Diabetic neuropathy Essay Example | Topics and Well Written Essays - 500 words

Diabetic neuropathy - Essay Example st likely reasons for nerve harm incorporate innate characteristics that loan specialist an individual vulnerable to nerve contamination, physical injury caused to the nerves, way of life attributes, for example, smoking and liquor utilization. Moreover, different causes are metabolic angles, for example, unpredictable blood fat levels, low degrees of insulin, high blood glucose and neurovascular factors, which result to the harm to the veins that convey oxygen and supplements to the nerves (Benjamin, n.d.). A few patients will have no side effects while others may give a scope of indications including torment and deadness first of all. Manifestations of nerve harm may remember erectile glitch for guys, vaginal parchedness in females, disintegrating of the muscles of the feet or hands, acid reflux, sickness, shortcoming, challenges during pee, deadness, shivering, torment in the arms and legs, blockage or looseness of the bowels lastly wooziness because of a drop in circulatory strain in the wake of standing up (Tesfaye, 2009). Different indications like misfortune in weight and gloom have been accounted for in certain patients, however they are not because of neuropathy, yet regularly go along with it. There are different sorts of diabetic neuropathies which typically have shifted impacts to its patients, for example, autonomic neuropathy that causes hypoglycemia ignorance and changes in bladder job, sweat and sexual reaction in patients. Central neuropathy causes a startling shortcoming of nerves coming about to muscle shortcoming. Proximal neuropathy results to torment in the leg muscles like the thighs causing a shortcoming in the legs lastly the fringe neuropathy for the most part results to torment in the arms and legs (Veves, 2006). There is likewise the autonomic neuropathy will for the most part influence sex organs, urinary track, stomach related framework and veins, and central neuropathy that influences the mid-region, facial muscles, chest, and pelvis and lower back (Veves and Rayaz, 2007). Futhermore, ther is proximal neuropathy will practice with the legs and

Crescents - North American Chipped Stone Tool Type

Bows - North American Chipped Stone Tool Type Bows (some of the time called lunates) are moon-molded chipped stone items which are found decently once in a while on Terminal Pleistocene and Early Holocene (generally identical to Preclovis and Paleoindian) locales in the Western United States. Commonly, bows are chipped from cryptocrystalline quartz (counting chalcedony, agate, chert, rock and jasper), despite the fact that there are models from obsidian, basalt and schist. They are balanced and cautiously pressure chipped on the two sides; regularly the wing tips are pointed and the edges are ground smooth. Others, called unconventionalities, keep up the general lunate shape and cautious production, yet have included embellishing laces. Recognizing Crescents Sickles were first depicted in a 1966 article in American Antiquity by Lewis Tadlock, who characterized them as ancient rarities recuperated from Early Archaic (what Tadlock called Proto-Archaic) through Paleoindian locales in the Great Basin, the Columbia Plateau and the Channel Islands of California. For his investigation, Tadlock estimated 121 bows from 26 destinations in California, Nevada, Utah, Idaho, Oregon, and Washington. He expressly connected bows with major game chasing and assembling ways of life somewhere in the range of 7,000 and 9,000 years back, and maybe prior. He brought up that the chipping strategy and crude material selection of sickles are generally like Folsom, Clovis and potentially Scottsbluff shot focuses. Tadlock recorded the soonest bows as having been utilized inside the Great Basin, he accepted they spread out from that point. Tadlock was the first to start a typology of sickles, in spite of the fact that the classes have been abundantly stretched out f rom that point forward, and today incorporate flighty structures. Later examinations have expanded the date of sickles, putting them immovably inside Paleoindian period. Aside from that, Tadlocks cautious thought of the size, shape, style and setting of bows has held up after over forty years. What are Crescents for? No agreement has been reached among researchers with the end goal of bows. Recommended capacities for sickles incorporate their utilization as butchering apparatuses, special necklaces, compact craftsmanship, careful instruments, and transverse focuses for chasing winged creatures. Erlandson and Braje have contended that the most probable understanding is as transverse shot focuses, with the bended edge hafted to point frontwards. In 2013, Moss and Erlandson called attention to that lunates are often found in wetland situations, and utilize that as help for lunates as having been utilized with waterfowl acquisition, specifically. huge anatids, for example, tundra swan, more noteworthy white-fronted goose, snow goose and Rosss goose. They guess that the explanation lunates quit being utilized in the Great Basin after around 8,000 years back has to do with the way that environmental change constrained the feathered creatures out of the area. Sickles have been recuperated from numerous destinations, including Danger Cave (Utah), Paisley Cave #1 (Oregon), Karlo, Owens Lake, Panamint Lake (California), Lind Coulee (Washington), Dean, Fenn Cache (Idaho), Daisy Cave, Cardwell Bluffs, San Nicolas (Channel Islands). Sources This glossary passage is a piece of the About.com manual for Stone Tools, and the Dictionary of Archeology. Beck C, and Jones GT. 2010. Clovis and Western Stemmed: Population Migration and the Meeting of Two Technologies in the Intermountain West. American Antiquity 75:81-90.Davis TW, Erlandson JM, Fenenga GL, and Hamm K. 2010. Chipped stone sickles and the relic of oceanic settlement on San Nicolas Island, Alta California. California Archeology 2(2):185-202.Erlandson JM, and Braje TJ. 2008. Five sickles from Cardwell: Context and sequence of chipped stone bows at CA-SMI-679, San Miguel Island, California. Pacific Coast Archeological Society Quarterly 40:35-45.Erlandson JM, and Jew N. 2009. An Early Maritime Biface Technology at Daisy Cave, San Miguel Island, California: Reflections on Sample Size, Site Function, and Other Issues. North American Archeologist 30(2):145-165.Erlandson JM, Rick TC, Braje TJ, Casperson M, Culleton B, Fulfrost B, Garcia T, Guthrie DA, Jew N, Kennett DJ et al. 2011. Paleoindian Seafaring, Maritime Technologies, and Coastal Foraging on California’s Channel Islands. Science 331(4):1181-1185. Greenery ML, and Erlandson JM. 2013. Waterfowl and Lunate Crescents in Western North America: The Archeology of the Pacific Flyway. Diary of World Prehistory 26(3):173-211. doi: 10.1007/s10963-013-9066-5Tadlock WL. 1966. Certain Crescentic Stone Objects as a Time Marker in the Western United States. American Antiquity 31(5):662-675.Walker DN, Bies MT, Surovell TA, and Frison GC. 2010. Paleoindian Portable Art from Wyoming, USA. IFRAO Pleistocene Art of the World. Ariã ¨ge - Pyrã ©nã ©es, France. p 1-15.

Bostons 3rd of July

Boston’s 3rd of July So my schedule at work is pretty sweet. I work slightly long days all week and then get off early on Friday. That changed a bit this week because of our favorite pyrotechnic holiday, Independence Day. Hasbro, being the awesome company they are, decided to pay all of the interns and temps for the holiday, meaning that as I sit here typing this entry Im earning money not just for blogging but also for building toys (only one of which Im actually doing). But, thats not the best part, since we have today off they moved our half day to Thursday. This means I got back to campus much earlier than normal letting me have a little evening-time fun. A year ago I read Matt McGanns entry about some super-special secret Boston Pops concert the night before the 4th and I figured the 3rd of July was as good a time as any to have my first Boston Pops experience. I, unfortunately, did not take my camera, so youll have to rely solely on my beautiful prose and various other forms of media. I left the dorm at 5:30 PM for a concert I was told started at 7:00 PM. I strapped on my skates, threw my shoes in my backpack, and skated down to the Longfellow bridge, crossed it, and headed to the Hatch Shell. This is when I began my experience with July 3rd/4th security. I was skating happily down the sidewalk towards the Hatch Shell when I noticed the sidewalk was cordoned off and guarded by police, redirecting anybody without a pass to a dirt trail. I dont skate on dirt, it trashes bearings, so I de-skated, threw them into my backpack, and continued my trek on foot. Security 1 Snively 0. I made it to the Hatch Shell and instantly thought Oh right Matt, sure nobody knows about it! because, even though it was an hour before anything was supposed to start, there were people EVERYWHERE! Thousands of people. The entire grassy area was also blocked off by a metal fence. Well, a metal fence, the national guard, police officers, and private security guards. I walked around the circumference of the gate before coming upon what very well could have been the longest line ever. I got in it. It slowly inched towards the grassy area as people had their bags checked for dangerous things (silverware be ing the most common offender). I was tipped off that there was a much shorter line to my left so I wandered over and sure enough, a line with 2 people in it (as opposed to several hundred, as was the case in my current line). I wandered up and walked right up to the baggage check lady. We chatted in a friendly manner, I explained that I was a harmless guy and didnt have anything dangerous or illegal and she said reassuring things like Im sure youre fine and I cant imagine you having anything like that but that was all until she opened the back of my backpack. Thats when she saw my skates. Oooooh, you cant bring these in. What? Skates, skates arent allowed, you cant bring these in. But Im not wearing them. Look, its all grass in there, how could I skate on grass with three thousand people around, theyre in my backpack! Nope, Im sorry, you cant get in. Wonderful. Security 2, Snively 0. I started looking for a place to stash my skates but there wasnt anywhere around that seemed safe, not to mention that right as I left my hidden secret line, the rest of the people discovered it and a hundred people came over and made it not so short. I was officially sealed out of the grassy area. I made the best of my situation and found a wall on a walkway that, when sat upon, provided an excellent view of the stage. That lasted, oh, 10 minutes, before a cop came and told everybody to leave because it couldnt support the weight of a lot of people. Moved again, excellent. Security 3, Snively 0. I proceeded to just walk up to the perimeter gate and stand there. It was 6:15 PM. It was then that I heard somebody mention that the show started at 8:30 PM, something I was ill equipped to hear. I looked at my watch. I was going to have to stand by this fence for another two hours and fifteen minutes, a really long time. I made the best of it though, chatting with some nice older guy who was a Boston Pops 4th of July veteran and some exchange student from Europe, both of whom were very nice. At around 7 oclock the loudspeakers came on. Attention. A weather front is approaching the esplanade and will hit us at approximately 7:15 PM. We expect heavy rain, wind, and severe thunderstorms. If you would like to leave and return we will be taking shelter in the tunnel near the esplanade. Nice. Clearly a plot by security trying to get me away from the Boston Pops, but YOU WILL NOT WIN COPPERS! NEVER! The only way I could think of exploiting this situation was to go buy a beverage from one of the vendors since there were no more lines (people are easily frightened, I felt like a salmon swimming upstream as I fought against the throngs of escaping Americans). Unfortunately for me I only had plastic for $$$ and nobody took debit. I set out in search of an ATM as the sky got darker and darker, the wind got stronger and stronger, and the people got more and more frantic. As I wandered I heard somebody yell Snively! I turned and sure enough, Matt McGann. Somehow, out of thousands of people, wed run into each other. Well, Matt McGann with family and friends, more prepared for the storm than I. Armed with umbrellas and having obviously seen 300 they were crouched and had created a shield against the rain and wind. I ducked behind and chatted with Matt about such interesting s ubjects as Ring Committee and our buddy Ben. Also, I would like to point out that Matt McGann uses a bright pink umbrella. He claims that it belongs to his wife but Im pretty sure its his, judging by how fervently he denied ownership. We were quickly concerned with other matters as the rain finally hit, and by hit I mean WOOOOOOOOOOSSSSSSSSHHHHHHHHHHHH HOOOOOOWWWWWLLLLLLLLLL SSSSPPPPPPLLLLLOOOOOOOOOSSSSSSSSSHHHHHHH!!!!!!!!!!! We ducked, umbrellas strained, and we weathered the storm. I still hadnt found an ATM, but since Matt is awesome he loaned me a twenty so I went off and bought some fried dough and a lemonade. I returned to my spot at the fence and settled in to wait for the show. Its 8:00 PM at this point. The lighting tests began, there were sound checks, and people were milling about the stage. I noticed a green drum set on stage and found it strange that the Pops would need a set. Then this announcement: Ladies and gentlemen, thank you for being patient. Youve weathered the storm and, while youre waiting, we have some folks that would like to thank you for coming by playing a song for you. Please welcome to the stage, Rascal Flatts! *cue audience hysteria* Im not a huge western fan and about the only experience I have with the Rascal Flatts is an ex-girlfriend obsessing over Life is a Highway, but it was definitely a good time. They only played one song for us but everybody loved it. Then, fifteen minutes later, the Pops took the stage and launched into the national anthem. This is when I realized that the Pops were famous for a reason. They. Are. Good. I like to think that I have an ear for a bands sound since I was so involved in band in high school (Charles A. Sprague High School, what now, we won a Grammy my senior year!) The Pops are good. Very very good. After the national anthem the director, Keith Lockhart, came up and introduced their first set, A Tribute to Leonard Bernstein. Excellent, Bernstein is awesome! I was expecting some popular Bernstein songs arranged into some mashup featuring just the main themes, but was pleasantly surprised by what they played. They played two entire songs, the first of which was Overture to Candide. I have a small obsession with this song, I played it in High School and everybody LOVED it. Hearing the Boston Pops play it was amazing, to say the least. I found a YouTube video of them playing it 2 years ago, the sound isnt great but Ive also included a link to an mp3 thats much better (although not performed by the Pops). Click for full mp3 After Candide they played Mambo from Westside Story, another excellent choice and a crowd pleaser. Lockhart announced that since Boston was obsessed with sports, the Boston Pops have decided to piece together a compilation devoted entirely to baseball. The set began with a song called National Game by our favorite cheesy music writer John Philip Sousa. Next was a really nice compilation from Field of Dreams and The Natural. The Natural has great music, just listen: The Natural Then we listened to Take me out to the ball game about three different times, all different arrangements, and some with vocals. By the end of that we were all like Please, please, no more take me out to the ball game, weve had enough! Luckily, following the baseball song overload, was a reading of Casey at the Bat, set to music. I was stunned at how many people around me had never heard this poem! If you havent, you need to get smart and culture yourself really quickly because Ill laugh at you if you dont. Read Casey at the Bat I really enjoyed this part of the performance, it was an unexpected treat. Next was a transition away from baseball, every Bostonians favorite song by every Bostonians favorite band, Shipping up to Boston by the Dropkick Murphys, performed by the Boston Pops. Different, but very enjoyable, another crowd pleaser. Next, the classic 4th of July number, the 1812 Overture, complete with cannon fire synced to the music. Another surprise was that a lot of people dont realize just how long this song is and that the recognizable part is just in the last couple of minutes. Check it out for yourself: 1812 Overture WMA The cannon fire, although kind of cheesy, was AWESOME! Seriously, any music with cannons as instruments is a winner in my book. There was a short intermission as the Rascal Flatts took the stage again and we were introduced to Craig Ferguson, a late night comedian who is apparently quite popular. At MIT we dont really watch TV (dont worry, its not as bad as it sounds, trust me) so I hadnt heard of this guy but everybody else seemed really excited. I noticed though, as he was speaking, that he kept saying that it was July 4th and that there would be fireworks soon. Ooooooh, practice! Thats when we heard this very official voice saying Welcome back to the 35th annual Boston Pops fireworks spectacular, sponsored by Liberty Mutual. And now, Craig Ferguson! The official dry run had begun, complete with commercial breaks and live talent. Rascal Flatts struck their first chord and the audience went NUTS! This time I actually knew what was happening, they were playing Life is a Highway and the audience was eating it up. Click for MP3 Next was another Rascal Flatts song, Every Day, which Id never heard but was enjoyable nonetheless. Then came the obligatory patriotic song medley, featuring: My Country tis of Thee America the Beautiful Yankee Doodle This Land is Your Land Grand Old Flag God Bless America All came with lyrics courtesy of the Jumbotron. The finale was Stars and Stripes Forever and a huge explosion of confetti from air cannons all throughout the audience. It was all very patriotic and lighthearted, a great conclusion to the evening. People, dressed all in red, white, and blue, slowly filtered away. The real excitement is tonight in just three short hours. I wont be braving the crowd tonight, Im going to watch the fireworks with some friends over here on campus. We should be able to hear the music too, we could hear the sound checks this morning thanks to the dozens of huge speakers scattered on both sides of the river, projecting music into both Boston and Cambridge. It should be a good night, Ill try to get some footage of fireworks to post!

Case formulation on Theodore Bundy - Free Essay Example

Sample details Pages: 11 Words: 3208 Downloads: 7 Date added: 2019/10/10 Did you like this example? There are a variety of psychological disorders that people normally suffer from. One of these disorders is the antisocial personality disorder which is a condition that makes a person want to be alone, secluded from the rest of the society. This disorder is also known as psychopathy or sociopathy. Don’t waste time! Our writers will create an original "Case formulation on Theodore Bundy" essay for you Create order This illness is a mental health condition where a person has an extended pattern of manipulation, exploitation, and violation of others rights. This behavior is considered to be criminal. According to research, the antisocial personality disorder starts at childhood or at teen age whereby it is normally mild and unnoticeable. It can sometimes be confused with the adolescent in teenage children. There many different symptoms that can be detected in a person with antisocial personality disorder (Laws, 2001). People with this disorder have the ability to act cheerful and charming. They are considered to be like a time bomb because of the fact that they can have an unexpected episode. A common symptom among the people who suffer this disorder is that they constantly break the law and do not show signs of remorse or culpability. Also, they are impulsive, compulsive liars, they get easily irritated, and they continually neglect their own and others safety. Another important symptom is that they are very good when it comes to manipulating others feelings. Those people who have the disorder may also present problems like chronic boredom, compulsive need to gamble, and drug and alcohol abuse. Since they present many sudden changes in the behavior and a lack of many senses, they are more likely to commit suicide. After a brief explanation of the personality disorders that people suffer from, this paper will expound on the case study of Theodore Bundy who happens to suffer from the antisocial personality disorder. Theodore portrays symptoms that can be attributed to the disorder and which have evidently changed his lifestyle. He cannot venture into leisure or recreational exercises which he previously found to be fun, and prefers to stay in bed all the day. The patient seems to have a completely different approach to thinking, and behavior which makes him become an introverted person who prefers to be alone. Notably, the patients has trouble recognizing and connecting with situations and people, even himself (Meyer, Chapman Weaver, 2008). This paper will expound on the case of Theodore and derive arguments from other authentic sources so as to reach a conclusion about the diagnosis and treatment of the personality disorder. It is very important that people know how to recognize this disorder to be able to take necessary medical action in good time and prevent any further problems. The specific origin that can cause this disorder is unclear because each person can present a combination of different characteristics and can only be discovered after rigorous sessions and intensive studies about the patient’s history. According to research, there are many theories, however, about the possible causes of are likely due to factors attributed to genes and other biological factors as well psychological factors. To understand this, we can divide it into two parts, genetics and external causes. When we talk about external causes, we can refer to the environment that the people with this disorder had in the past like parents or relatives with alcohol or drug problems, grown in a specific urban environment where both violence and child abuse dominates. Another cause could be children who had a very permissive familiar environment without clear rules of education or children who have been educated too freely without any supervision of the parents (Meyer, Chapman Weav er, 2008). Research has established that there are various physiological responses which are more likely to frequently in people with antisocial personality disorder. For example, these people have a flat response to stress and are generally less anxious than the normal people. Another important aspect that research highlights is that the disorder is probably caused by a combination of psychological factors. Having one of the many character traits does not necessary mean that one has the disorder. The antisocial personality has been termed as one of the most complicated psychological disorders.This is because the condition is quite hard to contain and treat mainly because people who suffer from it rarely come out on their own to seek treatment. It has also been found out that some people suffer from this disorder for some time and it fades off on its own as they approach the age of forty. Despite that, many psychotherapy techniques have been believed to treat this disorder. In patients of younger age, the involvement of the family, as well as psychotherapy, can help to suppress that behavior in a child (Bennie, 2012). The cognitive therapy technique is yet another strategy that is used to treat the antisocial personality disorder. Kendra Cherry who is a psychology expert explains that cognitive behavior therapy is a psychotherapeutic approach that helps patients to contain and control the thoughts that have a fundamental influence on thinking and behavior. In some severe cases where the patient seems to be in a critical condition, some medication is used to contain the adverse effects of the psychological condition. These are mainly the cases where the patient portrays signs of depression, aggressiveness, irritability, and anxiety, but there are still a lot of concerns raised concerning the effectiveness of these techniques and their compatibility in the treatment of this type of disorder mainly due to the fact that people affected by it do not recognize that they have a problem (Sturmey Et al, 2007). It is more likely that the treatment will be successful if it is started as soon as possible, but their general behavior and thinking remains unaltered. If this behavior is detected early enough, it can be treated through a variety of both psychological and medical approaches that will free the patient from the disorder. However, the problem with detection of the disorder there are so many people with this disorder who do not recognize it. Many people who have it do not realize that they have a psychological problem and therefore they cannot be convinced to seek medical attention. The duty lies with the immediate family, relatives, and friend who should urge the patient to seek treatment or psychological help. The society should also be sensitive when it comes to this disorder as some people who have it may not pay attention to it, and it may have adverse effects on their reasoning eventually to violent and depressing endings. Theodore Bundy is the main case study that this paper is going to focus on as well as other cases which show great similarity to the behavioral characteristics that Bundy depicted. Bundy grew up like any other child in his neighborhood. He was bright in class, and his performance was way above average. His parents were greatly involved in is education whereby they helped with homework and other school work. Young Bundy did not portray any questionable character traits, and if any, his parents suppressed them and did not openly talk about it. Bundy did not engage in private talk with his parents on issues such as dating and sex and that made them remain unaware of his sexual desires and escapades (Letourneau Borduin, 2008). Bundy used to go to the neighbors dustbins to look for pictures of naked women. In most cases, Bundy chose to be alone whereby he listened to a small radio that he had and did no engage in playing games like the rest of his age mates. His parents were not keen on his behavior, and therefore they did not notice something odd with his character. Bundy was obsessed with material possessions and fantasized about being adopted by a rich family of actors. Though he attended a couple of parties while in high school, Bundy did not develop proper social skills and that made him refrain from engaging in social activities. His antisocial behavior was more evident in high school where he became introverted and spent most of his time alone, unlike when in junior school. After school Bundy volunteered to work in a local political race. Bundy developed a political career where he associated with a lot of people and began to make friends. Someone could have easily thought that he was like any other person in the political arena. However, Bundy explained that he had a separate entity which coexisted within him and forced him to kill. Bundy was quite intelligent, and even after he started his killings, he managed to escape justice for about ten years. The judges who passed his judgment were amazed by his intelligence. Indeed he seemed to be a separate entity from the killer personality. His antisocial personality disorder was believed to be the main factor behind his multiple killing of innocent victims. Like Bundy, Hilde had the antisocial personality disorder which showed up later on after teen age. The family doctor directed Hilde to a therapist when the cure with quick assurance and valium became unsuccessful. Particularly, Hilde who is 42 years and a house maker was undergoing marital difficulties at her marriage with headaches and slight depression too.   The physician had the perspective that her condition was due to panic attacks, (Meyer, Chapman Weaver, 2008). But after valium cure, Hilde did not stop complaining about the same effects, which made the physician direct her to my clinic. When the first consultation was conducted with a different physician, she seemed to be really eager and had an urge of talking to me. She was questioned whether she was aware of what brings a headache, slight depressions and also marital problems. While answering, she went to the extent of describing her past. The examination revealed that during her descriptions, she was unable to relate t heir spontaneous role with the headaches, minor depression, as well as matrimonial troubles.   Hilde was so happy speaking to a person about her life and forgot about the intention of the interview. However, she was given an ear to her for a little bit and when on the discovery that the irrelevancies became more and a decision of helping her connect her past with the present know-hows. But she repelled my efforts and went ahead turning moody and angry. She sauntered when I challenged the irrelevancies. That is when it started to occur to me that her condition was more related to antisocial personality disorder. Diagnosing Joseph using the stated diagnosis, I had gone through his life past. When Joseph was a year old, his father fell from the roof of the church while he was mending it. Also, his mother came back to the house that belonged to her father, and the father was chosen as the guardian to Joseph. Further, the grandfather was murdered in less than a year afterward (Meyer, Chapman Weaver, 2008). Two years later, the other maternal grandfather passed away due to a heart disease.   Because of emotional and financial issues from a parental grandmother who raised Joseph, he spent about a year in an orphanage at the age of 12 to 13. They had a life featured with a movement from place to place. This led to a change in family friends as well a change in roles of parents. His education was faced with a lot of disruptions, and he had the ability to achieve eighth-grade schooling. That is the time he began showing emblems of dyslexia and negligence (Meyer, Chapman Weaver, 2008). However, he managed to acquire an overall similar high school degree.   Despite the fact that Joseph acquired a job and married, he life continued to be referred as a sad one. He was very good at his job and went ahead spending extra time to get overtime pay.   He became angry when his wife got a job away from their home. Due to this, he went out with the hope that his wife would return (Meyer, Chapman Weaver, 2008).   Thus, the occasions catalyzed presence and also rise of clear psychiatric signs. His disorder became known in 1980 when a physician was curing him for bursitis on his shoulder.   From the psychiatrists report, there was an indication that Joseph was working for 16 hours in a day. Rather than going home to get sleep, he bar wished and ended sleeping for only two hours. The quickening of his condition came about due to the anger he had towards his wife’s Brenda ex-husband. He began hating him when he found out that he makes money very easily. He also got angry due to depression from the spells of difficulties arising from his stepchildren. The fury he had to the ex-husband of Brenda intensified,  Ã‚   which made Joseph track him a month. He had the mindset of bowing brains of the ex-husband of Brenda out. In the following seven years, there was breakage of relations with his mother as well as his eldest son because of personal disagreements.   The year 1984, he attempted to commit suicide which made his wife divorce him (Meyer, Chapman Weaver, 2008). Monroe was the daughter of Gladys Baker and wasn’t aware of her father. She underwent lots of difficulties when she was young.   She lived in an orphanage as she underwent her childhood as well as adolescence (at this point she was given the responsibilities of being a kitchen assistant while she was at a caring age of nine). At her grandparent’s place as well as that of families who adopted her, she didn’t get a family (Mever et al, 2008).   The young Norma Jean didn’t have a home. She was moved from one foster household to another and never coped. She stayed with about seven adoptive families in the period of 4 years  Ã‚   (Meyer et al., 2008). Being a sexual abuse victim, it’s usual for a young girl to writhe from mental disorders. Among one of the households, she underwent sexual abuse from an actor but wasn’t believed by her foster parent when she reported it.   She was made not to mention the experience ever again. She was left in the care of a friendly marriage until the moment she turned seven.   Thereafter, she took her and stayed with her. But after a year, she got hospitalized in a psychiatric hospital where she got spotted of paranoid schizophrenia, which is a disease that Mary came to find out that she inherited mainly the moment she got admitted due to recurring depressions. Therefore, Marilyn Monroe is from a specific group, which is really common, of women who acquired an interior force analytically deteriorated by severe structures containing a conventional, striking world, strong when it comes to its prohibitions,   but again insincere for it diminished her as a   lady. Sexual abuse is an issue which has been there from the start of humanity.   Due to this, small Monroe in a number of years became withdrawn, a mumbling girl, due to hallucinations, where she woke up yelling mid night and woke her mates who were in the orphanage. Sexual abuse is a common cause of psychological disorders. Some people manage to move on, others get used to living with the trauma, and others simply cannot continue and end up with their lives. However, Marilyns childhood was very stormy since she never had a regular family. His mother could not take care of her because of her economic and emotional problems and gave her to several families for adoption. It is said that the first time Marilyn was sexually abused was at the age of five years. These abuses continued throughout her childhood and at the hands of different individuals, most of which were members of her family. This affected Marilyn throughout her life (Meyer et al., 2008). The three cases analyzed in this paper display problems with Over-generalizing Features of Relationships. Bundy in his killings would ask for favors from strangers even asking them to get in his car which was a trap that he used to get young girls and torture them before eventually killing them. People who suffer antisocial personality disorder in most cases have these problems as they tend to have no friends (Plante, 2005). They, therefore, try to reach out to anyone who happens to be available, and from the brief interaction, they get to trap them and use them to carry out their desires. For instance, a client who insists on meeting the therapist during off hours twice a day or even immediately would probably have the problem of generalizing features of relationships which is a character trait evident in the three cases analyzed in this paper. Some other clients tend to discriminate against appropriate context to make a request or to reveal a new need that they have. Such clients tend to some difficulties in engaging in these activities to avoid or escape aversive contingencies. Such individuals have a problem with expressing themselves and talking about their needs at the appropriate times or difficulties responding to requests that are made by other people or have an attitude of opposition to the clients own needs. This is evident in the cases analyzed whereby Bundy had issues in focusing on the needs and responding to requests made by other people and sometimes would even turn violent (Popescu, 2010). Monroe on the other side was determined to lead a normal life but kept on drifting due to her inability to relate and respond to the people around her, and especially those who were out to help her. Another problem that the characters analyzed seem to have is rejecting that a Need is Present. This can be described as the behavior by a client that shows that they believe that their needs are less likely to be catered for satisfactorily. This is usually a prejudgment that occurs even before the person has communicated the needs or experienced a service that does not satisfy them. This prevents these people from exposing their problems due to fear that they cannot be helped. The people analyzed in the paper have similarities with relation to antisocial personality disorder. When an inquiry is made to this people about their condition, they would most likely decline that they have a problem and dismiss the inquiry which is one of the main reasons that makes people think that they actually are normal. In conclusion, this paper has analyzed case studies of people with the antisocial personality disorder as well as analyzed the dominant behavioral character traits that these people possessed. Bundy grew up like any other child in his neighborhood. He was bright in class, and his performance was way above average. His parents were greatly involved in is education whereby they helped with homework and other school work. Young Bundy did not portray any questionable character traits and if any, his parents suppressed them and did not openly talk about it. Monroe was the daughter of Gladys Baker and wasnt aware of her father. She underwent lots of difficulties when she was young.   She lived in an orphanage as she underwent her childhood as well as adolescence at this point she was given the responsibilities of being a kitchen assistant while she was at a caring age of nine. Physicians have a problem addressing issues related to the condition of these people due to various factors that have been analyzed in the paper.

Taking a Look at Government Surveillance - 1776 Words

Government Surveillance The primary goal of the government since its founding has been to ensure the safety of citizens. It has developed an array of methods, procedures, and systems to achieve that goal. Throughout the years there has been some form of criticism regarding its methods. The most recent cause for public disapproval and concern stems from government surveillance brought to the light by former contractor of the National Security Agency (NSA), Edward Snowden. Snowden has brought attention to the surveillance being performed by the government that involves the United States. Surveillance could significantly deteriorate relations with other countries and destroy the trust that is held between the citizens and government leading to the collapse in stability and possibly the country itself. The potential for surveillance being used as a tool for the protection of citizens can prove to be monumental, but is vastly outweighed by the negative repercussions it could inflict if misused. Edward Snowden, a former employ in the Central Intelligence Agency (CIA) and a former contractor of NSA has fled to Russia after releasing sensitive information on the NSA surveillance to the Washington Post (Gellman). The domino effect created by Snowdens actions has caused uproar among citizens. The level of the information that was released by Snowden was not every day, common knowledge, but it was information that normally is withheld even from the special court that governsShow MoreRelatedTaking a Look at Government Surveillance2224 Words   |  9 PagesGovernment Surveillance Government Surveillance, a way that the government says that will keep you safe from foreign dangers like terrorist attacks, espionage, and perhaps a international war. However you have to sacrifice your private life, and business for increased protection and surveillance. Government surveillance, defined by dictionary.com as a noun that states â€Å" Close observation or supervision maintained over a person, group, etc, especially one in custody or under suspicion†(Merriam-websterRead MoreSurveillance And The National Security Agency1729 Words   |  7 Pages There are all different types of surveillance now-a-days. The thought of it has come a long way and it has evolved significantly. There are many pros and cons as to surveillance in today’s world. Also, there are many different ways that technology allows people to get surveillance on many different things such as people, where they go, who they talk to, private information, and so much more. Surveillance and security in the United States has also changed significantly since September 11th, 2001Read MoreThe Government And Its Effects On The Minority Report By Philip K. Dick1399 Words   |  6 Pages The government plays a major role in dystopic stories and novels, and as these stories start to unfold, one can see the flaws in which how government works and how if effects the rest of society. In the Minority Report, written by Philip K. Dick, the mechanisms of the government’s systems begins to show different flaws when surveillance is use to determine the pre-crime of major crimes, and what happens to their citizens once a verdict is reached. Any type of Government surveillance can do moreRead MoreNational Security Agency: Global Surveillance841 Words   |  3 PagesNational Security Agency: Global Surveillance Have you ever pondered on the fact that the government could be observing that text message you just sent to your best friend or what you just looked up on your computer? American citizens were puzzled when they first heard Edward Snowden address the media on the astonishing truths of the NSA and their surveillance. Today, I will undertake both sides of this troubling wrangle, the debate between the supporters and the critics of the NSA. My positionRead MoreSurveillance And The Surveillance Of Surveillance1415 Words   |  6 Pagespersonal information, and surveillance users are unaware is even there. Although this sounds like an invasion of personal privacy and loss of personal liberty, it has turned into the â€Å"norm† and most of the time goes on without even being questioned. In some cases, consensual surveillance has been turned into forms of entertainment. The average person online is very aware of the surveillance taking place, but it is likely they are unaware of th e severity of the surveillance and the justification behindRead MoreThe Problem Of Invading Privacy1321 Words   |  6 PagesThe agency executives taking their seats behind the one-way blackboard, prepared to gain information as their puppets reward the participants with a few dollars or an appreciative sentiment. This situation is echoed within the makeup of our online society, as we are given small benefits and social reasons to allow access to our information, while the government takes in as much data as they can to monitor people and hold them down by their own vices. Through this, the government, commonly referred toRead MoreProtection Vs. Privacy : The Government s Use Of Surveillance1252 Words   |  6 PagesGovernment’s Use of Surveillance Since the industrial revolution, society has continued to grow larger, and more interconnected than ever before. Aiding in this process has been the advancement of technology and ideas. With the extensive advancement of technology, an equally sizable debate on its ethical implications has developed. In recent years an ethical dilemma has arose pertaining to the use of government surveillance. While the increased surveillance of citizens by the government is beneficialRead MoreCensorship Is The Alpha And Omega Of Our Work1281 Words   |  6 PagesIs the Alpha and Omega of Our Work†: Bolshevik Surveillance in Its Pan-European Context’ written by Peter Holoquist, discusses the topic of Surveillance in Russia and how it effected her people. During the time of Stalin – Holoquist believes that surveillance was used to manipulate people, bringing forward ‘the â€Å"new man†Ã¢â‚¬â„¢ (Suny, 52) In this piece – Holoquist states that there was little t race of the belief in public opinion. Instead, the government did what they believed was best, and all shouldRead MoreThe House Of Lords Report On Surveillance, Privacy And The Constitution1140 Words   |  5 PagesThe house of lords report on surveillance, privacy and the constitution is mainly centered on the subject of the government and high ranking officials storing mass amounts of data related to the general public. One of the issues that it touches on is how easy it is for the UK to become a â€Å"surveillance society†. By this they mean the usage of CCTV and data storing getting so routine that the government will know where everyone is at all times. This is a key concern for many people as there are ethicalRead MoreAnalysis Of The Article Personal Privacy Up For Grabs By C. Mitchell Shaw1617 Words   |  7 Pages To take away a man’s right to privacy is to take away his right to live. In the totalitarian government of the novel 1984 by George Orwe ll and the article â€Å"Personal privacy up for grabs† by C. Mitchell Shaw, there lies a sense of knowledge that constant watch does not signify safety or true freedom. Rather, both written pieces focus on the belief that a man without the freedom to act in private without observation is not a man at all--his existence is erased in the process. By analyzing

Managerial Accounting 505 Case Study Week 3 Free Essays

Grade 45/50 Managerial Accounting 505 Case Study Week 3 A. What is the break-even point in passengers and revenues per month? Total Per UnitPercent Sales: 160 X 90 $14,400$ 160100% Less variable costs/expenses: . 70 X 90 $ 6,300 $7044% Contribution margin: $ 8,100$9056% Less fixed costs/expense: $3,150,000 Net operating income: $3,141,900 8,100 /14,400 = 56% 100 – 56 = 44% BEP in passengers (fixed costs / contribution margin) 3,150,000 / 90 = 35,000 passengers BEP in dollars (passenger per month X selling price) 35,000 X 160 = 5,600,000 B. We will write a custom essay sample on Managerial Accounting 505 Case Study Week 3 or any similar topic only for you Order Now What is the break-even point in number of passenger train cars per month? # of seats per passenger train cars X Average load factor BEP in passenger’s car per month 35,000/ (90x. 70) 35,000/ 63 = 556 passenger train per month C. If Springfield Express raises its average passenger fare to $190, it is estimated that the average load factor will decrease to 60%. What will be the monthly break-even point in number of passenger cars? Total Per UnitPercent Selling Price $17,100$190100 Less variable costs/expense$6,300$70 37 Contribution margin$10,800$12063 BEP in passengers (fixed cost / unit cm ) 3,150,000 / 120 = 26,250 BEP in passengers per month in dollars (fixed costs / cm ratio) 3,150,000 / . 63 = 5,000,000 # of seats per passenger train cars X Average load factor 90 X . 60 = 54 BEP # of passengers cars 26,250 / (90 X . 60) 54 = 486 passengers train cars per month D. Refer to original data. ) Fuel cost is a significant variable cost to any railway. If crude oil increases by $ 20 per barrel, it is estimated that variable cost per passenger will rise to $ 90. What will be the new break-even point in passengers and in number of passenger train cars? BEP in passengers Fixed operating cost /contribution margin 3,150,000/ 70 = 45,000 passengers per month BEP # of passengers per car 90x. 70 = 63 passenger per car Passengers per month/passenger train cars 45,000/63= 714 passenger train cars per month E. Springfield Express has experienced an increase in variable cost per passenger to $ 85 and an increase in total fixed cost to $ 3,600,000. The company has decided to raise the average fare to $ 205. If t he tax rate is 30 percent, how many passengers per month are needed to generate an after-tax profit of $ 750,000? Before tax profit = after-tax profit /100%-tax rate % 750,000/(1. 00-. 30)= $1,071,429 Before tax profit + fixed cost/New contribution margin $,1,071,429 + $3,600,000/($205-$85) = $4,671,429/$120 = 38928. 56 or 38,929 passenger per month. F. (Use original data). Springfield Express is considering offering a discounted fare of $ 120, which the company believes would increase the load factor to 80 percent. Only the additional seats would be sold at the discounted fare. Additional monthly advertising cost would be $ 180,000. How much pre-tax income would the discounted fare provide Springfield Express if the company has 50 passenger train cars per day, 30 days per month? Revenue= 90 x (. 80-. 70) x 120 x 50 x 30 + $180,000 = $1,800,000 Variable cost= $70 x ($1,800,000/discount fare ($120) = 1,050,000 Additional monthly advertising cost = $180,000 Revenue†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦$1,800,000 Less Variable cost†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦($1,050,000) Contribution Margin†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ $750,000 Less Advertising cost†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ($180,000) Pretax income discount fare provide†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. $570,000 f# of discounted seats = 90 X . 0 = 9 seats Contribution margin fo r discounted fares = $ 120 – $ 70 = $ 50 X 9 discounted seats = $450 each train X 50 train cars per day X 30 days per month= $ 675,000 minus $ 180,000 additional fixed costs = $ 495,000 pretax income. G. Springfield Express has an opportunity to obtain a new route that would be traveled 20 times per month. The company believes it can sell seats at $ 175 on the route, but the load factor would be only 60 percent. Fixed cost would increase by $ 250,000 per month for additional personnel, additional passenger train cars, maintenance, and so on. Variable cost per passenger would remain at $ 70. 1. Should the company obtain the route? Revenue= 90 x (. 6) X $175Ãâ€"20= $189,000 Variable cost= $70 x ($189,000/ fare ($175) = $75,600 Additional monthly Fixed cost = $250,000 Revenue†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦$189,000 Less Variable cost†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦($75,600) Contribution Margin†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ $113,400 Less Fixed cost†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ($250,000) Pretax income loss†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. $136,000) The company should not go for the new route because they will lose money because the Total Additional Contribution Margin is not Additional Fixed Costs 2. How many passenger train cars must Springfield Express operate to earn pre-tax income of $ 120,000 per month on this route? Before tax profit + fixed cost/Contribution margin $120,000+$250,000 / ($175-$70) = 3,523. 81 or 3524 # of seats per passenger train cars X Average load factor 90 X . 0 = 54 Passengers per month/passenger train cars 3524/54 = 65. 25 or 65 passenger train cars needed 3. If the load factor could be increased to 75 percent, how many passenger train cars must be operated to earn pre-tax income of $ 120,000 per month on this route? Before tax profit + fixed cost/Contribution margin $120,000+$250,000/($175-$70) = 3,523. 81 or 3524 # of seats per passenger train cars X Average load factor 90 X . 5 = 67. 50 Passengers per month/passenger train car s 3524/67. 50 = 52. 20 or 52 passenger train cars needed 4. What qualitative factors should be considered by Springfield Express in making its decision about acquiring this route? If fixed cost increased to $500,000 Fixed cost (25,000 X 2) = $500,000 = fixed cost + required profit)/contribution margin per seat = (500000 + 120000) / 61 = 62,0000 / 61 = 10164 Seats Seat price average (131*10164) 1331484 Variable cost (70*10164) 711480 Contribution 620004 Fixed cost 500000 Income Fixed cost variable cost, contribution margin income loading factors should be considered before taking decision. 4. Springfield should consider such things as †¢Connections to other Springfield trains that might be made by these passengers. †¢Long-range potential for increased load factors †¢Increased customer goodwill in this new market †¢Increased employment opportunities for labor in the area †¢Competition in the market. 120004 How to cite Managerial Accounting 505 Case Study Week 3, Free Case study samples

Pepsico Essays (310 words) - PepsiCo, Pepsi,

Pepsico Best Places to Work / Diversity & Inclusion 2013: PepsiCo ranked among GIJobs.com's Top 25 Military Friendly Employers for the second consecutive year 2013: PepsiCo ranked #11 on Hispanic Business' 2013 Best Companies for Diversity, up from #18 in 2012 2013: PepsiCo was recognized as a Top Employer in Europe for the third year running by the CRF Institute 2013: PepsiCo was recognized by Working Mother's Best Companies for Multicultural Women 2012: PepsiCo was acknowledged by LATINAStyle magazine as one of its Top 50 companies for Latinas 2012: PepsiCo was selected as one of Black Enterprise's 40 Best Companies for Diversity 2012: PepsiCo received a perfect score on Human Rights Campaign's Corporate Equality Index for LGBT employees and their families 2012: PepsiCo was recognized by Best Places to Work's World's Best Multinational Workplaces Business Performance 2012: PepsiCo ranked #2 among the top ten carbonated soft drinks (CSD) companies on Beverage Digest's CSD rankings 2012: PepsiCo ranked #41 on the Fortune 500 list 2012: The Pepsi brand ranked as the #22 Best Global Brand on the Interbrand World's Best Global Brands. Pepsi has been among the top 25 ranked brands since 2003 awards best place to work Performance with Purpose (Environmental, Talent and Human Sustainability) 2013: PepsiCo was included in the Corporate Responsibility Magazine's 100 Best Corporate Citizens list 2012: PepsiCo was recognized by the Dow Jones Sustainability Index (DJSI) and the Carbon Disclosure Project (CDP). PepsiCo has been named a member of the Dow Jones Sustainability North America Index seven times and the World Index six times 2012: On Newsweek's Green Rankings, PepsiCo ranked within the "Food, Beverage and Tobacco" industry sector #3 in the U.S. and #8 globally 2012: PepsiCo ranked #16 globally among the Hay Group's 2012 Top 20 Best Companies for Leadership 2012: PepsiCo ranked #7 among Chief Executive Magazine's Best Companies for Leaders 2012: PepsiCo was awarded the Stockholm Industry Water Award in recognition of the company's innovative and outstanding water stewardship initiatives

The Recession-Proof Beauty of Healthcare Jobs

The Recession-Proof Beauty of Healthcare Jobs In a recent Time magazine article that highlighted â€Å"The 5 Best Jobs You’ve Never Heard Of,† a remarkable four out of five were linked to the healthcare industry. In fact, healthcare jobs remain plentiful - even in the face of economic uncertainty. Let’s take a closer look at this phenomenon, along with which positions can expect to see particularly noteworthy growth in the years ahead. The State of HealthcareAccording to the most recent â€Å"Employment Situation Summary† from the U.S. Bureau of Labor Statistics, healthcare continued its juggernaut of job growth, adding 22,000 jobs in March 2015 alone. This brought the 12-month total to an additional 363,000, with ambulatory healthcare services and hospitals making particularly strong showings.A number of factors have contributed to this growth, including rising demand, retiring workers, and the ever-growing advancement of science and medicine requiring skilled technologists.No discussion of the chan ging face of healthcare is complete without acknowledging the massive impact of the aging Baby Boomer generation. Approximately 10,000 Baby Boomers turn 65 every day, and will continue to do so for the next 14 years. By 2030, meanwhile, nearly 20 percent of the U.S. population will be of retirement age.Not only does this represent a massive outflux of workers from healthcare positions, but it also constitutes a significant burden: the typical American over the age of 65 suffers from a number of chronic conditions, including hypertension, diabetes, heart disease and cancer. Research further indicates that just five years from now, 5.6 million new healthcare jobs will exist in everything from pharmaceutical and medicine manufacturing to nursing, community, and home healthcare facilities and services.Add in the increased number of insured Americans due to healthcare reform, and the need for more healthcare professionals becomes even more critical.Where the Jobs AreAccording to the Bure au of Labor Statistics â€Å"Job Outlook† breakdown, the average anticipated growth rate for all occupations between 2012 and 2022 is 11 percent. U.S. News and World Report highlighted the top health care positions by Job Outlook,  including the following:Personal Care Aide: 48.8 percentHome Health Aide: 48.5 percentDiagnostic Medical Sonographer: 46 percentOccupational Therapy Assistant: 42.6 percentPhysical Therapist Assistant: 41 percentEsthetician: 39.8 percentPhysician Assistant: 38.4 percentMedical Secretary: 36 percentPhysical Therapist: 36 percentNurse Practitioner: 33.7 percentIn addition to these positions, emotional health professionals, including substance abuse and behavioral disorder counselors and marriage and family therapists, are also expected to see significant gains in job openings due to declines in stigmas which previously prevented people from seeking help.Other healthcare jobs which will continue to be in demand include dentists, dental hygienists, p hysicians, pharmacists, medical equipment repairers, dieticians and nutritionists, radiologic technologists, epidemiologists, and opticians.If a challenging career which allows you to help people while also experiencing unprecedented job security sounds like a good fit to you, there are plenty of healthcare positions to choose from.

E.T. Movie Released

E.T. Movie Released The movie E.T.: The Extra-Terrestrial was a hit from the day it was released (June 11, 1982) and quickly became one of the most beloved movies of all time. The Plot The movie E.T.: The Extra-Terrestrial was about a 10-year-old boy, Elliott (played by Henry Thomas), who befriended a little, lost alien. Elliott named the alien E.T. and did his best to hide him from adults. Soon Elliotts two siblings, Gertie (played by Drew Barrymore) and Michael (played by Robert MacNaughton), discovered E.T.s existence and helped. The children tried to help E.T. construct a device so that he could phone home and thus hopefully become rescued from the planet he was accidentally left upon. During the time they spent together, Elliott and E.T. create such a strong bond that when E.T. started to become sick, so did Elliott. The plot got even sadder when agents from the government discovered the dying E.T. and quarantined him. Elliott, distraught by his friends illness, eventually rescues  his friend and flees  from the pursuing government agents. Realizing that E.T. would only really get better if he could go home, Elliott took E.T. to the spaceship that had returned for him. Knowing they would never see each other again, the two good friends say  goodbye. Creating E.T. They storyline of E.T. had its beginnings in director Steven Spielbergs own past. When Spielbergs parents divorced in 1960, Spielberg invented an imaginary alien to keep him company. Using the idea of a lovable alien, Spielberg worked with Melissa Mathison (future wife of Harrison Ford) on the set of Raiders of the Lost Ark to write the screenplay. With the screenplay written, Spielberg needed the right alien to play E.T. After spending $1.5 million, the E.T. we now know and love was created in multiple versions for close-ups, full-body shots, and animatronics. Reportedly, the look of E.T. was based on Albert Einstein, Carl Sandburg, and a pug dog. (Personally, I can definitely see the pug in E.T.) Spielberg filmed E.T. in two very unusual ways. First, nearly all of the movie was filmed from the eye-level of the children, with most of the adults in E.T. only seen from about the waist down. This perspective allowed even adult moviegoers to feel like a child while watching the movie. Secondly, the film was mostly shot in chronological order, which is not a common filmmaking practice. Spielberg chose to film this way so that the child actors would have a more realistic, emotional reaction to E.T. throughout the movie and especially during E.T.s departure at the end. E.T. Was a Hit E.T.: The Extra-Terrestrial was a blockbuster movie right from its release. Its opening weekend grossed $11.9 million and E.T. stayed at the top of the charts for over four months. At the time, it was the largest grossing movie ever made. E.T.: The Extra-Terrestrial was nominated for nine Academy Awards and won four of them: Sound Effects Editing, Visual Effects, Best Music (Original Score), and Best Sound (Best Picture that year went to Gandhi). E.T. touched the hearts of millions and has remained one of the best movies ever made.

Modern Art Exhibition Essay Example | Topics and Well Written Essays - 1250 words

Modern Art Exhibition - Essay Example The art form chosen is â€Å"Pencils† by Tom Friedman and it is a symbolic representation of the transformation of simple materials one use in daily life into an art form with immense creativity. Tom Friedman is well known for his outstanding creativity and he had chosen a material which is pencil to create a sculpture that promotes uniqueness and substance. This artist with the help of this art form is communicating to the world that nothing is too ordinary to be an art. The art is created with utmost patience and eye for detail.The art form chosen is â€Å"Moor† by Janine Antoni . Janine as a contemporary artist is famous for her utilization of ever day objects for reflecting her spontaneous creativity. The â€Å"Moor† is a rope spun together by Antoni with the help of materials collected from her family and friends. This art form is all about the connections which exist between the artist and people in her life at different stages of life. Every part of this a rt work is flooded with emotions and affection for her loved ones.The art form chosen is the â€Å"Milk Bottle Art† by Caroline Saul. This artist is an English designer who is passionate about recycled trash like plastic milk bottles. This art form is impeccable with bulbous vessel created out of an everyday object which is plastic milk bottle. This work represents the usability of every day object and their after -life. This work is fragile and delicate and the shades of orange, brown and blue adds to its creativity.

No title page not yet Essay Example | Topics and Well Written Essays - 500 words

No title page not yet - Essay Example This advertisement makes attempts to persuade the viewer through its tone and inclusion of statistics. This advertisement is effective because of the tone displayed. The male narrator speaks with a positive and upbeat tone of voice, creating the illusion that he would be interested in a woman who uses this product. From his voice, it is likely that he is in his mid to late 20’s and is a man that every young woman aspires for. When introducing the product, the narrator uses such words as â€Å"ultra† and â€Å"formula.† The use of these words is designed to appeal to up-market women who have an education and perhaps earn significantly more than the average woman. By adding the word â€Å"formula† in there, it seems as thought the company has tested the product multiple times before settling on the one eventually introduced to the market. Words like â€Å"ultra† attempt to accentuate the word â€Å"lengthening,† which is the main purpose of the whole advertisement. Another reason why this advertisement is so convincing is through its use of statistics. The narrator claims that â€Å"lashes look up to 80% longer.† This would be appealing for any woman who felt that their lashes were too short. Also, included along the bottom of the screen is a claim that 93% of women agree that this product works. This once again tries to convey a message to the viewer that the product is trustworthy because it is accepted among everyday regular women. The narrator finally mentions that â€Å"9 out of 10 agree that lashes look remarkably long† through the use of this product. While this may seem convincing to a viewer who does not know the background of these claims, these figures needs more justification. For instance, of the 93% of women who agree that this product is beneficial, who were the 41 women surveyed? Are they qualified to give an opinion on the topic? Of course, in a 30-second advertisement it is impossible to accurately verify

Child Friendly School Policies In Kenya Education Essay

Child Friendly School Policies In Kenya Education Essay The purpose of this essay is to explore what Child Friendly School policies could learn from Comparative and International Research. Reference to CFSs in Kenya will be made with emphasis on the background of CFSs, current practices and emerging critics, success stories, problems and pitfalls and what CIR can do to subjugate some of these challenges. I will start by examining the rationale for exploring CFSs, based on literature and my professional experience. Following this background will be literature surrounding the concepts of CIR and CFSs in relation to global agendas, exploring how CFSs came into existence and the driving forces behind it. I then go on to focus on a case study of CFS in Kenya, discussing the role of CIR in the Kenyas CFS, arguing that CIR is used as a political tool in creating educational policy, rather than a research method or an intellectual inquiry. I will further critically analyze challenges facing CFSs and how knowledge on CIR can contribute more effect ively to successful implementation of CFS policies. A conclusion based on the literature and authors experience will then be drawn. Throughout the essay, I build a case in favour of CIR arguing that CIR stimulates critical reflections about our educational systems by investigating commonalities and differences across national borders. Background and Rationale Comparative and international education is one of the main fields of education with many benefits, judged by the volume of studies reported in the literature. Central to this is that many countries around the world have formulated some of their educational policies based on knowledge and research from CIR. With the current wave of globalization, researchers and experts, especially in the field of education, are always trying to find ways of streamlining their educational policies with the global trends. According to Giddens (1990:64), globalization is the intensification of worldwide social relations which link distance localities in such a way that local happenings are shaped by events occurring many miles away and vice versa. Global forces therefore have an impact on shaping local practices at grass root levels. In order to do this tactically and critically, comparative and internal research remains cutting edge in informing people about the realities, the challenges and the possible effects of uncritical transfer of ideas. One of the key developments in education has been the prioritisation of basic education as opposed to adult education or higher education. In Africa, this would be probably because, as Oketch (2004) points out, basic education yields higher rates of returns compared to higher education. This has subsequently influenced government and non-governmental organizations to focus more on improving the quality of basic education. Child-friendly schools (CFSs) in Kenya is an example of a initiative sponsored by UNICEF with the aim of not just providing children right to education but the right to the right education. In other words, CFSs are more concerned with the quality of basic education in addition to its access. The emergence of CFSs in Kenya was catapulted by the forces of agendas 1 and 2 of Millenium Development Goals (MDGs) which emphasizes on the provision of basic education. The World Education Forum (2000) agreed on six Education For All (EFA) goals. The sixth goal concerned Educa tion quality, à ¢Ã¢â€š ¬Ã‚ ¦improving all aspects of the quality of education and ensuring excellence of all so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. The term quality in education is dynamic because of the social, political and economic context at which it is used. Milligan (2011:276) adds that quality has, thus, been placed as an integral cog in the educational development machine although how educational quality is defined is a matter of great contention. Because of differences in contexts, it is imperative that knowledge of comparative and international research be used in designing policies and pedagogy in CFSs that fit that particular context. Furthermore, with the fear that some countries may lag behind as others move forward, countries from sub-Sahara Africa are now engaging in various practices in order to achieve these educational goals, a race against the 2015 set deadline for attainment of EFA goals. As the clock ticks towards the year 2015, priority goals in education may change for post-2015 and the worry is further elevated. One of the efforts the government of Kenya is doing to improve the quality of education is by integrating CFS model into the basic education system. Two major questions arise here: First, how is CFS realistic considering myriad challenges facing the FPE policy in Kenya? Secondly, if integrating CFS model into basic education will help in improving the quality of education, what lessons can CFS policies learn from CIR? It is against this background that the purpose of this essay hinges. Literature Review In this section, I will look at the concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) based on the literature and merge them with the global forces that influenced the emergence of CFS with an attempt to unveil the voices behind the introduction of CFS in Kenya. In addition, I will use an example of PRISM experience in Kenya to reinforce the understanding of the role of international bodies in promoting quality through well strategized and executed projects, arguing that lessons from PRISM experience can be used as insights to successful implementation of CFS policies. Concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) CIR is a fusion of two broad areas of research: Comparative Research and International Research. To understand its full meaning, it is important we define the two areas of research separately. In his definition of comparative research, Mills et al (year) argue that: Comparative research is a broad term that includes both quantitative and qualitative comparison of social entities. Social entities may be based on many lines, such as geographical or political ones in the form of cross-national or regional comparisons. (p. 621) A similar perception was echoed by Noah and Eckstein (1969:127), who described comparative education as an intersection of the social sciences, education and cross-national study [which] attempts to use cross-national data to test propositions about the relationship between education and society and between teaching practices and learning outcomes. In light of this definition, comparative research in the context of education can be defined as a study of two or more entities or events (Crossley Watson, 2003) with the underlying goal of searching for similarity and variance. Cross-national or regional comparisons may include comparing educational policies, pedagogy, educational leadership and so on. According to Mills et al (2006: 621), the search for variance places more emphasis on context and difference in order to understand specificities. International education, on the other hand, can be defined as the application of descriptions, analyses and insights learned in one or more nations to the problems of developing educational systems and institutions in other countries (Wilson 2000a: 116). Thus, international research is concerned with research carried out across two or more countries, often with the purpose of comparing responses between them. This might be done in order to devise strategies that work well across both or all these cultures or to suggest local adjustments to a global strategy There is a close relationship between comparative and international education. Epstein (1994: 918) points out, that international educators use findings derived from comparative education to understand better the processes they examine, and thus, to enhance their ability to make policy. We can therefore draw from the above two definitions that CIR in education as a method of comparing both qualitative and quantitative entities in education across different countries, societies or cultures with the aim of identifying similarities and differences. It is however important to note that not all international research is comparative, and not all comparative research is international or cross-national. According to UNICEF (2007), a child-friendly school is both a child seeking school and a child-centred school: It is child seeking because it actively identifying excluded children to get them enrolled in school. It is a child-centred school because it acts in the best interests of the child leading to the realization of the childs full potential, is concerned about the whole child: her health, nutritional status, and well-being and concerned about what happens to children before they enter school and after they leave school. A CFS system recognizes and respects childrens right and responsibilities; it provides the enabling environment to realize childrens right not only in schools, but also in childrens home and their communities. These include children from conflict zones, street children and children with disabilities. The Child-Friendly Schools model (see fig 1) is based on simple, rights-based concepts that would have all schools be: Rights Based School: CFS proactively seeks out-of-school children and encourages them to enrol, irrespective of gender, race, ability, social status, etc. Gender Sensitive School: CFS promotes equality and equity in enrolment and achievement among girls and boys. Safe and Protective School: CFS ensures that all children can learn in a safe and inclusive environment. Community Engaged School: CFS encourages partnership among schools, communities, parents and children in all aspects of the education process. Academically Effective School: CFS provides children with relevant knowledge and skills for surviving and thriving in life. Health Promoting School: CFS promotes the physical and emotional health of children by meeting key nutritional and health care needs within schools. (UNICEF, 2007) Fig 1: Model of the Child-Friendly School Source: UNICEF, Global Education Strategy, 2007 The CFS model provides a framework for planning (and monitoring the effectiveness of) strategies for increasing access to quality basic education with the specific focus on the development of strategies to include those children hitherto excluded from education (UNICEF, Global Education Strategy, 2007). It is important to note that there is no one-way to make a school child-friendly. The model may differ from country to country depending on the context. International and Local Pressures and their influences to formation of CFS in Kenya Education in sub-Sahara Africa, and indeed in Kenya, is crafted from both influences by global trends in education and the legacies of colonialism. Chisholm and Leyenderker (2008) observe that: Since 1990, the goals and purpose of education in sub-Sahara Africa has been reshaped by four interconnected developments: globalisation, the changed focus of international aid agencies towards development assistance, the adaptation of sub-Sahara African countries to the new world order with its new political emphases, and the spilling over of new pedagogical ideas from the USA and Europe into sub-Sahara Africa. (p 198) Kenya is a signatory to a number of conventions in education, including the Convention to the Rights of the Child (1989), the World Declaration on Education for All (Jomtien, 1990), the Dakar accord and the Millenium Development Goals (2000). In achievement of education development goals, Kenya is bound to, among other things, quality education by MDGs. The Jomtien call for access for access, equity, quality and democracy in education appeared to promise both social and economic development (Chisholm and Leyenderker, 2008). Social and economic development, and continues to be believed, requires educational change and educational change is necessary for social and economic development (ibid:). Educational change, in turn, is perceived to depend on, amongst other things, the input from relevant development assistance projects. These projects, in the arena of education, are typically formulated with reference to internationally negotiated development agendas (like the MDGs) and priority (Crossley Watson, 2003). An example of these projects in Kenya is CFSs which are supported by United Nations Childrens Fund (UNICEF). The Education Section of UNICEFs Programme Division introduced the Child Friendly Schools (CFS) framework for schools that serve the whole child in 1999 (Chabbott, 2004). Rationale for introducing CFS framework in Kenya The increased reliance of foreign aid to support education reform in Kenya has been accompanied by a transition, from understanding education as a human right and the general good to viewing it primarily in terms of its contribution to national growth and well-being through the development of the knowledge and skills societies are deemed to need (Arnove Torres 2007:359). Occasional voices continue insisting that education is liberating, that learning is inherently developmental (ibid: 359). With the global concern that Sub-sahara Africa countries may not achieve Universal Primary Education (UPE) by 2015 unless the progress is accelerated (Carceles et al., 2001; Bennel, 2002), Kenya responded by introducing Free Primary Education (FPE) policy in 2003 with both local and global pressure. The rationale behind introducing FPE was (apart from the pressure from global and international agendas) to alleviate poverty attributed to lack of literacy skills. The success story behind implementation of FPE policy is the increased enrolment at primary schools by nearly 50%, from 5.9 million in 2003 to 9.38 million pupils according to the Kenya Economic Survey 2011. However, there are myriad challenges facing the implementation of FPE policy: there are not enough textbooks, classrooms are overcrowded and the infrastructure in many schools is inadequate for the numbers of pupils attending. Many of the schools do not have sanitation facilities. The teacher-pupil ratio is quite high: acc ording to UNESCO there are more than 40 pupils per teacher, on average. All of these factors militate against the provision of quality teaching. There is no magic wand for fixing this problem of quality in education. In response to this CFS were introduced in Kenya. According to UNICEF (2006:1): The challenge in education is not simply to get children into school, but also to improve the overall quality of schooling and address threats to participation. If both quality and access are tackled, children who are enrolled in primary school are likely to continue, complete the full cycle, and achieve expected learning outcomes and successfully transition to secondary school. The CFS framework (see appendix 3) aims at promoting child-seeking, child-centred, gender-sensitive, inclusive, community-involved, protective and healthy approaches to schooling and out-of-school education with a general goal of improving the quality of learning. Since CFSs are concerned with the quality of learning, it is important we look at the meaning of quality. The national examinations to obtain the Kenya Certificate of Primary Education (KCPE) at the end of primary cycle and the Kenya Certificate of Secondary Education (KCSE) at the end of secondary cycle are designed to evaluate the extent to which the primary and secondary graduates master the curriculum content. In other words, the national test scores are used as the indicators of quality. The limitation of this indicator is that it does not take into account the context at which learning takes place i.e. the learning environment, learners unique characteristics etc. There are many definitions of quality but one of the descriptions of quality which emphasizes on the context was by Tikly (2011:10) who argued that: A good quality education is one that enables all learners to realise the capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary according to context but at the end of the basic education cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In his description, Tikly believes that a good quality education arises from interactions between three overlapping environments, namely the policy, the school and the home/community environments. In his perception of quality education, Tikly puts context into consideration i.e. needs of the learner, cultural and political contexts. In addition, he emphasizes on the relevance of what is taught and learned and how it fits the nature of particular learners in question. This encourages policy makers to take cognisance of changing national development needs, the kinds of schools that different learners attend and the forms of educational disadvantage faced by different groups of learners when considering policy options'(ibid:11). The fact that CFS emphasizes on learner-centered pedagogy and puts the child at the centre or focal point in the learning process raises the idea of what is regarded as valuable knowledge and how this knowledge is acquired in this particular context. This leads us to the inquiry on the school of thought or paradigm behind introducing a contextualized CFS framework. CFS as an approach to education is premised on constructivism, a theory of knowledge arguing that humans generate knowledge and meaning from interaction between ideas and real experiences. According to constructivists, the notions of reality and truth are socially constructed and in different context with the understanding that knowledge is subjective and embedded in multiple realities. Thus, quality of learning should be viewed in the context in which it is occurs. Towards Quality Basic Education In Kenya: Developing Research Capacity and Evaluation Before we acknowledge the contribution of CFS in providing quality education to the children at Primary school level, it will be prudent to review some of other contributions that has been made by international organizations in collaborations with the local government in promoting quality of education at grassroot levels in building research capacity. Kenya has had a history of benefiting from international assistance in its education sector. One of the programmes is the Primary Schools Management (PRISM), an initiative of DfID through the Ministry of Education, which places a lot of emphasis on participatory approaches and emphasis on mobilising community support, resource management and utilisation, supporting learning of pupils and developing action plans. It targeted teacher training and management and the impact of this is overall effectiveness of an education system which has a direct bearing on quality of education. According to Otieno Colclough (2009:26), PRISM is regarded as one of donor-funded programmes which had most positive impact on quality of basic education and CFS can learn from it. As Crossley et al ()notes, the main objective of PRISM was to improve the quality of primary education through the training and support of head teachers in practical management skills. Borrowing from the PRISM experience it is worthy learning that well planned and organized CFSs policies involving community participation at grass root level could help amplify local voices and lead to successful implementation of educational policies not only in Kenya but also other parts of African contexts. Challenges in implementing CFS in Kenya In this section I will explore common challenges associated with the CFSs with an aim of illuminating and critiquing the gap between policy and practice in CFSs. Access and Quality Dilemma: Which one should be first priority? As I mentioned earlier, one of the role of CFS in Kenya is to improve the quality of learning. But the access to education is still a challenge in Kenya and there is fear that Kenya will not have achieved EFA goals 1 and 2 by the year 2015. As we near the 2015 set deadline for the achievement of the Millennium Development Goals, at a time when hopes should be high, universal access to primary education in Kenya seems to be slipping away. Many comparative researchers argue that different countries have different educational problems and it is the countrys obligation to identify what should be the priority and why. Aksoy (2008: 218) observes that: While developed countries are mainly engaged in activities to increase the quality of education, or they practice and seek new techniques and methods of learning and teaching, developing countries struggle to provide equal opportunities for education, trying to increase the rate of participation of all citizens in basic education, which is actually compulsory. To deal with its educational problems, each country works out countrywide or local solutions, depending on the nature of the problem. The tone of such statement is more closely allied to the question of priority. Priority in one country may not be a priority in another. In Kenya, the major problem basic education is facing is of access while higher education is facing the problem of quality. CFS focus more on quality, but in the Kenyan context, access to education is still a problem in basic education even after the introduction of FPE. The CFS concept of quality can however suit very well in some small state commonwealth countries which have almost universal access to basic education. It has been noted that small sates have now shifted education priorities towards focus in school effectiveness, quality and inclusion (Crossley, 2002) after ensuring that all children have accessed basic education and CFSs in Kenya should learn from small states that the priority should now be on access to basic education before shifting to quality. Atomizing the child: is child-centred the solution to quality CFS? A key feature of a right-based, CFS system is that it is linked tightly to the child-centred learning process. CFS advocates for child-centred learning where a child is treated as a single entity or an atom in learning processes. The idea of atomizing a child has its drawbacks derived from child-centred learning. First, there is an oversight on early year development behaviour of the child. Psychologists believe children undergo various levels of development and their learning behaviours are different at each level. For instant, Vygotskys (1978) concept of the zone of proximal development (ZPD) implies that a child cannot ordinary create ZPD by himself; he needs the more expert individual to bridge the gap between his current development level and his proximal level of development. Secondly, a child-friendly, democratic learning environment may not work successful in overcrowded classrooms and school with limited resources like it is the case in Kenya. Thirdly, child-centred learning weakens the role of the teacher. The idea that a child must be active in construction of knowledge is often understood to imply a diminishing role for the teacher in learning process who now becomes a coach or a facilitator. A call for paradigm renovation, from an exclusively child-centred learning to a combination of both child-centred learning and teacher-centred learning approach is important so that the weakness of one method is complemented by the other method. What Lessons can Kenya learn from other Countries in Implementing CFS? A Review on the Contribution of Comparative Research King (2007) emphasizes the need to explore the tension between the national and the international policy agendas in Kenya in order to make informed decisions when crafting educational policies. Clearly, this is a view that acknowledges the contribution of CIR researchers in bridging theories, policies and practices with both local and global minds (Crossley, 2000) in trying to identify betters grounds to critically reflect and determine appropriate course of action. Apparently, the term that is commonly used in Kenya and indeed many Africa countries in the initial processes of designing an educational policy is benchmarking. Essentially, this is usually a comparative study which is carried out locally and/or internationally in trying to compare different models of policy framework with the aim of critical adaption or adoption. Lessons are well learnt when a comparisons are made, and this underscores the strength and significance of comparative research. Moreover, since problems transcend national borders, it is prudent to seek possible solutions from a similar experience in another country, and this explains why international research is important. Kenya can learn from other countries that are either progressing or failing to implement CFS policies because lessons can either identify opportunities or gaps, based on comparative analysis. In these respect therefore, I have identified two key elements of CIR which could help implementation of CFS. The first element is on identification of the gap between policy and practice. Documenting the emerging good practices and lessons learned within the regions is useful in informing evidence based programming and advocacy to enable us to achieve better results. For example, a Global Evaluation Report published by UNICEF in 2009 on comparative studies of how to six countries (Guyana, Nicaragua, Nigeria, Philippines, South Africa, Thailand) with different experiences implementing CFS, demonstrated the following: CFSs in varying contexts successfully apply the three key principles of CFS models-inclusiveness, child-centredness and democratic participation. Schools operating in very different national contexts, with different levels of resources and serving populations with different needs have succeeded in being child-centred, promoting democratic participation, and being inclusive. Schools that had high levels of family and community participation and use of child-centred pedagogical approaches had stronger conditions for learning, that is, students felt safer, supported and engaged, and believed that the adults in the school supported the inclusion and success of each student. (UNESCO, 2009) Kenya can use this success report to assist in providing a broader perspective on the ways in which CFSs can contribute to quality in the countrys unique context. The caution should however be that any steps taken should have hindsight of the current context in the country to avoid uncritical transfer of practice which may end up opening a Pandoras box. Secondly, through CIR, studies of educational systems that share similar problems can provide information for learning possible consequences. A recent comparative evaluation research conducted by UNESCO in Nigeria, Gunaya, Thailand and the Philippines on CFS pedagogy gave different findings. While teachers in Nigeria and Guyana mainly focused on meeting basic instructional material needs (textbooks, paper), many teachers in Thailand and the Philippines focused on having greater access to information and communication technology (UNESCO 2009). Kenya experiences the same challenge as Nigeria and Gunaya, and data from these countries can be used to learn how they coping with inadequate basic instructional material. The caution here should be, that common problems may prevail in different countries, but common model cannot be applied because each country has different culture/context (Crossley Watson, 2003:39). This provides invaluable information of what to adopt, modify or avoid. Conclusion It is worthy reiterating Crossley'(2003) emphasis that context matters and different countries have different needs and priorities even if they are faced with the same challenges. The value of CIR is studying foreign systems of education in order to become better fitted to study and understand our own (Sadler 1900, reprinted 1964:310) and CIR can be used as a lense to focus on adaptable or adoptable practices. UNICEF repeatedly emphasises that CFS is a pathway to educational quality rather than a blueprint and that it is counterproductive to regard the CFS model as rigid, with a present number of defining characteristics or key components (2009c, Ch. 1, p. 9). Thus, the essay sought to present an overview in favour of the contribution of CIR by highlighting what CFS policies in the Kenyan context could learn from CIR. As such, the essay acknowledges the role of CIR in stimulating critical thinking and reflections about CFSs system by evaluating its success and failures, strengths and weaknesses. This critical reflection facilitates self evaluation in our own context and the basis for determining appropriate courses of action. The essay also hints that CIR helps us understand global agendas and how they shape educational development projects from organizations and development agencies.

Multiple Chioce Quiz on Transfer Pricing

Multiple choice questions Try the multiple choice questions below to test your knowledge of Chapter 18. Once you have completed the test, click on ‘Submit Answers for Grading' to get your results. If your lecturer has requested that you send your results to them, please complete the Routing Information found at the bottom of your graded page and click on the ‘E-Mail Results' button. Please  do not  forward your results unless your lecturer has specifically requested that you do so. This activity contains 10 questions. ————————————————- Top of Form | | | | |When a perfectly competitive market exists and the firm uses market-based transfer pricing, the firm can achieve all of the following except for:| | | |   Ã‚  | subunit performance evaluation. | | management effort. | | goal congruence. | | price monopoly. | | | | | | | | | | | | Bob is the manager of th e Beta division. He is accountable for only the sales generated by the division. Beta is a(n):| | | |   Ã‚  | cost centre. | | profit centre. | | investment centre. | | revenue centre. | | | | | | | | | | | | A company that uses a separate transfer price for each division in a single transaction is employing:| | |   Ã‚  | dual pricing. | | market-based pricing. | | negotiated pricing. | | full cost pricing. | | | | | | | | | | | | If the selling subunit is operating at full capacity and can sell everything produced either internally or externally, it will only be willing to use a transfer price set by:| | | |   Ã‚  | cost plus a mark-up. | | the market. | | negotiation. | | variable costing. | | | | | | | | | | | | Optoca has 2 divisions, A and B. A makes a component for tables which it can sell only to Division B. It has no other outlet for sales.Current information for the divisions is as follows: Incremental cost for Division A| â‚ ¬100| Incremental cost for Division B| â‚ ¬200| Transfer price for component| â‚ ¬175| Final Table selling price| â‚ ¬425| The transfer price is based on 175% of incremental costs. What is the profit per table for Optoca? | | | |   Ã‚  | â‚ ¬50| | â‚ ¬75| | â‚ ¬150| | â‚ ¬125| | | | | | | | | | | | Optoca has 2 divisions, A and B. A makes a component for tables which it can sell only to Division B. It has no other outlet for sales. Current information for the divisions is as follows: Incremental cost for Division A| â‚ ¬100| Incremental cost for Division B| â‚ ¬200|Transfer price for component| â‚ ¬175| Final Table selling price| â‚ ¬425| Unit sales| 300| The transfer price is based on 175% of incremental costs. What is the amount of profit recognized by Division B? | | | |   Ã‚  | â‚ ¬15,000| | â‚ ¬45,000| | â‚ ¬22,500| | â‚ ¬37,500| | | | | | | | | | | | Optoca has 2 divisions, A and B. A makes a component for tables which it can sell only to Division B. It has no other outlet for sales. Current information for the divisions is as follows: Incremental cost for Division A| â‚ ¬100| Incremental cost for Division B| â‚ ¬200| Transfer price for component| â‚ ¬175|Final Table selling price| â‚ ¬425| The transfer price is based on 175% of incremental costs. Acotpo has offered to sell Division B the same component it currently gets from Division A for â‚ ¬150 per unit. If Division B accepts Acotpo’s offer, the firm as a whole will be:| | | |   Ã‚  | â‚ ¬25 per unit worse off. | | â‚ ¬25 per unit better off. | | â‚ ¬50 per unit better off. | | â‚ ¬50 per unit worse off. | | | | | | | | | | | | Optoca has 2 divisions, A and B. A makes a component for tables which it can sell only to Division B. It has no other outlet for sales.Current information for the divisions is as follows: Incremental cost for Division A| â‚ ¬100| Incremental cost for Division B| â‚ ¬200| Transfer price for component| â‚ ¬175| Final Table s elling price| â‚ ¬425| The transfer price is based on 175% of incremental costs. Acotpo has offered to sell Division B the same component it currently gets from Division A for â‚ ¬150 per unit. Given this information, what is the minimum amount that Division A would be willing to sell to Division B? | | | |   Ã‚  | â‚ ¬100 per unit. | | â‚ ¬150 per unit. | | â‚ ¬125 per unit. | | â‚ ¬175 per unit. | | | | | | | | | | | If Minnico, which uses cost based transfer pricing, finds that Division A has costs of â‚ ¬100 per unit, and Division B has divisional costs of â‚ ¬125 per unit, what will Division B recognise as total cost per unit if the mark-up rate is 40%? | | | |   Ã‚  | â‚ ¬100 per unit. | | â‚ ¬265 per unit. | | â‚ ¬225 per unit. | | â‚ ¬140 per unit. | | | | | | | | | | | | Which transfer pricing method will preserve the subunit autonomy? | | | |   Ã‚  | Cost-based pricing. | | Negotiated pricing. | | Full-cost pricing. | | Variable-co st pricing. | | | | | | | Bottom of Form