The Health System Of The United States Essay - 1487 Words

We all know death is inevitable, as morbid as it sounds, but we also all would like to prolong death as long we can to live long, happy lives. Unfortunately, some people fail to fully connect how their daily lifestyle impacts the ability to live these ideal long and happy lives. As the CDC (2016) states, nearly 70% of the U.S. population is considered overweight or obese and almost 40 million people still smoke. These statistics indicate that there are numerous unhealthy behaviors that a bulk of our population chooses to participate in. This brings us to the question, what would it take to shift our country into not only helping them to stop, but also them wanting to stop partaking in these unhealthy behaviors and truly fulfill the desire to want to live longer? Since the majority of the population relies on the U.S. health system to help treat them once arguably preventable health issues arise, why not take the opportunity to use the same system to help combat these unhealthy beha viors from the start. The U.S. health system could implement more educational opportunities, specific prevention programs, help reduce health disparities, increase health literacy, and offer incentives for healthy behaviors. Prior to determining what specific actions and policies to take within the U.S. health care system, we must first look into who is taking part in these unhealthy behaviors and if there are any particular reason why. According to a report from the National Center for HealthShow MoreRelatedThe United States Health System2019 Words   |  9 PagesINTRODUCTION United States health system, the biggest in the world, employs most up-to-date and state-of-the-art technologies in healthcare. U.S. is the world leader in research and development in the biomedical field. The magnitude of the research in healthcare and medical innovations that come out of the U.S., in general have been the largest. U.S. contributes, influences and drives medical research in various parts of the world with great emphasis on the quality of human life. U.S. pharmaceuticalRead MoreThe Health Care System Of The United States1218 Words   |  5 PagesCurrently, The United States sits as the thirty-sixth best nation at delivering effective healthcare, and yet the US does so at over $8,200 per capita, more than two and half times the OECD average. This creates and incredibly paradoxical circumstance where â€Å"the most powerful, most innovative, and richest country [on] the plant† delivers on average one of the worst healthcare results among developed countries (R eid 28). Several countries including Canada, England, the Netherlands, France, and GermanyRead MoreThe Health Care System Of The United States857 Words   |  4 Pages 1.) Briefly describe the US Health Care system. Identify the people, professionals and organizations that have something to say about how health care is delivered -- and paid for -- in the US. The Health Care System in the United States is provided by many organizations. The Healthcare facilities are largely owned by private sector businesses. A large part of community hospitals are non-profit and government owned, and only a small percent is for profit. The non-profit hospitals include 60 toRead MoreUnited States Health Care System1086 Words   |  5 PagesThe U.S health care system, in 2012, cost around 2.6 trillion dollars and is expected to rise to about 4.8 trillion dollars in 2021, if nothing is done to repair the issue. To further illustrate, America is the only wealthy and industrialized country in the world to not have universal health care. Yet, many still believe that the United States may become a communist nation if health care is provided to all. They still believe that it will perhaps send it into an economical crisis. However, theRead MoreThe United States Health Care System1190 Words   |  5 PagesHealth care in the United States has evolved through out the years. This evolution has lead to groundbreaking findings and understand, benefiting to not only America, but other countries. However, along with all of the great achievements, there comes some consequences, social issues. The United States health care system comes with social issues that includes inequality, cost, and health insurance. Major social inequalities that have a major effect on how a person is treated are their social classRead MoreThe United States Health Care System817 Words   |  4 PagesThe United States Health Care System has undergone some drastic changes over the past few years. It is almost unrecognizable when we try to compare and contrast the growth and evolution; with physicians with no formal standard requirements such as licensing or even training to now being one of the hardest programs to enter. From private house being used as hospital settings with no type of formal reimbursement or insurance; to having hospitals now so luxurious, that they can be mistaking as fiveRead MoreThe Health Care System Of The United States Essay792 Words   |  4 PagesThe rapidly growing baby boomer patient population is reshaping caregiving in the United States. The medical community is grappling with the many changes designed to manage the increased demand, such as how providers receive payments and deli ver services. As American care providers navigate the baby boomer patient era, talent demand is increasing and shifting from hospitals to long-term facilities. The Rapid Senior Patient Population Expansion Caregiving institutions are bracing for an influx ofRead MoreHealth Delivery System Of The United States1539 Words   |  7 PagesTutor: Date: Health delivery system in the US versus England The background of health delivery system in both US and England The health care system of the United States is different. This term means an act of offering patients health care services. In spite of the role of the federal government as the sole main player for the health care, no set of policies or national identity to guide the health care system. The majority of developed nations, unlike the United States, have nationwide health insuranceRead MoreThe United States Health Care System1369 Words   |  6 Pagesplans for the United States health care system. The United States health care system has been in need of adjustment for years, with prices being paid over double per capita compared to other countries. While they have some similar views on current issues, there are drastic differences in the candidates’ ideas for change. To begin, Bernie Sanders, a Democratic candidate, believes that health care in the United States is a human right regardless of a person’s income. Universal health care is a foundationRead MoreThe United States Health Care System1467 Words   |  6 PagesHealth System Development Introduction The United States health care system is one that gets considered to give proper medical attention in the region. It is a system that developed through initiatives presented by the private sectors which give an enormous amount of funds. In comparison with other countries in the world; it is the United States that spends more money on health care when calculated per person (Thomas, 2016). The literature indicates that its percentage has a larger margin close to

Clinical Aspects Of Psychology Borderline Personality...

Clinical Aspects of Psychology APP3037 Assessment 2: Critical Review Topic 4: Borderline Personality Disorder Tutor: Vidanka Vasilevski Matthew Lemon Student No. 3926094 Borderline personality disorder (BPD) is a severe Axis 2 mental illness distinguished by a common pattern of mental impulsivity, interpersonal dysfunction, disrupted self-image, and self-harming behaviours (Chanen Kaess, 2012; Leichsenring, Leibing, Kruse, New Leweke, 2011). Between 0.7% and 2.7% of the population suffer from BPD, and 70% of BPD sufferers are reported to be female (Bateman, Krawitz, 2013; Coid et al., 2006; Grant et al., 2008). Whilst BPD is predominantly seen as a disorder of the female gender, it is suspected that males are grossly underrepresented as male BPD sufferers are often found in substance rehabilitation facilities as well as in the prison system (Grant et al., 2008). It is also understood that due to the often comorbid nature of BPD, its symptoms are most often exacerbated by the presence of other mental illnesses (Commonly Axis 1 disorders) such as depression, anxiety, and substance abuse (Bateman, Krawitz, 2013). To provide some indication of the extent of BPD’s comorbid nature, it is estimated that 88% of people with BPD also suffer from anxiety disorders, between 71% - 83% suffer from depressive disorders, 47-56% from post traumatic stress disorder (PTSD), 34-48% from panic disorder, and 50-65% from substance or alcohol dependence over the course ofShow MoreRelatedPathological Psychology : Abnormal Psychology1204 Words   |  5 Pagesabnormal psychology. Abnormal psychology focuses on atypical sequences of conduct, feelings, and ideas. Since disorders are any form of interruption in the methodical functioning of an individual, it can be viewed upon as abnormal. A branched area of abnormal psychology includes personality disorders, which indicates a mental disturbance. These particular types of disorders lead to a fixed form of judgement, operation, and action. In order to serve the population of those who deal with borderline personalityRead MoreApplication of Clinical Pychology1243 Words   |  5 PagesApplication of Clinical Pychology PSY/480 Application of Clinical Psychology Clinical psychologist are often treating people with mental illness and patients who suffer from severe psychiatric disorders. Clinical psychologist are involved with helping people with abnormal behavior and who may be suffering from psychological distress. Patients are often individualized by psychological, biological and social factors of their case. Clinical psychologist work very close with their patients toRead MoreBorderline Personality Disorder ( Adhd )1479 Words   |  6 PagesIntroduction Borderline Personality Disorder was first listed in the DSM in 1980. It is classified as a cluster B personality disorder. Before then it was unsure if it was a disorder on its own, if it only coexisted with other disorders, or only mocked other disorders. Most people suffering from BPD have problems regulating emotions and thoughts, have impulsive and reckless behavior, and have unstable relations with others. High rates of comorbidity occur with this disorder including; depressionRead More Personality Disorders Essay example3944 Words   |  16 Pages Personality Disorders Personality disorders indicate the presence of chronic rigid and maladjusted personality traits, through which the persons interpersonal or professional functioning is negatively affected, or which lead to personal unhappiness and problems (Louw, 1990). Discuss this statement from a biopsychosocial frame of reference and refer to one personality disorder in any cluster to illustrate your answer. The BiopsychosocialRead MoreBorderline Personality Disorder ( Adhd )1659 Words   |  7 Pagesenigmatic condition. The term â€Å"Borderline,† coined by Adolph Stern in 1938 (Optimum Performance Institute), refers to the behavior exhibited by these patients who are on the borderline between neurosis and psychosis. The oscillating nature and unknown concrete cause of this disorder makes it difficult to treat. Due to this, Borderline Personality Disorder, or BPD, has become one of the most controversial disorders to work with in the psychiatric community. Often time Borderline patients are avoided entirelyRead MoreA Discussion of Disco Di1712 Words   |  7 Pagesis the sense of harmony and balance for the individual. Aspects associated with the individual include self-worth, sense of accomplishment, and a positive identity (Fontaine, 2009), where as mental illness is the disharmony someone is experiencing. This disharmony affects not only the individual but their friends a nd family as well as the surrounding community. This disharmony causes the person to be unable to function properly in many aspects of their life (Fontaine, 2009). Disco Di started to displayRead More The Effects of Sport on Levels of Mindfulness and Experiences of Flow: A Comparison of Contact, Non-contact and Team, Non-team Activities1695 Words   |  7 Pagesthat will be of focal concern is conscious awareness in relation to the concept of ‘mindfulness’. In addition to this, analogous research surrounding the topic area will be integrated, with particular attention being paid to an important aspect of sport psychology known as ‘flow’. Mindfulness has its roots in ancient spiritual traditions, namely Buddhism (Keng, Smoski, Robins, 2011), and is commonly defined as â€Å"the awareness that emerges through paying attention on purpose, in the present momentRead MorePsychology1499 Words   |  6 PagesPsychology Name Course Tutor Institution Psychology Discuss the rationale why each disorder applies to the patient and each AXIS that goes with each disorder. Signs and symptoms indicate that Smith is suffering from clinical disorders. All the signs and symptoms she is positive and hence indicating that she is suffering from adjustment disorder, bipolar disorder, eating disorder, major depressive disorder, borderline personality disorder and the acute stress disorder. She suffered fromRead MoreWith New Discoveries That Are Made Every Day, The Science1134 Words   |  5 Pagesmade for the field of Psychology. Compared to its early establishment, the schools of thought have expanded tremendously. While each school has its own topic of focus, their ideals at times can overlap with one another. When it comes to psychological disorders, the list of possible diagnoses has exponentially increased from the original general categories. Likewise, as psychology as a practice exposed the dimensions of the human mind, it established the fine–tuned disorders that be found in DiagnosticRead MoreNon-Suicidal Self-Injury among Female Adolescents Es say1491 Words   |  6 Pagessuggested that it is important to develop a good and non-judgmental understanding of the function of the self-harming behavior for the client (Kress, 2008) (Muehlenkamp,2006). Literature also suggests that involvement of family can be an important aspect of treatment. Finally, there is new research to show that Mentalization-Based Treatment is more effective than standard treatment methods for individuals who are self-harming (Russouw, 2012). 2. Information about NSSI: Individuals struggling with

Video Games Are Not a Bad Influence on Children Free Essays

Majority of people think that video games are a bad influence on children and teens. Children need to know what is right from worng and the people that can teach them is their parents. Children need to realize reality from fiction. We will write a custom essay sample on Video Games Are Not a Bad Influence on Children or any similar topic only for you Order Now School teacher can also help the children with the reality. I believe that videos games do not have a bad influence on children. Parents need to teach their children that video games are only games and the thing that are done in the games are things that can not be done in the real world. Video games have more violence now than usual, but the parents should teach their children that violence is not the way to solve anything. Majority of the young parents accept the violence video games because they themselves grew up with those games and they want their children to go up with them as well. The old generations didn’t grow up with video games and the new generation is. The factuly and staff of the school can also prevent violence, because just as much as children are with their parents they are with the factuly and staff at the school. When a child does or even makes a gesture its up to the factuly or staff to put a stop to it. If the factuly or staff does not put a stop to the bad gesture then the child is going to think its ok and he is going to keep doing it. How to cite Video Games Are Not a Bad Influence on Children, Papers

Learning Strategies and Learning Styles

Questions: 1. Session Context (environment, group size, gender balance, support needs, group dynamics etc.2. How does this session relate to the focus of the current module?3. What do you hope to achieve and how in relation to the session learning outcomes?4. Explain your teaching approaches and strategies. 5. How will you assess the students learning?6. What resources do you intend to use and why? Answers: 1. In this session there are a total of 26 students, the majority undertaking a full time applied science foundation degree whereas the rest are studying a computer and engineering foundation degree. Males are the majority gender within the group, only having 7 females in the session. The students range in age between nineteen years of age and early forties. Throughout the group there appeared to be a diverse range of techical ability and confidence, the minority of students carrying out further studies in their specialism at home. All learners appear to have no support needs (Schmeck 2013). Having only recently taken over the contemporary issues module the teacher is unsure on group dynamics. The aim of this session is to create an atmosphere that the students can socially express their thoughts and opinions to falisitate their own learning with their peers. 2. At present all students are undertaking their foundation degree (level 3). Todays session explores global warming which is appropriate as the module itself is to explore various contemporary issues. In addition, each contemporary issue being explored each week is to be reflected upon as part of the assignment. Moreover, the work based learning as included in all the foundation sessions and degrees help in developing the practical knowledge of the students, which is the main objective of the current module. The work based session also help the establishment of an appropriate environment for establishing an environment related to the particular topic of the current module. The session also incorporates the assurance checks for the students make them learn about the concepts and rectify any inaccurate information related to the current topic. 3. I hope to equip the students with the skills and confidence required to fulfill the learning outcomes identified at the beginning of the session. This session will allow all learners to build on prior knowledge gathered socially or from the News. Although this session doesnt appear to be relevant to ICT which their foundation degree is based on, the session promotes soft skills such as verbal communication, confidence, analysing, critically thinking which will overtime enhance employability in higher education. In addition to this, the students will become more aware of recent events (Yee and Partin 2014). The session learning program need to include appropriate strategy that would help in developing the understanding of the students. 4. Having only recently started teaching the contemporary issues module a week ago the teacher is still attempting different teaching techniques. When teaching the previous session the teacher attempted to break up the 45 minute pre recorded lecture and try to promote a discussion throughout (Orlich et al 2012). However the students failed to engage until after the lecture had finished. Reflecting on the session the teacher came to the conclusion that every student is simply to accustom to the repetitive session structure. As a result it was decided to not modify the pre recorded lecture. As an alternative, it was decided to attempt to introduce a group activity for this session. However, feeling unsure on the group dynamics and knowing the students may not take to the different session structure the teacher is rather dubious in whether or not the students will actually engage in the group activity. Regardless, these teaching approaches and strategies are to be attempted, not only to grow as a teacher but to introduce new ways of learning that the students havent received whilst carrying out this module. Unfortunately as mentioned earlier, a huge proportion of the session (45 minutes) is taken up by a pre recorded lecture (panopto) which the teacher has no real control over (Cilesiz 2015). However the remainder of the session promotes social learning by allowing all learners the opportunity to contribute as much as they please in a group discussion. In addition to this a group activity will be given to hopefully get the students engaging in the session. This group activity promotes peer learning and gives the students the chance to discuss in groups the main findings and issues being reported at the moment. The groups will then share the main finding to the class. 5. Assessing students learning will commence when carrying out the activities, allowing the teacher to observe the students discussing with their peers. In addition to this, assessment of learning will also be observed when carrying out group discussion (Arends 2014). The various steps involved in the assessment of the students can be illustrated below as: Brainstorming The steps involved with the brainstorming technique include: Presenting the students with an open minded question for discussing Enable the sharing of the ideas with the class by making notes on board Challenging the responses of the students and correcting any misconceptions of the students Concept map Providing the students with a list of terms related to their course work Asking the students to create a meaningful pattern Allowing the sharing of the concept map with the class Decision Making Providing the students with the problem that they are required to work on Ask the students about the answer to the questions Suggesting proposals for any changes Quick thinks Correcting the errors that may seem to be inaccurate or illogical Presenting the student with sentence starters and making them to complete the same 6. PowerPoint (ponopto) is used as the main body of the session as it allows the students to have a visual aid. Pens and flip chart paper are used to carrying out the group activity. The group activity is important as it promotes prior knowledge and allows the students to work with their peers. As a collective the activity will be reviewed assessing and building on prior knowledge. The teacher will also provide material on Moodle which may help them when carrying out the contemporary issues assignment. The main drive for providing students with material on Moodle is to avoid concerns such as: Absent students Student failing to take notes during lecture Student socially isolated themselves from the group activity and as a consequence may struggle with the assignment A student refused to take part in both the activity and discussion (Erol 2016) Reference Erol, C.., 2016. New approaches in art education: Moodle learning and content management system based art education.Global Journal of Arts Education,5(2). Arends, R., 2014.Learning to teach. McGraw-Hill Higher Education. Orlich, D., Harder, R., Callahan, R., Trevisan, M. and Brown, A., 2012.Teaching strategies: A guide to effective instruction. Cengage Learning. Cilesiz, S., 2015. Undergraduate students experiences with recorded lectures: towards a theory of acculturation.Higher Education,69(3), pp.471-493. Yee, K. and Partin, C.M., 2014. Thatsa wrap: overcoming obstacles for successful video design in flipped classes.International Journal of Social Media and Interactive Learning Environments,2(4), pp.393-404. Schmeck, R.R. ed., 2013.Learning strategies and learning styles. Springer Science Business Media.

Transition Year free essay sample

Personally, Work experience was the main reason I chose to do transition year. In third year we are expected to choose our subjects for the leaving certificate. These subjects will then affect college courses available to us and also careers in the future. I had no idea what I wanted to study in college in third year and therefore felt incapable Of choosing subjects that could possibly affect the rest of my life then decided transition year was the only option for me. The idea of experiencing a work setting and sampling the work sounded very appealing to me.For a while had my heart set on studying dentistry and becoming a dental nurse and when the time came to apply for work experience a dentists was on the top of my list. However as I began to imagine the different procedures I would witness that week felt queasy. I quickly withdrew my application. We will write a custom essay sample on Transition Year or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This became the first lesson work experience taught me. Then decided to go to my old primary school. Enjoyed every minute of my time there! I got so many chances to learn new skills and improve on skills already possess .During the week I spoke to any classroom teachers, resource teachers and classroom assistants. Found primary school teaching really appealing as a career. Would never have known about my interest in primary school teaching if it wasnt for the insight into it provided by work experience. Know have looked at courses that are suitable and I am aiming to study education with psychology. Work experience can be used wrongly by some students however; who chose to attend a place where they have no interest in and only believe it will be easy work and may have a chance of payment. Work experience also takes students out of the classroom for 2 weeks of the school year. However I believe the positives outweigh the negative. Work experience in my opinion is the most valuable experience offered to transition year students strongly disagree with the opening statement work experience in transition year is a waste of time Work experience is time well spent in my opinion; it has given me career aspirations and more clarity on subjects to choose for my leaving certificate.

The Road Essays - Counterculture Of The 1960s, Smile, Free Essays

The Road Essays - Counterculture Of The 1960s, Smile, Free Essays The Road Oh how many times i have driven this road with butterflies in my stomach, a gleam in my eye. Just knowing i was going to see you. You and your smile. I though my universe revolved around that smile, but it just wasn't so. You left me, left me to wonder, why? So here i am now, driving this road, thinking of you and how I hurt and still reach out for you. But, you have your back turned. It's dark now, I crumble to, the ground, in to, nothing. You left me to cry. I continue to drive and the butterflies fade knowing, I'll never see your smile again.

Earning management and cookie jar Coursework Example | Topics and Well Written Essays - 2500 words

Earning management and cookie jar - Coursework Example There are various business ethics as well as rules and regulations, which are compulsorily to be followed by every business organization. Many of these rules aim to protect the interest of the customers. Any trade practice that is against the ethics, will lead to legal proceedings and penalties. As per the various sections under the Consumer Protection Act, these entities can be punished if they breach any laws and bring harm to the customers. Earnings management can be defined as â€Å"a purposeful intervention in the external financial reporting process, with the intent of obtaining some private gain†. (Earnings Management Incentive and Techniques, n.d) Instead of doing business in a proper and sincere way, sometimes the management team may be forced to carry out business illegally due to various reasons. This is due to the fact that human beings are always keen on finding shortcuts for every task and, therefore, they always prefer these types of extreme earning management techniques. The common extra earning techniques followed are â€Å"cookie jar reserve technique, big bath techniques, big bet on the future technique, flushing,† (Popular Earning Management Techniques, n.d) stuffing the channel etc. In cookie jar reserve, the accounting rule GAAP is not followed properly. Here the profits made in the current year are used to cover for losses made in some other year, in order to ensure the profitability of the firm by meeting its margin. Big bath is used by companies when stiff competition arises, the company will plan on â€Å"restructuring† (Popular Earning Management Techniques, n.d.) the existing system and policies. Then, instead of recording the cost of such changes made in the organization, this loss is â€Å"reported as a non-recurring charge against income† (Popular Earning Management Techniques, n.d.). This is done for the purpose of maintaining the market

Sex, crime, and soceity Essay Example | Topics and Well Written Essays - 2000 words

Sex, crime, and soceity - Essay Example Despite the many centuries that have passed, many of the beliefs and biases that have animated patriarchal laws have still managed to leave their imprint on present-day legislation. A reexamination of the purpose of the law is long overdue (Wells, 1985). That precisely is what makes the crime of rape so different from other crimes in the statute books. There are complex issues of gender and power involved and the body is perceived as a political field (Duncan, 1995). To quote Baron and Strauss (1987): According to feminist theory, rape functions as a mechanism of social control in patriarchal societies (Brownmiller, 1975; Riger and Gordon, 1981). Feminist theorists argue that rape and the fear of rape enable men to assert their power over women and maintain the existing system of gender stratification (Adamec & Adamec, 1981; Barry, 1979; Brownmiller, 1975; Riger and Gordon, 1981; Russell, 1984; Sanaday, 1981). Clark and Lewis (1977) argue that rape is more likely to occur in societies where women are regarded as the sexual and reproductive possessions of men. In such societies, men sustain their power and privilege and enforce their sexual rights through threats or use of force. Baron and Strauss further went and described the four theories that underlie the crime of rape, in their paper that presents a theoretical model which integrates the four macrosociological theories of rape. They describe these four theories as follows: One theory holds that rape is a mechanism of gender inequality. A second theory attributes rape to the proliferation of pornographic materials. A third, called cultural spillover theory, maintains that cultural norms which favor violence for socially legitimate purposes tend to be generalized to other social contexts and increase the likelihood of rape. And a final theory holds that social disorganization reduces social constraints against

Strategic Management Essay Example | Topics and Well Written Essays - 3000 words - 21

Strategic Management - Essay Example as the course of action that consists of specifications of the resources needed to attain a specific advantage is very essential for a business development (Hanna and Middleton, 2008:18). This paper will seek to describe strategic management by critically analyzing strategic and non-strategic decisions and the difference between business level, functional, and corporate level strategy with reference to the Four Seasons Hotels and Resorts International. It will also evaluate the role of risk and uncertainty in strategic decision-making, critically assess the need for change, and develop strategies for managing change. Strong decisions making procedures are truly significant in every organization. Specific methods of making decisions play a major role in realizing an organization’s executive goals. Ways in which managers make decisions influence the kind of results the organization is likely to obtain and resources to be committed (Williams, Hall, and Champion, 2011:60). Benefits such as higher amounts of profits and rapid implementation of decisions make part of the strategic management of an organization (Sutherland, 2008:80) Strategic decision-making ensures that employees with key discipline in decision-making and those who have experience take part in the process making choices for the organizational well-being (Ford, Sturman, and Heaton, 2012:57). Strategic decisions making takes note that, the decisions made by an organization are implemented rapidly. Rapid implementation of the set objectives facilitates rapid organizational growth as employees and managers act accordingly and with speed on goals laid upon by the management (Sturman, Corgel, and Verma, 2011:45). Strategically, decision-making process should put into consideration a number of disciplines, which enable faster discussions, involvement, and response. Management with strategy encompasses skills, expertise, and experience (Barrow, Brown, and Clarke, 2003:63). As such, organizations that

Coca Cola Value of Cultural Understanding

Coca Cola Value of Cultural Understanding Value of Cultural Understanding The chosen three different organisations which are currently carrying business across different cultures are: the Coca-Cola Company, Hilton Hotel Corporation and Ladbrokes plc. The Coca-Cola Company The Coca-Cola Company is an industry which has diversified itself into different cultures, broadening its business into globalisation. The company is built around two core assets, its brand and its people. Established in 1886, the Coca-Cola Company operates in more than 200 countries and markets more than 450 brands and 2800 beverages products. These products includes sparkling and still beverage, such as water, juices and juice drink, teas, coffees, sports drinks and energy drinks. The company owns four of the worlds top five non-alcoholic sparkling beverages brands: Coca-Cola, Diet-Coke, Sprite and Fanta.: The company is a global business, which operates on a local scale, in every community where they do business. They are able to create with local focus because of the strength of the Coca-Cola system, which comprises their company and their bottling partners more than 300 worldwide. In January 2006, the Coca-Cola company-owned bottling operation were brought together to form the bottling investment operating group, now the second-largest bottling operation in the Coca-Cola system in terms of unit case volume. Companys Culture; Management principles and values In the Coca-Cola Companys manifesto for growth, they commit themselves to be a leader in corporate responsibility and express their aspiration to be among the worlds most respected companies. Among the keys to earning that respect is the maintaining world-class standards for fair and dignified treatment for all the people who works for the company. They believe that a place work is more than a place you go everyday. It should be a place of exploration, creativity, professional growth and interpersonal relationship. It is about being inspired and motivated to achieve extraordinary things. The Coca-Cola Company wants their team to take pride in their work and in building the brand others love. As it is the combined talents, skills, knowledge, experience and passion of their team that makes them who they are. Their 90,500 associates around the world live and work in the markets they serve more than 86 percent of them outside the U.S. In this geographically diverse environment, the management learn from each market and share those learning quickly. As a result, the companys culture is ever more collaborative. Values and/or Beliefs The future of the Coca-Cola Companys business depends on the vitality of the communities where they operate. Since the Coca-Cola Company is a global business, they are citizen and members of thousands of local cultures and communities. They believe that their responsibilities go beyond producing great-tasting beverages. They are committed and enhance individual opportunity. One of the ways they contribute is through their philanthropy, with a heavy focus on education. The Coca-Cola Company supports people for the right to education and provides grants to encourage people in the community they operates to progress. They have their own foundation grant which provide money support to those who cannot afford education fees. The Coca-Cola Company is among those companies which have responded to HIV/AIDS and recognised that business must do its part to help to tackle this problem, especially in Africa. They believe they can contribute to the sustainability of their business operations by helping the local community to combat HIV/AIDS. Detail Culture of the Organisation The Coca-Cola Company holds a market range of brands and beverages product and markets them globally. The companys culture is more collaborative. They learn from each market and share those learning quickly across departments. They work toward ensuring the long-term pillar: consumer marketing, commercial leadership and franchise leadership. Consumer marketing is about expanding consumer preference through a board and balances portfolio of more than 450 brands and more than 2800 beverages products, expanded nutrition labelling, option in packaging size and responsible marketing. Commercial leadership relates to customer and suppliers partnership. The company continues to build long-term relationship to sell more beverages and at the same time, create positive change in the communities where they work and live. Franchise leadership refers to the relationship with their bottling partners. The company do not own or manage most of their bottlers; they are independent, local companies running their own business. But the company strives to work closely to strengthen the Coca-Cola system. Official Policies; Equal Opportunities The Coca-Cola Company gives equal opportunity to all their staffs to grow within the organisation. They give preference to the local people of the country were they conduct business. The company maintains a world-class standard for fair and dignified treatment of all the people who works for the company. They communicate this commitment in the workplace rights policy and human rights statement. The workplace rights policy serve to ensure that the company applies a consistent approach to the workplace rights worldwide, as an integral part of their culture, strategy and day-to-day operations. The human rights statement communicates the companys pledge to manage the business around the world in accordance with the highest standard of integrity with a specific emphasis on human rights in the work place. Diversity The Coca-Cola Company seeks to leverage its worldwide team, which is rich in diverse people, talent and ideas. Being a global business, the ability to understand, embrace and operates in a multicultural world, both in the market place and in the workplace is critical to the companys sustainability. The company strive for an inclusive culture which is defined by their own seven core values; leadership passion, integrity, collaboration, innovation, quality and accountability. The company work on a daily basis to bring these values to life through their diversity workplace strategy. This strategy includes programs to attract, retain and develop diverse talent; provide support systems for groups with diverse backgrounds; and educate all associates. Governance and ethics The Coca-Cola Company aims to lead by example and to learn from experience. They set high standards for their people at all levels and strive to consistently meet them. The company is guided by their establish standard of corporate governance and ethics. The company review their system to ensure that they achieve international best practices in terms of transparency and accountability. The core of the ethics and compliance program at the Coca-Cola Company is their code of business conduct. The code guides their business conduct, requiring honesty and integrity in all matters. All of the associates and directors are required to read and understand the code and follow its precepts in the workplace and larger community. Xenophobic practice The Coca-Cola Company has been banned by the Kerala High Court, from extracting the ground water for its controversial bottling operations. The companys Kerala plant has seen accusations that the company is draining the regions natural resources and despoiling the environment. The ruling could end up forcing the plant to close, as alternative sources of the high quantities of water required will be difficult to envisage. It has been given one month to cease its extractions. The move comes as a major victory for large numbers of local residents that have claimed the companys overconsumption of water was turning their agricultural land into a desert. Justice K Balakrishnan Nair told the company that it owned the 40 acres of land upon which its plant stood, but not the ground water underneath it, which is a national resource that belongs to the entire society. Coca-Cola has continued to deny that it depleted the water reserves, and has said that it will appeal against the order. Ethnic The core of the ethics and compliance program at The Coca-Cola Company is their Code of Business Conduct. The Code guides the business conduct, requiring honesty and integrity in all matters. All of their associates and directors are required to read and understand the Code and follow its precepts in the workplace and larger community. The Code is administered by their Ethics Compliance Committee. This cross-functional senior management team oversees all their ethics and compliance programs and determines Code violations and discipline. Their Ethics Compliance Office has operational responsibility for education, consultation, monitoring and assessment related to the Code of Business Conduct and compliance issues. Associates worldwide receive a variety of ethics and compliance training courses administered by the Ethics Compliance Office. They regularly monitor and audit their business to ensure compliance with the Code and the law. They also maintain a consistent set of best-in-class standards around the world that govern how they investigate and handle Code issues. In 2008, we revised the Code to further improve its effectiveness Hilton Hotel Corporation Hilton Hotel Corporation is recognised around the world as a preeminent lodging hospitality company, offering guests and customers the finest accommodations, services, amenities and value for business or leisure. The Hilton brand has for more than 80 years, been synonymous with excellence in the hospitality industry. Through ownership of some of the most recognised hotels in the world and their newly enhanced brand portfolio, Hilton is now offering guests the widest possible variety of hotel experiences. With the 2006 acquisition of the London based Hilton international, the Hilton portfolio now includes over 3000 hotels in 80 different countries cultures, ethics and customs worldwide. The Hilton Hotel Corporation is an upscale global resort network with a collection of resorts located in exotic places the worlds largest global choice. Companys Culture Management principles and value Hilton Hotel Corporation stands above the rest, delivering on all front, whether being the best brand that offers the best locations, size and scale, the most dedicated people, attractive marketing programs or financial strength. The company has built a reputation for quality, value, integrity and strength. For more than 85 years ‘Hilton has been synonymous with ‘Hotels, standing for excellence in lodging hospitality across the globe. In addition the travelling public is presented with the broadest possible range of price points, choices and opportunities. The 100 percent satisfaction is an operating culture and philosophy that focuses each team member and owner on complete guest satisfaction. Through their guarantee, they are committed to high quality accommodations, friendly and efficient service and clean comfortable surroundings for all guests. Value and/or Beliefs Hilton Hotel Corporation believes that technology can be used to ease many of the stress and strains of travelling. From a hotel operations perspective, innovative new technologies like check-in kiosk are helping the guest check-in more easily and their team members spend less time on administration, which frees them up to spend more time ensuring guests achieve the goals of their stay. The ability to innovate is highly valued and has been ingrained in the company culture since its beginning as one of the pioneers in the hospitality as we know it today. Culture details of the Organisation Hilton Hotel Corporation is an upscale, global hotel network with a collection of hotels located in different countries in the world-the world largest global choice. Ever since Conrad Hilton bought his first hotel in 1919, the Hilton organisation has built a reputation for quality, value, integrity and strength. For more than 85 years ‘Hilton has been synonymous with ‘Hotel, standing or excellence in lodging hospitality across the globe. In 1999, that reputation was extended to a new family of brand of hotels and with such respected names as Hilton, the travelling public is presented with the broadest possible range of price, choice and opportunities. Official Policies Equal Opportunity Hilton gives equal opportunity to al its staff to grow within the company. It gives preference to the local people of the communities where they are operating the chance to grow within the business. Diversity The companys diversity program has made it an industry leader in advancing diversity principles across the nations. The company has built a more diverse workforce, measured the number of minority suppliers and franchise holders and made great advances in incorporation diversity principles into all aspect of the business operations. The company is actively pursuing its objective to maintain a workforce that reflects the same diversity and vitality as the guest who come through the door of its hotels and the culture they operates in. Community Hilton Hotel Corporations commitment to being a good corporate citizen is brought to life every single day by the thousand of team members representing our corporation and the Hilton family of hotels. From helping ids learn to read to planting school gardens, to participating in fund raising walk-a-thons that helps numerous worthy causes to refurbishing national landmarks, the Hilton family of hotels is diligently working towards positive change. The Hilton name ha for more than 85 years, stood not only as a symbol of first-class hospitality, but of active participation in cities, countries and states where the company operates. Ethnic Globally to adapt within the different cultures Hilton Hotels Corporation has diversified into the different markets by understanding its customers and makes its main priority in communicating with its ventures at a global scale as they seek to produce financial rewards to its investors as they aim to provide growth and enrichment to its employees striving to act with integrity. Ladbrokes plc Ladbrokes was founded in 1886 and has grown to become one of the biggest leisure and entertainment organisations in the UK. It is the largest cash betting company in the world and a leading influence for improvement in the betting industry. Ladbrokes offers a wide range of betting opportunities from horse and greyhound racing to events such as cricket, golf snooker and football. Ladbrokes is the leading retail bookmaker in the UK, Ireland, Scotland and Belgium with over 2600 owned and operated betting shops. They also operate facilities at most of the leading racecourses. Ladbrokes has expanded their business internationally with retail outlets in Belgium, Italy and Spain. The Ladbrokes plc operates through different means such as retail betting through shops. Betting through the internet, mobile phones and interactive television, adult gaming centres, telephone betting through dedicated call centres and operate greyhound stadia. Companys Culture Management principles and values In an increasingly competitive market place, the Ladbrokes brand is a key asset. The board and senior management recognise the importance of the brand and continually invest in marketing activities to build awareness and engage in market research to monitor performance. According to the latest research, Ladbrokes is the most recognised betting brand in the UK. Ladbrokes is perceived as the market leader by the general public and over 50 percent of regular bettors. The latter also perceive Ladbrokes to be the most trustworthy brand as well as the one that sets trend. (Source: face to face research conducted by TNS Omnibus in January 2007) As a result of changes introduced in the UK by the gambling Act 2005, current restriction on the advertising of betting and gaming are to be reviewed, Ladbrokes is actively assessing the opportunities to extend its brand leadership position under the new regulation. Ladbrokes has achieved high levels o brand awareness on the international stage and their good name has played a strong role in expanding into new markets. Ladbrokes is regularly approached by governments and businesses around the world about opportunities in betting and gaming. In Scandinavia their online business has achieved high levels of brand recognition and in Italy and Belgium they are operation their retail shop using the Ladbrokes brand. Value and /or Beliefs Ladbrokes believes in responsible gambling. Gambling should be an exciting past time and they urge their customers to have fun but not bet beyond their means. Ladbrokes value the society they operates in. they have joined the ‘Gamcare organisation, an independent organisation which offer help to people who have gambling problems and they have trained all their staff about the way to deal with such customers and how to provide assistance. Ladbrokes also have the ‘self-exclusion option for people with gambling problems whereby they can ban themselves from the gambling outlets of the company. Ladbrokes has founded their charitable trust called the ‘Ladbrokes company charitable trust. They raise money through events held in their outlets and all the money raised, goes into the trust. The trustees then give money to various charities. All these initiatives are for helping to create a better community in which they operates. Culture details of the Organisation Ladbrokes hold a variety of betting options which links with different counties at a global scale. The company have diversified their range of betting option and is now offering their customers a wider range of sports betting, novelty betting and lottery on a global level. Every culture has its own preferred ways of betting and gambling. Ladbrokes recognises these differences and makes the most of them with online products and services that are tailored to local and regional taste. Ladbrokes believes in continuous investment in their retail shops estate to generate growth by offering the best experience to customers and make the brand name synonymous with excellence. Official Policies Equal Opportunity As a company, Ladbrokes believe in providing equality of opportunity for all employees within the different cultures they operates in. all employees are given equality and are encouraged to progress within the organisation. New employees are informed of the companys equal opportunity policy during their training induction. Ladbrokes is committed to an ongoing programme of action to make this policy fully active at al levels. Diversity Ladbrokes recognises that different employees have differing needs and can contribute to the companys success in different ways. Their customers comes from a wide range of background, ages and diverse life experience and they believe that by maintaining diversity throughout the company, they can provide their customers with a more enjoyable and memorable experience every time they bet with the company. By focusing on each individual employees skills, contribution and potential while at the same time welcoming and respecting their differences they ensure that all their employees feel valued and respected and are motivated and committed to help the company to achieve their goals . Dedication to customer service The betting and gaming industry is a service business. The product is the experience the customer enjoy when placing a bet with a staff and watch the race in our shop. As the industry becomes more and more competitive, Ladbrokes recognise that all their employees have an impact on their customers experience. With over 2600 shops across Europe and website offering betting in 12 languages, tailored to local interests, Ladbrokes appeals to customers all over the world. Every culture has its own ways of betting and gaming and Ladbrokes recognises these differences and makes the most out of them with product and services that are tailored to local and regional taste. They places a high priority on good service and as a result they regularly win national customer service awards. Task2 Coca-Cola Company Management practice for alternative culture The company is focused on strategic workplace program that helps assure the success of their commitment for embracing the similarities and differences of people, cultures and ideas. The company strive to communicate their diversity efforts to their workforce and operates through online diversity as business newsletters, diversity speaker services, training, workshops, updates from their diversity advisory councils and employee forum programming. The companys diversity advisory council consists of a representative group of associates from all functions and business units of the organisation. The council develops recommendations for senior management on advancing the companys efforts towards achieving their diversity objectives. The management believes that a sense of community enhances their ability to attract, retain and develop diverse talent and ideas as a source of competitive business advantage. In the US, through employee forums, associates can connect with colleagues who share similar interests and background. In those forums and elsewhere, associates support each other in personal and professional growth and enhance their individual and collective ability to contribute to the company. Formal multicultural relationship The company has design a community water programs to support healthy watersheds and sustainable programs to balance the water used throughout their production process. They do this by working on a wide range of locally relevant initiatives, such as watershed protection; expanding community drinking water and sanitation access; agricultural water use efficiency; and education and awareness programs. Informal multicultural relationship The Coca-Cola Companys products are produced by local people, using local resource and in many cases, local suppliers. Supplier and business partners are vital to the companys continued success. So, through the multiplier effect and local nature of the Coca-Cola Company global business, they support local economies. For each job created within their system, many additional jobs are created through suppliers and other business partners. The company is committed to work with, encouraging and ensuring that their partners and suppliers uphold the highest standard for business conduct, including the values and practice of these policies. Culture and laws The Group is committed to respecting labor rights in every country where it operates and signed in May 2001 an agreement with UNI (Union Network International) by which it has undertaken to monitor the application of principles of the ILO(International Labor Organization), in particular with regard to freedom of association, collective bargaining and the condemnation of child labor. The Hilton Hotels Corporation also adheres to the UN Global Compact since 2001, committing itself to respect its principles, which include labor standards. The company has updated its Code of Conduct and which includes references to the Groups commitment to respect for: The workplace Rights policy, The ILO conventions, The OECD guidelines, The Global Compact principles, The international agreement signed with UNI in May 2001, The Diversity in Business Charter. Hilton Hotel Corporation Management practice for alternative culture Hilton Hotel Corporation is recognised around the world as a preeminent lodging hospitality company. Hilton Hotel Corporation is global with a collection of hotels located in exotic places, cities, and country side around the world. The management of Hilton has adapted the strategy of tailoring each property to its location, local culture, gastronomic international and local cuisine and its ability to deliver a top hotel experience. The management of the company has a diverse workforce and therefore have to operate according to the countrys national laws of employment and their local culture beliefs, such as in Egypt, where they are an Islamic country, the management will have to operates according to the ‘sharia law, which states that women should always cover their heads, restriction of pork meat and alcoholic drinks. Therefore the management will have to operate by abiding to these rules and moreover, they form part of the culture which guests would like to experience. Formal multicultural relationship Hilton Hotel Corporation is the first hotel company in the industry to receive the energy star award from the environmental protection agency (EPA) and the departmental of energy. Moreover, the company always participates in various communities outreach projects, such as planting trees, cleaning beaches and undertaking other activities that help restoring the community national resources. The Hilton Hotel Corporation continues to look for new ways to reduce energy and improve the environment we all live in. Informal multicultural relationship Hilton Hotels Corporations commitment to being a good corporate citizen is brought to life every single day by the thousands of team members representing the corporation and the Hilton Family of Hotels. From helping kids learn to read, to planting school gardens, to participating in fundraising walk-a-thons that help numerous worthy causes, to refurbishing national landmarks, the Hilton Family of Hotels is diligently working toward positive change. Ladbrokes plc Management practice for alternative culture Ladbrokes believes in providing equality for all employees in the community they operate in. employees are treated fairly and given the opportunity to progress within the organisation. As the company operates across different cultures, it takes into consideration the local culture of the area they are operating in and provide support to the community, through employing local people to work for the company and donating to local charities. Moreover, Ladbrokes complies with every national laws of the culture they operate in and supranational laws, as they operates in Europeans countries as well. The national laws lay down the laws of a country and by which every business need to abide regardless of their origin. Such as, the company has to provide staff holiday for employees during the local culture national day Irelands saint Patricks day. Staff are allowed to have this special day off and if they do work, they will be paid on the basis of a bank holiday, which is a double pay. The sup ranational law applied to European countries, whereby member of states have pass on their authority to a common political institution. The supranational law for gambling, regulates the opening and closing time of betting outlets throughout the European countries. Formal multicultural relationship As the company is global, Ladbrokes recognise that all their employees have an impact on their customers experience. Therefore, they have diverse their staff and now offer betting in 12 different languages, tailored to local interest, Ladbrokes appeals to customers all over the world. As every culture has its own preferred ways of betting and gaming. Ladbrokes recognises these differences and makes the most out of them with product and services that are tailored to the local and regional taste. The company place a high priority in good service within the community they operates in and value these people. Ethic and compliance The company core of the ethic and compliance program in Ladbrokes is their code of conduct practice. The code guides the business conduct and requires compliance with all is regulatory responsibilities. Such as the gambling act, workplace right, discrimination, racisms, bullying and whistle blowing.

Apocalypse Now, Apocalypse Forever Essay -- Movie Film comparison comp

Apocalypse Now, Apocalypse Forever Francis Ford Coppola's magnum opus Apocalypse Now was ladened with problems and difficulties before and after filming. These problems ranged from those having to do with the cast and crew, to those having to do with the circumstances surrounding the filming, to those having to do with the script, to those dealing in direct regard to the very sanity of all of those involved with Apocalypse Now. Despite the myriad of problems that contributed to this acclaimed film's failure, Apocalypse Now still became a success in its own right, and a true classic by any director's standards. Joseph Conrad's 1902 novel Heart Of Darkness is the striking story of Captain Marlow, an English ship captain who is sent into Africa to track down and collect the debts of an ivory trader identified as Mister Kurtz, a man who may or may not have gone insane along his eventful journey (Conrad). In this novel Marlow is faced with treachery from the Company, hostile as well as friendly natives, and the impending meeting with Kurtz himself. Marlow becomes obsessed with meeting Kurtz and communicating with him after reading the personal history of the man, and hearing all the remarkable stories about Kurtz told by Englishmen and Africans alike (Conrad). This fascinating story is the one that inspired original screenwriter John Milius to write the first drafts of Apocalypse Now in 1969 (Behr). Orson Welles originally planned to write, direct, and star in his own version of Heart Of Darkness back in 1939 (Behr). The problem arose when the Mercury movie company pulled out of the project cit ing Welles' inability to keep the film to be within their strict budget (Virtanen). Welles decided to give up on the project and decid... ... all signs pointed to Apocalypse Now's sure failure, that failure never came. Francis Ford Coppola not only did not receive the "F" he assured himself that he would, he created a film that is uniquely his, and that remains loyal to its many parents, but also reflects Coppola's inner self unlike any other artists mirror. Works Cited Behr, Fax (Writer, Director), & Hickenlooper, George (Writer, Director). 1992. Hearts of Darkness: A Filmmaker's Apocalypse [Film]. Showtime/ Paramount. Conrad, Joseph. Heart of Darkness & The Secret Sharer. 1986. Buccaneer Books, inc. Cutchogue, NY. Coppola, Francis Ford (Director, Co-author). 1979. Apocalypse Now [Film]. American Zoetrope/ United Artists. Virtanen, Panu S. (1997). Apocalypse Now Tribute Page. Retrieved July 2nd, 1997 from the World Wide Web: http://www.geocities.com/Hollywood/9067/apocal.html.

Employee led innovation

Nevertheless, thanks for our work on mistakes we started to see obvious the inns today; we can ;t be successful when only one leader is thinking but we can look at the robber from different perspectives and find an appropriate solution when we are discussing it collaboratively. Therefore, the contribution of everyone is essential. Personally, I think that if employees would get enough right to tell their positions and to present new ideas, big corporations could achieve better goals in the end.In my country- Astrakhan and specifically in the regions of post-Soviet countries as Russia, Ukraine or Beleaguers employees are not treated as intellectual people and because of that fact, we have a big coordination among working and ruling class. That problem among employee and employer led to the ineffective work of whole company s workers. Good example of using the idea of employee led innovation is the system of Google workers. They are provided with freedom of action and do not restricted in their workplace.The main aim of Google Corporation is to provide comfortable conditions for their workers, so they II be able to use their time properly and the work will be effective. The good side of providing such workplace for employees is that they have a freedom and by appropriate time-management, they are able to work effectively on their big projects, and also they are open to new ideas, which can be presented to administration, thanks for what Google looks at the problems from different perspectives fixing every mistake in their search tool, finding the right way to increase audience etc.Furthermore, employees work directly with product and method of its production. It can be different product: informational, engineer or just simple production of food. Administration and leaders look only at result, which was achieved by the company, but they are not well informed about how the company is working inside and what problems does it have. Important thing to mention here is that leader only knows facts that was presented to him and even if he has some information about overspending on production, he could ;t look at that problem as professional as employee, who actually works on production of those products.In this case, leaders should to work as filters, choosing the best solution and employees should to present problem and show the solution as they are more informed and experienced in this field. In other hand, cultural intent should be mentioned as it plays a major role on how employee works. Referring to my country, we have strict rules at most of governmental and business workplaces, because from the times of the Soviet Union population of Astrakhan were used to make their best only when failure led to punishment of the worker.Even living in democratic country, direct and fast reconstruction to employee led innovation is not possible as it leads to problems of workers as laziness and procrastination. That s the reason why most of national and priv ate companies still don t give full freedom of action ND speech to employees, because before we need to have a good base and experience in this field.Overall, employee led innovation is becoming popular in nowadays as companies see the profit from that system of working. It provides workers with more critical and analytical thinking participating in company's life and giving a chance to improve the sphere, where they are good. However, before the start of process employers should to prepare their workers mentally, so they ‘II be able to work using that system with maximum effectiveness and profit.

Immediately I’d hand him my painfully heavy bag

When the bell rang at school I always waited anxiously to hear him. He’d call my name and when I turned around I knew exactly how he’d look. I’d still stare and smile back at his crinkly smiling eyes.   He’d always have his sunglasses on top of his bald head.Immediately I’d hand him my painfully heavy bag. At that moment all my homework troubles and test woes were over. He’d ask me the usual about school and friends. Although he knew I was shy around other people and often bullied around, he’d still ask, â€Å"How many kids did you beat today at recess?† The irony of it always made me laugh.While he drove me home he always chatted like a chirpy bird. He’d make his usual stop everyday. I knew what he’d say before leaving the car but I always looked forward to it. He’d say conspicuously, â€Å"Let me say a quick hello to my friend†. I’d   know exactly why he stopped but I’d play innoce nt.The stop meant he was getting candies from the store. He’d return back with chocolates and colored candies smiling, and say, â€Å"My friend sent these for you†. I can’t ever recall him not smiling. With the greed of a 6 year old I’d peer into the big bag and immediately gobble the loot before the school bus even reached home.I remember this particular day spent with him. While I was sitting in the backseat of the school bus and gloating over my treasure and with my mouth still full of chocolates I exclaimed, â€Å"You’re the best uncle ever; you buy the best things even when I never ask you for them†. He looked back at me from the rearview mirror and smiled.But, I remember seeing something strange and wistful in his eyes. I couldn’t understand it then but he said, â€Å"One day when you’re all grown up and going to university, I will pass you by on the street and I will call out to you but you wont recognize your Uncle Rob †¦I will ask you don’t you remember me? But no mater how hard you try, you won’t be able to remember me†.I was mad at Uncle Rob that day. I was angry at his confidence in the future that he had never seen. I reasoned with him as much as a six year old can. He stood firm. I explained to him again and again that I see him first thing in the morning when he drops me to school and last thing before he drops me back home. This will have to continue till I’m sixty years old and don’t need to go to school. He laughed sadly and shook his head in disagreement.The school year ended and Uncle Rob stopped picking and dropping me from school. I remember laughing, arguing and played games with him. When I moved to another state at the end of the year I made a mental note to myself to remember him.I put a flag to his memory and engraved his image in the deep recesses of my mind. I promised to never forget him. I’m almost 24 now and his memory is still flawless in my mind. But I wonder, if I’m walking on the street and come across a man with those crinkly smiling eyes and I call out his name, will he remember me?   

15 Tips for Getting Hired After the College Graduation

15 Tips for Getting Hired After the College Graduation You’re in a brave new world and searching to get a handle on getting hired after the college graduation. Let’s take a look at 15 tips you’ll be incredibly glad you came across. #1 Job Search Begins on Day 1 If you don’t have a job, then getting one is your job. What’s college for? Getting a job, which is reality means making money. The vast majority of college students are betting (with some serious leverage) on the idea that their education is going to equal a good job down the road. You should start looking for your ideal career on the first day of your freshmen year. Every move you make should be towards that goal. If you don’t know what the goal is, then you should put college off for a year and†¦get a job. Start looking right now. Heres the list of the best summer jobs which can be a good start if you need money right away. #2 Create on Online Presence If you do not have an online presence, even a free ultra-amateurish one, then get on it. No, you do not have to invest tons of time. Simply set up a free blog and a Facebook page. Start there. Online you’re connected to everyone and everything. At this point you need to have one, and being able to network online is a valuable asset. #3 Show Off Your Stuff Don’t be coy, but don’t be ridiculous either. There’s no time to waste. It’s like missing the opportunity to meet an amazing person because you were shy. Life’s too short. Make your move and let your skills sell themselves. #4 Pursue Internship with Clarity Internships are both incredibly worthwhile and hyper-competitive in most cases. Don’t wallow in misery for a year hoping for that ideal internship. Give it your best efforts, but know when to cash in your chips for more readily available career paths. #5 Apply Selectively Don’t shotgun your approach to job applications. Do your homework and only apply to those positions or companies who you can be of the best service to. #6 Hire a Freelancer to Create Your Resume Don’t even think about winging either your hard or soft copy resume. It’s almost an absolute waste of time and you’ll be burning bridges as you go. Instead, spend maybe $50-$100 to get help with your resume from a professional writer. Ideally, one who specializes in writing resumes for your specific career goals (nurses, lawyers, acupuncturists etc.). #7 You’re Always Networking 100% of the time, if you’re awake and breathing you’re networking. It’s a part of life. The difference is that once you’re aware of that, you can then better position yourself to benefit from it. #8 Fix Your Attitude First If you’re life’s not going so well and the job hunt is leaving you empty-handed, the first things you probably need to fix are your attitude and disposition. #9 Come Prepared Don’t show up unprepared if the destination could present potential networking opportunities. Furthermore, if you go to an interview, know everything there is to know so that you’re more likely to impress. #10 Develop a Personal Brand No matter who you are, or what you studied, there are probably lots of people with this knowledge. The ONLY thing that really sets you apart from other candidates is you. #11 Aim for Experience (Wisdom) If you’re alive and above water, then aim for the experience jobs or positions can give you. Not the pay. In today’s world results and experience are worth 100 x what a diploma or degree is worth on the open job market. #12 Sport an Entrepreneurial Mindset It’s an era of the entrepreneur. It really is! The #1 rule of the entrepreneurial mindset is that behind every problem or dilemma is an opportunity. The trick is being able to spot opportunity and needs, and then taking action. #13 Compile an Asset List Sit down and figure out everything you have to offer the world. Write it all down, each thing, no matter how simple. You’ll find that your education and the small amount of things you thought were your only assets, are only a small portion. #14 Optimize Your Efficiency Remember the 80/20 rule. 20% of what you do every day is responsible for 80% of the results you experience. Do you have free time? What else can you be doing? What can you do more of in less time? #15 Throw Conventional Approaches Out the Window Not altogether, just recognize that due to powerful technological and socioeconomic reasons, everything is changing. This includes not only how people look for work, but how they get hired. Use everything at your disposal because in the real world getting ahead is hard. So, how about it, would you alter this list or add to it in anyway? What other tips would you give to the grads that could really use a solid paycheck and a rewarding career?

Philosophy of Language Senior Course Paper Essay

Philosophy of Language Senior Course Paper - Essay Example When a mathematician is presented with the equation, 38 + 16, instinctively, the mathematician would respond by adding the two terms while computing for its sum. Thus, the mathematician would reply, claiming that the sum of 38 and 16 is equal to 54. Given this example, what does ‘+’ mean? Does the mathematician really know what was meant by ‘+’ in the equation? Does it pertain to the computational procedure for adding two values, or does it pertain to something else? How can one tell what the mathematician meant? This paper will attempt to formulate a sufficient theory of meaning with regards to the use of ‘+.’ In doing so, I will argue that an intensional framework must be taken into account as opposed to a purely extensional framework. From a general perspective, the issue revolves around the relation between two fundamental concepts, truth and meaning. Truth, from a logical point of view, has traditionally been thought of as extensional. So t he truth of a given expression is associated with it’s meaning in terms of logical structure, reference, and truth-value. This move of neglecting meaning in relation to that of the sense of a given expression is what this paper shall argue against by using ‘+’ as its test case throughout the paper. For herein, to say that 36 + 16 = 54 could mean two things: ‘36 plus 16,’ and ‘36 quus 16,’ with both referring to 54. It is in this regard that a theory of intensions must be taken into account. For, if a person is presented with an equation involving ‘+’, how can one know as to whether that person meant ‘+’ as plus or ‘+’ as quus? What makes the interlocutor assume what is being referred to by the use of ‘+’? Herein is where the problem of rule following comes into light, for if what we are after is semantics, then it seems paradoxical that we refer to general rules from which a class parti cipates in. Rule following applies in the level of syntax, for verifying what the individual knows privately is not required in such cases. Indeed, the problem with ‘+’, as explicated by Kripke is that ‘+’ is understood to represent a semantic rule rather than a syntactical rule, and a semantic rule following leads to several problems with regards to the meaning and truth of ‘+’ statements. Thus, Kripke argues that â€Å"it is possible to construct an unlimited range of related but non-equivalent semantic rules, incorporating the potential truth conditions C1, C2, †¦ Cn respectively, such that there are simply no facts at all about the speaker’s use of ‘+’ that determines which, if any, of these possible rules the speaker has actually adopted† (Wilson, 2006, p.155). Therefore, this points towards the problem of indeterminacy, since according to Kripke, discovering the truth conditions of the speaker’s use of + is not possible, since there is no specific semantic rule that underlies one’s use of ‘+’, regardless of its truth function. However, this creates a problem with regards to the use of ‘+’ in language, for if ‘+’ could mean several things at the same time and in the same respect, then that would lead to the ambiguity of ‘+’ which cannot be, for it is used in disciplines such as mathematics and logic. It is a common thing

Market Research Methodology Essay Example | Topics and Well Written Essays - 2000 words

Market Research Methodology - Essay Example 'Typically focus groups are used as a means of testing concepts new products and messages. A focus group is qualitative research which means that you do not obtain results with percentages, statistical testing or tables .instead this methodology is less structured than surveys or other quantitative research and tends to be more exploratory as well. Rather than providing quantifiable responses to a specific question obtained from a large sampling of the population, focus group participants provide a flow of input and interaction related to the topic or group of topics that the group is centered around. While they appear to be less formal than a survey, focus groups do provide an important source of information for making business decisions. It is important how ever to ensure that persons using the results of such a qualitative study understand how to correctly interpret the resulting information'. 1 The composition of a focus group is usually based on the homogeneity or similarity of the group members. Bringing people with common interests or experiences together makes it easier for them to carry on a productive discussion. Often a research project will use different groups to get differing views. For example, an organization is planning a major restructuring. It would be desirable to have three separate focus groups - union members, nonunion employees, and managers. Each of these groups would represent a potentially different perspective on the changes facing the organization. Imagine the potential problems in bringing together union members and management. Neither would feel free to speak spontaneously and, depending on the anxiety level, the discussion might possibly spiral out of control. Demographic characteristics are another way to determine focus group composition: A political candidate might consider holding separate focus groups with both men and women or younger and older voters. A company testing a new product might conduct focus groups in different geographical regions. Organizational decision makers might find it useful to have separate focus groups for those who favor and those who oppose a particular issue. One caution-remember that with a focus group, it is not possible to compare the results from different groups in a strict quantitative sense, because they lack representative ness. Each group may be characterized as augmenting the information of the others - in an effort to look for as many different explanations or interpretations as

Determining the Impact of Information Systems Research Proposal

Determining the Impact of Information Systems - Research Proposal Example It is pertinent to define and explain a little about political organizations with a few examples of such bodies in the United States and Australia. There are diverse definitions or perceptions of political organizations and a few of them are worth mentioning. According to Leacock & Lee (1982) political organizations are comprised of â€Å"those portions of social organization that specifically relate to the individuals or groups that management the affairs of public policy or seek to control the appointment or action of those individuals or groups†. A legal perception of such bodies as perceived by the North Dakota Supreme Court defines political organization as â€Å"a political party or other group, a principal purpose of which is to further the election or appointment of candidates for legislative or executive office or to support or oppose the continuation, amendment, repeal, enactment, initiative, or referendum of any constitutional, statutory, or regulatory provisionâ⠂¬  (N.D. Code Jud. Conduct Terminology, 2006). A much narrower and even stronger definition is given by Radcliff-Brown, in the sense that they emphasize the words coercive authority and physical force to be a factor in politics. The common thread that runs through all the definitions is the element of control that a political organization can have over the society and individuals in the society. But only the legal definition mentions the term election and not the other two. This indicates that election is not mandatory for an organization to be considered political. So, a monarchy, where continuity is by birth rather than by mandate can also be considered to be political if has the power to control the society. It can also be applicable in the case of a dictatorship. Generally speaking, any group that fields candidates to be elected to positions of power in a government can be considered to

Guido Fubini Essay Example for Free

Guido Fubini Essay Guido Fubini, A famous mathematician, was born January 19th 1987 in Venice, Italy. His father, Lazzaro Fubini, was a mathematics teacher so he came from a mathematical background. Guido was influenced by his father towards mathematics when he was young. He attended secondary school in Venice where he showed that he was brilliant in mathematics. It was then clear that from this stage he would follow this career. In 1896 Guido entered the Scuola Normale Superiore di Pisa. There he was taught by Dini and Bianchi, who quickly influenced Guido to undertake research in geometry. He presented his doctoral thesis Cliffords Parallelism in Elliptic Spaces in 1900. Most young doctoral students take a few years to make themselves well know in their area. However, Guido was lucky for his teacher Bianchi was about to publish an important work on differential geometry. Bianchi discussed the results of Guidos thesis in his treatise, which appeared in 1902. Guido remained at Pisa to qualify as a university teacher. Most mathematicians at this stage in their careers extend the work they have begun in their doctoral thesis, but not Guido. He attacked a completely new topic to the one he had studied for his doctoral thesis studying the theory of harmonic functions in spaces of constant curvature. Guidos interests were exceptionally wide moving from his early work on differential geometry towards analysis. In this area he work on differential equations, analytic functions, and functions of several complex variables. He taught courses on these analysis topics at both the Politecnico and the University in Turin. During World War I, Guido studied the accuracy of artillery. These investigations led him on to work on acoustics and electricity. Guido was forced to retire from his chair in Turin. He had no wish to leave Italy but he had two sons who were engineers and, always a man who was devoted to his family, Guido decided that his sons had no future in a country whose official policy was anti-Semitism. When he received an invitation from the Institute for Advanced Study in Princeton in 1939, Guido  made the decision which he believed was best for his family. They moved to the United States immediately, although Guido himself was in rather poor health by this time. Still, despite his health problem, he was able to teach for a few years in New York. 5 years after moving to the United State Guido died of heart Problems on June 6th 1943.

The Curriculum For Excellence Has On Teacher Professionalism Education Essay

The Curriculum For Excellence Has On Teacher Professionalism Education Essay The existence of a relationship between curriculum policy and teacher professionalism would appear to be an established assumption. This is evident in claims that curriculum reform is often regarded as a threat to teacher professionalism (Al-Hinei 2003; Apple 2009; Locke et al. 2005). Most notably, it is often claimed that the level of prescription in the English National Curriculum, with the associated requirement to meet the prescribed outcomes, reflects a reduction of teacher autonomy in favour of accountability (Walsh 2006). It would seem, at this level then, possible to argue that a reduction in central prescription equates to an increase in teacher autonomy which in turn equates to an enhancement of teacher professionalism. To an extent this would seem to be an aim of recent curriculum reform in Scotland in the form of the Curriculum for Excellence (CfE). The first page of the first Building the Curriculum document that claims that teachers will have greater scope and space for professional decisions about what and how they should teach (Scottish Executive 2006:1). However, such a straightforward relationship between curriculum policy and teacher professionalism would, drawing on Evans (2008), be an over-simplification. Evans suggests that professionalism cannot be understood exclusively, through examining teachers remit and responsibilities (p.23), and rather we must consider teachers themselves understand their professional responsibilities. To an extent this would seem to be recognised in Scotlands curriculum reform, in for example claims that the reform requires a culture change (Scottish Government 2009a:5) and the emphasis on the need for professional development (Scottish Executive 2006:2). This suggests recognition that a change of teachers remit and responsibilities alone will not impact upon professionalism. In light of the perceived association between CfE and teacher professionalism both as representing being and requiring a change it becomes pertinent to consider the nature of the professional judgements that greater teacher autonomy over the content of the curriculum entails, and therefore the conception of professionalism it would seem to imply. This requires a consideration of the particular issues that are associated with the selection of curriculum content, and an examination of different conceptions of teacher professionalism. Curriculum First therefore, we must consider what is meant by curriculum. As a term it would seem to be notoriously hard to define, with a multitude of potentially conflicting definitions (Dillon 2009). Generally it can be suggested that curriculum does not refer to a list, or progression, of items to be taught. The curriculum addresses not only what is taught, but why and how teaching and learning takes place. As such, curricula reflect and promote beliefs about the aims and nature of education (Flinders Thornton 2009:8). They reflect different epistemological and pedagogical beliefs beliefs about the nature of knowledge and learning and teaching in, for example, their organisation of knowledge (Carr 1988), for example those that emphasise the separation of knowledge into subjects and those that favour integration of subject areas. However it should perhaps be noted that Carr (1988) argues that the epistemological and pedagogical bases of much curriculum policy is not entirely coherent. It should also be noted that the current discussion is centred around the concept of explicit curriculum (REF-moore?), curriculum as a statement of the planned or expected learning within a school context. Other conceptions regard curriculum to encompass all the experiences which impact upon a learners development (REF-Dillon?). However, notwithstanding the range of approaches to understanding and creating curricula, curriculum design necessarily entails a selection of what is to be taught. Different curriculum models may differ in both when and by whom this process of selection takes place. In a heavily prescriptive, centralised, curriculum much of the selection is being made by policy makers. At the other extreme, in a strongly child-centred curriculum, selection is largely made by the child based upon their interests. (BACK THIS UP). If we consider the CfE itself, it is evident that it cannot be considered to be placing the decision of what to teach solely in the hands of teachers. Priestley (2010:23) suggests that it reflects a trend in curriculum development in general, in which there is an attempt to draw on both top-down and bottom-up approaches to curriculum planning. A process of selection has already occurred at the national level in terms of the forms of knowledge and skills that are to be develop ed. Even within this clear framework of national expectations (Scottish Executive 2006:1), teachers do not have sole responsibility for curriculum content selection. In the pledge, all children and young people should experience personalisation and choice (Scottish Government 2008:17), there is an expectation that pupils will, to a certain extent, also be making decisions about curriculum content. Further, there is a strong emphasis upon collegiality, with teachers working together on curriculum development (Scottish Government 2009). However it clearly does aim to place more responsibility for choice in the hands of the teacher, and in doing so is potentially affecting the nature of teacher professionalism. Professionalism In order to examine this claim more closely it is necessary to consider the meaning of professionalism itself. As with curriculum, it would seem that professionalism is a difficult term to define with many different views as to what it really means (Al-Hinei 2003:41; Evans 2008). Generally however, the term profession may be regarded as indicating a distinct class or category of occupation consisting of jobs such as doctor or lawyer, and sometimes teacher (Carr 2000:22), to which a certain status may be attached. This should be regarded as distinct from the everyday use of professional as distinguished from amateur which focuses on whether or not an individual is paid (REF-Carr?). The purpose of regarding some occupations as professions differs according to different perspectives. Some regard it as a socially constructed concept, suggesting it is a means of preserving power and status with a certain group of people (Locke et al. 2005:558). Carr (:) suggests it refers to those occupations that are required to maintain civil society (health, justice and education). Others suggest that there are certain defining characteristics which mark out an occupation as fulfilling the criterion for profession (Locke et al 2005:558; Christie 2003:845). Whilst this diversity of views exists, there does seem to be a general sense that those occupations that are classed as professions involve a level of autonomy to make decisions, a distinct knowledge base or expertise, and some form of care or service to society (Carr 2000; Christie 2003; Goodson 2003; Locke et al. 2005). Professionalism itself may be perhaps regarded as the way in which we describe a profession in terms of its characteristics in relation to these concepts (Goodson 2003:126). In essence professionalism is concerned with considering the level of autonomy afforded to individuals by an occupation and the nature of the professional knowledge or expertise involved. In this way, the assertion referred to earlier, that the English National Curriculum is considered as a process of de-professionalisation, may be regarded as a belief that the level of prescription involved is reducing teacher autonomy and changing the nature of the expertise required to do the job. As such, the distinct characteristics of teaching are more narrowly defined. Carr (2000:15) refers to such a reduced autonomy and knowledge base as restricted professionalism. It is suggested that teaching is unique amongst the professions in terms of its balance between autonomy and accountability (Carr). As Locke et al (2005: 564) point out, there is a tension between professional autonomy and accountability. This unique accountability is related to the relationship between education and society. Education, or rather schooling, is essentially concerned with the kind of society we want to be (White 2004:2) and is often related to the economic health of a country (REF.). This is evident in the claim that the Curriculum for Excellence can play a significant role in achieving the Scottish Governments aim to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier (Scottish Government 2008:3). It is from this notion of schooling as serving, and potentially shaping, society as a whole that it is suggested that schools and teachers are accountable in ways that other professions are not (Carr 2000:44). It is further suggested that teachers are also more accountable to parents and must accept the legitimacy of the views of non-professionals in a way that lawyers or doctors do not (Carr 2003:64). It may be as a result of this accountability to the state and parents that the dominant conception of teacher professionalism, in policy at least, has become that of the competent teacher with a focus on meeting prescribed standards. (Goodson 2003:127; Menter et al 2010:21). Viewing teacher professionalism in terms of standards is argued to potentially lead to a situation in which the professional knowledge base of teaching is purely related to practical skills, such as effective communication and the ability to manage behaviour (Goodson 2003:130). It is also argued that such a view of teacher professionalism can lead to unreflective application of rules (Hegarty 2000:456), rather than scrutinising and questioning policy and curricula. It would seem reasonable to associate a prescriptive curriculum with such a concept of teacher professionalism, as indeed Menter et al. (2010:22) do. This would however, seem an insufficient account of teacher professionalism to meet the requirements of a curriculum which gives teacher greater autonomy of what to teach. Therefore, through focussing on the specific issues which arise in relation to curriculum content selection, attention will be paid to models of professionalism which could perhaps be regarded as more appropriate. Two ideas will be addressed in relation to content selection. The first: the implications of regarding content selection as a pedagogical skill (REF) with teachers drawing on, for example, knowledge of child development. The second considers the implications of regarding curriculum as a selection of culture (Giroux 1980:228), pointing to content selection as having ethical implications. Curriculum Content Selection Viewing content selection as a pedagogical skill would perhaps reflect Whites (2004a:20) assertion that teachers expertise lies in deciding what specific aims and what pupil experiences best suit the particular children. In this case, teachers professional knowledge may be regarded as wider than that of practical skills, rather it involves drawing on pedagogical, subject specific knowledge and knowledge of child development, to select and order the content that makes up the curriculum (REF). The teacher is utilising their professional knowledge in order to make professional judgements as to the content which will move an individual to the next stage of development. Clearly this points to the need for some form of curriculum aims. As White (2004:6) points out, we cannot sensibly decide what to teach without reference to an aim, an indication as to what the next stage of development actually is. Applying such an understanding to the CfE, we can see that the overall curricular aims are set out in terms of the four capacities statements as to the type of person the curriculum seeks to develop (Learning and Teaching Scotland 2010). At a more detailed level, the experiences and outcomes describe the expectations for learning and progression for each of the eight curriculum areas (Learning and Teaching Scotland 2010). The teacher, then, would seem to have autonomy in choosing what they teach in order to achieve the expected learning. The need to make professional judgements of this nature would seem to point to a conception of a more enhanced professionalism than a more prescriptive curriculum, and may point to such models as the reflective teacher (Moore 2004:4). Such a model of professionalism is regarded as perceiving teaching as involving more than practical skills. Rather the teacher reflects upon their classroom practice, evaluating their teaching, perhaps drawing on their theoretical understanding with a view to improving and developing their teaching (Moore 2004). It could also relate to the concept of the enquiring teacher (Menter et al. 2010:23), in which teachers are regarded as researchers, drawing on observations in the classroom to inform their professional decisions in their planning. It is suggested that such a conception of the teacher is very apposite in the context of the Curriculum for Excellence (Menter et al. 2010:23), which seeks to give teachers greater autonomy in curriculum development. These models would certainly seem to extend the concept of teacher professionalism beyond that of the perceived technicism of the competent teacher. As such they may provide suitable models for teachers who are involved in the selection of curriculum content, placing an emphasis on teachers pedagogical expertise. However, if we turn to the second concept, an understanding of curriculum content as a selection of culture (Giroux 1980:228), understanding teacher professionalism in terms of pedagogical expertise may begin to seem inadequate. Culture, in its broadest sense, may be regarded as a whole way of life, encompassing all aspects of society including the knowledge, skills and activities, such as sport and recreation, of that society (Entwistle 1977:111). However, if we regard education as being, in some way, involved with betterment (Entwistle 1977:111), schooling cannot be concerned with all those things that make up a culture. Rather, Entwistle (1977:111), suggests that in schooling we select those aspects of culture which are regarded to be conducive to the improvement of the individual or group. This again points to a consideration of the aims of education: it is only through an awareness of what is regarded as betterment, and therefore, what we are aiming to achieve through education, that selection of content can sensibly be carried out (White 2004:6). Related to this, cultural selection clearly also implies a process of evaluation, distinguishing between those things which we regard as desirable or undesirable aspects of culture (Entwistle 1977:110). Therefore concerns about the selection of culture which makes up the content of a curriculum can perhaps be regarded as arising both in relation to the aims of the curriculum and in the evaluations of the relative desirability, or worth, of different cultural elements. Concerns that rise in relation to the aims of the curriculum are perhaps best exemplified by the criticisms of a curriculum whose aim is, for example to increase employability skills. Those who regard knowledge acquisition as having value in its own right would regard an instrumental approach to content selection as an impoverishment of education, limiting access to many forms of culture which may not have direct instrumental value (drawing on Carr et al. 2006:17). In this way then, we can see that the selection of content is in some way impacted upon by our beliefs about the purpose of education, and as such regarding selection of content as technical skill may be insufficient. However, it is perhaps in relation to the evaluation as to the relative worth of aspects of culture that the most complex issues arise. It is in considering the relationship between knowledge and power that cultural selection becomes problematic. This becomes evident when we draw on Bourdieus (1986:106) concept of cultural capital. Bourdieu (1986:106) suggests that different forms of culture are invested with value which can be drawn on for monetary gain, or an increase in social status. If we consider this in terms of knowledge as a form of culture, then acquisition of certain forms of knowledge by an individual can be utilised in generating income and increasing social status. For example, acquiring specific biological and medical knowledge can enable one to gain both the income and status conferred upon a doctor. However, it is not only the acquisition of the knowledge per se. which is valuable, but rather gaining institutional recognition in the form of an academic qualification of possessing a particular form of culture (Bourdieu 1986:110). In this sense, certain forms of knowledge, certain forms of culture, have greater value by virtue of being institutionalised in the form of a qualification (Bourdieu 1986:109). This would suggest therefore, that schools are involved in both the transfer of forms of culture which enable an individual to gain economic capital or social status, but also in some way define what forms of culture are of value. Such an assertion is supported by Girouxs (1980:228) argument that the culture that is selected to form the curriculum becomes legitimised by the very fact of its inclusion in the curriculum. This concept can further be seen in claims that the traditional academic curriculum is an elitist selection of culture, giving value to forms of knowledge associated with the middle class (REF!). It is the relative value that become associated with different forms of knowledge and different skills that forms part of what is termed hidden curriculum (Ref). This is a reference to the values and ideas that a school may not explicitly plan to teach, but which nevertheless are transmitted to pupils (REF). It is suggested therefore that the exclusion of an aspect of culture from the curriculum communicates to pupils a belief about the relative worth of this aspect of culture (REF..exemplify?) Moore (2004) provides an interesting illustration of this claim of elitism in cultural selection. Moore focuses on portrayals in film of teachers who are regarded as saviours and non-conformists (Moore 2004:58), such as Ms Johnson in the film Dangerous Minds. He argues that whilst the approach they take to education may be extraordinary, the content of that education is not. Moore (2004) contends that the cultural selection made by these teachers, of what he regards to be representative of middle class values, may be read as contributing to and confirming social and cultural biases (p.58) It is in this sense that Young (2006:734) argues that social interests are always involved in curriculum design, those with the power to select what is included in the curriculum have, to an extent, the power to legitimise certain forms of knowledge and certain practices. It is suggested that through this process of promoting and legitimising middle class culture (here we have the notion that a society consists of many cultures (ref)), schools are implicated in entrenching inequalities of social class (REF). Such a claim requires closer consideration in order to understand the means by which cultural selection may be regarded to be implicated in matters of social justice. One way in which it is suggested that this is the case is that individuals from a middle class background have greater access and exposure to the forms of knowledge that are regarded as valuable by schools (Reay 2006). In this way, Reay (2006) suggests, children from middle class backgrounds are at an advantage, able to draw on the cultural capital they already possess in order to perform well at schools, gaining institutionalised recognition through academic qualifications, and thus gain status in society. This would seem to highlight a tension for those involved in selecting the content of a curriculum. On the one hand, it is suggested that if schools do not provide the high status cultural capital that academic and economic success requires then children from working class backgrounds are potentially deprived of the ability to raise their social status (Anyon 2006:44). However in doing so, they are perhaps complicit in reproducing bias as to what is regarded as legitimate and valuable knowledge. It should be pointed out that this problematic account of knowledge and cultural selection does not suggest that knowledge is wrong or should not form the basis of a curriculum (Young 2006). Rather it suggests the need to consider the exact nature of the content we are choosing to include, and significantly exclude, from the curriculum. It suggests the need for reflection on our reasons for content selection, requiring an awareness of our own biases we bring to the process (Chan 2009:). From these observations, in which the selection of curriculum content is regarded as having social implications and is implicated in the transmission of values, an understanding of teacher professionalism which emphasises practical skills or even pedagogical knowledge perhaps begins to appear inadequate. Therefore the remainder of this essay will consider the notion that teaching is inherently ethical in its nature, and that teacher professionalism should therefore centre upon the moral characteristics of the profession (Goodson 2003; Campbell 2003; Carr 2006) Carr (2006:172) argues that whilst all occupations are in some way concerned with ethical issues, these generally play a regulative role they indicate standards for good practice. However he suggests that this is not the case with teaching, rather he suggests that ethical considerations are constitutive of teaching. This is perhaps more clear in Campbells (2007:604) assertion that: It is far more challenging to disentangle the ethics of teaching from the very process, practice and content of teachingà ¢Ã¢â€š ¬Ã‚ ¦ (CHECK CONTEXT) It would seem that what is meant by this is that the decisions and actions taken by a teacher have moral significance (drawing on Campbell 2003:1). By its very nature teaching is involved in forming childrens values and understanding of the world and as such is involved in transmitting conception as to what is right and wrong (REF). Further, as discussed earlier the decisions made potentially impact upon an individuals achievement in schooling and thus possibly affect their future prospects. Following from this concept that issues of ethics are inbuilt into teaching, Campbell (2008:605) argues that ethical codes are insufficient to address the issues faced by teachers. Rather she suggests that teachers requires an understanding by teachers of the complex moral issues they must address (Campbell 2008:605). It would seem that within the Scottish context there is recognition of this. The Standards for Initial Teacher Education in Scotland, which specify what is required of a student teacher (Christie 2003:847), includes reference to professional values and personal commitment (Christie 2003:848). There is a danger, Carr () suggests, in framing values as a competence or standard, in that it would seem to suggest that the other aspects of teaching are value-neutral. In this way, the ethical nature of teaching perhaps cannot be reduced to a competency or standard. Rather Carr (2006:178) suggests that it is about teachers taking moral issues and questions seriously. It should be noted that this does not suggest that teachers do not currently take moral and ethical considerations seriously, Campbell (2003:2) argues that many teachers are aware of the moral implications of their actions. However, Locke et al. (2005:570) do suggest that when teachers are subject to high levels of accountability it can lead teachers doing things right rather than doing the right thing. Potentially, therefore, the CfEs focus on greater autonomy could provide greater flexibility for teachers to make the decisions they regard to be ethically sound. At the same time, by increasing teachers scope for choosing what to teach the ethical nature of teaching perhaps comes even more to the fore. It would seem then, that in aiming to give teachers greater autonomy over the content of the curriculum, the CfE both can be viewed as potentially enhancing teachers professionalism as understood in terms of levels of autonomy. However, it also seems to require a consideration of the professional knowledge base on which professionalism is based. The importance of pedagogical expertise and development is clearly important and highlighted as so ( e.g. Scottish Government 2009:4). Yet, considering the complexity, and potentially value laden nature of the cultural selection involved in selecting curriculum content it would seem important to emphasise the ethical nature of teacher professionalism. In essence then, the greater autonomy afforded to teachers to select the content of the curriculum by the CfE would certainly seem, as Menter et al (2010:23) suggest, to point to a model of teacher professionalism in which teachers both reflect upon and develop their practice. However in light o f the essentially ethical issues involved in content selection, it would seem fair to suggest that teachers reflections and decisions should draw not only on theoretical and practical knowledge, but must also consider the ethical reasons for choosing to include, or not to include content in their teaching.