Environmental Sustainability Through Architecture ...

ENVIRONMENTAL SUSTAINABILITY THROUGH ARCHITECTURE Introduction: Climate change is an important topic as it affects all of society as well as the globes ecosystems. Many professions have the ability to combat climate change and its effects. This essay will look at the roles and responsibilities of an Architect and the influence they can have on the mitigation and adaption of climate climate change through the profession. The following discussion will focus on defining and explaining climate change, defining an architect and outlining their roles and responsibilities and finally addressing how the profession of architect can influence mitigation and adaption strategies. An architect does play a significant role in the influence and†¦show more content†¦In the last century the climate of the earth has morphed and changed as a result of global warming. The rise in temperature has contributed to the decreasing size of glaciers and ice sheets as well as contributing the the rise of sea levels due to warmer oceans. The current evidence points t o human activity as a contributing factor. With the evidence currently available if can be predicted that with continuing greenhouse gas emissions, the earth s air temperature will warm by 4 °C by the year 2100. Furthermore there are likely to be many flow-on effects from this temperature change (Australian Academy of Science 2015) With the change in climate the impacts of this process has altered the frequency and strength of daily temperatures in terms of more hot days and warmer days as well as a drop in the quantity of cooler days. Furthermore as a result the amount of more extreme weather events such as cyclones and heavy rain patterns has increased as a result of warmer climates as well as warmer water temperatures (Australian Academy of Science 2015). Over the last century sea level rise has occurred as a result of expansion of the ocean due to warmer temperatures as well as the decreasing size of ice packs and glaciers. This has caused a global sea level change of 10-25cm (IPCC 1995). Climate change influences the

Anorexia Models That Died - 1513 Words

Models that died from Anorexia Nervosa and eating disorders Ana Carolina Reston She was young, happy and beautiful. She was successful in her modelling career, walking runways all over the world, in various fashion weeks. Her downward spiral into the pit of anorexia began in 2004, in China. She was told that she was ‘too fat’ despite being of a healthy weight and height for a working model. Her weight plummeted to 40kg, making her Body Mass Index (BMI) an unhealthy 13.4. On the 14th of November 2006, she passed away from complications due to kidney failure that was a result of her eating disorder. She was only 21, and her modelling career had only just begun. After her death, the fashion industry was only more aware of the severity of†¦show more content†¦But others feel like the modelling industry has done no wrong, and the problem is ‘created’ by others who are not the same as models and are envious of their looks. The modelling industry is all about dreams and illusions, and while the dreams and fantasies of perfection have changed over the years of human existence, the fantasy right now is to be thin. But does that have to change? Is the modelling industry due for change anytime soon? Bibliography AOL News, December 30, 2010. The Tragic Life and Death of Anorexic Model-Actress Isabelle Caro. Retrieved from http://www.aolnews.com/2010/12/30/the-tragic-life-and-death-of-anorexic-model-actress-isabelle-car/ on September 4, 2012. Associated Press. December 30, 2011. Isabelle Caro dies after anorexia struggle | Society | guardian.co.uk. Retrieved from http://www.guardian.co.uk/society/2010/dec/30/isabelle-caro-dies-model-anorexia on September 4, 2012. Bay, C. September 9, 2010. Madrid Bans Skinny Models from the Runway | On This Day In Fashion. Retrieved from http://onthisdayinfashion.com/?p=5234 on September 4, 2012. BBC, December 29, 2010. BBC News – ‘No Anorexia’ model Isabelle Caro dies aged 28. Retrieved from http://www.bbc.co.uk/news/world-europe-12091475 on September 4, 2012. Beckford, M. February 15, 2007. Sister of tragic ‘size zero’ model found dead –Show MoreRelatedModels are Dying To Be Skinny1240 Words   |  5 Pages We are always surrounded by ads and magazines showing extremely thin models, and are always getting shown dieting ads. A big problem in our society is everyone being so concerned with their weight and always striving to be thinner. A big question for our society, is whether or not models have a minimum weigh limit. Also, would a model’s weight affect our society at all if there became a minimum weight limit that models have to be ? According to health care communications , one study showed thatRead MoreSociology Essay: â€Å"How Far Would Sociologists Agree That the Media Causes Eating Disorders in Women?898 Words   |  4 Pagesbulimia, anorexia and obesity. First Marxists would argue all young females in the west are exposed to the media and the stereotypical view of women is that they are â€Å"slim and beautiful†. This means that young females are influenced into trying to be the â€Å"perfect† image of a beautiful woman and in order to be able to become skinny start to diet which eventually leads to serious eating disorders. An example of this is a model that died due to the severity of her eating disorder, anorexia. IsabelleRead MoreThe Effect Media Has over a Womans Body Image Essay942 Words   |  4 Pagesachieve what they wanted from what the media is showing. Most women do not realize that the average model is under weight and unhealthy, so why would you want to be unhealthy when you are healthy right now? A video called time lapsed was talked about on Good Morning America a morning world news show, Time Lapsed was about a model at a photo shoot and is getting a digital make over making the model perfect in the course of 47 seconds. This shows how unrealistic the media shows a women’s body. SomeRead MoreEating Disorders : A Struggle Women Face All Around The World1114 Words   |  5 Pagesincreasingly more prevalent in America as time continues. People do not die from suicide; they die from sadness. According to the South Carolina Department of Mental Health one in two hundred American women suffer from anorexia and twenty percent of people suffering from anorexia will prematurely die from complications caused by their eating disorder commonly between the ages of twelve to twenty-five. No girl at such a young age should have such â€Å"thin† expectations of herself. Images of women inRead MoreAnorexia in Teens1178 Words   |  5 PagesTeens see a tiny model; teens see that as being attractive. The teen that saw the tiny model attractive would start to starve them self to become that skinny or what is known in the psychology world as anorexia. Anorexia is a big deal in the United States, a lot of young people are starting to starve them self just to become skinny. This isn’t only because they want to look like that model, or just want to skinny. Anorexia can come from other places in a person’s life. Anorexia came to be from seeingRead MoreThe Effects Of Media On Body Weight And Disordered Eating1203 Words   |  5 Pagessyndrome of â€Å"eating disorders† is now emerging as a place of importance in our society. Rhetorical Purpose: 2 â€Å"One reason it is so important to understand how the rhetoric of popular media coverage of anorexia articles maintains women s marginalization is that The American Anorexia and Bulimia Association [AABA] (2001) estimates that five million U.S. women suffer from some form of eating disorder, 15 percent of Americans have eating disordered attitudes, and 1,000 people will die each yearRead MoreEffects Of Anorexia Nervosa And Bulimia Nervosa1150 Words   |  5 Pagesthat contribute to eating disorders, the media plays an influential role in the lives of many women. Eating disorders are abnormal and serious disturbances in one s eating habits caused by many factors. Anorexia nervosa and bulimia nervosa are two well-known eating disorders. The causes of anorexia nervosa and bulimia nervosa are difficult to understand but there are a lot of factors that play a role in the development of them. Females are more likely to develop an eating disorder and heightened concernRead MoreResp onsibility of the Fashion Model Industry1505 Words   |  7 Pages A tall, glamorous runway model is every girl’s dream. Long beautiful legs, lean body, and beautiful shiny hair is what an average young woman views as an ideal image for a female. If you don’t resemble the images of those stunning Victoria Secret models and Fashion Week models, you suddenly become ashamed of your own body. It is a great life to have with the high pay, fame, drinking champagne on a yacht with famous celebrities and even being on the Vogue cover page. Fashion ModelingRead MoreThe Negative Effects of the Fashion Industry on Eating Disorders1290 Words   |  6 PagesEating Disorders While it’s fashion week in London, the size â€Å"zero† models start to prepare for the big show by purging to be as thin as possible. Most models starve themselves in order to achieve the â€Å"waif†, stick-thin figure; it becomes so addictive, almost like second nature that it further leads to serious eating disorders. From recent studies, today’s model weighs about 23% less than the normal woman. Clearly, most models do not depict the average woman. Men and women all over the world followRead MoreThe Media s Influence On Women1659 Words   |  7 PagesIn western culture your image seems to be the most important. From watching models strut down a catwalk to music videos, we are constantly reminded of how we should look. Not only does our appearance matter, but our behavior as well. Women on television are constantly fighting, backstabbing, and being obnoxious in attempts to be recognized in the celebrity world. The media is the leading outlet to the peo ple of the world. It affects everybody whether you want to believe it or not. Body dissatisfaction

BREXIT The Economical Arguments

Question: Discuss about the BREXIT for The Economical Arguments. Answer: BREXIT Brexit is the combination of the words British Exit, implying the exit of Great Britain from the European Union. A referendum was held on 23rd June, 2016, where in 52% of the British population voted to Leave. Following Brexit, David Cameron resigned from the post of the British Prime Minister. This essay discusses the economical impact of Brexit on London as a leading financial centre in the world, and the longer approach of British business firms following Brexit. The Economical Arguments for and against Brexit The main reason cited for Brexit was the economical disadvantage the United Kingdom had as a part of the EU. However, there were many disagreements over the economical status of the UK in the EU, which led to the Brexit, both then in 1975 and now in 2016. There were mixed reactions to the decision of the Brexit, which was one of the election manifestos of the Prime Minister David Cameron. Those who were in the favour of Brexit were a fair share of the members of the Conservative, Labour and the Democratic Union Parties, even though a significant number of the British citizens were divided in their opinion. The arguments that were put forth in favour of Brexit were (Rossiter, 2016): Reduction in Immigration The immigration policy of the EU has allowed a lot of migrant population working in the UK. The impact of immigration on the economy includes the dearth of jobs for the UK born natives; the jobs created in the UK are taken by the immigrants, this affecting the employment status as well as the wage rate of the native population. Brexit would enable more jobs for the natives, and a lesser loss of money by the migrants. Trade Relations Many economists in the UK feel that trade in the UK is severely restricted by the interference from the EU, which in turn negatively hampers the employment and consumer policies of the UK. Brexit would enable a freedom from the unfavorable legislations and red tape that hindered the free trading system of the UK. There would also be room for negotiations and trade deals that are in the favour of the UK. Cost Saving: The UK, while belonging to the EU, contributes a massive membership fees to the EU. However, many claim that the membership was not a for-profit one, and leaving the EU would save massive sums of money each year, that could be put to good use by the UK Government. This would mean reduction in taxes and investing in areas of the countrys development. Those who wanted to stay in the EU included the British Prime Minister David Cameron, the Prime Minister of the United States Barack Obama, the Party of Wales, the Liberal Democrats, and few of the EU nations like France and Germany. The arguments that were put forth against Brexit were (Capital Economics Limited, 2015): Immigration helps more than it hurts: With the advent of globalization, there is no way to stop immigration, and stricter immigration policies would mean loss of skilled migrant labour to the UK, resulting in low productivity, and a lesser GDP; the immigrants to the UK are taxed more than the natives. Trade Relations: Even though remaining in the EU would mean enduring the trade policies and restrictions, it is argued that with even Brexit, the UK would have to follow the policies of the EU in order to maintain trade relations with them. Also, there would be a loss of a lot of jobs, and to accommodate all of them would require a lot of work, which would cost more than remaining in the EU. Economists also fear the Brexit would turn trade relations away from the UK, as it would not have easier trade policies as the rest of the EU (Parke, 2016). Benefits outweigh costs: Even though the UK would benefit from the saved cost of the membership fees, there are a lot of benefits from remaining in the EU than leaving it. For Example, the costs of healthcare, employment for many people across sectors etc would be hampered if the UK leaves the EU. Loss of Reputation: Economists argue that with the Brexit, the entire EU stands at a risk of an economic collapse. This would result in a loss of reputation and influence of the UK, which is respected in the EU as of today. The UK would be held responsible for Europes reverting back to the times of the WW-I, where in there was an economic disunity. People on both sides of the Brexit have established strong points in their stand. However, with the UKs withdrawal from the EU, the financial impact of the Brexit must be analyzed. The Financial Impact of Brexit on London as a leading financial center of the world London, the capital of the UK, is one of the leading financial centers in the world, since the 19th Century. This implies that the formation and the UKs partnership with the EU have not affected its position. However, one cannot deny the impact of the Brexit on Great Britains economy. Due to the Brexit, Londons spot as a top financial centre would be shifted to Dublin, Ireland; or Frankfurt, Germany (Dhingra et al., 2016). This comes in the wake of the UKs withdrawal from the EU, which means that investors would find the trade relations, economic and immigration policies of the UK would be tougher to deal with. The factors responsible for the financial impact of Brexit, on London as a leading financial center in the world, are discussed below. Human Capital: Immigration to the UK has been easier by the policies of the EU, which has resulted in a greater GDP and higher income to the state due to separate taxation policies for the migrants. Restricting and making stringent the immigration policies if the UK is a main factor which would discourage migrant workers from working at the UK. Though this would provide opportunities to the native citizens of the EU, the negative effects of lesser immigration in the future cannot be ignored. The migrants from the EU currently working in the UK will have to be paid more, for the UK to retain the existing workforce. This will cause an added economical pressure on the UK. Business environment: There is a generalized consensus among most businessmen, who have their establishments in the UK, which the Brexit would mean them leaving the UK for the EU. London, which is the financial centre for all these businesses, would lose its business environment, if big establishments prefer to leave the UK. Even though there is a wide scope for new businesses to emerge, following freedom from the EUs restrictions, it would take a long time to regain the financial capital and reputation that London stands to lose due to the business losses. Financial Sector Development: London enjoyed a high financial status, by trade relations which was made easy by the Single Market, via the passporting system. This enabled all investors to enjoy a smooth trade relationship within all the 28 nations of the EU, without any need of approval from the trade regulators of each state. Following the Brexit, London would lose access to the EU passport, which would severely hamper trade relations. The cost of setting up a new passport is also high, given the hidden costs of paperwork, human resource and relocations (Allen Overy, 2016). Infrastructure: This component focuses on the office space and transportation to the financial investors at the place. Before the Brexit, UK based business establishments were free to have their headquarters anywhere within the EU. However, now that the UK has withdrawn from the EU, there would be a space crunch, and a resultant price hike of office space to all the entrepreneurships that would stay in the UK. This would discourage the formation of startups and business expansions, on account of limited infrastructure. Reputation: The financial reputation of the UK has always been high, and has helped maintain the reputation and the cohesion of the EU as well. However, with the Brexit, the chances are high that there would be a severe loss of support from the EU, as well as from parts of the rest of the world. If a nation chooses not to trade with the UK, it would only deepen UKs loss. Further, Britains powers as a nation independent of the EU would weaken its influence over the global economics, which it had as a strong member of the EU. Another point to consider is the effect of Brexit on the EU; if the EU heads towards a collapse, the UK would be held responsible, which is not a good sign for the reputation of a nation. Health Care: One of the high stake issues that would be affected due to Brexit is the healthcare of the UK, and the healthcare benefits that the people of the UK had received as a result of remaining in the EU. The National Health Service (NHS) heavily relies on the research grants coming from the EU, which provides free European Health Insurance Cards (EHIC) to the employees of the EU, including the UK. With the completion of the Brexit, the employees will lose their EHIC, which means that the UK will have to invest heavily on other insurance plans to provide healthcare coverage for their citizens, which would heavily impact on the countrys economy (McKee Galsworthy, 2016). Unless the UK takes massive steps to retain its position as the worlds top financial centre, the Global Financial Centers Index scores are likely to dip down. The short and long term risk management approach of British firms following Brexit Brexit would undoubtedly alter the status and the environments of many business establishments based in and out of the UK. The major impacts would be taxations, trade relations, human resource recruitment concerns due to immigration policies, and increase in the costs. This would lead to many business establishments considering leaving the UK and settling in the EU, thus causing huge losses to the UK. The actual process of the UK leaving the EU would take up to two years of time, and this would be the transitory period of the Brexit being announced and not yet implemented. This would be the period in which most investors and business heads would have to make their decisions and formulate their strategies, in order to find establish a ground in the economy. The interim period between the Brexit and the actual leaving would pose many questions to the business establishments. In order to chalk the short term and long term risk management strategies, the potential risks of Brexit on the company must be identified. Share market Standings: Investments in the UK are one of its strong points, irrespective of its relationship with the EU. However, due to the increased hype, and the potential financial implications of the Brexit, most shareholders in UK based companies would seek clarification on the standings of their investments, or offer to withdraw or sell the shares right away. This would mean great losses in the economical placements of the company. The general idea would be to retain the shareholders. The short term strategy would be to maintain their shares without much decline, in order to prevent losses in shares (Dhingra et al., 2016). This would involve assuring the shareholders of a promising future, and backing it up with increased productivity. In the event of the losses of a few shares, the firms must be able to manage the losses without imposing them on the employees. As a longer term management strategy, the employees must be encouraged to work to their full potential, in keeping t he companys performance at a high level. However, newer investments and expansions must be delayed, in order to balance the potential losses incurred due to the Brexit if any. Trade Relations: Brexit would definitely affect the trade relations between the UK and the EU, and so the UK based firms would have to revamp their trade strategies with the EU. This would involve obtaining the new passports, retaining the workforce, and keeping a lot of back-up funds for any financial crisis that might be underway. For example, as the UK exports nearly 60% of the EUs automobile supplies, the Brexit would mean severe losses to the EU. This would hamper further trade relations of the EU with the UK. Even if the UK exports cars to the USA and China, a potential export destination, the EU would be lost. The short term strategies would be putting on hold any new trade agreements that have been in the pipeline for long. As this would delay financial improvements and expansions, the back-up fund would come in use. For a longer term plan, decisions must be made whether to let their headquarters stay in the UK or to move it to another potentially viable city in the EU. If th e decision is to stay, then new trade agreements with the EU and the rest of the world must be planned, along with the costs of obtaining the new passports (Ebell Warren, 2016). If the decision is to leave, then though financial losses might be incurred, it must be aimed to be balanced within a few years. Both ways, financial losses would be incurred. Workforce Status: One of the undeniable effects of Brexit is that there would be a lot of people who would lose their jobs. This would affect employees of the UK based companies branched out in the EU, and the non UK companies branched out in the UK. The changed policies on immigration would make it difficult for the firms to retain the employees. The short term strategy must be to ensure retention of all highly performing employees, by acknowledging their work and productivity. At a long term basis, the company can consider employing resources who would clear the immigration barriers, and providing perks and incentives to retain them without the risk of their migrating back to their natives. It must be explained to the employees why the bonuses and perks are not relatively high; some of the leadership staff has to forgo their pay-perks in order to manage the increased costs happening due to the Brexit (Bell Machin, 2016). The Passport: Brexit would mean the termination of the European Passport for the citizens of the UK, which had allowed easy trade within the Single Market. This implies that very non UK based business firm located within the UK must relocate to the EU. Such firms must utilize the two year odd transition period to settle all deals and investments within UK while still being able to use the EU passport in the UK, and aim on relocating back to a financially viable location in the EU (Heisbourg, 2016). On a long term plan, these firms would still retain the EU passport, but the trade relations with the UK might be questionable. This also implies that every UK based business firm that has dealings with the EU, must obtain a new passport for further dealings. This would involve a lot of paperwork, monetary expenditure, and labour. The long term strategy of the firms on the separate passport would be management of trade dealings with the EU which would involve a lot of red tape, incidentall y the issue in the EU which the UK resisted. The above mentioned strategies adopted by business firms within the UK are predictions of the likely proceedings following the Brexit. However, the actual stance of UK and the EU would be known after the complete separation, as both the entities are still a part of many policies and treaties. As the geographical location of the European nations and the UK favour trade relations, it is hoped that the new trade and financial policies would be flexible to favour trade relations and business alliances. References: Allen Overy, 2016. Brexit - contingency planning for corporates. Allen Overy. Bell, B. Machin, S., 2016. Brexit and wage inequality. Brexit Beckons: Thinking ahead by leading economists. Capital Economics Limited, 2015. The Economic Impact of Brexit. Woodford Investment Management. Dhingra, S., Ottaviano, G.I.., Sampson, T. Reenen, J.V., 2016. The consequences of Brexit for UK trade and living standards. Dhingra, S., Ottaviano, G., Sampson, T. Van Reenen, J., 2016. The impact of Brexit on foreign investment in the UK. Centre for Economic Performance (CEP). Ebell, M. Warren, J.., 2016. The long-term economic impact of leaving the EU. National Institute Economic Review , 236(1), pp.121-38. Heisbourg, F., 2016. Brexit and European Security. Survival, 58(3), pp.13-22. McKee, M. Galsworthy, M.J., 2016. Brexit: a confused concept that threatens public health. Journal of Public Health , 38(1), pp.3-5. Parke, T., 2016. The potential economic impact of Brexit for London, the UK and Europe. PwC. Rossiter, A., 2016. About-Britain.com. [Online] Available at: https://about-britain.com/institutions/compare-brexit-arguments.htm [Accessed 26 Augustus 2016].

Social stigma free essay sample

Social stigma is the extreme disapproval of (or discontent with) a person or group on socially characteristic grounds that are perceived, and serve to distinguish them, from other members of a society. Stigma may then be affixed to such a person, by the greater society, who differs from their cultural norms. Social stigma can result from the perception (rightly or wrongly) of mental illness, physical disabilities, diseases such as leprosy, illegitimacy, sexual orientation, gender identity, skin tone, education, nationality, ethnicity, ideology, religion (or lack of religion) or criminality. Attributes associated with social stigma often vary depending on the geopolitical and corresponding sociopolitical contexts employed by society, in different parts of the world. There are three forms of social stigma 1. Overt or external deformations, such as scars, physical manifestations of anorexia nervosa, leprosy (leprosy stigma), or of a physical disability or social disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. We will write a custom essay sample on Social stigma or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ?SOCIAL STIGMA Social stigma is the extreme disapproval of (or discontent with) a person or group on socially characteristic grounds that are perceived, and serve to distinguish them, from other members of a society. Stigma may then be affixed to such a person, by the greater society, who differs from their cultural norms. Social stigma can result from the perception (rightly or wrongly) of mental illness, physical disabilities, diseases such as leprosy, illegitimacy, sexual orientation, gender identity, skin tone, education, nationality, ethnicity, ideology, religion (or lack of religion) or criminality. Attributes associated with social stigma often vary depending on the geopolitical and corresponding sociopolitical contexts employed by society, in different parts of the world. There are three forms of social stigma 1. Overt or external deformations, such as scars, physical manifestations of anorexia nervosa, leprosy (leprosy stigma), or of a physical disability or social disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ?SOCIAL STIGMA Social stigma is the extreme disapproval of (or discontent with) a person or group on socially characteristic grounds that are perceived, and serve to distinguish them, from other members of a society. Stigma may then be affixed to such a person, by the greater society, who differs from their cultural norms. Social stigma can result from the perception (rightly or wrongly) of mental illness, physical disabilities, diseases such as leprosy, illegitimacy, sexual orientation, gender identity, skin tone, education, nationality, ethnicity, ideology, religion (or lack of religion) or criminality. Attributes associated with social stigma often vary depending on the geopolitical and corresponding sociopolitical contexts employed by society, in different parts of the world. There are three forms of social stigma 1. Overt or external deformations, such as scars, physical manifestations of anorexia nervosa, leprosy (leprosy stigma), or of a physical disability or social disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. vailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. tigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ?SOCIAL STIGMA Social stigma is the extreme disapproval of (or discontent with) a person or group on socially characteristic grounds that are perceived, and serve to distinguish them, from other members of a society. Stigma may then be affixed to such a person, by the greater society, who differs from their cultural norms. Social stigma can result from the perception (rightly or wrongly) of mental illness, physical disabilities, diseases such as leprosy, illegitimacy, sexual orientation, gender identity, skin tone, education, nationality, ethnicity, ideology, religion (or lack of religion) or criminality. Attributes associated with social stigma often vary depending on the geopolitical and corresponding sociopolitical contexts employed by society, in different parts of the world. There are three forms of social stigma 1. Overt or external deformations, such as scars, physical manifestations of anorexia nervosa, leprosy (leprosy stigma), or of a physical disability or social disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. vailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. tigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ?SOCIAL STIGMA Social stigma is the extreme disapproval of (or discontent with) a person or group on socially characteristic grounds that are perceived, and serve to distinguish them, from other members of a society. Stigma may then be affixed to such a person, by the greater society, who differs from their cultural norms. Social stigma can result from the perception (rightly or wrongly) of mental illness, physical disabilities, diseases such as leprosy, illegitimacy, sexual orientation, gender identity, skin tone, education, nationality, ethnicity, ideology, religion (or lack of religion) or criminality. Attributes associated with social stigma often vary depending on the geopolitical and corresponding sociopolitical contexts employed by society, in different parts of the world. There are three forms of social stigma 1. Overt or external deformations, such as scars, physical manifestations of anorexia nervosa, leprosy (leprosy stigma), or of a physical disability or social disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. vailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. tigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ?SOCIAL STIGMA Social stigma is the extreme disapproval of (or discontent with) a person or group on socially characteristic grounds that are perceived, and serve to distinguish them, from other members of a society. Stigma may then be affixed to such a person, by the greater society, who differs from their cultural norms. Social stigma can result from the perception (rightly or wrongly) of mental illness, physical disabilities, diseases such as leprosy, illegitimacy, sexual orientation, gender identity, skin tone, education, nationality, ethnicity, ideology, religion (or lack of religion) or criminality. Attributes associated with social stigma often vary depending on the geopolitical and corresponding sociopolitical contexts employed by society, in different parts of the world. There are three forms of social stigma 1. Overt or external deformations, such as scars, physical manifestations of anorexia nervosa, leprosy (leprosy stigma), or of a physical disability or social disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. vailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. tigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ?SOCIAL STIGMA Social stigma is the extreme disapproval of (or discontent with) a person or group on socially characteristic grounds that are perceived, and serve to distinguish them, from other members of a society. Stigma may then be affixed to such a person, by the greater society, who differs from their cultural norms. Social stigma can result from the perception (rightly or wrongly) of mental illness, physical disabilities, diseases such as leprosy, illegitimacy, sexual orientation, gender identity, skin tone, education, nationality, ethnicity, ideology, religion (or lack of religion) or criminality. Attributes associated with social stigma often vary depending on the geopolitical and corresponding sociopolitical contexts employed by society, in different parts of the world. There are three forms of social stigma 1. Overt or external deformations, such as scars, physical manifestations of anorexia nervosa, leprosy (leprosy stigma), or of a physical disability or social disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. vailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. tigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ?SOCIAL STIGMA Social stigma is the extreme disapproval of (or discontent with) a person or group on socially characteristic grounds that are perceived, and serve to distinguish them, from other members of a society. Stigma may then be affixed to such a person, by the greater society, who differs from their cultural norms. Social stigma can result from the perception (rightly or wrongly) of mental illness, physical disabilities, diseases such as leprosy, illegitimacy, sexual orientation, gender identity, skin tone, education, nationality, ethnicity, ideology, religion (or lack of religion) or criminality. Attributes associated with social stigma often vary depending on the geopolitical and corresponding sociopolitical contexts employed by society, in different parts of the world. There are three forms of social stigma 1. Overt or external deformations, such as scars, physical manifestations of anorexia nervosa, leprosy (leprosy stigma), or of a physical disability or social disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. vailing normative ethnicity, nationality or religion. ative ethnicity, nationality or religion. disability, such as obesity. 2. Deviations in personal traits, including mental illness, drug addiction, alcoholism, and criminal background are stigmatized in this way. 3. Tribal stigmas are traits, imagined or real, of ethnic group, nationality, or of religion that is deemed to be a deviation from the prevailing normative ethnicity, nationality or religion. ing normative ethnicity, nationality or religion. ing normative ethnicity, nationality or religion. ing normative ethnicity,

Free Essays on Individualism In Literature

Individualism In Literature The Book of Exodus in the Bible and Sophocles’ play, Antigone are two pieces of literature in which a relationship between the individual and the community can be closely examined. However, the societies that Antigone and Exodus are set in are two completely different societies that follow different kinds of laws. Although these societies are sharply contrasted, they are similar in that the individual good that comes from certain characters greatly affects the good of the community they live in for the better. Consequently, the relationship between the individual and the community and the effects this relationship has in both Antigone and Exodus has similar aspects. In the play Antigone the fact that Antigone rises as an individual in her society seems to be quite obvious. Sophocles seems to depict a resolute and heroic female protagonist, who pits her individual free will against the uncontrollable forces of fate and against the irrational and unjust laws of tyrannical men, such as Creon. Antigone is shown as an individual in the play because of the way she defies the law of Thebes in order to serve a high law, the law of the Gods. Creon’s laws however, sometimes do not follow divine law, and this is where Antigone’s main conflict with Creon occurs. When talking to Ismene, speaking of Creon, she says, â€Å"It is not for him to keep me from my own† (54). Anitgone’s individualism is shown here, due to the fact that she emerges in her community as the only person willing to speak out about Creon’s unjust decision to not bury her brother, Polynices. She knows that this law is wrong for sure because in Gre ek society the Gods guaranteed a proper burial to all people, no matter what a person did during his or her lifetime. Antigone’s sentence to death by Creon shows how the individual is treated in this community. Most of the community, due to fear of Creon’s harsh ideals, are afraid to... Free Essays on Individualism In Literature Free Essays on Individualism In Literature Individualism In Literature The Book of Exodus in the Bible and Sophocles’ play, Antigone are two pieces of literature in which a relationship between the individual and the community can be closely examined. However, the societies that Antigone and Exodus are set in are two completely different societies that follow different kinds of laws. Although these societies are sharply contrasted, they are similar in that the individual good that comes from certain characters greatly affects the good of the community they live in for the better. Consequently, the relationship between the individual and the community and the effects this relationship has in both Antigone and Exodus has similar aspects. In the play Antigone the fact that Antigone rises as an individual in her society seems to be quite obvious. Sophocles seems to depict a resolute and heroic female protagonist, who pits her individual free will against the uncontrollable forces of fate and against the irrational and unjust laws of tyrannical men, such as Creon. Antigone is shown as an individual in the play because of the way she defies the law of Thebes in order to serve a high law, the law of the Gods. Creon’s laws however, sometimes do not follow divine law, and this is where Antigone’s main conflict with Creon occurs. When talking to Ismene, speaking of Creon, she says, â€Å"It is not for him to keep me from my own† (54). Anitgone’s individualism is shown here, due to the fact that she emerges in her community as the only person willing to speak out about Creon’s unjust decision to not bury her brother, Polynices. She knows that this law is wrong for sure because in Gre ek society the Gods guaranteed a proper burial to all people, no matter what a person did during his or her lifetime. Antigone’s sentence to death by Creon shows how the individual is treated in this community. Most of the community, due to fear of Creon’s harsh ideals, are afraid to...

What Is a Research University Complete Definition

What Is a Research University Complete Definition SAT / ACT Prep Online Guides and Tips In many lists of colleges, research universities are listed or ranked separately from other schools that focus exclusively on the undergraduate experience, like liberal arts colleges. Why? What's the point? In this article, I’ll list the main characteristics of research universities, give you some information about what life is like at a few different schools, and help you decide whether a research university is the right choice for you. What Is a Research University? As you may have guessed from the name, research universities are universities where the main focus is on the research of professors and graduate students.These universities may be less oriented towards undergraduate teaching, but they can still provide excellent experiences for students who are willing and able to seek out the resources they offer. Here are some of the main characteristics of research universities: More Interaction with Graduate Students Since all research universities have graduate programs associated with them, you’ll have more opportunities to interact with grad students as an undergraduate.This may give you insight into your future or lead to collaboration on research projects conducted by more advanced students. State-of-the-Art Research Facilities The main mission of a research university is to produce new and exciting research, and to do that it needs to provide the best equipment to its students and professors.This is a big plus for students focused on the hard sciences because large research universities will usually have access to the latest technology. Wide Variety of Majors Research universities, due to their size and diversity,offer a wide range of majors to students.Although it’s sometimes more difficult to change your major or create your own major at these universities due to a large bureaucracy, you’ll have lot of choice in the first place. Larger Class Sizes with Less Individual Attention For most research universities, large class sizes, particularly at the introductory level, are common.You may find yourself in lecture halls with more than 100 students, which means less attention and personalized feedback. However, most of these large classes are split off into discussion sections taught by graduate students, so you'll get a chance to interact with other students and TAs.Also, as you take more advanced classes, class sizes will shrink.Many of these universities also offer honors programs to qualified students where the environment is more like that of a small college. Distinguished Faculty Research universities attract well-known faculty because of the resources and opportunities they offer.You'll have the chance to network with very important people in fields that interest you. You may even be able to work side by side with high profile researchers on lab projects and become a coauthor on published research. International Reputation Research universities have better reputations on a global scale than smaller teaching colleges. Since big discoveries and scientific breakthroughs often take place at research universities, they get more recognition abroad than other colleges that might have excellent undergraduate programs but less robust research capabilities. Advantages for Future Graduate Students Spending four years as an undergraduate at a research university can give you a leg up in the competition for graduate school admissions.You can get letters of recommendation from top researchers in your field that will encourage other universities to accept you based on reputation. Don't let anyone get in the way of your dream to wear the fanciest shapeless sack at the next gathering of silly hats. What Is the Student Experience Like? The learning environment at a research university will be different fromthe learning environment at a small college in most cases.Here are a few examples of research universities along with some details on what the student experience is like. All student quotes are from theFiske Guide to Colleges 2015: Massachusetts Institute of Technology Learning at MIT is based on research and hands-on experimentation.Students in electrical engineering and computer science have the option of pursuing a five-year degree, meaning they obtain a masters upon completion of their studies. One student says, â€Å"The average MIT student can be characterized as having a passion and singular drive for what they really want in life.† The Undergraduate Research Opportunities Program facilitates student/faculty research projects and allows students to earn course credit and stipends for research. There are nine Nobel laureates on the MIT faculty at present. MIT is home to many, many different research facilities. Currently under construction is a $350 million facility called MIT.nano, which will provide resources for students to do research in the exciting new field of nanotechnology. The Pierce Engineering Laboratory at MIT University of Colorado - Boulder At UC Boulder, the 45,000 square foot Discovery Learning Center has 12 labs where engineering students can work on different technological challenges with high-tech capabilities and video conferencing.A student says that â€Å"professors and graduate student instructors alike have taken a keen interest in students’ progress, success, and learning, making themselves available to students as a valuable resource for extra assistance with class concepts and assignments.† Programs such as the Special Undergraduate Enrichment Program and Presidents Leadership Class give high-performing students the ability to stand out from the crowd.Students say that â€Å"It’s such a large, broad campus that just about any sort of student can be found† andâ€Å"every student, teacher, and department always has something new and exciting going on. It would be very hard to get bored here.† Beautiful scenery at UC Boulder! Washington University in St. Louis Students say that Washington University in St. Louis is â€Å"a place to grow and learn while having an unbelievably fun time.†Undergraduates enroll in one of five schools: arts and sciences, architecture, art, business, or engineering, and the University also accommodates interdisciplinary majors and double majors. The medical school runs a faculty exchange program with the undergraduate biology department, giving biology majors the opportunity to conduct advanced lab research.A program called the University Scholars Program allows students to apply for both undergraduate and graduate admission before entering college. Unlike some research universities, Washington University in St. Louis gives students the chance to have one on one mentoring relationships with impressive faculty members.According to one student, â€Å"one of my classes was a 150-person lecture class, and another was a 12-person seminar...despite these disparate class sizes, I was on a first-name basis with both of the professors.† A reading room at the Library at Washington University in St. Louis Should You Consider a Research University? You may still be unsure about whether a research university is the right choice for you.If these characteristics apply to you, you should consider research universities as options in your college search: You Plan to Go to Grad School As mentioned above, many research universities have programs that will put you on track for a strong graduate school application or even provide extended five-year programs that allow you to graduate with a masters.These schools offer a more streamlined path to graduate school considering their reputable faculty and research opportunities. You’re Interested in the Sciences The advanced facilities and resources at research universities will make the most difference to students who are interested in the sciences. The most cutting-edge scientific discoveries are occurring at these universities, so you'll have many opportunities to meet people who are leaders in their fields (and even collaborate with them on projects). Libraries at research universities are excellent, but at most colleges you'll be able to get the resources you’re looking for in the humanities. If you’re interested in science, however, other colleges might not give you access to the same high tech equipment available at research universities. You Want to Do Research as an Undergraduate It should come as no surprise to you that research universities are the best places to do research!This goes hand in hand with a desire to continue your education past an undergraduate degree.If you plan on going on to grad school (particularly in the sciences), you will almost certainly be expected to do research as an undergraduate for your thesis and other projects. If you fit these characteristics, a research university may be the right choice for you, but it’s not necessarily the only good choice.There are many small colleges that will afford you similar opportunities on a slightly smaller scale and may give you more one-on-one time with professors and a stronger advising system.Students sometimes have to be very independent at research universities since the focus is not explicitly on undergraduate teaching.However, these schools offer great opportunities to gather hands-on experience in the subject areas that interest you and connect with the brightest minds in any field. Your brain on research. What's Next? Still trying to decide what type of college you want to attend? One factor you might consider besides a school's research capabilities is its status as a public or private institution. Read this article to find out which is a better fit for you. If you're thinking of attending a research university, you may be looking at schools that are far from your home town. Learn more about the pros and cons of going to school out of state. Not sure whether a large university is the right choice for you? Take a look at this article to see whether a big or small college will be a better fit for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The role of insurance Essay Example | Topics and Well Written Essays - 1000 words

The role of insurance - Essay Example Broadly defining the term, it is the transfer of risk from one owner to another. This exchange from one entity to another is done by paying a premium to one party who is undertaking the contingent risk. In return, the person who is giving up on the loss and paying the premium gets the benefit of knowing either the extent of risk that is present and or preventing the loss at all.Insurance is one of the basic forms of risk management. In terms of position, an insurer is the person who undertakes the risk of loss; the policy holder is the person who buys the insurance and let's go of the risk that is associated. There is another term that is present, called the insurance rate; this factor is used to determine the charge that is charged for a certain kind of insurance. This extra charge is called the premium that the policy holder has to pay to let go of the risk that is present. All in all, the field of insurance and related risk management has evolved as a science. Insurance, along wit h risk management goes hand in hand. In other words, insurance is a product that is used to manage the risk that is associated with an expected event such a death, or an accident in which the prospective risks associated with the death and the accident would be the risk of the family losing a family member and the income that he or she brings. Also, the damage of the car in the accident will have to be paid. In such a case, where one knows the prospective hazards of something, it is better to insure the event so that the weight of paying for that risk at a later stage decreases. The risk premium that the policy holder has to pay depends upon the kinds of risk that the insurance company is covering. In short, the higher the risk, the higher the premium is to be paid to the insurance company and the events with a lower risk have to be adjusted with a lower premium. In evaluating the risk of an event, the insurance company makes sure that they take into account every quantifiable and qualitative factor that is present in the environment to come at a compensation that can be good enough today in order to cover the expenses in the future, if the event happens. Therefore, they insurance company greatly increases its value when the event that is being insured doesn't happen at all. For all this to take effect, the insurance providers undertake massive research regarding the insurance holder and the event that might take place. They insurance company also makes sure that they use statistical tools to evaluate the occurring of the events that may be insured, for exam ple the loss of an earning family member or an illness. Risk profiling is another major aspect of insurance. Companies who provide insurance makes sure that they do adequate risk profiling and consider it an important part. According to research and the Pareto principle, more than 80% of insurance claims arise from less than 20% of the profiles that are present. Thereofre, risk profiling helps the insurance companies understand which areas provide them greater risks of claims and which don't. Insurance providers' major aim is to develop an understanding regarding the subject that is being insured and gathering maximium possible and relevant knowledge so that they are able to better evaluate the potential risks that are present and also the likelihood of the occurrence of such events. Co-relations between different events, different factors, and summaries are presented to help the insurance providers with sound conclusions. Today, even artificial intelligence is being used in order to understand the correlation that is present between even ts that would help the insurance providers gauge the risk of an event happening. For example, the correlation between people having high amounts of alcohol everyday and

Planning to expand MGM Resort international to the United Arab Term Paper

Planning to expand MGM Resort international to the United Arab Emirates, Dubai - Term Paper Example Expanding in Dubai comes with new challenges in terms of the set-up, necessary resources and management expertise to enter the new market successfully. MGM has also noted that since the expansion carries with it new challenges if not handled skillfully, it can do more harm than good. Since MGM has decided to expand its market in Dubai, UAE, it has gone ahead and explored Dubai market, the potentiality of growth, the set-up procedures and issues that may crop up unexpectedly. This way MGM can minimize risks as well as optimize profits. Even though, MGM has a property in Abu Dhabu, UAE, it felt that it should increase its market share in this fast growing economy. This planning paper first seeks to explain in details what MGM entails; its background, services, properties, employees, organizational structure, staffing, training and compensation procedures as well as Customer Relation Services (CRS). In addition, the discussion takes a deep research on the country of expansion, which is Dubai. Furthermore, it will look into the business set-up procedures in Dubai, the reasons for the choice of market, the legal, political, environmental, social, technological and social environment in Dubai. In addition, it explains the role of culture in terms of facilitation and hindrances as well as communication difficulties that will be encountered and how to mitigate it. In the same case, it will explain the change in the organizational structure, approaches to staffing, types of training and lastly, explain the strategies to be used in the expansion and reasons for strategy as well as the issues that may arise while implementing the chosen strategies. Discussion The company profile MGM Resort International is one of the world’s leading and most respected companies that own and operates some of the most prestigious hospitality properties in the USA. It not only has holdings in hospitality but also has shares in gaming and entertainment sector. It owns 17 properties pos itioned in Michigan, Nevada and Mississippi and has 50% investments in other four properties in New Jersey, Illinois, Macau and Nevada. The City Centre, an extraordinary urban metropolis on the Las Vegas Strip that opened in late 2009 is a joint venture between MGM Resort International and Infinity World Development Corp., a Dubai World’s subsidiary. MGM is in future partnership with casino and non-casino resorts in the United States, Abu Dhabi, UAE, Vietnam and People’s Republic of China has sealed a treaty to dispose its Treasure Island property on the Strip of Las Vegas. MGM is famous for responsible gaming and has even implemented the American Gaming Association’s code of Conduct for Responsible gaming at its properties. It has also received several awards and recognition for being up front in Diversity Initiative and community compassionate programs. In Las Vegas only, MGM properties include Bellagrio, Mirage, Monte Carlo, Excalibur, Luxor, Mandalay Bay, MG M Grand, Circus Circus, New York-New York and the great and unique CityCentre, which comprise of Crystals, Vdara and Aria. Out of Las Vegas properties include MGM Grand Detroit, Beau Rivage, Gold Strike Tunika, Gold Strike Casino and MGM Resort, Sanya China (www.mgmresorts.com, 2012). Organizational stru

Coping Skill and Lazarus Stress Theory Essay Example for Free

Coping Skill and Lazarus Stress Theory Essay Each individual experiences stress and problem in life. These will serve as measurement to know how emotionally stable individuals are and how they will handle everything that come their way. The ways of coping from stress, anxiety, and problems are the basis of how well-adjusted an individual is. Coping with difficulties of life is hard especially when the situation is complicated. It is a natural reaction that everyone will be experiences at one time or the other. As cited by Luthans (2005), Ivancevich and Matteson see stress as â€Å"the interaction of the individual with the environment†- an adaptive response mediated by individual differences and or psychological process, that is consequences by any eternal (environmental) action, situation or even that places excessive psychological and or physical demand on a person. Stress in college will comes in many forms. You will become essentially responsible for yourself: doing laundry, preparing your own meals, cleaning your own rooms. This will of course in addition to studying hard to achieve good grades. You will also have to deal with peer pressure, dating predicaments and drinking situations. Coping with stress will prove to be a daunting task. Every trying moment that you will encounter in college is only temporary. Coping with stress in college will be part of life, if you can hurdle over your stress, you will surely become as stronger and tougher person. Such that when you will absorb by the workforce, your will be better equipped to face the challenges of your job. Students will deal with stress differently. If you are one of these students who will have a hard time coping with stress, you should not be ashamed to seek the help of others, especially your counsellors who will be there for you for a reason. Stress will seem to be an especially common feature of college student life, particularly at highly competitive colleges and universities. Stress-coping mechanisms are behaviors and thoughts people employ to calm themselves when they will feel upset, angry, overworked, or otherwise overwhelmed by tension. Being under stress will affects your heart rate, blood pressure, mood, and contributes many diseases such as obesity and asthma. Coping mechanisms can be described as the sum total of ways in which we deal with minor to major stress and trauma. Some of these processes are unconscious ones, others are learned behaviour, and still others are skills we consciously master in order to reduce stress, or other intense emotions like depression. Not all coping mechanisms are equally beneficial, and some can actually be very detrimental. One may have various ways of coping with stress, anxiety and problems. Acceptance may be one by which individual wholeheartedly accepts the situation, the persons will learn to understand the things on the way it should. Others, on the other hand, may still look on the good side, putting more attention and emphasis on the things that could be better and would bring better to them. This study will determine what the most prevalent sources of stressors among our students are, and to evaluate the coping mechanisms adopted by them. Background of the Study Stress (2000) is generally defined as the body’s nonspecific response or reaction to demands made on it, or to disturbing events in the environment. It is a process by which we perceive and cope with environmental threats and challenges. Personal environmental events that will cause stress are known as stressors. Therefore, stress is simply defined as emotional disturbances or changes caused by stressors. Stress which promotes and facilities learning is called good stress. An optimal level of stress can enhance learning ability on the other hand; stress which inhibits and suppresses learning is call bad stress. The bad stress must be prevented and avoided. It is noteworthy that the same stressors may be perceived differently by different students, depending on their cultural background, personality traits, experience and coping skills. The purpose of this study is to gather data on the stress prevalence, stressors and coping strategies among second year students of Bachelor of Science in Entrepreneurial Management, hence it will provides valuable information for future study in such students and teachers to understand better about this common problem. The second year students of BSEM are prone to pressure for the reason that they are the last batch of this said degree and because of that they are threatened to study hard, to give a good image and expected to build a better name for their degree. Though college may put you under a lot of stress, most students accept this as a given something one should just learned to deal with. And although work overload is a constant in all schools, many students notice discrepancies among different universities and colleges. Theoretical Framework The study will focus on the stress and coping mechanism among the Second year students of BSEM in regarding to their demographic profile. Coping with stress in college just like any other stress coping mechanism is seeing past the negativity of the moment and embracing the potential for good in it. Numerous theoretical provides sufficient background on the nature of stress individuals encounter and a multiple functions of coping for the optimum development and adjustment. The foremost theories represented in the study are enumerated, (a. ) Systematic Stress: Selye’s Theory, states that stress is a state manifested by a syndrome which consists of all the non-specifically induced changes in a biologic system. (b. Psychological Stress: The Lazarus Theory, states that two concepts are central to any psychological stress theory: appraisal, individual’s evaluation of the significance of what is happening for their well-being, and coping, individual’s efforts in thought and action to manage specific demands. Since its first presentation as a comprehensive theory the Lazarus stress theory has undergone sev eral essential revisions. In the latest version, stress is regarded as a relational concept; stress is not defined as a specific kind of external stimulation or a specific pattern of physiological, behavioral, or subjective reactions. Instead, stress is viewed as a relationship between individuals and their environment. Psychological stress refers to a relationship with the environment that the person appraises as significant for his or her well-being and in which the demands tax or exceed available coping resources. (c. ) Resource Theories of Stress: A Bridge between Systemic and Cognitive Viewpoints. Unlike approaches discussed so far, this theory of stress is not primarily concernedwith factors that create stress, but with resources that preserve well-being in the face of stressful encounters.

Prisoners of War in World War II :: World War II History

Prisoners of War in World War II If you have never been a Prisoner of War (POW), you are extremely lucky. The prisoners of war during the World War II, (1939-1945) were treated poorly with no respect or consideration and were given the living conditions worse than animals. It was an extremely bad situation that no human being could survive. They were mistreated, manhandled, beat and even shot defending their country. No one wanted to go to war, but for those men who did, and for those who survived as POWs will always regret it. The Prisoners of War were kept in concentration camps, where it was day to day constant dying and suffering and separation of the family with unconditional weather. 1 They had no real shelter, and kept busy by working, and the odd time even got a chance to play baseball, soccer or some athletic game to stay in shape. 2 They were surrounded by twenty-four hour guard surveillance in the middle of nowhere, so it would be quite useless to attempt to escape, especially at the risk of being gunned down at any given time. The POW were always having to turn their back and keep an eye out for one another. They were considered to be "hostages" and were treated like the enemy. The concentration camps were not very large but were numerous. They contained about 500-600 warriors and were divided into groups of under sixteen, older than sixteen, and of course by gender (Male and Female). 3 This caused many problems with the POWs as they were split from their families, and in a lot of cases, never saw one another again. The Prisoners of War were killed by the hundreds as malnutrition and hygiene eventually caught up with them. They were put to work for lengthy periods of time, and we treated harshly for volunteering to go to war. Once caught, they were taken and placed in a camp, and it was the beginning of the end for the ally. It is not like a prisoner in today's society. The prisoners had to live with leftover scraps of food, dirty water, and no hope of exiting, plus the constant shooting. They were not prisoner whom had committed a crime, rather brave warriors whom stood up to defend us. 4 It is a life no one wants to encounter, and we pray no one does, and we

Problem Solving Essay: Cigarette Smoke

Shay Orial English 112 10am Professor Kate Belknap February 24, 2013 Cigarette Smoke Stinks Growing up many of my family members were smokers. I remember the horrible smell that stuck to their breath, clothes, and lingered around their house. It has been roughly eight years since I have smelled that nasty stench and I would like to continue to not smell these harmful fumes while here at Colorado Mesa University.In 2006, Colorado’s Clean Indoor Air Act was passed, limiting smoking in numerous work and public places, including restaurants and bars. Millions are now free from the dangerous toxic tobacco smoke at work. However, many are still exposed to tobacco smoke where they live and learn like students at Colorado Mesa University. In the Colorado Mesa University Annual 2012 Clery Security/Fire Safety Report, it states that â€Å"the State of Colorado has a smoke free building policy and Colorado Mesa residence halls are also smoke free.You cannot smoke within any residence ha ll or apartment†¦if you want to smoke you can only do so in designated areas outside the halls and/or apartments and more than forty feet away from the residence halls and apartments† (20). Although this keeps students that live on campus in the residence halls, or in apartments, safe from the harmful fumes inside their dorms there isn’t any rule that protects them when they are outside the campus. A solution to this problem would be to make Colorado Mesa University a completely smoke-free campus. That means smoking anywhere on campus is prohibited.This protects the non-smokers from secondhand smoke. Amanda Talbert the author of the article The Effects of Secondhand Smoke says â€Å"non-smokers exposed to secondhand smoke increase their risk for lung cancer by 20 to 30 percent, and the heart disease risk increases by 25 to 30 percent. † By making this school a smoke-free campus we are shielding thousands of people from numerous people. For those smokers who have to have their smoke break they would need to go off campus somewhere to smoke so that they are not contaminating the air of the students and staff on campus.Another solution which is connected to my first is to only allow electronic cigarettes on campus but have the same regulations as cigarettes. An electronic cigarette is a substitute to smoked tobacco merchandises. Jack Stone the author of the article Electronic Cigarettes-No Smoke says â€Å"this is the best for those who have an urge to smoke regularly and also do not want to annoy the other people who are sitting near or close by or even passers-by. † There is no nasty smell.Stone explains â€Å"when a consumer inhales through the gadget, air flow is perceived by a feeler, which activates a heating part that vaporizes a nicotine solution amassed in the mouthpiece†¦ the consumer must press a switch to turn on the heating part to generate vapor which is then breathed in by the consumer. † In Stone’ s article Electronic Cigarettes Vs. Tobacco he says â€Å"the only things you are forfeiting are the toxics and tar, and you will be saving a lot of funds too. † A starting kit costs start from thirty dollars up to sixty dollars depending on which pack you want.Stone says â€Å"nearly all electronic cigarettes are reusable devices with disposable and refillable elements. † The refills start at fifty cents and go up to a dollar in price. Also because you are only inhaling nicotine it eliminates a lot of health risks that are present with regular cigarettes. I understand that a habit is hard to break. My grandma was a smoker for twenty five years before she quit eight years ago. However, if she was still smoking today I would recommend that she switch to electronic cigarettes. It is less harmful because there isn’t tar just nicotine and cleaner for the air.There is no awful smell that sticks to your clothes and your body nor secondhand smoke. Electronic cigarettes benefit the smokers and non-smokers. Technology has taken over our lives in many aspects, now it’s changing the way people smoke and not affecting the people who don’t. Work Cited Talbert, Amanda. â€Å"The Effects of Secondhand Smoke. † ehow. N. p.. Web. 24 Feb 2013. . Stone, Jack. â€Å"Electronic Cigarettes-no smoke. † Electronic Cigarettes Web. N. p. , 22 Nov 2010. Web. 24 Feb 2013.

Drama In The National Curriculum Education Essay

The purpose of this study is to understand where Drama stands in instruction within England at present. It searches for its ‘ reference within the National Curriculum and interprets what this means for the instruction of the topic. It looks at primary and secondary schools ‘ current tendencies towards Drama as a discrete topic, and argues the benefits and disadvantages of it holding its ‘ ain topic heading within the National Curriculum. The grounds will be evaluated and a decision formulated.1. Play in the National Curriculum.The National Curriculum website provides the most up to day of the month information on how Drama is placed within the course of study. At first glimpse Drama is absent but reference of it can be located, chiefly within the topic of English. [ See Appendix One for a description of the demands and activities for Key Stages ( KS ) 1 & A ; 2. ( National Curriculum, 2011a ) ] . Whilst there are purposes and aims published for KS1 & A ; 2, at KS3 & A ; 4 there is reference of selected dramatists as topics to be studied and the outlook that at least one Shakespearian drama will be explored in deepness at each phase ( National Curriculum, 2011b & A ; degree Celsius ) . References to the usage of Drama appear under Literature [ See Appendix Two ] ( National Curriculum, 2011d ) . For England the Teachernet ( Teachernet, 2011 ) , DFES Drama Objectives ( DFES, 2011 ) and QCDA ( QCDA, 2011 ) resources have been/are being decommissioned with emended high spots looking in the National Archive. In fact most of the Government resources advocated by the Initial Teacher Education web site for English are no more ( ITE, 2011a ) . The Department of Education web site is replacing it, but the lone suited stuff found for Drama is an point for the Speaking and Listening component at KS1 & A ; 2 dated 2004 ( Department of Education, 2011 ) . In Ireland play is within the ‘arts ‘ sector, alongside ocular humanistic disciplines and music. The strand is â€Å" Drama to research feelings, cognition and thoughts, taking to understanding. † They expect that when this topic is taught right it can assist kids at a immature age to understand/relate and cover with life state of affairss that can happen ( Irish Curriculum, 2011 ) . Whilst Drama is placed steadfastly in Arts Education as a three with the ocular and aural mediums, there is small support to be found in their Curriculum Planner as good ( NCCA, 2011 ) . Compare this to 52 resources for Drama in the Scots Curriculum ( Scottish Curriculum Resources for Drama, 2011 ) . In Northern Ireland Drama is mentioned in Language & A ; Literacy and has its ain topic within The Humanistic disciplines and resources are good provided ( N. Ireland Resources, 2011 ) . At KS1 & A ; 2 the statutory topics that all students must analyze are art and design, design and engineering, English, geographics, history, information and communicating engineering ( ICT ) , mathematics, music, physical instruction and scientific discipline. Religious instruction must besides be provided at KS 1 and 2 ( National Curriculum, 2011e ) , although there is a non-statutory plan of survey. From the National Curriculum ( 2011e ) for Religious Education there are the following two points: 1 ) . Research how spiritual beliefs and thoughts can be expressed through the humanistic disciplines and pass on their responses. 2 ) . Using art and design, music, dance and play to develop their originative endowments and imaginativeness. Art and design does non advert play until KS 2 as follows from the National Curriculum ( 2011f ) : Researching a scope of get downing points for practical work [ for illustration, themselves, their experiences, images, narratives, play, music, natural and made objects and environments ] . Yet doing marionette theaters, and besides making atmosphere in sounds, illuming, backgrounds and costumes for full size dramas would do the topic more merriment whilst specifying a practical intent for the work. Drama in a similar manner should be a fertile land for scenery and particular effects within Design and Technology yet it is non mentioned at all ( National Curriculum, 2011g & A ; 2011h ) . Music and Physical Education in a similar vena have a relationship to Drama through Dance but there is no recognition for it. History could conceivably utilize period play to exemplify points and the grasp of truth in the texts and authors ‘ prejudice would so be covered in Drama. Stenhouse ( 1981, p.29 ) is against the thought that Drama is for learning other topics in the course of study and rejects the imagined worlds of Drama for the attested worlds of pure history. ICT could supply a multi-media back bead similar to that of exhibition trade bases and modern public presentations that use computerised effects and elephantine screens. When the National Curriculum was being formulated instructors were vocal in their disapproval of the many course of study topics being loaded into the National Curriculum, such that topics were curtailed following Music and Art ( Baldwin, 2011 ) . As the ( NCCCE, 1999, p.75 ) study provinces ‘ †¦ there are more than 10 topics in the universe. † It besides notes that Dance is non found with athletics, games and sports after instruction and that Drama is non merely verbal. ( NACCCE, 1999, p.76 ) points out that of all the states in the QCA/NFER INCA archive, England was alone in holding 10 distinct topics from KS 1-4. â€Å" When the National Curriculum was introduced, specialist play practicians thirstily awaited the National Curriculum for Drama. They are still waiting. â€Å" A ( Baldwin, 2011 ) .Drama as portion of English in the National Curriculum.One of the on-going arguments about the nature of English Centres around its relationship [ sic ] the originative humanistic disciplines. â€Å" Is English an Humanistic disciplines based, originative subject, or a much more functional, competence led capable? â€Å" , and â€Å" Is Drama itself an Humanistic disciplines based subject or a method of instruction, a signifier of larning? † ( ITE, 2011b ) The function of play in the course of study remains in pattern really much in uncertainty. It is believed that future employers have been unhappy with general educational criterions of school departers. A contributionary factor to this low appraisal ( for the topic ) has been the political displacement from a broad position ( of the centrality of aesthetic and artistic experience in instruction ) towards a more vocationally – orientated position in which the secondary course of study is seen instead as a feeder of commercial, industrial and post-industrial demands as they have been immerging in recent old ages. ( Morton, 1984, p.56 ) . The Arts Council England ( 2003, p.6 ) explains that all students ‘ minimal statutory entitlements for the survey of Drama are acknowledged within the National Curriculum for English. Harmonizing to Ashcroft & A ; Palacio ( 1995, p. 196 ) , â€Å" The national course of study steadfastly places play within the English sphere. † Neelands ( 2008, p.1 ) refers to the National Curriculum as the English Model where, â€Å" Drama was foremost introduced into the secondary course of study through the English course of study and timetable † . He divertingly cites the fact that Shakespeare was English to explicate how we arrived at this alone place, which has non been followed elsewhere in the universe except possibly Wales ( Welsh Curriculum KS 1 ( 2008 ) & A ; Welsh Curriculum KS 2-4 ( 2008 ) where Drama is mentioned within English and to a lesser extent Welsh. Drama as a topic in its ‘ ain right is non present in the primary course of study, but as a portion of English or R.E, or supplying other countries and cross curricular subjects. Even though Drama is absent from the course of study for primary schools, it is still present through the activities and lessons which are taught utilizing play, â€Å" †¦ many primary schools already include plaies in their course of study, without recognizing that the activities the kids are involved in are really drama. † ( Humanistic disciplines on the move, 2010 ) . For High School instructors, it can be a job for them to cognize what to anticipate of students come ining KS 3, this is because of the deficiency of continuity in Drama across all the Primary Schools, hence merely an educated conjecture can be made on the students ‘ anterior play experiences. Neelands ( 2004, p.9 ) offers 6 points of common mention which can be found in Appendix Three. Harmonizing to Neelands ( 2008, p.2 ) statistics show that, aˆÂ ¦many schools in England do offer play as a separate timetabled topic in Key Stage 3 and this makes play the lone ‘subject ‘ in the English system which is ‘unregulated ‘ in footings of a nationally agreed course of study beyond the mentions to talking and listening in the Orders for English † . So merely at KS 3 do some students get the chance to take Drama as a separate topic but it is still an unofficial 1. Whilst this offers a complete freedom in how the topic is taught and presented [ see Neelands ( 2004, p.5 ) for three different attacks at secondary degree ] , it besides means there is small in the manner of a safety cyberspace for its practicians that criterions, appraisals, guidelines and official support can supply. So it would look that Drama has become a Cinderella topic that is busy working in the shadows whilst the Ugly Sisters of English and Religious Education take all the recognition.1.2 How we got to where we are now.â€Å" Most of what immature people know of the universe, they know through representations of it. † ( Neelands, 2008, p.9 ) , proposing that schools have a moral duty to assist determine the citizenship of their stundents. â€Å" There is small clip allotted in the day-to-day modus operandi for play in early childhood instruction scenes, due to the force per unit area that many instructors feel to cover excessively many stuffs in excessively small clip. † ( Jones and Reynolds, 1992, p.7 ) . This suggests that caput instructors and instructors are forced to concentrate their concentration and resources on the topics the ‘really affair ‘ For illustration, those topics that are recorded as National statistics, demoing how many A* – Degree centigrade pupils have obtained ; in peculiar on Maths, English and Science. Drama being mentioned in the course of study saw a assorted reaction. Some celebrated the â€Å" fact † that Drama would now hold to be taught. Others were speedy to indicate out that there was a cardinal defect here. There were few trained Drama instructors left. The world has been, that barely any Drama is go oning ( in Primary ) A despite the fact that it is deemed statutory. ( Baldwin, 2011 ) . Yet Neelands ( 2008, p.1 ) states that, â€Å" In the English instruction system, all pupils in the 5-16 age scope have an entitlement to drama within the National Curriculum Orders for English. † Baldwin ( 2011 ) the president of the International Drama/Theatre & A ; Education Association provides a background to how Drama fell from grace, how a timely reaction to the stiff course of study being built capable by topic stopped it being included at the 11th hr and so, as it was no longer a topic, support for it fell off. Practitioners were left high and dry, as Drama was no longer portion of Ofsted unless a fee was paid to measure it, which in one instance ended up being marked as a ‘Satisfactory ‘ P.E. lesson. Dearing tried to soften the course of study but so came the restraints of the National Literacy Strategy which concentrated on reading and composing for the ‘Literacy Hour ‘ at the disbursal of speech production and hearing. However Winston & A ; Tandy ( 2001, p.75-86 ) in their chapter entitled ‘Drama and literacy ‘ supply some thoughts for including Drama within the hr. Then at Secondary degree we find a menu blanche where anything goes with Drama either as a separate topic taught by a Drama specializer or as a go oning add-on within English or as another entity, which possibly suits the more marked different watercourses of ability. Neelands ( 2004, p.5-6 ) noticed that the assorted beginnings of national counsel for Drama, for illustration the specific mentions to Drama in the Programs of Study for English showed a general understanding for the purposes and aims for Drama, such as: Play as personal, societal and moral instruction Drama as English Drama as a topic in its ain right. As stated earlier he cites three really different secondary schools each exemplifying one of these points as their single attack to Drama. The demands of a nationally prescribed course of study put considerable force per unit area on instructors to â€Å" suit everything in † ; each topic has it ain outlooks and makes its ain peculiar demands. Finding the clip for Drama, nevertheless extremely you and your category may value it in its ain right, can be difficult- the more so if we are traveling to give the Drama clip to develop, intensify the kids ‘s engagement and apprehension, and make a satisfactory decision. ( Winston & A ; Tandy, 2001, p.54 ) Ashcroft & A ; Palacio ( 1997, p.6 ) infer that longer functioning instructors will happen the prescribed nature of the National Curriculum and all its alterations to be a bone of contention. On the other manus – The deficiency of nucleus counsel for Drama, the parallel development of Drama within English with its development as a distinct Arts topic, together with the diverseness of theoretical accounts of course of study and appraisal to be found in schools make it a peculiarly debatable country of English learning for trainees. ( ITE, 2011c ) Particularly as: School Drama Co-ordinators disappeared about nightlong, as did LEA Drama Advisers and consultative teachers.A Drama courses became few and far between, trusting more and more on professional administrations, which were and are run voluntarily, by progressively stretched full clip instructors and lectors. ( Baldwin, 2011 ) .Chapter TWO – Arguments FOR DRAMA BEING ADESCRETE SUBJECTâ€Å" As portion of a wide and balanced course of study, play has a important part to do † ( Winston & A ; Tandy, 2001, p.73 ) . â€Å" Drama, more than any other topic in the course of study, mirrors life as it is lived and experienced † ( Winston, 2004, p.18 ) . Please see Appendix Five for some positive consequences Winston ( 2004 ) notes as being seen in kids ‘s composing due to their engagement with Drama. â€Å" At least a national understanding provides some external, comparatively nonsubjective and seeable stuffs to discourse † ( Neelands, 2004, p.6 ) . However, the absence of a nationally agreed model for Drama gives two points of concern ; The single Drama instructor has no external model to follow, therefore the success of the Drama category is wholly at the clemency of the ability or deficiency thereof of the instructor ; How Drama is perceived at the school may good be based on the caput instructors ‘ preferences and biass. To exemplify this point I found at X High School, where the writer has experienced Drama via a teaching preparation twenty-four hours arrangement, it was noticeable that Drama is thought of as a high precedence topic. This was thanks to the Head realising that in a catchment country of high poorness Drama provided involvement and look for kids that found reading and composing hard. The school used Drama besides as a selling tool to advance itself to the wider community and its governors. It held one-year Drama productions, school assemblies were punctuated with Drama in the signifier of amusing studies or more serious pieces designed to entertain and inform, it supported fund-raising activities etc. Drama here is a timetabled topic throughout all the twelvemonth groups, and is offered as an A-level topic. As Ashcroft & A ; Palacio ( 1995, p. 196 ) advocator, â€Å" Primary school students can develop through play an extended scope of linguistic communication utilizations, including the bulk of those referred to in the national course of study. † â€Å" aˆÂ ¦drama is a societal procedure of doing meaningaˆÂ ¦the model and method of play provides a alone context for developing a sense of individuality and productivity. † ( Morton, 1984, p.37 ) . â€Å" All Our Futures † had already clearly recognised the importance of Drama, both as a originative instruction and larning medium and as the most powerful pupil incentive: A † OFSTED informations on student response to larning indicates play to be at the really top in actuating acquisition † ( NACCCE, 1999, p.77 ) . Drama in instruction can assist pupils learn and understand whatever is required, in ways that are emotionally, aesthetically and cognitively connected and meaningful to kids who are natural dramatic participants. †Chapter THREE – ARGUMENTS AGAINST DRAMA BEING ADESCRETE SUBJECTâ€Å" aˆÂ ¦drama is a procedure that can non be divided into a series of distinct and accessible results in the sort of manner that course of study theoreticians have managed to make with many other topics in the course of study † ( Young, 1981, p.94 ) . Baldwin ( 2011 ) provinces: Trainees are likely to meet a diverse scope of agreements for play within schools. In the absence of national orders and a statutory capable model, schools are free to plan their ain local fluctuations of a play course of study based on the specific value given to drama in a peculiar school. Cynics were heard to mumble, that with an appraisal driven course of study emerging, procedure based play would be excessively debatable for SCAA ( as it was so ) to cover with.A Appraisal in Drama has ever been slippery as so much goes on cognitively and emotionally during the Drama procedure that is non easy or even possible to assess.A It is noted that this statement appears amongst many professionals, but no suggestions as to what standards could be used is suggested. Is this because they believe there is to be none. Baldwin, ( 2011 ) continues. â€Å" Assessment records were being revealed as lists of statements of attainment tick boxes and needed to be based on easy discernible, extrinsic results † proposing that Drama specializers were non certain they wanted such a meaningful and aesthetic art signifier measured and graded in this way.. Neelaands appears to belie his issues by saying The local course of study can be based on a extremely idiosyncratic and ideologically motivated choice. What is taught may be left to the caprice of an single instructor and may reflect personal biass and involvements instead that the comprehensiveness of deepness of survey which is a student ‘s entitlement ( Neelands, 2004, p.6 ) . Yet harmonizing to Neelands on the Initial Teacher Education web site ( ITE, 2011d ) , The non-statutory Framework play aims might usefully organize the footing of the programme of survey for play at KS3. However, these specific aims are improbable to be considered sufficient as nucleus aims for play as a discrete topic because they do non cover physical, ocular, design and proficient facets of play. This suggests that although the concerns of Patrice Baldwin are relevant, the concerns of the ITE is that without a defined construction and specific aims, the importance of Drama could be overlooked. This point of position is rejected by Way ( 1967, p.12 ) who points out, â€Å" If we make drama another topic, so we make another ‘progressive heterosexual line ‘ – in fact many consecutive lines, one for babies, one for juniors, and so on through the different age groups. † Again, because of its ‘uniqueness ‘ there is a concern over how Drama can be ‘measured ‘ i.e. marked. Way ( 1967, p.3 ) wrote, â€Å" Education is concerned with persons ; play is concerned within the individualism of persons, with the singularity of each human kernel. Indeed this is one of the grounds for its intangibleness and its immeasurability. † As Drama is non in the National Curriculum as its ain topic, it might be seen as unimportant. With the force per unit areas on schools to be ranked via conference tabular arraies on the nucleus topics of English, Maths and Science, it is possibly non surprising that schools focus on these topics to the hurt of all else. However, the topic still has its ain written scrutinies and an external tester is called in to tag public presentations. It is hence ill-defined as to the grounds behind why the topic is deemed by some to be hard to measure.Decisionâ€Å" Ultimately, play is a valuable tool, but foremost the tool itself must be fashioned. † ( Way, 1967, p.7 ) . There appears to be a divide in international pattern over whether Drama should be used across the course of study or as a topic within its ain right and/or as portion of the humanistic disciplines docket. There were those who thought that if appraisal was traveling to be the name of the game, so play could and should be made to suit, in order to guarantee its topographic point in the new curriculum.A And there were those who breathed a suspiration of alleviation that play did non suit and had been left outside the new course of study, where at least it would let a greater freedom of pattern and content, within the broader course of study ( Baldwin, 2011 ) . Therefore, unless the person schools value Drama, and promote Drama instructor preparation, the concern is that the degree of learning Drama will non be sufficient to add any value to learning within the school as a whole. Harmonizing to Ashcroft and Palacio ( 1995, p.203 ) there are two types of Drama within the National Curriculum spectrum, one being public presentation based activities, such as assemblies and school dramas, and the other being educational Drama, which involves kids in the active creative activity and geographic expedition of state of affairss based on fact or fiction. â€Å" †¦ it is regarded by many instructors as a larning method instead than a capable country because it can be employed to present many facets of the course of study really efficaciously. † ( Ashcroft and Palacio, 1995, p.204 ) . Art is utile, non because it is true but because it is genuinely enlightening. It is because play – as – art maps in this manner that a dramatic work can non be explained, paraphrased or deconstructed into essays. Like any other art signifier, play is alone and non – convertibleaˆÂ ¦ it resists crassly useful attempts to corral it into the service of geographics, history or direction preparation every bit much as it refuses to be the biddable retainer of personal, societal, or political instruction. In a secular age, the utility of play lies in its ability to joint significance in peculiar direct and accessible ways so that we, in bend, can do better sense of the universe in which we live. For these grounds, play is an indispensible portion of the humanistic disciplines course of study. ( Hornbrook, 1991, p.40-41 ) . Whilst we can non anticipate the committedness of the National Theatre at every Primary School ( Turner et al. , 2004 ) they offer a theoretical account of best pattern that can be used within the topic of Drama to truly convey out the assurance and mind of immature kids and this should be the ultimate end whether Drama is housed within English or is a topic in its ain right. Does this so mean that play is yet another topic that has to be fitted into an already overcrowded course of study? No. Drama is non another topic ; theater might be, with its land work in history and its survey of dramatists and their plants but non drama. Drama is every bit intangible as personality itself, and is concerned with developing people. Indeed, it is every bit necessary to fling educational conventions as to ignore theatre conventions ( Way, 1967, p.7 ) . The statements will ramp on but merely the will of the authorities can do a difference to the place Drama as a topic or non-subject is in. The decision drawn from all the grounds in this study is that Drama should be included as a topic in its ain right in the National Curriculum, but non as the course of study presently stands. There appears to be deficient construction and no unequivocal manner that the success of students taking Drama can be measured. To seek and ‘fit ‘ it into the current course of study could curtail its utility as a holistic well being tool for the personal growing of students. How could this be measured in academic footings? There could be students who come alive as histrions and give fantastic public presentations, but can non interpret this successfully into a written piece of work. How does one step personal growing? How can we tag a pupil who has grown in assurance, can show themselves better than before the debut of the Drama lesson, and inter acts good with other pupils in the category? Whereas before the usage of Drama they may hold been counter, covering with personal issues which had no voice except in eruptions of violent behavior. One can put trials to mensurate the cognition of the literacy greats, the hunt for significance in the plants of the dramatists but should this prevarication here or within the kingdom of English Literature, such that it can non be used as a grade of success or failure for Drama pupils. The decision gathered is that this testing should be left within the English topic, therefore leting pupils of Drama more freedom to show themselves through this fantastic medium. It has been shown that Drama is a utile tool in the apprehension of other topics, but it should foremost be enjoyed and understood in its ain right. The greatest job for Drama being included in its ain right in the National Curriculum appears to be the manner the success of topics are presently judged. There does non look to be current processs that can reasonably mensurate the true success and positive impact Drama can hold on a pupil ‘s life. For illustration with a Mathematics test there is a definite right reply with Markss available for demoing your workings out, but what is the ‘right ‘ reply in Drama? The division between the instruction professionals as to the inclusion or non of Drama in the National Curriculum can be understood after researching and look intoing this inquiry. The concerns are that the importance of Drama within the schools is presently dependant on the will of the caput instructor and the ability, passion and committedness of the Drama staff. Drama instructors ‘ sing schools who category Drama as a ‘fill-in ‘ topic and non that of import will hold experienced first manus the statement that Drama should be included. It could be really corrupting to the Drama instructor who feels that their work, nevertheless committed they are, possibly seen as unimportant. However those Drama instructors sing and basking a school that appreciates Drama and uses it throughout school life for illustration in assemblies, community assemblages and the one-year school public presentation may bask the freedom of the topic non being included in the National Curriculum, as they do non experience threatened about the cogency of their instruction accomplishments. There appears to be no straightforward decision over Drama ‘s inclusion in the National Curriculum, nevertheless it must be pointed out that other parts of the British Isles make Drama a topic in its ain right and supply first-class support for it. Possibly there are lessons to be learned from the manner they have gone about this by an exchange of thoughts on best pattern. For illustration what standards are they utilizing to mensurate Drama ‘s success as a topic ; are more or less pupils taking Drama as a topic at Secondary degree ; has its position had a positive or negative consequence on the instructors? Without cognizing the replies to these inquiries and many more besides we can non keep these states up as reflecting illustrations. There needs to be a manner of seeking to take the best from the statements for and against Drama ‘s inclusion in the National Curriculum. For illustration this research has shown that most of the Drama professionals feel that both the topic and they benefit from its inclusion to set them on a flat playing field with other topics. They believe that they may be taken more earnestly and have more support from developing being given. The concern of its inclusion appears to be that it could smother the really creativeness and freedom of look some professionals believe Drama should be. They all appear to hold that Drama can non be measured in academic footings as easy as other topics as no ‘marks ‘ are awarded for pupils personal development. Therefore after research and probe into this inquiry, the concluding decision is that Drama should be included in the National Curriculum as a distinct topic but merely after the creative activity of relevant success standards is added. Once there is an acceptable measuring expression in topographic point Drama would so profit from inclusion. As it stands at present at that place does non look to be sufficient stairss in topographic point to recognize Drama pupils ‘ success.