Aggression Theory

Physical violence is one of the types of violence that may be clearly explained theory. Physical violence entails: â€Å"choking, grabbing, hitting, hitting with weapons or objects, kicking, obliging a person to do something involuntarily, pulling, punching, pushing, scratching, shoving, slapping, etc.†Ã‚   (Do.., n.d.).Aggression Theory Explaining the Type of Violence ChosenExternally-stimulated Aggression is the school of Aggression Theory which can clearly explain physical violence. Externally-stimulated Aggression begins with the premise that aggression occurs because of â€Å"innate predispositions† as well as â€Å"external stimuli† (Smith, 1999).The external stimuli referred to here is technically known as â€Å"frustration† (Types, n.d.). Explaining further, let’s take the following example:Let’s look into my father’s motivation of fear, anxiety, and violence which all contributed largely to his â€Å"frustrations†. My f ather has always been a violent individual. He flares up over little â€Å"frustrations† like:1) when mother asks how utility bills are going to be paid this time;2) when my big brother complains about how small our house is;3) when my little sister asks him to help get something at the top of the closet;4) when I ask him not to hurt or yell at my mother etc.It all started when he resigned in 1983 as a city engineer and he puts up his own and went into private construction instead. This new business/job of his, however, is not helpful since it is irregular, unlike when he was working for the government where he receives a fixed monthly income.In fact, it is too irregular that he cannot even provide the family’s basic needs like food, school supplies, health insurance etc. Sometimes he has clients who would pay him to build their houses, swimming pools, renovate their homes, etc, however, most of the time he does not have anything to do, thus, most of the time he doesnà ¢â‚¬â„¢t have money.He gets â€Å"frustrated†, and depressed, then drinks, or proceeds to the casino to play poker and does not come home until early morning. He became an alcoholic, and he also became addicted to poker. He still gets contracts to build houses and other infrastructure projects but he only obliges to the most expensive ones.Because he is too picky, there were only a number of offers coming in then until no offers were coming in at all, which of course contributed largely to his â€Å"frustrations†. Even though large infrastructure projects were coming in then and the profits were a bit high, my father still cannot contribute to the family’s needs.This is because when he gets a contract, he tends to make a loan without even making sure if it is worth it. What happened was he earned but his debts were thrice his gains. He borrowed money from his friends but these were not enough to pay off everything.In the end, he was sued for bouncing checks. He was also sued by his friends. We lost some of our properties because of the aforementioned as well.Since then he became so â€Å"frustrated† and fearful, he would not come out of the room when he hears that some people knock over at our gate and then throws whatever he gets hold of, kicks whatever is available, or hit whomever is in the room with him.He feels that every time somebody comes over to visit, these people are either arresting officers who are going to invite him down to the police station for questioning or people whom he promised he’d pay back on that certain day.What he would do is to ask my mother to go outside and tell them he is not home (which makes me so scared since somebody might just hurt my mom for all her alibis or the people’s anger might be transferred to her and she would be the one to get hurt).This situation of ours became worse as days go by. He became so â€Å"frustrated† he would slap my mother when my mother refuses to giv e him money he would spend on poker, throw breakable things at us when he is too irritated with his problems, unleash his exceedingly big guard dogs inside the house to threaten us, and countless other violent acts.There are three basic conditions which bring forth anxiety (Franken, 1994). It could be: 1) Overstimulation, wherein information for a certain individual is overflowing; 2) Cognitive Incongruity, wherein an individual is having difficulty reconciling with some event; and 3) Response Unavailability, wherein a person does not know how to handle an excruciating situation (Franken, 1994).The three basic conditions aforementioned apply to my father. â€Å"Overstimulation† appears in this situation as the countless monetary problems which have too many details for him to handle. Cognitive Incongruity, on the other hand, emerges as the several cases with regards to bouncing checks and the debts he owes to other people.Response Unavailability, however, surfaces as the debt s he incurs every time he gets infrastructure projects or every time he needs it. Instead of working hard and saving, his only recourse is to borrow money which causes his downfall.This only shows as well that he does not know how to handle a difficult situation which is what exactly termed as Response Unavailability. And this increases his anxiety and â€Å"frustrations†.Reduction or Elimination of ViolenceFortunately, there are ways to reduce, if not totally eliminate violence as suggested by the Theory of Aggression utilized:It is important for my father, for example, to â€Å"focus on the other components of the frustrating stimulus than the frustration† (Dugan, 2004).Instead of losing control over the irrepressible and uncontainable occurrences or instead of believing that there is no way to solve the problem, he should be â€Å"self-certain† meaning not only knowing his strengths but both strengths and weaknesses since if that is the case then he would not be able to cope with any stressful incident in his life since a solution to a problem is only devised when he turns his anxiety into fear and then deal with the other components of the frustration that has been produced (Franken, 2004).ReferencesDo You Have A Problem With Violence? (n.d.). Retrieved September 8, 2007 from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.daniel-sonkin.com/violence.htmlDugan, M.A. (2004). Aggression. Retrieved September 8, 2007 from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.beyondintractability.org/essay/aggression/Franken, R. E. (1994). Human Motivation, 3rd ed. CA: Brooks/Cole Publishing Company.Smith, A.K. (1999). Theories of Aggression. Retrieved September 8, 2007 from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     http://serendip.brynmawr.edu/bb/neuro/neuro99/web3/Smith.htmlTypes of Aggression. (n.d.). Retrieved September 8, 2007 fromhttp://209.85.165.104/search?q=cache:q5ApqUItbrcJ:psych.fullerton.edu/navarick/aggression.ppt +theories+of+aggression&hl=tl&ct=clnk&cd=5&gl=ph&client=firefox-a

Persepolis Chapter: Eggy On the first of September, cousin Alexis passed away

On the first of September, cousin Alexis passed away. My parents were answering phones and replying to texts. Almost everyone on the opposite end of the line was crying. When they were done, I asked them who Alexis was and what had happened. They told me that Kuya Alexis was my older cousin who would visit the house to see my parents whenever he had the time. They told me he would play and talk to me for hours, and so did his girlfriend Ate Nika. Then they told me that at 10:00 pm last night both of them were shot by three robbers in their house in Quezon City. It was said that their maid let the robbers in and left with them after they’d stolen jewelry and their laptops. My mom started crying, and my dad left the room. I wondered about how the robbers knew the maid. My mom and dad bought clothes for Alexis and Nika to wear at their funeral. My mom showed me Alexis’ tie; â€Å"This is the first tie I ever gave your father.† It was the ugliest tie I’ve ever seen, but I guess that made sense for him to wear it. My sister Pimee called saying that she was going to come home for the wake, I was so excited I cleaned my room that we shared for her arrival. She didn’t end up staying with me. On the day of the ceremony, the sky was clear and the sun was shining. We were all asked to wear white, which was weird because I’m pretty black was the color to wear for these kinds of things. The mass was a blur. The two coffins were beside the altar, but I couldn’t see the bodies; there were too many flowers around them. During the eulogy, several people who knew Alexis went up to speak. Some of them laughed, some of them cried. It was hard at times to understand their stuttering. Most of them called Alexis Eggy, supposedly because his head was shaped like an egg. The wake was unusual. People’s faces were damp, their eyes red and watery, and yet they were still eating snacks and holding on to drinks, as if it was a party. People were mingling, greeting each other with a sad smile and sharing each other’s connection to Kuya Alexis. I saw Nika’s father and brother talking with Kuya Alexis’ siblings and mother. I couldn’t explain the expressions on their faces; it was as if the world ended. â€Å"Isabel!† My mom called. I walked to her, and she took my hand â€Å"Would you like to say goodbye to Alexis?† Her voice shook. I nodded, and we both made our way to the coffin. I peered into the wooden case, and there he was, sleeping peacefully. I realized that Eggy was an appropriate nickname, because his head really was egg-shaped. Around his neck was my dad’s tie in all it’s hideous glory, not he would have minded. His skin was a couple of shades darker, and his body looked stiff, but I could still feel warmth radiating from him. I stood there for a few minutes, just looking at his face. He looked like he was going to wake up, so I waited. I got impatient, and before I knew it, my face was damp like the others too. My mom heard me and ran to comfort me. I told her I need to speak to Ate Bettina, Kuya Alexis’ older sister. My mom took me to Bettina and told her that I had something to say. When we found her, I tapped her shoulder and told her this: â€Å"Once, when I got home from ballet at around 10 p.m. Kuya Alexis and Ate Nika where talking to Dad and Mom after dinner. I sat beside Kuya Alexis. He asked me how ballet was and I told him that I wanted to quit. I told him that my classmates keep telling me I should get a life because I can never join them on weekends. I can never go to parties or hang out with them. It’s just school and ballet, school and ballet. Then Kuya Alexis asked me, ‘Do you love ballet?’ And I said yes. Then he said to me, ‘Then keep on doing it no matter what anyone tells you. I just wanted to tell you that I’m still in ballet because of him.† She started crying, but she smiled at me and said â€Å"Thank you.† I realized that my white blouse was drenched. When we walked out the church, I looked up and saw that the sky was black. A few seconds later, it started raining.

Hume and Kant on Free Will Essay

Abstract This paper is an attempt to show how Kant’s ideas concerning practical and transcendental freedom of the will was a significant correction to the parallel theories of Hume. It starts out by clarifying Hume’s critique of free will, especially as it appears in An Enquiry Concerning Human Understanding. It draws the conclusion that Hume’s philosophy is espousing skepticism, and that Kant’s effort is to overcome this skepticism and restore trust in reason. The philosophy of Kant is outlined in order to make the last point. It is generally agreed that Kant supplied the definitive stamp to philosophy that ushered in the modern age. Hume, though enormously influential in his time, and a favorite in the French salons of philosophy, fell into disrepute in the Victorian era, and only since has become a subject of restored interest. Yet Hume is the philosopher cited by Kant as having stirred him from his â€Å"dogmatic slumbers’. He had espoused a philosophy of empirical skepticism, so thorough and devastating in its scope that it became impossible for Kant to remain in his settled certainties of Newtonian science. It was the spur that carried him on to compose the Critique of Pure Reason (1781), where reason is restored, and man is once more vindicated as a rational being. Just because he refuted and answered Hume’s skepticism does not imply that the latter philosophy is nullified. We must keep this in mind, that Hume’s skepticism is completely valid as far as sense experience is concerned, and Kant does not refute any part of this philosophy. What he does is posit a further dimension to human understanding, specifically, the synthetic a priori faculty of the mind, the existence of which Hume did not suspect. Only after this addition is the primacy of reason restored. So we cannot say that Kant has destroyed Hume’s philosophy, rather he has added to it. Central to Hume’s skepticism is his critique of â€Å"cause and effect†, which is spelled out to its most profound depths in chapter VII of the An Enquiry Concerning Human Understanding (1748). The preliminary task is to outline the copy principle. The premise to this is that all knowledge begins from sense experience. Among such we are able to distinguish between primary and secondary sensations. The primary sensations are extension, motion, inertia etc, which are indeed the concepts that physics tackles. Color, taste, smell etc are said to be secondary sensations, composed or derived from the primary ones. The copy principle says that the primary sensations, though not delivering complete information from the material object – which is more poignantly described as â€Å"the object in itself – nevertheless is a faithful copy of it. This is why primary sensations are distinct and forceful presences in our mind. Secondary sensations are in turn copies of the original copy, and due to this derivative nature they lose distinctness to us. We will examine the copy principle of Hume in a moment. For the time being we accept it as such and consider the consequences. For Hume’s purposes, it has allowed him to refer to objects and their motions with confidence, and not to be held back by the validity of these concepts. For without the principle we don’t know as yet that objects are objects, and motion is motion, and we would have had to deal with a chaos of sense experience, and nothing meaningful to refer to it against (1993, p. 12). So now, with the copy principle of Hume as foundation, we proceed to talk about objects in motion. Next, we observe interdependence between objects, carried out in space and time. We â€Å"know† that motion in one object is â€Å"cause† to motion in another. A billiard ball in motion strikes another, and after impact the second acquires a velocity too, and the faculty of our understanding tells us, without the least inkling of doubt, that the impact imparted by the first ball is the cause of the second ball gaining motion. This understanding is so refined that we can, with a little help from Newton’s mechanics, predict the exact trajectory of the second ball by analyzing the trajectory of the first. We know it, but how do we know it? This is the crucial question for Hume. For if we do not have the answer we are left with skepticism. After impact with the first ball the second could have taken any one of an infinite number of trajectories. But it takes only one, and indeed we expect it to take only that one. A physicist may come along and try to convince us that it could not have taken any other trajectory because the laws of motion stipulates that, with the initial conditions given, the path it takes is the only possible one. But this is not an answer to the observer of the billiard ball, because he doesn’t care what the laws of physics are. If nature had followed another mathematical law then another outcome would have been just as valid. The observer could then have framed his conundrum differently: Of the infinite possible mathematical laws why just that one? There is nothing in the inner logic of the situation that dictates that the first ball should produce exactly the prescribed trajectory in the second. Hume said this about the experimental set-up, that we may try an experiment ten times, and may arrive at the exact same result ten times. But this does not prove that the specific outcome is inevitable. Not even if we confirmed the outcome a million times, because we would still only have a statistical probability and not a proof. Hume’s conclusion is that there is no rational link between cause and effect. Yet we expect effect to follow cause, immediately and irrevocably. If this is so then, explains Hume, it is a feeling transmitted to us by custom. What exactly he means by custom is left vague. He could not have meant anything other than â€Å"observing over and over again†, even though this fails to take into account new experience. He himself supplies a famous counterexample in the Enquiry. Some one who has experienced all the shades of blue, except for a tiny strip of the spectrum, is expected to report a gap when looking at the full spectrum of blue. But the fact is that he does not observe a gap at all, and recognizes at once the full spectrum of blue, even though he is experiencing a particular shade on blue for the first time. The recognition was instantaneous, and the eye did require â€Å"accustoming† beforehand. This readily disposes the theory of â€Å"custom†. Hume, however, continues to insist that our convictions regarding cause and effect can have no other source than custom. That the inference to custom is a vague one is made clear when he comes to consider free will. The very act of consciousness, he says, testifies to the existence of free will. But coming to reflect on how it is possible that we are able to willingly set our limbs into motion, and to move and external object thereby, it appears nothing less than miraculous. The mystery in nothing less than how one immaterial body imparts momentum to another: For first: Is there any principle in all nature more mysterious than the union of soul with body; by which a supposed spiritual substance acquires such an influence over a material one, that the most refined thought is able to actuate the grossest matter? (Hume, 1993, p. 43) The upshot is that we cannot explain free will, just as surely as we cannot explain cause and effect. ‘Custom’ was hesitantly introduced to explain cause and effect, and the same comes to the rescue of free will. As constant observers of nature we come to expect an effect to always follow a cause, and the same analysis ought to be applied to the orbit of human will. In all times and in all places humans have shown a constancy in their day to day affairs, which points to a constancy in human nature. The speculation concerning the scope of free will is overdone by the philosophers, maintains Hume. The exercise of free will, when looked at through the vista of human history, does not display divergence as much as it displays constancy. Hume broaches on the distinction between freedom and necessity to make this point clear. Inanimate objects convey to us most clearly the quality of freedom. We may describe an inanimate object as indifferent to the rest of the material universe, and in that sense free. But this freedom also entails necessity. The object is subject to the necessary laws of causation, and indeed is bound entirely by them. This is the relationship that binds cause and effect to inanimate objects, and is a relationship that is composed of both freedom and necessity. Hume transposes the same analysis to the relationship between human beings and free will. The will is indeed free, but being so implies that it conforms to human nature. He proposes the following definition: By liberty, then, we can only mean a power of acting or not acting, according to the determinations of the will; this is, if we choose to remain at rest, we may; if we choose to move, we also may. (1993, p. 63) The notion of free will advanced here bears a crucial difference to the popular one, and begs to be spelt out. What Hume describes as free will is not a choice between course ‘A’ and ‘B’. Rather the choice is between ‘A’ and ‘not A’, the latter implying stagnation, not an alternative course. This is the entire extent of our free will. We choose either to move forward, or else to stand still. This is what Hume would describe as freedom to act. Free will, however, is in complete accordance with human nature, and therefore follows the laws of necessity, just as everything else in contingent reality. Free will urges us to act â€Å"freely†. With freedom to act we may respond to this urge, or we may desist. In the final analysis our understanding of free will hinges on custom, in the same way as does our understanding of cause and effect. The past is guide to the future in the probabilistic sense. Beyond probabilities we have no understanding of either, contends Hume. In order to enforce this skepticism he proceeds to dismantle the Cartesian theories that pretended to explain mind and matter interaction, especially the theory of occasionalism advanced by Father Nicholas Malebranche. In this theory God is made both motivator and executor of every act or incident that seems to be â€Å"cause†, while the circumstances which we call a cause are only occasions for God to act in such a manner. Hume complained that this not only made God a slave to his own creation, but it also eradicated free will, making everything â€Å"full of God† (1993, p. 47). By disposing summarily the Cartesian explanations of cause and effect Hume makes his skepticism complete. Kant overcomes this skepticism by revising the premise of Hume. The correction is made most forcefully in the opening to the Critique: Although all our knowledge begins with experience, it does not follow that it arises entirely from experience.   For it is quite possible that our empirical knowledge is a compound of that which we receive through impressions and that which our own faculty of knowing (incited by impressions) supplies from itself†¦ (1999, p. 1) To be fair to Hume, he does consider this possibility, and ponders whether there is a blueprint in the mind where all ‘causes’ and all ‘effects’ can be referred back. (1993, p. 44). But he dismisses this idea when he realizes that a static blueprint can never account for the dynamic reality. However, the faculty that Kant is suggesting is not static, rather dynamic and creative, and here lies the crucial difference. In the technical terms of Kant it is the synthetic a priori faculty of the mind. This is distinguished from the analytic a priori faculty, such as logic. The rules of logic are extant in the mind (a priori), but form a self-consistent system (analytical), and therefore do not depend on sense experience. On the first instance it seems impossible that the mind can have a faculty that is synthetic a priori, where synthetic implies that it is creative. It entails that order is created out of the chaos of sense experience, and order that was not there before. But Kant also provides proof that the mind is capable of synthesis. Mathematical propositions are synthetic a priori, he contended. The proposition â€Å"3 + 5 = 8† may sound like self-consistent logic, but it is not really so. â€Å"8† is a completely new concept, and is not contained in either â€Å"3†, â€Å"5† or â€Å"+†. If we know that â€Å"3 + 5 = 8†, it is due to a synthetic a priori faculty in the mind. As Kant relates in the Prolegomena, when he realized that mathematical propositions are indeed synthetic a priori, it led him to ponder on what other such concepts the mind uses to facilitate understanding, and it appeared to him, in due course, that â€Å"cause and effect† was a concept of understanding that derives from the same faculty. He does not at all concern himself with material reality as a â€Å"thing in itself†, that which the materialist philosophers were after in order to provide a foundation to Newtonian science. Like Hume he maintains throughout that an absolute material reality is beyond knowledge, and to speculate on its existence was futile. We only need to consider what we perceive and what we do. He also shows that Hume falters at exactly those points where he cannot dismiss material existence in itself. The copy principle is slavish to a material object in itself. The object does not deliver copies to our mind; rather the mind provides the concepts of space in which we are able to conjure up material objects from sensory data. Both â€Å"space† and â€Å"time† are pure concepts of the mind, contends Kant, and like â€Å"cause and effect† are the tools by which we come to understand contingent reality (Prolegomena, 2005, p. 26). As soon as it is made out that we are the responsible architects of our own reality, and are not passive bystanders to an absolute material reality beyond our control, we suddenly discover ourselves as moral beings. Therefore the subsequent direction of Kant’s philosophy, after the metaphysics of understanding has been established, is towards a metaphysics of morals. And so emerges the crucial distinction that Kant makes between practical and transcendental freedom. To say that we have practical freedom implies we are able to understand the world, and by doing so we direct the will accordingly. We will do so of course for practical purposes – survival, utility, convenience, happiness etc. this would seem to cover the entire orbit of freedom. But Kant went on to demonstrate, in his Groundwork for the Metaphysics of Morals (1785), that such freedom is not actually freedom at all, and indeed is a binding. Thus far Kant is in concord with Hume. Now, the metaphysics of understanding, as spelt out in the Critique, is not the entire picture. The synthetic a priori faculty of the mind fashions understanding out of sensory experience. But such understanding does not lead to truth. As pure concepts of understanding space and time are both necessarily infinite. But because they emanate from the finite mind they are also finite. So in their very make-up space and time lead to contradictions. The same end must necessarily meet anything that takes place within space and time. So that matter is both infinitely divisible and also made up of concrete building blocks. As another example, we have free will, but at the same time everything is caused, so we don’t have free will. Such examples are put forward by Kant as pairs of â€Å"antinomies†. According to our understanding both consequences are valid, and yet they mutually contradict each other. All practical reasoning necessarily leads to pairs of antinomies. This must be so, because we reason by means of subject and predicate, where the subject is the cause of the predicate. But this subject is in turn predicate to another subject, and so on in an infinite chain of causation. If there was an ultimate subject at the beginning of this chain, we could have claimed to have discovered the final cause, and thereby have at hand a pronouncement of truth. But in contingent reality there is no such final cause. So whenever we try to make pronouncements of truth we must face contradiction. We cannot say that practical reason is false for this reason. Life is ruled by contingencies, and practical reason is to explain the contingent, or to facilitate such understanding. Absolute truth lies beyond all contingencies, and this is ruled by â€Å"pure† reason, explains Kant. It is not within the grasp of the human mind, yet it is the underpinning of the mind, and is the source of all innate faculties. The same analysis applies to practical freedom, which is but the corollary to practical reason. With practical freedom we choose our course according to practical reason, i.e. we are motivated by self-serving motives – happiness, honor, respectability, and so on. But in doing so we bind ourselves to those endless chains of contingencies, so that we are not really free. We chase material acquisition in order to be happy, and yet it always eludes us. The definition of freedom is to escape all contingencies, and yet by the application of practical reason we are mired more and more into contingent reality. Therefore we are not free. This is indeed a contradiction, one which Hume does not pay heed to. The very act of consciousness tells us that we are free, that out will is free. If practical reason does not embody this freedom, then surely pure reason must do so. By the same token, we are in possession of a transcendental freedom, which is a path that overcomes all contingencies, and is dictated by pure reason. Kant describes this path as the moral one. We recognize and follow this path from a sense of duty. To clarify what it is, duty is done for its own sake. There is no material motive whatsoever attached to it. Not for any particular good, it is done for the universal good. It is a categorical imperative, meaning that the very make-up of our being, or pure reason, dictates that we follow it. As an aid to identifying one’s duty Kant devised the following wording for the categorical imperative: â€Å"I ought never to act except in such a way that I could also will that my maxim should become a universal law† (Moral Law, 2005, p. 74). Kant is described as overcoming Hume’s skepticism. But it is questionable whether the latter is a skeptic at all. According to a contemporary, Hume’s philosophical paradoxes are delivered with a confidence that belies skepticism: â€Å"Never has there been a Pyrrhonian more dogmatic† (qtd. in Mossner, 1936, p. 129). A more recent reassessment of Hume is carried out by the German Neo-Kantian philosopher Ernst Cassirer, who opines, â€Å"Hume’s doctrine is not to be understood as an end, but as a new beginning† (1951, p. 59). The nature of this new beginning is well articulated by Hume himself. â€Å"Indulge your passion for science,† nature tells us, according to Hume, â€Å"but let your science be human, and such as may have a direct reference to action and society† (Hume, 1993, p. 3). If we listen carefully, the moral note that Hume is sounding is hardly different from that of the categorical imperative of Kant. Not for the person’s sake, but for humanity’s sake. Not for the particular good but for the universal good. This is the essence of Hume’s projected â€Å"science of man†, as it is also the heart of Kant’s metaphysics of morals. References Cassirer, E. (1951). The Philosophy of the Enlightenment. Trans. Fritz C. A. Koelln and James P. Pettegrove. Boston: Beacon Press. Hume, D. (1993). An Enquiry Concerning Human Understanding. E. Steinberg (Ed.) Boston: Hackett Publishing. Kant, I. (1999). Critique of Pure Reason. W. S. Pluhar (Trans.), E. Watkins (Ed.) Boston: Hackett Publishing. Kant, I. (2005). Kant’s Prolegomena to Any Future Metaphysics. Whitefish, MT: Kessinger Publishing. Kant, I. (2005). The Moral Law: Groundwork of the Metaphysic of Morals. Translated by H. J. Paton. New York: Routledge. Mossner, E. C. (1936). Bishop Butler and the Age of Reason: A Study in the History Of Thought. New York: Macmillan.   

How do consumers engage with fashion, as a routine aspect of everyday Research Paper

How do consumers engage with fashion, as a routine aspect of everyday life - Research Paper Example oduction and display of new and emerging fashion styles, innovative and engaging consumers and their selections, and the urge to express the spirit of the times (Pink, 2001). Core in defining fashion is the interaction of fashion products, their distribution and the manner in which they are consumed. Several theories have been postulated to explain fashion, its momentum and influences on everyday life. Most of these theories envisage the expanse and distribution of fashion as a movement or trickle from one level or aspect of life in society to another (Felski, 2000). This trickle is viewed as being diffused from the center to the edge in either a hierarchical or horizontal manner. These perceptions of fashion trickle led to the three theories of fashion; the trickle-down, trickle-across, or trickle-up theories. In the trickle down theory, fashion movement is based on a hierarchical society, which supports the upward movement of fashion among social strata (Felski, 2000). According to this theory, people at the top of the societal strata are offered and accept a fashion styles and brands first. The style is then gradually accepted by those in lower strata. In other terms, this theory envisages a situation in which lower strata people seek to copy the affluence of upper strata people in society. Such consumers seek recognition and try to distance themselves from the lower cadre groups, where they actually belong. Those supporting the trickle-across theory feel that fashion runs horizontally among groups on the same social level. There is this little, if any lag time between the time of adoption by one group and another. In this theory, designers have prices for all the social levels. The reasons for which this theory is preferred include promotional or advertising benefits to designers, manufacturers and retailers, rapid mass communications benefits and exposure of design to all fashion levels and sectors (Pink, 2001). In the trickle up theory, the newest of the

Case Effective law office solutions, INC Essay Example | Topics and Well Written Essays - 500 words

Case Effective law office solutions, INC - Essay Example Given the threat of existing rivals, the company ought to strategize and change customer relations which have been marked as the key cause of the deterioration. The current strategy of ELOS embraces more on advertising and sales promotion. The management has overlooked quality assurance and customer satisfaction and thus the failure. Note that the management has already noticed an increase in the number of complains. Markedly, lack of precise mode of receiving customer feedback has worsened the situation. As a counter measure, ELOS can consider instilling Customer relationship management (CRM) harmonizes sales, marketing and customer service (Goldenberg, 2008). Customers differ, have different tastes and expectations and thus the only way to satisfy them equally is to give them an opportunity to actively participate in decision making. It’s to my opinion that, an online platform that is managed from the main head-quarters can build a strong customer rapport. Essentially, the customer buyer interface should set standard that ensure high quality communication skills as well as accuracy and consistency of information. ELOS, marketing has been marked as successful and thus the management needs to shift some effort towards quality assurance. Legal offices need quality as most of their printings are official documents forwarded to their seniors. The clients need to maintain their reputation and a thus will put off any less quality printing regardless of the previous experience with the company. Therefore, ELOS ought to capture each client’s experience with immediate effect and correct if need be. Notably, a fault spreads more than a good doing (Johnston, & Marshall, 2013). Therefore, ELOS services should be focused on the customer needs rather than the organizations objectives. Quality should never be compromised with cost. Poor customer relation and quality deterioration has been marked as the cause of sales

Analysis of Employee Involvement on American Water Company Essay

Analysis of Employee Involvement on American Water Company - Essay Example The following advantages had been cited for having employee involvement in an organization. It is argued that when employees are allowed to get involved in the organization’s decision making, employees are more likely to apply decisions they have made themselves (Porter, et al., 1975). Staw & Ross stated that employees know better what is expected of them, and they commit better to the organization’s decision (1978). [Employee]Participation may lower the disutility of effort, by providing intrinsic motivation (Staw, 1980). Also, participation may suit non-financial needs such as achievement, creativity and the longing for respect. This may also develop cooperation and communication; employees discuss with each other instead of allowing all discussions only to the management, saving management time. When employees are participative, they tend to supervise themselves, therefore reducing the need for a lot of managerial positions and lessening costs of labor. Involvement t eaches employees new skills and helps identify and train leaders. Strauss emphasized that â€Å"participation increases loyalty and identification with the organization†. He also argued that â€Å"If participation and rewards take place in a group setting, the group may pressure individuals to conform to decisions† (1977).When management leaders and union participate cooperatively to resolve problems on a nonadversarial basis; it improves the union-management relationship. Involvement often results in the setting of goals and according to Latham, Gary â€Å"goal setting is often an effective motivational technique, particularly when workers set their own goals (1988). However, employee involvement had been evaluated as disadvantageous in some ways. Among the disadvantages cited are: Employees may be less knowledgeable than managers, and the understanding of the decisions they made may be different.  

Outdoor Adventure Activities Essay Example | Topics and Well Written Essays - 1250 words

Outdoor Adventure Activities - Essay Example (Leeuwen, 1996, P. 65) Caving is the act of visiting caves. Cave can be described as natural physical environment in which the rocks are arranged in a way that they appear like houses. Caves have been known as the home of traditional men when they were not civilized enough to construct houses. Caves have become one of the most attractive outdoor activities not only for leisure but also as a way of learning geography of a place and also the history of the people. They are important sites for archaeologist as they try to dig deep into the history of the people. Caves are important place to learn civilization as people go to explore the arts of painting on these caves which tell moir about the civilization of these people. However those who go for caving do so for leisure activity in the sense that they want to have an experience of those gone days. They want to feel link those old people felt when they stayed in the caves. Other just wants to have a relaxing atmosphere where they can relax in quietness with out disturbance in the unusual environment. On the other hand canoeing is a water based activity which involves travelling on the water in a canoe. This activity may be carried out for leisure or for the purpose of travelling. If used for leisure individuals will be c engaging in the activity for fun or for exploring water geography. (Rivkin, 1995, P. 21) Both of the above mentioned activities will have several environmental impacts. This arise form the fact that both outdoor activities involve a form of interaction with the environment. Let us look at each of the issue. Environmental effect of caving During caving there are various instances at which individuals are likely to interfere with the set up of the environment. First many of the caves are located secluded areas which are not always visited by people as a result as people go to these caves they interfere with the natural environmental set up. Fore example if the cave is located in deep forest as is the case with many caves individual are likely to interfere with the set up of natural environment. This may involve clearing of the forest in order to pave way for their entrant into these caves. Therefore tone of the environmental effect that caving may have is that it may lead to clearance of the environment in order to pave way for entrance into these caves. Caves also hold their own economical habitats. Apart from home of flying mammal like bats, they are also home to a variety of insects and other small rodents. Therefore as individuals go caving, there are likely to interfere with the natural life of these animals. This may have an effect of making the animal relocate to other areas which leads to loss to their natural ecology and therefore disruption of the food chain. For those who go caving they are likely to carry foods and other items. If there is no proper disposal of the wastes, it may lead to pollution of the environment. In many cases, some of these wastes may be poisonous to the animals and as they consume tem they may dies. Therefore one of the most serious problems that may be associated with caving is pollution of the environment. There should be a proper waste disposal mechanism should ensure that poisonous materials like

Theories of Democracy - Against Human Rights Essay - 2

Theories of Democracy - Against Human Rights - Essay Example Even wars on the basis of humanitarian grounds should be avoided to prevent loss of lives and the absence of cultural relativism in some of the nations that are known to endure the set ideas and principles of different regions. According to Ã… ½iÃ… ¾ek, human rights are defined as exercising the freedom to choose any given thing without violating the freedom rights of others, even if it means defying war. Interestingly, Ã… ½iÃ… ¾ek is supportive of humanitarian interventions only so far as they are found protecting and assisting human life. Even though he is not very excited about humanitarian interference in general, he feels that such interventions should be safeguarded. Irrespective of the beliefs of the people in a particular nation, their lives must be protected and supported in terms of its concepts and standards. A true democracy will always stand out in its ability to defend its citizens. Freedom and Democracy are significant rights, mentioned by the writer, should be implemented even at home in a nation that supports such rights. It is important to note that there is nothing universal about â€Å"right.† There is more than one way to getting things done and this is evident in the varied cultural perspectives, distinct world features, unique rituals and cultural identifications. Ã… ½iÃ… ¾ek points out that it is wrong to overlook the differences unique to varied races. A lot of unrest and conflicts in the world arise when nations try to impose their way of acting on other nations and this, in turn, produces war rather than peace. Intolerance towards other people’s viewpoints is the main damaging force that corrupts nations.  

A Review of Pete Zimmer Quartet Prime of Life CD Release Essay

A Review of Pete Zimmer Quartet Prime of Life CD Release - Essay Example The instruments especially the saxophone could be heard clearly all through mainly emphasized the melody. The guitar clearly brought out the rhythm of the musical. The melody, harmony, and rhythm combined to bring a soothing and exiting feeling. The performance was one of the preeminent jazz performances I have attended. This paper focuses on the different aspects incorporated in the performance to bring harmony, mellow and maintain the right rhythm. The stage was gorgeous since it was dimly lit using candles mainly placed at the back at the background were burgundy curtains that gave the stage an amorous feel. However, the stage looked quite small and the band members were positioned close together, which limited their movements. At the back was the band member playing the drum while the rest of the band took positions to form what looked like a rectangular. Two of the band members remained standing while the rest remained seated. Just like most jazz musicals, the music was harmonio usly spacious with a similar chord structure played repeatedly. At the start, the saxophonist played the rhythms to outline the formation of the song (Riggs, 2008). At the far back was Zimmer playing the drum while the rest of the band took positions to form what looked like a rectangular alignment. ... All through the performance, Zimmer played the drum with swings using sticks and brushes, which propelled the rest or the band forward. Bernstein moved from side to side as he plucked the guitar to keep the rhythm of the musical. The music was delicate and swinging with a graceful rhythmic undertow such that though the music lasted long the energy is desirable all through. The song played included â€Å"Carefree,† â€Å"Getting Dizzy,† â€Å"Search,† and Jeremy Pelt.† The â€Å"Prime of Life† was one of the songs played and the title of the CD that Pete Zimmer Quartet was launching. All the songs had an either fast or moderately fast tempo. The song of the day â€Å"The Prime of Life† was played in each of the three sessions. The rhythm or the music had a moderately fast and bouncy tempo with the drumming swinging from elusive to strident style. The rhythm could generally be described as syncopated and quite complex. Just like most jazz musica ls, the rhythm was swingy and irregular. The swings sounded exaggerated creating a forward momentum emphasized by the drum. However, towards the end, the jazz musical was slightly slow and relaxed. The different instruments could be heard playing the same melody but at different rhythms. I can only describe the overall rhythm as somehow tensed with some sense of looseness. The harmony of the jazz musical played could be described as quite racing with short off beats at the end of all phrases. The beats were quite emphasized all through with off beat’s being stronger. The harmony was in one way or another unpredictable, which is a common feature in most jazz music. The sound of the bass helped maintain the harmony. The jazz musical was similar to most jazz performances in aspects pertaining to the rhythm, tempo, as

Managerial Accounting Quiz 1 Essay Example for Free

Managerial Accounting Quiz 1 Essay Chapters 1 and 2 10 Points 1. Complete the answer sheet below by placing an X under each heading that identifies the cost involved. The Xs can be placed under more than one heading for a single cost. (5 Points) Variable Cost Fixed Cost Direct Materials Direct Labor Manufactu ring Overhead Period Cost Materials costs X X Production line workers wages X X Production Equipment rental X X Factory Building depreciation X X Advertising costs X X 2. A partial listing of costs incurred at Rust Corporation during August appears below: Purchases of raw materials†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ $ 135,000 Direct labor†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 73,000 Factory Utilities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11,000 Sales Commissions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 69,000 Administrative Salaries†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 101,000 Indirect Labor†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 89,000 Depreciation of Production Equipment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 18,000 Indirect Materials†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10,000 Depreciation of Office Copy Machine†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5,000 Raw materials inventory, beginning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 97,000 Raw materials inventory, ending†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 84,000 Work in process inventory, beginning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 39,000 Work in process inventory, ending†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 52,000 Finished goods inventory, beginning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 106,000 Finished goods inventory, ending†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 71,000 a. Prepare a Schedule of Cost of Goods Manufactured in good form. (3 Points) Direct Materials: Beginning raw materials inventory: $97,000 Add: Purchase of raw materials 135,000 Raw materials available for use 232,000 Deduct: Ending raw materials inventory 84,000 Raw materials used in production $148,000 Direct Labor: 73,000 Manufacturing Overhead: 118,000 Total manufacturing cost: 339,000 Add: Beginning work in process inventory 39,000 378,000 Deduct: Ending work in process inventory 52,000 Cost of goods manufactured $326,000 b. Compute the Cost of Goods Sold. (2 Points) Finished goods inventory, beginning$106,000 Add: Cost of goods manufactured 326,000 Goods available for sale 432,000 Deduct: Finished goods inventory, ending 71,000 Cost of goods sold $361,000 Managerial Acctg Quiz 2 – Fall 2012 NAME__ _______________________ Chapters 3 and 4 10 Points 1. Pence Company is a manufacturing firm that uses job-order costing. The company applies overhead to jobs using a predetermined overhead rate based on machine-hours. At the beginning of the year, the company estimated that it would work 44,000 machine hours and would incur $176,000 in manufacturing overhead cost. During the year the following actual costs and hours were incurred: Job A Job B Job C Job D Direct Materials$ 135,000 $ 129,000 $ 98,000 $ 103,000 Direct Labor $ 80,000 $ 85,000 $ 63,000 $ 68,000 Machine Hours 12,000 13,000 8,000 14,000 Number of Units 50 35 60 Indirect Materials used: $ 34,000 Indirect Labor: $ 63,000 Selling Costs: $134,000 Factory Utility Costs: $ 14,000 Factory Depreciation: $114,000 Administrative Salaries $157,000 Required: (5 points) a. Compute the predetermined overhead rate 176000/44000= 4.00 b. Compute the amount of overhead applied to each job. A.12000*4= 48000 B. 13000*4= 52000 C. 8000*4= 32000 D. 14000*4= 56000 c. Assuming that Jobs A, B, and D were completed during the year, compute the total cost charged to each job and the unit cost of the product produced. A.5660 B.8543 D. 3983 d. Compute the balance in Work In Process at the end of the year. 161,000 e. Compute the amount of overhead under or overapplied. 176000-161000= 15000 f. Assuming the amount is not material, write the journal entry required to close the manufacturing overhead account at the end of the year. Work in Process 161,000 Manufacturing Overhead161,000 2. Elton Company uses the weighted-average method in its process costing system. The company adds materials at the beginning of the process in Department M. Conversion costs were 75% complete with respect to the 4,000 units in work in process at May 1 and 50% complete with respect to the 6,000 units in work in process at May 31. During May, 12,000 units were completed and transferred to the next department. An analysis of the costs relating to work in process at May 1 and to production activity for May follows: Materials Conversion Work in process 5/1 $26,200 $19,370 Costs added during May $26,900 $29,380 Required: Using the weighted-average method, determine the Equivalent Units of Production for Materials and Conversion Costs, the Cost per Equivalent Unit for Material and Conversion Cost, and the total product cost per Equivalent Unit. (5 Points) Equivalent units of production Materials Conversion Transferred to next department.. 12,000 12,000 Ending work in process (materials: 6,000 units Ãâ€" 100% complete; conversion: 6,000 units Ãâ€" 50% complete).. 6,000 3,000 Equivalent units of production 18,000 15,000 Cost per Equivalent Unit Materials Conversion Total Cost of beginning work in process.. 26,200 19,370 Cost added during the period.. 26,900 29,380 Total cost (a) 53,100 48,750 Equivalent units of production (b) 18,000 15,000 Cost per equivalent unit, (a) à · (b). 2.95 3.25 Total: $6.20

Reason For Aseptic Technique Is To Maintain Asepsis Nursing Essay

Reason For Aseptic Technique Is To Maintain Asepsis Nursing Essay Reflection 2 Aseptic Non-Touch Technique This reflective piece will be about a procedure that took place whilst on placement and will look at infection control whilst doing an aseptic non-touch technique (ANTT). Using Atkins and Murphys 1993 model of reflection (Rolfe, G et al 2001). I have used this model as it helped me become aware of my actual thoughts and feelings regarding the situation, and more focused when analyzing it. Description I visited a lady who had bilateral leg wounds that needed to be dressed daily, the leg dressings that had been put on the day before were heavily exudated, the lady who I am going to call Jane to protect her identity as per NMC 2004 was adamant that she had kept her legs raised. The nurse that I was working with said that she would dress the legs this time and when I visited again I would do the dressings. The nurse opened the sterile packaging of gloves and placed it on the floor, this was to be her sterile field. The dressings and bandages that she required were opened and placed onto the sterile field and the nurse placed an apron over her uniform. The sterile gloves were put on and she proceeded to remove the dressings that were on Janes legs, once the dressing had been removed these were placed into the waste bag. The nurse then proceeded to assess the wound and then redress it without changing her gloves, by not changing her gloves which were originally sterile these will now have become contaminated by handling the soiled dressing and would contaminate the new dressings and the wound. Stage One Whilst watching the nurse change the dressing this made me question what I had been taught in University about ANTT. The procedure that we were taught in university is from The Royal Marsden 2008. This made me feel uncomfortable and question that the patient would be at risk from healthcare associated infections (HCAI). Stage Two The reason for aseptic technique is to maintain asepsis and helps to protect the patient from HCAI it also protects the nurse from any of the patients body fluids and toxic substances (Department of Health (DOH) 2005). Elderly people are more at risk of infection which is caused by organisms that invade the immunological defence mechanisms as there immune systems are less efficient ( Calandra 2000) ANTT is used to ensure that when a healthcare professional handles sterile equipment only the part of the equipment that will not contact the wound is handled (Preston 2005). When doing the ANTT procedure this involves ensuring that consent has been gained from the patient and they are aware of what the procedure will be, the environment and the equipment is prepared, hand-washing takes place, personal protective equipment is used and a sterile field is maintained. In a Primary Care setting one of the biggest problems is infection that enters the body through a tear in the skin, this may b e through a leg ulcer. A small number of microbes are sufficient enough for an infection to be caused, this may then be difficult to treat with antibiotics and what may have been a trivial problem may end up becoming a significant problem (DOH 2007). Nurses should assess the risk of transmission of infections from one person to another and plan their nursing care accordingly before they commence any form of action (Chalmers Straub 2006). Hand washing prior to ANTT has been found to be the most important procedure for preventing infections, hands can be the biggest route of transmission of infection if not washed correctly (Akyol et al 2006). There have been recent studies that show that hand washing is rarely carried out in a satisfactory manner and 89% of staff misses some part of their hand surface during hand washing (Mcardle et al 2006). Handwashing should be done prior any procedure, this can be achieved by three different methods:- Soap and water this is effective in removing physical dirt or any soiling and micro-organisms liquid soap is more efficient than a soap bar (Ehrenkrantz, 1992). Anti-microbial detergent which is effective in removing physical dirt and is more effective than soap in removing micro-organisms (Ehrenkrantz, 1992). Alcohol based hand rubs, these are not as effective as the above in removing dirt or soil but are more effective in destroying transient bacteria (Storr, J, Clayton-Kent, S, 2004). An aseptic procedure should be done in a clean environment and any equipment used should be sterile and disposable or decontaminated after each use and the nurse should ensure that the equipment is free from dust and any other soilage (DOH 2003). Whilst the nurse does ANTT procedure it is essential that her hands, even though they have been washed, do not contaminate the sterile field or the patient, this is achieved by the nurse using sterile gloves she needs to be aware however that gloves can be damaged during use and may no longer be sterile (Kelsall et al 2006). The aim of wearing sterile gloves is to reduce the risk of cross-infection from nursing staff to patients and to also reduce the transient contamination of the hands by micro-organisms from one patient to another (infection control Nurses Association (ICNA) 2002). The ICNA recommend that before a patient is treated a comprehensive risk assessment is taken to determine the most appropriate glove type for the task to be undertaken. Its been suggested that sterile gloves are only necessary if the nurses hands come into contact with the patients sterile body area, they argue that non-sterile gloves provide adequate infection control if hands decontamination has been done effectively (Hollinworth and Kingston 1998). Factors that need to be considered when making the choice between aseptic or clean technique for wound care is the setting where the dressing is to be done, the immune status of the patient, this is influenced by age, medication, type of wound, location and depth of wound and the invasiveness of the procedure (APIC 2001). Hartley (2005) reports that aseptic technique is not being carried out to a high standard and this could be related to the theory-practice gap or complacency in the professional field. Improving the skill based care needs to be the main focus on post -registration education this includes which gloves to choose, maintaining a sterile field with the risk of non-touch technique and also developing assessment protocols (Preston 2005). Stage 3 During my time on placement I cleaned and redressed a lot of wounds and I ensured that I used the Aseptic non touch Technique that was taught to me whilst at University. I ensured that I gained the consent of the patient prior to any procedure taking place and also maintained the clients privacy and dignity whilst carrying out the procedure. Whilst being on placement I have learnt that staff change the dressing on wounds using the aseptic non-touch technique differently to how I was taught in university but when questioning them why they do something a certain way they have a rationale for it. I will continue to clean and redress wound in the way I have been taught and believe that this is the way forward in fighting wound infections.

Customer Service Bench Marking: Hotel Analysis

Customer Service Bench Marking: Hotel Analysis A) Customer Service Bench Marking The Old Ground Hotel Built in the early part of the 18th Century as a private dwelling and a hotel since 1895. The Old Ground has played its part in the Republics tumultuous beginnings and the Town Hall once incorporated a jail. Currently the hotel is a 4-star hotel ran by the hotel group the Flynn brothers. Temple Gate The hotel is on a 19th century Convent of Mercy site with a fascinating and eventful history. Before it was converted to a convent, the original houses, Row House and Lifford House was the property of Charles OConnell, cousin of Daniel OConnell. Currently the hotel is a 4-star hotel. FINDINGS OLD GROUND TEMPLE GATE Organisation/Business image Well presented Bar area is very dull Clean inside Shabby looking appearance from outside Well-kept garden on hotel grounds Well presented Clean Bright Modern appearance from outside. No outdoor space car park is mixed with public car park and bus pick up and drop off point Personal Presentation of Employees Well groomed Clean appearance Clean uniforms Well groomed Clean appearance Clean uniforms Interpersonal Skills of individuals dealt with Some of the members of the weighting staff were quite rude and unprofessional in the hotel restaurant All staff were very helpful and professional Effective Handling of Enquiry Enquiry made in the restaurant was handled well but had a quite delayed response Enquiry was handled professionally effectively and rapidly. Ability of Employee to Present information Accurately The information required was directions and they were given quite clearly and accurately When requesting information I enquired about local facilities and all information was given accurately Overall comment on efficiency and customer service delivered by the organisation/businesses. The overall customer service received was ok but could do with some work The customer service was excellent 3) The staff in the Old Ground could do with some upskilling on their customer service, for the most part of my visit the staff were excellent and had good customer service skills but there was one or two members of staff that could benefit with some upskilling. The Temple gate staff all had excellent customer service skills. B) Consumer Protection Ombudsman Citizens Information Who they protect The ombudsman protects all types of people who have made complaints about receiving unfair treatment from public bodies such as the HSE, local authorities etc. Citizens information helps people with many aspects. Citizens Information provides information on public services and on the entitlements of Irish citizens. It provides advice on social welfare, housing, government, moving country, employment, unemployment and much more. How they operate The ombudsman operates by receiving complaints from the public and investigating what actions need to be taken and/or if the compliant is true. They gather all information available to them from public agencies and bodies and present it to the public in a useful way. The specific piece of legislation they operate within The Ombudsmans legal authority to investigate complaints, and to recommend redress where necessary, is set out primarily in the Ombudsman Act 1980. The Ombudsman Act has been amended a number of times, principally by the Ombudsman (Amendment) Act 1984 and by the Ombudsman (Amendment) Act 2012. There are also some other Acts and Regulations, including the Disability Act, 2005, whose provisions affect the role of the Ombudsman.[i] The Consumer Protection Act 2007 came into effect in Ireland on 1 May 2007. The Act provided for the establishment of the National Consumer Agency. Under the Competition and Consumer Protection Act 2014 the National Consumer Agency and the Competition Authority were replaced by the Competition and Consumer Protection Commission. The Commission took over the functions of the two agencies.[ii] How to make a complaint When complaining complaints can be made in writing, email or by using an online complaint form. Once the complaint has been made the ombudsman investigates them. If your complaint has found to be true the ombudsman will review what it has done, change its decision and/or offer you an explanation, an apology and/or financial compensation. Citizens Information provides information on how to make complaints correctly/effectively to public bodies/ agencies. They advise people that before they make complaints they should know their rights, stand up for these rights be assertive without being aggressive, always try to stay calm and polite Keep notes and documentation to back up the complaint Their limitations The Ombudsman does not intervene for the following: Court proceedings Private disputes Matters concerning foreign missions e.g. Embassy, High Commission, etc. Private disputes Cabinet matters Complaints against private bodies Complaints against local authorities Matters relating to defence, external relations and internal security [iii] Citizens Information limitations are within their legislation as they cannot take any action all they can do is advise people on the best way to take action. C) Customer Complaints Policy Tesco is committed to providing exceptional customer service and making sure when something goes wrong we will try to improve our standards. A complaints policy has been established for customers. Under the sale of goods act and consumer protection act consumers are entitled to have complaints handled efficiently. There are 2 ways in which consumer complaints can be made formally and informally. The informal complaint should be handled immediately and the formal complaints should be dealt within 10 business days. If complaints to are not dealt within 10 business days, the customer will be contacted to update them on the status. The company will estimate of how long the resolution should take. If the complaint still hasnt been resolved after 40 business days, Tesco sends a letter to the customer requesting more time to deal with the problem. If 40 days or more have passed and the complaints have not been dealt with customers may be eligible to contact the Financial Ombudsman Service to receive help with their complaints against Tesco. If the complaint has not been resolved after 40 business days, a letter will be sent to the customer requesting extra time to deal with the complaint. When 40 days have passed since the complaint was made, customers may contact the Ombudsman.[iv]. I If you are not satisfied with the outcome of your complaint to the Customer Service Officer, the matter may be appealed to the General Manager. Customer Complaints Form Name Date Address Complaint Report Taken By INTERNAL USE ONLY Action Taken Outcome Date Completed Investigation Comments [i] https://www.ombudsman.gov.ie/en/About-Us/Legislation/ 09/03/17 [ii] http://www.citizensinformation.ie/en/consumer_affairs/consumer_protection/consumer_rights/consumer_protection_act_2007.html 09/03/17 09/03/17 [iii] http://ombudsman.govmu.org/English/Policies/Pages/Limitations.aspx 09/03/17 [iv] https://www.reference.com/food/tesco-deal-complaints-4146bdab46664ec9 15/03/17 Should I Study Abroad? Should I Study Abroad? Every year thousands and thousands of people leave the comforts of their homes to learn English in countries such as the United States, Canada, England, and Australia. Why do they do it? Many feel that by studying a language in a country where it is spoken, they will be able to learn it more quickly. Others feel that studying abroad gives them a kind of prestige in their home country. It may even lead to a better job. And quite a few people want to study abroad for the pure pleasure and excitement it brings. But living and studying in another country can also have its problems. Almost everyone experiences some level of homesickness. And a few people go home earlier than expected because their ideas about living in another country were different from reality. Is learning English abroad something you are interested in? Whether to learn a language by studying abroad is a big decision. You should be aware of what you are getting into before you start packing your bags. Disadvantages of Studying Abroad Studying abroad does not mean you will learn English magically. Many people think that they just need to live in another country and they will learn the local language. This is not completely true. You still need to pay attention and study. There are people who live in foreign countries for many, many years without knowing the language well. However, it will probably come to you easier and faster than if you just studied the language in your home country. Studying abroad can be hard. You will probably have times when you miss your family, friends, food, and everything familiar. Almost everyone goes through some culture shock. You will have to realize and accept that it will take some time to adjust to a new way of living. Studying abroad can be expensive. There is no doubt that it takes money to study abroad. It can vary from kind of expensive to very expensive. Most places dont allow international students to work. You will have to have the money before you arrive in the country or have someone from home support you. Is this something that you and/or your family can afford? Advantages of Studying Abroad You are surrounded by English. Yes, you need to pay attention and do some studying, but everything comes faster when you do because English is everywhere- on the streets, in the stores, on the TV- you cant get away from it. Your eyes are opened to the world. We often grow up thinking that our way of doing things is the only way, or sometimes the best way. But living in a new culture helps us realize new ways of doing things, and also helps us to see that even though we are different, we are all human. And in many cases, not only will you get to know the natives of the country you are visiting, you may get to know classmates from all over the world. You learn to take care of yourself. Living in another country, even if it is with a host family, means you might be doing things you may not have done in your home country. These include cooking, cleaning, grocery shopping, washing clothes, figuring out transportation, making living arrangements, setting up accounts for cell phones and utilities, etc. You may think of this as a disadvantage, but many international students go home proud that they have become very self-sufficient. Your life will be forever changed. One of the greatest things that happens when you do something as big as live in another country is- you become a changed person- your outlook on life is different. Your new maturity can help lead you to new places in your life. You make memories that will last a lifetime. Your pictures, journals, and souvenirs will help you remember your time abroad, but your memories and emotions of this special time will also be a part of your life until you are very old. So how can you know if studying abroad is right for you? First, start by talking to people who have already done it. Of course everyone will have his or her own experience and point of view, but it can be really helpful to hear what other people have to say. If you dont know anyone who has studied abroad, ask others about their experiences through the internet. Daves ESL Cafe is a good place to start. If you do decide that you are interested in going abroad, take a look at websites like www.StudyAbroad.com and www.HyperStudy.com to search for schools and get advice on where to go. Studying abroad can really change your life. And hopefully if you decide to do it, it will be a wonderful experience for you. The very best of luck to you. Retrieved From: http://www.5minuteenglish.com/study_abroad.html Summary of Should I Study Abroad? Suffer from constant homesickness especially during the early years of living abroad The cost of education is very expensive Institutions does not allow international students to work Students are exposed to different kinds of learning environment Students are exposed to different kinds of people and their various culture Students are more independent and confident Students outlook of life will be changed 2nd Article Is Studying Overseas Worth It? Mon, 11/09/2009 15:50 Nabilah Before you can answer that question, youll first need to know how studying overseas differs from doing so locally. By Tan Yan Shuo An overseas university education in Australia, the United Kingdom (UK) or the United States of America (US) can easily set you back by several hundred thousand dollars. In comparison, the National University of Singapore (NUS), Nanyang Technological University (NTU) and Singapore Management University (SMU) all charge an annual tuition fee of less than S$10,000. Yet, every year, thousands of Singaporean students flock to universities in these countries. You may be considering studying overseas too. However, before you jump on the bandwagon, it is important to examine your motivations for wanting to do so, and to ask yourself if they are justified. And most of all, to make a better, informed decision, you need to be elucidated on the major differences between studying overseas and locally. Prestige and Career Opportunities It is a myth that our local universities are less well-perceived by employers than their foreign counterparts. In a recent survey conducted by The Straits Times, three out of four public-listed companies said they had no preference with regard to employing local or overseas graduates, with the rest preferring candidates who studied in Singapore. Furthermore, both NUS and NTU have been ranked highly by The Times Higher Education, coming in 30th and 77th respectively in the 2008 World University Rankings. However, our local universities brand names do pale in comparison to that of top-tier overseas universities such as Oxbridge in the UK and the Ivy League in the US. While it is correct to say that your performance at the university matters more than its prestige in determining your career prospects, graduates from more prestigious universities nevertheless definitely have more opportunities. An overseas education also gives you an edge if you intend to work overseas, where the brands of our local universities tend to be less recognised. Indeed, many multi-national companies recruit directly from the campuses of top overseas universities. However, when it comes to specialised degrees such as Law, Medicine, and Dentistry, our local faculties are just as selective and perhaps as prestigious as those of top overseas universities. Often, the effect of brand name is more pronounced for general degrees such as Arts and Social Sciences. Quality of Education There is little, if any, objective difference between the quality of teaching locally and overseas. Top overseas universities often boast big-name professors, and it is easy to be lulled into thinking that Nobel Prizes and similar accolades translate into quality teaching. However, in reality, being a good lecturer is a separate skill set from being a good researcher, and good and bad lecturers abound both locally and in top overseas universities. When it comes to quality of education, the key differences between local and overseas universities lie in flexibility and variety of options. Universities from the US in particular stand out in being more flexible, and having more academic options than our local universities. While NUS, NTU and SMU rarely allow students to change their courses, universities in the US are known to allow such changes even into the junior (third) year. In addition, universities from the US emphasise broad-based curricula and cater to diverse academic interests through schemes such as personalised Double Degrees, Double Majors and Accelerations. The downside to these, however, is the lack of depth of study as compared to the demanding syllabi set by local universities. The Overseas Experience By far, the biggest difference between studying overseas and locally is the experience of living alone in a foreign country. You become a one-person household, and suddenly you realise there were a million things your parents did that you now have to manage by yourself. Apart from doing your own laundry and cooking your own meals, there are also more significant things such as finding your way in a foreign society, and responding to setbacks without the comforting proximity of family and friends. Over the years, these individual experiences add up to make you a little more street-smart, a little more independent, and a little more mature. As an alien in a foreign country, you will also face the prospect of learning the unspoken rules and social norms that others assume you already know, and dealing with people whose value systems and underlying assumptions about the world are radically different from your own. If you can cope with these challenges, you will emerge a more thoughtful, adaptable, and confident person. Nevertheless, as enriching as an overseas experience sounds, it is not for everybody. Going overseas to study is like jumping into the deep end of the pool. Some are naturally good swimmers who flourish with the challenges, while others are mere beginners who will do better if introduced to swimming in a less intimidating environment. Likewise, not everyone at the age of 18 is ready to leave the comforts and familiarity of home. Fortunately, there are other ways of gaining elements of the overseas experience without enrolling in an overseas university. Staying on campus can provide a simulation of living independently, and if you fall sick, you always have the option of returning home. For a more bite-sized experience of studying overseas, you can also apply for student exchange programmes offered by all three local universities. Studying overseas is not the Holy Grail of university education. There is little, if any, compromise in terms of quality, prestige and career opportunities if you choose to study locally. Although studying overseas can be a unique and life-changing experience, it is not for everybody (whether due to cost or other factors), and there are other, albeit more circuitous, means of achieving the same outcomes. Retrieved From: http://community.jobscentral.com.sg/node/1318 Summary of Is Studying Overseas Worth It? Quality of education is better overseas More job opportunities for students who have studied overseas Some courses or subjects are not available in local institutions Students are more independent Students are more mature Students are more confident Students will be able to understand and experience the social norm and culture of the country 3rd Article Will the difference make a huge impact on career path? FOR a very long time, studying abroad was an option purely for the deep-pocketed elite. Apart from the cost factor, many families chose to send their kids overseas because of the cultural wealth and better job prospects that came with it. Fast forward to today, many still choose to send their children overseas to pursue their education. Thanks to rising affluence, more families are able to send their kids abroad. But are the benefits of studying some thousands of miles away versus just down the street so drastic that its really going to make a huge impact on ones career path? Studying abroad The main issue to consider when studying abroad is that it requires more financial support and planning. Lee, a 30-year old information technology graduate from the United States admits that the biggest issue about studying overseas is the cost. Studying overseas can be really expensive. Accommodation and food is denominated in a currency thats probably higher than ours. Furthermore, most countries do not allow foreign students to work, so you need to have money before you arrive in the country or have someone from home supporting you. However, having a foreign qualification helps to make your resume stand out compared with the rest, he says. Dinesh Kanavaji, 31, is a practising lawyer in Malaysia who studied law in Britain in the late 90s. His two-year course cost him about  £15,000 a year or about RM90,000 annually given the high exchange rate at the time. At the time, the tuition fees cost about  £10,000 annually. Accommodation and food cost about  £4,000 or so, this of course, provided that you lived at a campus hostel rather than elsewhere. Ultimately, it was a character-building experience, having to be able to live, cook and travel on your own, he says, adding that studying abroad also provides a unique opportunity for language and cultural immersion. Dinesh also feels that the standard of education offered overseas is higher. The standard is higher over there. The lecturers are experienced and well trained, comprising doctors and professors that have written a few books. Many of the lecturers locally are quite young. He also says the education in Malaysia (as far as law was concerned) was very academically-driven. In Britain, they make you work and figure things out for yourself, creating a heightened level of maturity. Studying locally Dineshs wife Melissa Ram, 32, studied her Bachelor of Jurisprudence degree in law entirely in Malaysia and is quick to admit the cost benefits of studying locally. Compared with Dinesh, her four-year course (plus one year of A-Levels) cost just RM20,000. It probably would have cost me three times more if I had studied overseas. Also, you dont have to worry about getting home-sick and can meet up with your friends any time, she says. Melissa however admits that the level of education in Malaysia (especially in law) was not up to par with the standard offered overseas. I participated in a legal workshop that was conducted by solicitors from London and could immediately feel that the quality of their training was far superior. She says law degree graduates in Britain that studied for the bar exam (which qualifies a person to practice law) were subjected to hands-on training while the Malaysian equivalent of the bar, the CLP (Certificate in Legal Practice), is purely academic in nature. Those who do get the opportunity to study overseas should go, Melissa says. Chan, 29, a local engineering graduate, says studying locally provided him with flexibility to do whatever he wanted during semester breaks. During your semester breaks, you can find good temporary employment at places such as McDonalds or a shopping complex for instance without the need to worry about work permits or the language. He adds that food is also cheap and abundant in Malaysia compared with many other countries. Who do the employers prefer? Malaysian Employers Federation executive director Shamsudin Bardan says there is generally a preference for foreign graduates by employers. Its because foreign graduates are more proficient in English and have better thinking skills. They are more mature and independent than local graduates. In terms of qualification or technical ability, theres not much difference (with local graduates). However, when it comes to soft skills, foreign graduates have the advantage, he says. A spokesman from the Malaysian Institute of Human Resource Management also concurs that there is a preference for foreign graduates. Multinationals, especially, are more keen to hire foreign graduates because they carry themselves better. They speak well and with confidence during the interview. Local graduates (who are more weak in terms of soft skills) dont express themselves well enough in front of the interviewer, who would think that the interviewee is just not prepared for the job. He also says that there is a general perception that the standard of Malaysian education is more inferior when compared to the standards in other countries. A lot of people have criticised the standard of our education, which has clouded the minds the way that employers think. The environment has to change. People and politicians should change this perception. Retrieved From: http://biz.thestar.com.my/news/story.asp?sec=businessfile=/2010/10/23/business/7255501 Summary Will the Difference Make a Huge Impact on a Career Path Many parents send their kids to study overseas because they want the kids to learn new cultures. The cost is actually the biggest issue when it comes to studying abroad. The currency is higher. Studying abroad lets students to learn how to live on their own or in other words, they have to be independent. Studying locally is three times cheaper than studying overseas. Students who study locally wont experience being homesick. Students who study in the country will never have to worry about language. The cost for food in our own country, Malaysia, is way cheaper than overseas. Students who have degrees from foreign countries have better chance in being employed. Graduates from overseas have more and better soft skills than graduates from local. Foreign graduates perform well during interview compared to local graduates. 4th Article Why study abroad? 10 reasons why you should study in a foreign country Have you considered studying abroad, but are not sure whether its worth your time? If you ask anybody who has studied abroad, he or she will most certainly tell you that it is a life-changing experience and one of the most rewarding things he or she has ever done. Perhaps youre not certain what benefits you can reap from an extended stay in a foreign country. Here are 10 very excellent reasons why you should take the plunge:   1.  Study abroad is the optimal way to learn a language.  There is no better and more effective way to learn a language than to be immersed in a culture that speaks the language you are learning. Youre surrounded by the language on a daily basis and are seeing and hearing it in the proper cultural context. Language learning happens most quickly under these circumstances. [Read  why you should learn a language.] 2.  Study abroad provides the opportunity to travel.  Weekends and academic breaks allow you to venture out and explore your surroundings both your immediate and more distant surroundings. Since studying abroad often puts you on a completely different continent, you are much closer to places you might otherwise not have had the opportunity to visit. Some more structured study abroad programs even have field trips planned in or around the curriculum. 3.  Study abroad allows you get to know another culture first-hand.  Cultural differences are more than just differences in language, food, appearances, and personal habits. A persons culture reflects very deep perceptions, beliefs, and values that influence his or her way of life and the way that s/he views the world. Students who experience cultural differences personally can come to truly understand where other cultures are coming from. 4.  Study abroad will help you develop skills and give you experiences a classroom setting will never provide. Being immersed in an entirely new cultural setting is scary at first, but its also exciting. Its an opportunity to discover new strengths and abilities, conquer new challenges, and solve new problems. You will encounter situations that are wholly unfamiliar to you and will learn to adapt and respond in effective ways. 5.  Study abroad affords you the opportunity to make friends around the world. While abroad, you will meet not only natives to the culture in which you are studying, but also other international students who are as far from home as yourself. 6.  Study abroad helps you to learn about yourself. Students who study abroad return home with new ideas and perspectives about themselves and their own culture. The experience abroad often challenges them to reconsider their own beliefs and values. The experience may perhaps strengthen those values or it may cause students to alter or abandon them and embrace new concepts and perceptions. The encounter with other cultures enables students to see their own culture through new eyes. 7.  Study abroad expands your worldview. In comparison with citizens of most other countries, Americans tend to be uninformed about the world beyond the nations boundaries. Students who study abroad return home with an informed and much less biased perspective toward other cultures and peoples. 8.  Study abroad gives you the opportunity to break out of your academic routine. Study abroad is likely to be much unlike what you are used to doing as a student. You may become familiar with an entirely new academic system and you will have the chance to take courses not offered on your home campus. Its also a great opportunity to break out the monotony of the routine you follow semester after semester. 9.  Study abroad enhances employment opportunities. Did you know that only 4% of U.S. undergraduates ever study abroad? Yet, the world continues to become more globalized, American countries are increasingly investing dollars abroad, and companies from countries around the world continue to invest in the international market. Through an employers seyes, a student who has studied abroad is self-motivated, independent, willing to embrace challenges, and able to cope with diverse problems and situations. Your experience living and studying in a foreign country, negotiating another culture, and acquiring another language will all set you apart from the majority of other job applicants. [Read about  careers in foreign languages.] 10.  Study abroad can enhance the value of your degree. While abroad, you can take courses you would never have had the opportunity to take on your home campus. In addition, study abroad gives your language skills such a boost that it is normally quite easy to add a minor in a language or even a second major without having to take many more additional courses after the return to your home campus. Adapted From: http://www.vistawide.com/studyabroad/why_study_abroad.htm Summary of Why Study Abroad? When a student studies overseas, he/she learns the language that the local people use which is unusual to the student. It usually happens when a student stays and studies abroad, he/she will be surrounded by the people who use the language all the time. It also allows students to travel to new places. A student who studies abroad can also learn the peoples culture which is something new to the student himself. By learning other peoples culture, students can also change their perceptions about certain things in life. Students will also learn how to develop their skills in many things especially in soft skills. A graduate from overseas will have better opportunities to get a job. Students can have better opportunities to get a job. A student can learn more about himself. Students who study abroad can also make friends from people of different backgrounds. There are wider selections of programs and courses offered by foreign learning institutions that can be chosen by students who study overseas. 5th Article Getting your degree locally Distance from home is often an important factor when choosing where to study. You could probably group people into 4 different categories when it comes to choosing where to study and the distance it is from home; Those that are keen to study at a university or college far away from home sometimes even in a different country. Those that want to study a certain distance away from home, but not so far that they cant reasonably get back for the odd weekend. Those that want to study for a degree at a local college or university or at least one thats commutable from home. Those that arent bothered whether they study at local college or university or one thats far away. In the UK there has been a bit of a tradition that when considering where to study for a degree, students look at universities and colleges fairly, or very, far away from home. This tradition has recently started to change somewhat and more and more students are choosing to study at a local college or university and get their degree close to home. There are a few reasons why when choosing where to study people are increasingly opting for a local college or university: Financial Probably the biggest factor of all. Going away to university is an expensive thing. Expenses like rent , bills, food, transport (whilst at uni and also travelling back and forth between university and home) can be removed or significantly reduced by staying at home. Family, friends, community Studying locally enables people to remain close to their friends and family whilst at the same time taking advantage of everything that being a student has to offer a wider social group, clubs and societies, a Student Union, nights out and so on. You can also keep any part time jobs you might have. Change in cultural attitudes In many countries across the world such as Spain and Australia, most people get their degree locally and stay living at home. In the UK there has been a culture of going away to study for a degree, but increasingly the Spanish and Australian way of doing things is being seen as a good option. The point is, is that the question of where and how to get your degree isnt set in stone. Just because theres been a culture in the past of going away to university, doesnt mean studying locally isnt just as valid and in many cases can be an even more attractive option. Retrieved From: http://www.whatuni.com/degrees/university-application-ucas/study-local/local-colleges.html Summary of Getting Your Degree Locally Studying locally means that the students can be close to their homes Expenses are much lesser if the students study locally compared to the expenses studying abroad There is no need for them to pay for extra expenses such as bills, rents and others as they are living at home. Students are also able to be close to family and friends if they study in local universities. Their previous part time jobs could also be kept as an extra source of income, if they have any. In the aspects of cultural attitudes, people are beginning to favour the option of studying in local universities. Studying in the country does not mean it is not valid; it might even be a better option for the students. 6th Article LOCAL OR OVERSEAS? With so many postgraduate courses available, both locally and overseas, how do you choose? Here are some things to consider before making a final decision. By  C S CHING    Now that you have decided that a postgraduate programme is what you want to do, there are a number of issues you need to address. One of the most important is deciding where you want to  pursue it.    You have two options going overseas or doing it locally. Both options have their pros and cons, and you have to weigh each carefully to determine which suits you best. GRADUAN ® explores the options available to help you make the right decision.    STUDYING ABROAD   While a luxury before, pursuing studies abroad has become something many Malaysians can now afford. Relatively more expensive than studying locally, many regard a qualification from an overseas institution worth the money spent.    The most popular foreign destinations for Malaysian students are the UK, Australia and the US. Study opportunities in the UK and Australia are varied, with postgraduate opportunities at both taught and research levels. The US is a more traditional route for students who are committed to specialist research, especially in the sciences.    There are many reasons why some students opt to do their postgraduate work in an overseas institution. First, it could be because you did your first degree abroad and want to pursue postgraduate studies at the same institution. There are many advantages to this, not least being that you may be able to secure funding from the university and your lecturers can be your referees when applying for a place or a scholarship. Also, you wont have to deal with the hassle of moving and getting used to a new environment as you will already be familiar with the area. Not only that, you would have made friends who may also stay back to continue with their postgraduate studies. This way, you will have some company helping you go through this major change in your life.    Studying abroad can also be an enriching experience, especially if you have never been overseas before. Not only will you be gaining a postgraduate qualification, you will also be coming home with international and multicultural exposure. You will meet many different people from all over the world and learn much from them.    Also, being in a new environment is a perfect opportunity to broaden your mind. This experience may come in handy, especially when you are looking for job opportunities. If you are planning on a career with a multinational firm, this exposure will help you communicate better with the different colleagues and clients you will meet along the way.    Being in a new environment is a perfect opportunity to broaden your mind. The opportunity to study in a world-famous institution will look very impressive on your resume    The key to making a right decision is to gather all the facts and weigh them against your desires and financial standing.    Some students opt for an overseas institution out of necessity because the specialised qualification  may not be available in Malaysia. Institutions abroad are often also better equipped in terms of  technology and expertise to allow you better access to the right kind of knowledge. This especially applies to scientific studies. Also, the opportunity to study in a world-famous institution will look very impressive on your resume. If you are given the chance to do this, do not turn it down as it will help your career in the long-run.    STUDYING LOCALLY   You may feel that a local institution may be the right fit to pursue your postgraduate studies. In fact, there are many institutions in Malaysia providing postgraduate programmes that are as good as those overseas. With this option, you wont have to travel far a Ethics in Psychology | Case Study Ethics in Psychology | Case Study Ethics has been defined as â€Å"a branch of philosophy that deals with thinking about morality,  moral problems, and judgements of proper conduct† (Frankena, 1973). Ethics is traditionally a branch of philosophy dealing with moral problems and moral judgments. White (1988) defines ethics as the evaluation of human actions. In doing so, we assign judgments to behavior as â€Å"right† or â€Å"wrong† and â€Å"good† or â€Å"bad† according to the perspective of a moral principle or ethical guideline. Although we may all strive to be right and good, a gap often exists between the ideal outcome and what can realistically be accomplished. We acknowledge that ethical perfection lies beyond reach for virtually all of us humans, even if we could completely agree on the ethically correct response in every situation. And, unfortunately, good intentions may prove insufficient to ensure that wrongs will not occur. An effective response requires developed skills, planned resources, the right information, and a pre-established ethical and self-awareness. Koocher, (2012) Some potential issues with this case study that seems to be transpiring into an unethical manner would be the confidentiality issues as well as the informed consent, other ethical issues would be like professional boundaries, limited resources and limits of competence, community expectations and values working with peer and other community helpers, and burnout are among these issues. (Schank, 1998) Mr. Albertson is a 54 year old male who came to Dr. Jones for Depression at the time of admission to her clinic, she should have had Mr. Albertson sign his consents so that she would have on file his next of kin no matter where they were located in case of an emergency such as his getting hurt at work. There are many forms and consents that needed to be signed immediately before Dr. Jones took Mr. Albertson as a client in her clinic. When you admit whether it is for inpatient or for an outpatient you must always have the client sign a consent for treatment, as well as the HIPPA consents, and then you explain the rules and regulations to the client especially if they don’t know what it means. According to the American Psychological Association at your first visit, a psychologist should give you written information explaining privacy policies and how your personal information will be handled. This information will explain that in some cases, there are exceptions to the privacy rule. Mr. Albertson went to see Dr. Jones for Depression but, when Mr. Albertson got hurt at work and suffered a concussion the Dr. decided at that time to have her client Mr. Albertson to sign a consent to release information which now is the wrong time because, the client now has an impairment that does not let him understand what is happening. He is also having issues, concentrating and is easily confused and is having trouble understanding these concepts. Dr. Jones wants Mr. Albertson to sign a release of information so she can talk to an attorney but, what about the Dr. That is, treating Mr. Albertson for his concussion and injury he suffered at work, so she can better find out what happened to him, so she can understand what or how she should proceed with his treatment for depression. The client does not understand what is wrong, but, the Dr. asked him to sign a release to speak with his co-worker and his lawyer in which the co-worker found for him. The Lawyer has no idea what he is dealing with at this time because, he has never spoken to Mr. Albertson, but, online and through phone calls. Principle of Ethics I, Rule J states â€Å"Individuals shall not guarantee the results of any treatment or procedure, directly or by implication; however, they may make a reasonable statement of prognosis.† American Speech-Language-Hearing Association (1997-2014). Principle of Ethics III states â€Å"Individuals shall honor their responsibility to the public by promoting public understanding of the professions, by supporting the development of services designed to fulfill the unmet needs of the public, and by providing accurate information in all communications involving any aspect of the professions, including the dissemination of research findings and scholarly activities and the promotion, marketing, and advertising of products and services.† American Speech-Language-Hearing Association (1997-2014). Dr. Jones is not beyond the limits of her competency as of yet because by providing services to individuals for whom appropriate mental health services are not available and for which Dr. Jones has not obtained the competence necessary, will work closely with the community who may have the related prior training or experience and Amay provide such services in order to ensure that services are not denied if they make a reasonable effort to obtain the competence required by using relevant research, training, consultation. American psychological association (2015). According to the State of Texas licensing bureau of psychologists, Dr. Jones should provide only services for which she has the education, skills, and training to perform competently. Competency includes the ability to provide services concerning a specific individual that takes into account characteristics of that individual including age, gender, ethnicity, national origin, disability, language, and socio-economic status. Dr. Jones maintains current knowledge of scientific and professional information that ensures competency in every area in which she provides services. http://texreg.sos.state.tx.us/public (2012). A psychologist who lacks the competency to provide particular psychological services to a specific individual must withdraw and refer the individual to a competent appropriate service provider. In emergencies, when psychologists are asked to provide services to individuals for whom appropriate mental health services are not available and for which the Doctor has not obtained the necessary competence, doctors may provide such services only to the extent necessary to ensure that services are not denied. If ongoing services are provided, doctors must comply with subsection (d) of this section as soon as practicable or refer the patient as per subsection (h) of this section. http://texreg.sos.state.tx.us/public, (2012). Psychologist must refrain from initiating or continuing to undertake an activity when they know or should know that there is a substantial likelihood that personal problems or conflicts will prevent them from performing their work-related activities or producing a psychological report in a competent and timely manner. When Psychologists become aware of such conflicts, they must immediately take appropriate measures, such as obtaining professional consultation or assistance in order to determine whether they should limit, suspend, or terminate the engagement in accordance with Board rule  §465.21 of this title (relating to Termination of Services). This is from the State of Texas Licensing Board. http://texreg.sos.state.tx.us/public, (2012). No, she is not practicing outside of her scope of practice because she as a doctor will talk with the Primary Care Physician in order to place Mr. Albertson into an assisted living facility. But, she is working outside of her practice finding this client a guardian. If she would have had the papers already signed she would have already had the guardian whether it would be the friend or a family member. Consents are very important in the medical field as well as the substance abuse field. As for conflict of interest this case could be because the people that the doctor speaks with everyday are those that are in the community, and they all would probably know each other so they will be talking about things that maybe personal to the client. As for legal as long as the doctor has the consent signed and the client understood what he has signed the doctor may speak with the lawyer. Dr. Jones should have made sure all documentation was completed in the office before the sessions started with the client’s depression, this is number one in all areas of the medical practices. You cannot make a patient sign something he/she does not understand, and if there are other issues such as cognitive deficits then it will make it much harder to help this patient unless you have the documents signed beforehand and you have a guardian for this reasoning. Also be very careful of the No-Harm clause in the ethics and code of conduct for psychologists and licensees. References; American Psychological Association. (2014). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx American Speech-Language-Hearing Association (ASHA). Copyright 1997-2014. http://www.asha.org/about/contacts/ Frankena, WK (1973) Ethics (second edition), quoted in Nunn, J (1998) Laboratory Psychology, East Sussex: Psychology Press Ltd. McLeod, S. A. (2007). Psychology Research Ethics. Retrieved from http://www.simplypsychology.org/Ethics.html Schank, J. A., Skovholt, T. M. (1997). Dual-relationship dilemmas of  Rural and small town psychologists. Professional Psychology: Research  And Practice, 20, 244 –247. http://texreg.sos.state.tx.us/public Oedipus Rex by Sophocles | Themes Oedipus Rex by Sophocles | Themes Was it the tragic fate of murdering his father and marrying his mother, or the free will of trying to escape and avoid this horrific oracle that led to the demise of the beloved King Oedipus? Some may believe that people have the free will to determine how their life will play out; others believe that everyones life is predetermined and our actions are controlled by just that. In the Greek tragedy Oedipus Rex by Sophocles, fate played a very important role in the life of Oedipus and the characters around him. While Oedipus was free to try and escape his fate, we ultimately are left to find that fate played a greater role and that Oedipus could not run from himself. As demonstrated in Oedipus Rex, by Sophocles, while free will is a part of human nature, there is also predetermination of ones fate. According to WordReference.com, fate is defined as an event (or a course of events) that will inevitably happen in the future set forth by a higher power. Since birth, Oedipus was cursed to someday murder his father and marry his mother, as foretold by the oracle of Apollo. Oedipuss birth father, Laius, was also affected by this fate and thus tried to get rid of Oedipus when he was a baby to try and escape this fate. Laius and his wife, Jocasta, then abandoned baby Oedipus on a mountain with his feet nailed together with spikes and left to die. Later, Oedipus was discovered by a kind shepherd and given to a nearby King and his wife to be raised as their own. Laiuss attempt to change fate was ultimately a failure and further led to the fulfilling of the prophecy. This was just one of the examples of how no matter what you do to avoid it; your fate will ultimately come true in time. This prophecy was willed by the gods to come true, no matter what Oedipus or King Laius did to avoid it. As Oedipus grew to become a man, the prophecy set forth once more. Before Oedipus left Corinth, he was determined to discover who he really was. He was made aware of his destiny, and this ultimately influenced his actions. Oedipuss actions did not lead to his destiny, knowing his destiny, led to his actions. For Oedipus, just knowing that his destiny led to the detestable acts of killing his father, whom he thought was the king of Corinth, and marrying his mother, was enough for him to leave Corinth and try to escape this fate, but Sophocles demonstrates how trying to outsmart ones fate will only convey one to it. Unknowingly, by leaving Corinth, Oedipus had begun the path to fulfill the prophecy. Oedipus indeed was afraid of fulfilling his horrible fate, so he was determined to change it. As Oedipus is traveling to get as far away from Corinth as possible, he encounters an elderl y man on a crossroads and kills him; unknowing that it was King Laius, who was actually his birth father, thus fulfilling half of the prophecy. As Oedipus gets closer to the city of Thebes, he encounters the Sphinx and solves her riddle, alas saving the city of Thebes, becoming king, and marrying his birth mother, Jocasta, completing the prophecy. Sophocles shows us that Oedipuss free willed actions cannot defeat fate, no matter how hard he tried. As the years passed by, we come to find that the city of Thebes is engrossed in a horrible plague that is troubling the citizens, so they come to King Oedipus for help. Oedipus has come to believe that he has outsmarted his destiny because he has not returned to Corinth since he left, so how could he possibly have killed his father and married his mother? We know from earlier in the story that Oedipus is confident in the prophets because he sent his brother-in-law, Creon, to find out what they can do to save the city. Creon returns and tells Oedipus that they must find the murderer of Laius to end the plague. Oedipus realizes that this is the fate of his city and he also knows little can be done about it. When Oedipus hears the news, all will be well, (pg. 222) he replies, Of course, but what were the Gods words? Theres no hope and nothing to fear in what youve said so far. (pg. 223) Oedipus trusts the words of Apollo, so he sets out to find the murderer of Laius only to find out that this will lead him a step closer to his fate. As Oedipus is accused of his fate by the prophet, Tiresias, he becomes angry. He then accuses the prophet of trying to conspire against him with Creon, and tries to banish him from Thebes. As things become tense in the house of Oedipus as everyone slowly realizes the truth of Oedipuss destiny, things start to get hectic. Oedipuss wife and mother, Jocasta, commits suicide when she realize what has happened, and Oedipus blinds himself by sticking two pins in his eyes because he cannot bear the truth. Oedipus even states, Go dark for all time blind to what you never should have seen, and blind to the love this heart has cried to see (pg. 256). He speaks of the consequences that he has faced due to fulfilling the prophecy. Oedipus has learned that no matter what his actions were, he could not avoid his fate. As was presented in Oedipus Rex, by Sophocles, fate, rather than free will, played a very important role in the life of Oedipus and the characters around him. Sophocles demonstrated to the readers that although free will is indeed in human nature, your life is ultimately predetermined and theres nothing a person can do to change it. If a prophecy is willed by the gods to happen it shall happen, and free willed actions cannot and will not defeat a persons fate.