appreciation, approval or even a smile can go a long way to boost the confidence and well-being of your children. For instance, when you must correct a child, do it in love. It can avoid criticism and blaming. It is important to avoid using negative vocabulary like â€Å"bad† because your child may internalize the label, thinking she is unacceptable  instead of just the behaviour. When you love your child wisely, she will learn and love you back. When your child fail the test, analyse the reasons of failing the test with her, encourage her to try harder next time instead of scolding, blaming and hitting. Good parenting is much more than just teaching your children right and wrong, good or bad. It is also about ‘respect’. I am not talking about your children necessarily respecting you. It is about you having respect for them, particularly for their privacy. Always bear in mind that children also have human right. Give them a chance to voice their opinions, listen to their suggestions and give them some freedom. In fact, parents need to respect children’s privacy as you would want them to respect yours. For example, if you teach your child that your room is out of boundaries to them, respect the same with their room. Allow to feel that once they enter their room they can know that no one will look through their drawers or read their diary. By respecting your children, they will be more open and respect you. As children hit adolescence they invariably begin to separate from their parents as a natural part of growing up. Ironically, it is also a time when parents have concerns about their son or daughter’s safety as they venture out more into the world on their own. Undeniably, this is quite a difficult time for most parents. It is a time of change, a time of testing. On one hand you are frustrated because your child is not as close as they once were and you keep pushing and pushing to know more about what going on in their life. You cannot be close, yet you need to be close to keep them safe. Balancing your desire to know all the details with your children’s right for privacy and the respect implied when you acknowledge that right, is a very tricky feat to accomplish indeed. However, it is a balancing act that is well worth the effort, especially for those of you who want to be the best parents that you ca n be. Thus, parents need to bear in mind not to be nosy parents. Do not dig around your teenager’s belongings. Never try to listen in conversations and avoid trying to keep children away from friends or activities out of spite to try to keep them safe. Of course as parents we have to be cautious and watchful but we must use common sense also and give them room to grow, the last thing we want to do is drive our children away from us. Remember what is like for a young boy or girl to be entering that stage in life where new feelings and experiences are happening to them on a daily occurrence. On the other hands, good  parents must be flexible. Having standards does not mean you are rigid. As your child grows from infant to toddler to teen, her needs change along with her body. Kids Health reports that parents should not compare one child to another. Parents nowadays tend to compare their children’s behaviour or progress with other children of the same age. Indeed, they are causing stress for themselves and their children. Comparing your children with others is an ultimately useless activity! I understand that it is hard to resist as we tend to assess our progress in any area of life by checking out how we compare with our peers. But come to think of it, when you were a child in school, you probably compared yourself to your schoolmates. Your teachers may not have graded you nut you knew who the smart kids were and were you ranked in the packing order. Now that you have kids of your own, do you still keep an eye on your peers? Do you use progress and behaviour of their kids as benchmarks to help you assess your own performance as well as your child’s progress? Children develop at different rates. There are early developers, slow bloomers and steady-as-you-go children in every group. So, comparing your child’s results or performance can be completely unrealistic. What does this mean to you? Focus on your child’s improvement and effort. Use your child’s results as the benchmark for his or her progress and development. You can tell your child like this:â€Å"Your spelling is better today than it was a few days ago† instead of getting frustrated at them for not able to score as well as other children. Encourage them to take a step at a time; they will grow up as a fine man one day. Parents, give your child some time. They need you in this learning journey. Besides, children have different talents, interests and strengths. Well, your eight years old child may not be able to ride a bicycle even though your neighbour’s child can. Avoid comparing the two as your child may not care about bicycle anyway. At this point of time, you as a parent should help your child to identify his or her own talents or interests and help them to be exceled in it. Recognize that his or her strengths and interests may be completely different to those of his peers or siblings. Sometimes parents can have unrealistic expectations for their children. We all have hopes and dreams for our kids, but they may not be i n line with their interests and talents. Thus, parents need to keep your expectations for success in line with their abilities and interests. If expectations are too high, kids will  give up. If they are too low, they will usually meet them! Parents should take pride in their children’s performance at school, sport or leisure activities. You should also celebrate their achievements and milestones, such as taking their first steps, scoring their first goal in a game or getting great marks at school. In addition, rules should shift to match the age, needs and development of your children. For instant, you might expect a child of two to throw temper tantrum but not a teen. An effective parent takes cues from her child, whether an infant’s cry or a teenager’s moods to know what will work best in a particular situation. So parents, stay tuned to your child’s evolving needs by keeping involved in her life. Furthermore, parents need to teach emotional intelligence to child. For instance, you teach your child to self-soothe. According to research, little ones do not learn to self-soothe by being left to cry. That just creates an over-active amygdala and panic response later in life. While soothing is a physiological process. For instance, when a baby cries and we soothe him, his body responds by sending out oxytocin and other soothing biochemicals. What you see is that he calms down and later he develops the ability to soothe himself when he is upset. Parents also can give them the message that their full range of feelings is understandable, even while their actions must be limited. Upmost, parents need to listen to them when they have feelings to express. Occasionally this will take the form of words, and it helps to give children kind words for their feelings: â€Å"You’re so mad!† but more often, children just need us to give them the safety of our loving presence while they cry or rage to vent their feelings. Often they will not be able to articulate what they are upset about, and it is not necessary. However, this helps children to learn to accept and process their emotions, so they can move past them rather than having to act on them. What does â€Å"acting out† mean? We act on our feelings rather than simply tolerating them as they sweep through us and dissipate. While you are teaching your child about emotional intelligence, you need to set as a good example too. If you are easily lose tempered, then you cannot blame of your children of throwing temper. They are learning from you! Sometime your emotional unstableness will affect the development of your child. Never argue with your spouse in front of the children. If they are sleeping, argue quietly. Modern divorce rates have children feeling insecure and fearful  when they hear parents bickering. Eventually, children will learn to argue with each other and become a hot tempered person. Show them that when people disagree, they can discuss their differences peacefully. Most of the children will get disappointed when their parents gave empty promise. There are so many cases whereby children do not even believe a single word that their parents said because the parents never put those promises in heart. Please imagine the feeling when someone that you trust and admire most always gives you a false hope. How you need to react? All of you are adults so you may know how to deal with it but hold on, how about our little children? They can be so disappointed, helpless, frustrated and even fall into depression! Some may even become rebellious as they thinking the parents are keep giving excuses of unable to fulfill the promises and never concern about their feelings. So, parents, you should do as what you have promised! Lastly, every parent should accept the truth that everyone is not perfect. Dr. Sears also reminds parents that it is fine to be imperfect as long as you set a good example most of the time. You may did some mistake in bringing up your child. It is not an unforgiving mistake. Learn the lesson and apologise to your child if it is necessary. All in all, in any case, even the most effective parents cannot genetic traits or the outside environment. Trust your instincts as parents but don’t confuse effective parenting with perfection. Practice showing love and flexibility towards yourself, as well as towards your children. Before I end my speech, I would like to wish all the parents the best in this journey of parenthood. Thank you for listening. References Deborah Sendek. (2011). Physical Punishment Doesn’t help, It Hurts. Retrieved from http://edition.cnn.com/2011/11/09/opinion/sendek-corporal punishment/index.html Don’t Compare Your Kids to Others. Retrieved from http://mums.bodyandsoul.com.au/pregnancy+parenting/parenting+tips/dont+compare+your+kids+to+others,9385 Respecting and Giving Kids Their Privacy. Retrieved from http://www.more4kids.info/632/respecting-kids-privacy/