Middle East

This narrative proved to be overblown and ultimately the clash of civilizations thesis has been discarded. However, a decade on, the fast-paced events of the Arab Spring have once again revived the question as to whether we are witnessing a clash of collocations Does the Arab Spring reflect a clash of civilizations On the face of it, the Arab Spring appeared to be heading into clash of civilizations territory as Western-backed dictators fell like nine pins, and the revolts appeared to be pre)-lilacs, anti-Western and anti-liberal.Recently, a violent string of protests across the middle east against a us-made film, which was held to denigrate the prophet Mohamed, culminated in a deadly arson attack that killed the US ambassador to Libya. Once again, some commentators have framed these events as a clash of cultures and a pivotal moment in Western and Islamic relations. However, the evidence suggests that the clash of civilizations thesis is exaggerated.So in relation to the Arab Spring , it is more helpful to see it as a clash between people and governments within the Arab world, caused in large part by incompetent governance and an inability to listen to what the people want. Contrary to the clash argument, the Arab Spring is not a clash between Islamic radicalism and the west. Looking closely at the region reveals that each upheaval has Its specific characteristics, each country its own history and ethnic mix. In Bahrain, for example, the Arab Spring has manifested itself in an explosion of long-held tensions between Sunnis and Shih Muslims.There Is some interesting polling that popular concerns about democracy In Bahrain have decreased since the start of the troubles, while encores about Iran have increased. In Egypt, people simply wanted a change Embark was self-evidently time-expired and the longer the military try to hold on to power (prompted in part by their large stake in the economy), the lower their popular support becomes. Similar, although more extrem e, concerns apply In Libya, exacerbated by the tribal nature of Libyan society (a really big determinant).Its also instructive to note what is happening in Tunisia, which seems to be providing a very Arab/North African take on democracy but which seems to be working nonetheless. So In essence, the Arab Spring Is not really clash of civilizations territory at all. The role of Islam in the Arab Spring Jane Simonton, Chatham Houses middle east expert, comments in relation to Tunisia and Egypt that The vague, catch-all term Salamis belies the diversity of movements that seek to draw inspiration, values and legitimacy from Islam. There are enormous differences In thinking both between different Salamis groups, and wealth them.Crucially, this diversity Is likely to Increase as a result of the new-found political opening in the Arab world. Salamis movements OFF uprisings in Egypt and Tunisia succeeded precisely because they avoided the divisions of ideology, class and, in Egypt, religion t hat have traditionally fractured and weakened opposition movements in the Arab world. Certainly Salamis movements were more successful than any other parties in the recent parliamentary elections in Egypt and Tunisia, prompting some observers to accuse them of stealing the revolutions.The protests that drove political changes in 2011 hoisted slogans with universal appeal calling for freedom, dignity, social Justice more than they referred specifically Islamic slogans. They were not Salamis, anti-legalist or non- Salamis protests Psalmists participated alongside secularists, liberals and leftists and there were striking images of Muslims and Christians guarding each others prayers in Their Square. Neither Salamis movements nor other existing political parties can claim credit for these youth-led, spontaneously swelling street movements.Thus, what we are seeing is far from the rise of a monolithic civilizations identity, but rather an intra-civilizations splintering over political and economic ideas. Conclusion clash within the Arab world The Arab Spring is not so much to be seen as a clash of civilizations but rather a power struggle motivated by pollarded sectarian differences within Arab countries. TTY McCormick in the Huffing Post argues It is clear that a clash within civilizations helps to explain the Arab Spring more than a clash between them.William Misacts writing in the Journal, Foreign Affair, also questions the clash of civilizations thesis On 9/1 1, the global Jihads movement burst into the worlds consciousness, but a decade later, thanks in part to the Arab Spring and the killing of Osama bin Laden, it is in crisis. With Western-backed dictators falling, al Qaeda might seem closer than ever to its goal of building Islamic states. But the revolutions have empowered the groups chief rivals instead Salamis parliamentarians, who are willing to use ballots, not bombs.Activities (1) Follow on discussion To what extent is does the Arab Spring constitute a clash of civilizations Given that this topic is in many ways Just a footnote to the wider debate over the clash of civilizations thesis, it might be worth asking groups to draw up precise lists of points both for and against this action. (2) Arab Spring mint-presentations allocate members of the class to one of the Arab Spring countries (Tunisia, Egypt, Libya, Bahrain, Syria etc. ) and ask them to do a one-slide presentation outlining key events etc.

Chipotle Case Analysis

Chipotle Case Analysis-By Team PYSHEN Strategic Issue: Chipotle plan to find out a correct and effective strategy to continue its sustainable growth and to maintain its profitability by penetrating high market share while competing with its powerful rivals in the fast-casual food industry. External Environment analysis: GENERAL: 1. Demographic: Population size (O): potential increase in US; Age structure: mainly servicing adult between 18-49 years old; Geographic distribution (O): 39 states in the US, 1 in British and 2 in Canada; Ethnic Mix: N/A; Income Distribution: medium or high income (Customers willing to pay the premium). . Economic (T): stagnate, increasing food cost price (demotic 3. 9%, global 37%) and customers’ dwindling budgets. 3. Political (T): ICE shifts its focus; PETA asked to use CAK; definition of healthy food. 4. Sociocultural (T): Higher wage for CIW. 5. Technological: Prevailing Social media (O); Tortilla grill machine (T). 6. Global: Cultural difference s for new stores (T) in international markets. 7. Physical Environment: N/A. INDUSTRY: 1. New entrants (H): Low Barrier, small economies scale, product taste better, and small capital requirements. 2. Suppliers (L): customized food, many local farms. . Buyers (H): low switch costs, sales represent all revenue. 4. Substitute (H), low switch cost, many choices. 5 Rivalry (H), many equally balanced competitors; low storage cost. Internal Environment Analysis: Tangible Resources: Financial (S): High ROI (approx. 10%) and operation cash flow. (V) Capacity to borrow: N/a. Organizational: autonomy in operation, strong incentive. (V). Physical: 22 independent distributers with high qualities. (R), hard to get â€Å"A† location, and higher cost of construct, new stores’ sales are cannibalized by existing ones. W), local supplier and regional distributer, which reduce cost of transportation (V, R, I) Tech: No tortilla grill (W). Intangible resources: Human (S): Restaurateur prog ram to train and reward managers to stay (V, I, R); Internal staff promotions and development (V). Innovation (S): Simple approach to menus with lots of combinations (V, I, R), Menu & Taste (V, R, I, N), Open kitchen design (V, I, R). Reputation (S): Brand name (V, I, R, N); organic, fresh and sustainable ingredients (V, I, R, N); LEED certified restaurants (V, R).Capabilities: relies on strictly chosen suppliers (I). HR: well motivated and empowered (V, I). Marketing (S): effective promotion of brand name (offer free burritos to neighboring; participation in charity fundraiser; setting up event) (V, I, R, N); valuable word-of-mouth from Facebook (V, I). Management information system: N/A. Management (W): simple structure with single office control may reduce the oversight. Manufacturing (S): food productions are reliable with high quality (V, R, I, N). R&D: (N/A).Core competencies: unique menu design, great taste with its sustainable ingredients and quick service visible for custom ers differentiate Chipotle from others. Strictly chosen suppliers help Chipotle meeting its food in integrity goals. Competitor Analysis: Chipotle has bunch of competitors, and Panera is the most powerful one. Both Panera and Chipotle strive to provide quality food with fast service, focus on building their brand image and establish loyal customer relationship to drive repeat sales, and are unwilling to finance themselves by credit (no long-term debt).However, Panera heavily relies on franchise to expand its market, and develops catering business to promote its sales in future, which parts Chipotle doesn’t involve. In fast-casual food market, Panera is a very strong competitor. Business level strategy: differentiation by offering sustainable ingredient and better taste as well as satisfied fast service. Alternatives: 1. Globalization by franchise: Chipotle only has three foreign stores, which located only in Anglo-Saxon countries.However, enlarging its foreign market is a lon g-term task, and is required more financial support. In current status, Chipotle has faced supplier shortage problem. Therefore building local suppliers is becoming more critical issue and need great efforts, and whether this activity can guarantee enough supplies, which meet Chipotle’s strict standards, is still in doubt. A better way is to franchise in international markets because local managers will more familiar with the needs of local customers. Another reason is that Chipotle is reluctant to finance by debt.Through franchising in foreign markets, Chipotle may gather positive cash flows to fund company owned restaurants in U. S. , and avoid large uncertain expense, cultural shock as well as political risks that may be incurred in foreign markets. 2. Exploiting its suppliers: A possible way to penetrate more market share is to exploit and streamline its suppliers. The case shows that the company developed its suppliers by restrict quality, price and protocol standards. S ome supplies shortages have been happened and some restaurants cannot operate smoothly without key ingredients.Chipotle did a good job in its downstream business, which is to provide a qualified food and services; however, it upstream still needs to be well exploited efficiently to meet the huge needs of customers. Two feasible ways may not only lower the food cost but also overcome the shortage. One is developing more qualified suppliers in foreign markets. Although, the requirement of suppliers is hard to meet, Chipotle could corporate with local governments to acquire standardized supplies (successful example is KFC in China). The tariff and freight may be offset by lower labor cost.The other way is to tap into more potential suppliers, with an enlarged supply chains, the company may enjoy a lower cost by economic scale effect. Recommendation: Comparing with the above alternatives, we recommend Chipotle to adopt the second one. The relationship with suppliers is considered as one of its capabilities, and thus, adopting the second method may involve less risky. If the company implements it appropriately, an efficient and effect supply chain could also become its core competency, reduce its cost of goods sold and achieve expected SSS growth.

Crash Character Analysis

The movie Crash is about a wide variety of people of different races in Los Angeles, California and how they all interweave with each other. In the movie Crash there are many characters that begin to change their ways throughout the movie. One person in the movie that has changed the most is the character Sandra Bullock plays her name is Jean Cabot.The reason being why she has changed is because one night after having dinner, her and husband Rick Cabot are car jacked at gunpoint by two black men in a prestigious and wealthy environment of California. From this experience she is emotionally scarred and stereotypes every race that is not in front of her face. In one scene of the movie, the Cabot’s are getting new locks in their home after they were hijacked. The man who is changing the locks on the door is a Hispanic male who is stereotyped by Jean because of his shaved head, pants around his bottom, and his tattoos. Jean insists to Rick that as soon as the locksmith leaves that he will sell the keys to his â€Å"gang banger† friends right as he leaves.The man overheard Janet and leaves the keys in front of her. Janet felt remorse for the words she had said about the locksmith because of her false accusations. In many other scenes of the movie Janet is seen verbally abusing her Hispanic maid Maria. In one scene of the movie, Maria came late to work due to driving her son to school. Janet comes downstairs into the kitchen and finds that Maria did not empty out the dishwasher of all the clean dishes from the night before. Janet lashes out on Maria every chance she gets and eventually fires her.During the end of the movie, Janet Cabot has a realization of her behavior and actions towards anyone who is not the same color as her. One scene of the movie Janet is seen talking on the phone with her friend of ten years about daily events and ends the conversation. After the conversation has ended, Janet falls down the stairs and can’t move. Janet call ed her friend of ten years to come help but she said that she was to busy getting a massage and would not be able to come. In desperation Janet called Maria who came right away to help. In an epiphany, Janet realizes that her maid that she verbally abused everyday was her best friend. She then realizes what is actually wrong and it is mot because of her car being stolen it is because  she is just angry all the time.

Make a title Essay Example | Topics and Well Written Essays - 250 words - 3

Make a title - Essay Example This brought in disagreements since white settlers had a negative attitude towards native tribes and had to react. White settlers viewed the Indian style of living as poor. They wanted them to follow lifestyles. This ranged from trying to convert them into Christianity, teaching them to speak English. Whites viewed them as people with a very low sense of intelligence judging from the way the built their houses (Roark 64). The government, which favored the white settlers took it as a favor granted unto the natives. However, it all lead to continuous attacks, disagreements and violence. In 1868, the Fort Laramie Treaty had to be signed in order to bring peace between the United States Government and the American Native tribes. This was after white settlers claimed that American Indians attacked them, even when they helped out by acting as tour guides and offering visitors with food and shelter. Both the white settlers and the US government were irrational. All they cared for was get access to the fertile land while ignoring the natives. The US government dishonored the signed treaties. The Dawes Act, 1887 was used a strategy to eliminate tribal ownership on land and divide up tribes into single entities. Through this Act, the US Federal government was able to repossess land and in turn sold it off to white settlers and railway constructors. Due to such dis-orientation, groups like the Mescalero Indians took refuge in Mexico. The Navajos were persistent because they valued their land, customs and beliefs. However, their resistance proved fatal when the US military applied the scorched earth policy. The Native Americans had lots of problems with both the white settlers and the US government. This is because the government was in collaboration with settlers. They ignored the local minority tribes. Instead, they used them as slaves in the construction of railway

Types of Reasoning. Problem Analysis using Duty-Oriented Reasoning Essay

Types of Reasoning. Problem Analysis using Duty-Oriented Reasoning - Essay Example Utilitarian reasoning is also known as end-result based reasoning technique. On the other hand, duty-oriented reasoning technique is also known as deontology (Motta). For the believers of deontology school of thought, it is necessary that they assume responsibility as an essential and the intention of the individual should be relevant to the context. Moreover, it is also important for the individual to possess prior knowledge about the subject before experiencing it, so that the individual is ready for any consequences. Utilitarian reasoning, on the other hand, requires an individual to determine the locus of righteous and wrongful deeds absolutely depending on the resultant of the reasoned action over other actions. Last but not the least, from an ethical point of view in a health care setting, using utilitarian reasoning indicates that work related behavior and attitude of individuals is characterized as quantitative and deductive approach. Whereas, duty-based reasoning used by ind ividuals indicates that work related behavior and attitudes can be characterized as qualitative and inductive approach towards ethics. 1(b): Problem Analysis using Duty-Oriented Reasoning Problem: A patient is admitted into the hospital and I am the on-call doctor available. The condition of the patient is severe and there are only 10% chances that the patient might survive, if he is admitted to Critical Care Unit (CCU) and a ventilator is installed, which gives that patient artificial life support. But keeping him on ventilator will be painful for the patient and might prolong the suffering of potential death. Principles Involved: Being a doctor, I took the oath of saving peoples’ lives. Therefore; it is the call of my duty to save the life of the patient in any case. Options Available: The options available to me are to admit that patient into CCU and make him suffer the pain of ventilator. Or, I can leave that patient in the emergency unit and let him die peacefully. Compa ring the Options: Role Duty: Putting the patient on ventilator might save him, which also allowed in the medical laws and policy frameworks. Beneficence: Ventilator might save the life of the patient but it will be painful for him. Once the patient recovers, he might fear the type of treatment he received. Nonmaleficence: It is my duty to provide relief to patients and do not put them in pain. But putting the patient on ventilator will put him in further pain and misery, where the chances of him recovering are less. Decision: Weighing the chances of patient to survive with the help of ventilator, against the chances of his immediate death, I have decided not admit the patient in CCU. The facility could be used for other patient who has more chances of survival, whereas the current patient would be saved to suffer more pain while admitted into CCU. 2. Veracity Truthfulness: Truthfulness in medical ethics refers to a situation where the doctor is required to tell the truth to the pati ents, no matter what will be consequences of the news. The concept of truthfulness requires the physicians not to lie to their patients and state the problem as it is. For example, if a person is found HIV positive, then his doctor/physician must communicate the diagnosed disease to the patient without thinking about the consequences. Autonomy Autonomy, in medical ethics, refers to the right of patients of freedom to know everything about the

What is the optimal rate of inflation Essay Example | Topics and Well Written Essays - 1000 words

What is the optimal rate of inflation - Essay Example The causes of inflation are many and complex but economists do point towards the interaction between the output given by an economy and the supply of money in a system as well as the interest rates established by the government as guides for what inflation would be present in a country. Monetarist economists believe that the supply of money is most important in setting the rate of inflation while the Keynesian economists suggest that interest rates and economic output set the rate of inflation (Wikipedia, 2007). The problem with defining what the optimal rate of inflation should be comes from the difference in theory and practice. Certain theories point towards negative inflation being the best but it has been shown that countries with negative inflation suffered the consequences because other factors influenced their economic situation. Others suggest that a positive rate could be the optimal answer but some countries have suffered from uncontrolled inflation and overheating economies when inflation became difficult to control. Politicians on the other hand prefer to see zero inflation since it is easy to project an idea of economic stability if they can point towards zero inflation as well as a zero unemployment rate (Palley, 1998). Another difference between economists and the economic policies of several state operated banks around Europe is their optimal rate of inflation. It seems that there is no real consensus on the idea and while some economists suggest that the optimal rate of inflation in an economy is slightly negative (Friedman, M. 1969), others show with examples from recent history that a slight rate of inflation could actually be good for the economy (Sinclair, 2003). The dominant economic paradigm, subscribed to by both the government and the stock markets, is the theory of the Non-Accelerating Inflation Rate of Unemployment (NAIRU). This is also called the alias the natural rate of unemployment (Palley, 1998). The theory maintains that if the

The Challenge of Ethical Behavior in Organizations Essay

The Challenge of Ethical Behavior in Organizations - Essay Example Their main concern is aggrandizement of wealth and the means employed to secure the goal are of no consequence to them. They encourage their senior staff to adopt unethical procedures and soon it becomes the policy of the organization and standard culture of the industry. Ethical diameters are linked to the behavior of the top management and the middle level management and the employees follow the guidelines as per the directions of the masters. To contain the unethical behavior of the employees the management needs to go to the root cause of the problem. A fair system of compensation that will benefit all the employees must be in place as otherwise some employees may pursue their own objectives rejecting the company’s interest altogether. They may use the system to benefit to themselves. The management should always remember that the employees can build an organization as well as they can break it. If the goodwill of the company is lost, in the present highly competitive busi ness environment, it is difficult to recoup it. When the ethical base is strong, the employees will be responsive to the directions of the management. 3. Organizational culture implies dual responsibilities. On the one side are the employees of the organization and on the other side it reflects on those who deal with the organization. Such a culture relates of the entire gamut of activities of the organization. When it is sound the consequential benefits are the enhanced image, public good will and the increased ability to attract talents to be part of the organization. For the employees to be basically sound and industrious basic conditions need to be created first and that is possible by adopting the best ethical practices. 4. Ronald R. Sims tenders two important suggestions for creating and maintaining ethical- oriented culture. That the top managers need to set the standards as it makes the big difference and the lower-level employees follow

International society and system Essay Example | Topics and Well Written Essays - 2750 words

International society and system - Essay Example This argument creates the terminology international system and international society. In a general explanation, a system refers to a way of lie dictated by laws, policies and mandatory requirements from a ruling body. On the other hand, a society refers to the cluster of persons or bodies which have together directed by the similar goal and objective. In relating to the international state of affairs, an international system is a routine created under specific international laws. In addition, these laws are creation of international leaders such as the United States of the United Kingdom. An international society refers to the ability of countries around the globe to share common wants and dislikes. The need to embrace certain laws and policies is created then countries have a voluntary urge to embrace the policies. In addition, an international society may also refer to the ability of countries to share peaceful relationships without factors such as development and power coming into play. Disregard of under developed countries have made it difficult to transition to a complete international society system. From this definition, one may point out that the two terms differ significantly. However, the most fundamental form international arrangement is determined by the suitability of it achieving international objectives. In this situation, it is obvious that an international society is most fundamental. This is because the globe is transitioning from the international system.

Comparing Ethiopia to Other Countries Essay Example | Topics and Well Written Essays - 750 words

Comparing Ethiopia to Other Countries - Essay Example â€Å"According to the neo classical growth theory, output growth results from one or more of three factors: increases in labor quantity and quality, increases in capital, and improvements in technology† (Todaro & Smith, 2003 p 164). Thus, the concept of neoclassical growth theory states that growth of an economy stops when the technological change ends. A technological change leads to an increase in saving and investment and there by increases the real GDP per capita. In the context of Ethiopia the theory of neoclassical growth theory has relevance in the respect of underdevelopment. The lack technology has pulled back Ethiopian economy from attaining development. In other words technological backwardness has contributed to the lesser growth of Ethiopia. This is clear from the GDP ratios of the country. Ethiopia’s GDP remained at â€Å"$1000 in 2010† (Human Development Report 2009: M Economy and Inequality, 2009). The Human Development Index indicates that the H DI of Ethiopia were just 0.328 in 2010. In HDI ranking Ethiopia had171st rank† (Human Development Report 2009: M Economy and Inequality, 2009). ... This will increase income, savings and investments, which, in turn, can lead to economic development. â€Å"The role of Lewis theory in Ethiopia is also showing a negative trend. The relevance of the theory in a country is highlighted when there occur a shift in the employment rate from agriculture to industry sector. The data regarding the employment in agriculture and industry of Ethiopia shows that the role of the Lewis theory in the development of a country is more relevant. The employment rate of Ethiopia in the agriculture sector during 2009 was 85% while that of industry was just 5%† (Intelligence Throughout History: Birth of Overhead Reconnaissance, 1861). The Big Push Theory: The Big Push Theory by Paul N. Rosenstein Rodan calls for a big investment from the government’s side, for attaining economic growth in an underdeveloped country. â€Å"The Big Push is a model of how the presence of market failures can lead to a need for a concerted economy wide and proba bly public policy- led effort to get the long process of economic development underway, or to accelerate it† (Todaro & Smith, 2003 p 162). A big investment by the government encourages more growth in that sector, which ultimately leads to the development of that particular sector and, therefore, attracts more investment by individuals and firms. The relevance of big push theory in Ethiopia is seen from the aid given by the government and the UN in various situations including the natural calamities. This big push has helped the Ethiopian economy in improving their HDI rank during past years. Market friendly approach: Market friendly approach was first put forward by World Bank, which gave a much

Electronic Contracts Essay Example for Free

Electronic Contracts Essay There are several long-term impact of electronic contracting on the nation’s business and some of these are the following: First of all, since the E-sign Federal Law â€Å"legitimizes business conducted by electronic means†, this means that the nation will produce more businesses than usual (Zanger, 2000, n. p. ). This is because an electronic contract saves a considerable amount of time, as well as, effort (Zanger, 2000, n. p. ). Unlike in the traditional way, wherein individuals entering into a contract are obliged to meet with each other, negotiate with each other, agree with each other, etc before finally signing a document that legitimizes what they have discussed about with regards to business (Zanger, 2000, n. p. ). In electronic contract, a document is sent for another party to read and agree upon, if he or she does then he or she signs it, then the other party, in case he or she agrees will also sign it (Zanger, 2000, n. p. ). Electronic contract is exceedingly easy and extremely convenient that is why the number of businesses is increased greatly which leads to a flourishing economy for the nation as well (Zanger, 2000, n. p. ). Second, the e-Sign Federal Law â€Å"continues the advancement of e-commerce†, which in turn, also plays a large role in the economy of the whole nation (Zanger, 2000, n. p. ). It motivates individuals to transact their businesses online and make their services far more efficient by doing so (Zanger, 2000, n. p. ). The fast and efficient service that e-commerce offers contribute largely in inspiring people to create a business of their own online which will not only bring in an additional income for themselves and their families but to the government as well (Zanger, 2000, n. p. ). Finally, â€Å"it establishes uniformity in intrastate, interstate, foreign commerce† which means that the hindrances and vagueness to well-organized/competent interstate â€Å"online transactions posed by different states’ laws† will be gone forever (Zanger, 2000, n. p. ). This means that the flow of business transactions will be freely flowing because there will be no more differences in State laws to attend to (Zanger, 2000, n. p. ). In case that other States have other laws with regards to e-commerce and electronic contracts, these will still be covered by this federal law technically referred to as â€Å"the Federal E-sign Law† (Zanger, 2000, n. p. ). Since uniformity is established through the aforementioned law, more individuals are more confident now with online transactions than before (Zanger, 2000, n. . ). What are the potential pitfalls you see with electronic contracting? An electronic contract entails an â€Å"electronic signature†, which is actually an â€Å"electronic sound, symbol, or process attached to or logically associated with an electronic record and executed or adopted by a person with the intent to sign the electronic record† (California Codes Civil Code Section 1633. 1 – 1633. 17, n. d. ). The major problem here is that there are no rules or standards for electronic signatures (California Codes Civil Code Section 1633. – 1633. 17, n. d. ). There should be only one kind of technology utilized for â€Å"an electronic signature to meet the functional equivalence standard because there are no built-in security of handwritten signatures, in ink, and tangible writing† (California Codes Civil Code Section 1633. 1 – 1633. 17, n. d. ). There should be â€Å"encryptions, access controls, as well as, date stamps† in order for it not to be easily tampered with (California Codes Civil Code Section 1633. 1 – 1633. 17, n. d. ). If there are no guiding principles on what comprises electronic signatures then fraud is most likely to occur (California Codes Civil Code Section 1633. 1 – 1633. 17, n. d. ). Anybody can just sign an agreement however she/he wants it to be signed and he or she may just opt to get out of it by saying it not his or her electronic signature or he or she may just put another electronic signature that is not really associated with him or her for the purpose of being able to run away with it in case he or she needs to (California Codes Civil Code Section 1633. 1 – 1633. 17, n. d. ).

A Study On What Reflection Is Education Essay

A Study On What Reflection Is Education Essay Reflection is the ability for someone to be able to reflect on their actions thus allowing them to continuously learn. It can also be seen as a critical reflection and/or a way of improving or changing the way that something is done or how we behave. Boud et al stated:- Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is working with experience that is important in learning. Within the learning environment reflective practice is a crucial part. It assists in both personal and professional development. The main benefits of reflective practice include the ability for a teacher to have a better understanding of their own teaching style and effective they are as a teacher. In todays society with diversity a big topic reflection will also help to ensure that the lesson and teaching styles employed are diverse. However there are a few issues with the way that some reflections are done. These were researched by Boud and Walker (1988). They found that some people just pay lip service to reflection. Reflections also include a persons thoughts and feelings as well as the experience that they have gone through. It is also common for reflection not to be taken seriously. It was found that a teacher was able to obtain better reflections from students if the students felt that they were in a trusting environment rather than an untrusting one. Donald Schon introduced the process of reflecting in 1983. He wrote a book called the reflective practitioner,. however the concept of reflective practice is much older and John Dewey (1933) was one of the first to write about it. He had an interested in problem solving and wrote about exploration of experience, interaction and reflection. It is based around an experience and the user of the reflective practice analysing their experience and learning from them. Schon was inspired by the work that Dewey produced and as such began to explore the boundaries of reflection and different models were introduced. He firstly wrote about reflection on action and then reflection in action. Reflection on action is where there has been an experience and the practitioner reflects on their reaction to the experience and then thinks about why they reacted that way and the resulting consequences of their actions. This is usually done by way of a documented approach. (see appendix 1) Reflection in action is the ability to think on their feet. This is based around the practitioner being able to deal with a situation that arises and is able to draw upon their experience, feelings and emotions to deal with the situation there and then. There are various models that can be used to reflect on a situation. These include:- Kolbs 1984, 4 step model of reflection (Reece and Walker, 2006, p.92, fig. 2.18) Concrete Experience Active Reflection Experimentation Observation Abstract Conceptualisation There is some debate about where this cycle starts. Kolb states that it runs in a clockwise direction and may begin at any given stage. It is a continuous wheel that can keep spinning. This is in contradiction to what Dewey (Dewey, 1993; Moon, 2003) state. He says that the cycle should begin with Concrete Experience which is a specific occurrence. Personally I feel that it should begin with a concrete experience as this is what is being reflected upon. Research by Roffey-Barentson Malthouse, (2009,P.7) suggests that this model is beneficial for teachers. Graham Gibbs 1988 based his models around Kolbs but created more categories within it to aid the process. Description What happened? Description What happened? Action Plan If it arose again what would you do? Feelings What were you thinking and feeling? Evaluation What was good and bad about the experience? Conclusion What else could you have done? Analysis What sense can you make of the situation? (Taken and adapted from Roffey-Barentson and Malthouse, 2009, p.7) This cycle is a lot more prescriptive that Kolbs and it may inhibit free though as it is more specific. Like Kolbs cycle this is a continuous cycle, it has no specific end point. I dont feel that Kolbs or Gibbss cycle would suit everyone as some people need conclusion. This is also a useful debriefing tool. It helps to keep debriefs structured. Both of these models are used frequently within the department where I work. Kolbs cycle is used to enhance the level of student activity and involvement. Honey and Mumford (1982) linked different learning styles to each stage of the Kolbs Cycle and then different teaching strategies. (see appendix 2). These all help to make the lesson inclusive to all and ensure that everyone learns from the lesson. It is a lengthy approach to the debrief process but as we say the learning comes from the debrief. A scenario can last a few minutes but the debrief 10-15 minutes or more depending. When developing my lessons I know the students circumstances and needs. Our training is set out by the Curriculum, this outlines the standards and training required. We run on a 2 year cycle so that all aspects of the curriculum are covered. The organisation I work for requires me to provide equal opportunities, value diversity, promote equality and inclusivity as well as not to be discriminatory towards any student providing them with a comfortable working environment. Using the cycle set out in Appendix 2 allows me to do that. Gibbs Model is used during most debriefs that take place. As we are a firearms training centre nearly all aspects of training have a practical element to them that requires a structured debrief. This cycle is used to aid the process for both shooting and role play exercises. For each of these models it is essential that the teacher or in this case Firearms instructor is occupationally competent in their role. This is the ability for someone to do their job effectively. There are a number of skills that are used to improve performance they include knowledge, skills and behaviour. All instructors at the TTC (Tactical Training Centre) are well qualified and are competent to perform the role. Each instructor is qualified to carry weapons and can be used operationally whenever required. Due to this it is essential that instructors maintain a good knowledge of operational procedures, time is allocated within the year planner for instructor training days. On these days instructors take part in refresher training to maintain these skills. The Curriculum governs everything we do and as a team we have team meetings to discuss changes and reflect on the practices ensuring that everyone is clear about the changes. As an instructor or student you should always be striving to learn more so that you can share his knowledge and move forward with the changing times. This in turn will make you more operationally competent. Shoot for the moon. Even if you miss it you will land amongst the stars (Les Brown, Educational Quotes for the 21st century page 3) We use the evaluation sheets along with the instructors personal reflection to improve training sessions and modify them accordingly. Instructors are encouraged to reflect using the EDAR cycle. This stands for Experience, Describe, Analyse and Revise. Students, especially adults, can provide invaluable information about your performance that cannot be collected from any other source (Reece, I Walker, S (2007:48) Instructors are required to have a minimum of 120hrs contact time with the students in a 24 month period. A minimum of 60hrs should be instructing tactics and 60hrs range work. This is to maintain a good skill level. As an instructor you are assessed on a regular basis to make sure that you are competent in these areas. This is done by the head of centre, CFI and the evaluation officer to confirm that they meet the required NPFTC criteria. A detailed portfolio is also kept by each instructor to document lesson and activities that they undertake. This is cross referenced with the National Firearms Instructor Accreditation needs. It is checked and signed by the CFI and Head of centre to ensure that each instructor is competent. On a personal level I use SWOT analysis (Brookfield, 1988) to evaluate and reflect on my current skills. This also helps me to identify areas where I can improve and develop. It also identifies areas where opportunities were not taken and the implications of this. Leading on from the SWOT analysis is the SMART action plan that assists in my personal development. Both of these are uncomplicated to use. Another reflective practice available to us was devised by Ojanen (1993). He stated that group discussions about personal experiences relevant to the topic being taught will help the students and teacher to improve their practices. At the TTC we always try to ask for, and get, the students own experiences to help with the lesson. This becomes increasing relevant when doing more specialist training like, VIP, Medics training Rifle etc. It was found that by doing this both teacher and student learn. By three methods we may learn: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest. (Confucius (551 BC 479 BC) Chinese Philosopher) Critical reflection is also used when debriefing aspects of firearms. It first came about by Dewey in 1916. It is important that this type of reflection is conducted in a professional manner and that it uses the knowledge and experience of the instructor to discuss the scenario and guide them towards the necessary changes that maybe needed. This is quite a complex task that requires good orchestration by the instructor. Thompson and Thompson (2008) discuss critical depth and breadth. Critical depth is the need to look beneath the surface and emphasise that things shouldnt be taken at face value. Critical breadth looks beyond narrow, individual factors and takes into account the sociological aspects of the situation. They go on to state that without depth the reflective practice may come across as insignificant and not get the points across and could be misleading. Without Critical breadth there is a possibility of not seeing the bigger picture. This type of reflection is used frequently however some students take it personally and get very defensive and stroppy during this type of feedback. It has to be issued with tact and as the instructor I have found that you have to prevent yourself from getting involved in a heated discussion. The teachers role in discussion is to keep it going along fruitful lines be moderating, guiding, correcting and arguing like one more student (Mortimer Adler, The Paideia Proposal, Educational Quotes for the 21st century page 18 ) Self-evaluation is very important as it allows you to reflect on what you have delivered and the quality of it. From both your own reflection and the information gathered from your students feedback you are able to make changes to areas within the lesson that may need adjustments for the next time that it is delivered to make them drop dead proof and flow better. I keep a Reflective Practical Journal for my own personal action plans and Continual Professional Development; I am currently mid-way through a mentoring process that began when I first came to the Tactical Training Centre. Evaluation also helps with this process. To complete the evaluating process I use EDAR:- Experience:- Deliver the lesson or Experience. Describe:- who was involved, what happened, when it happened and where. Analyse:- Consider what happened Revise:- Think how you would do it differently. I feel that it is important to make the time to complete a reflective practical journal and find it useful to refer back to. When this document is reviewed by myself I pick out areas for development. The Tactical Training Centre has a high standard of teaching and the head of centre strives to ensure that each instructor continues to develop. He does this by ensuring that the instructors go on courses to maintain skill levels and also ensure that there are enough instructors to be subject matter experts in specialist areas. Teaching standards are regularly checked by the head of centre who sits in on lessons and evaluates the training and how it is delivered. He encourages the instructional staff to make the lessons interesting and that all the students are involved in the training. The continuing professional development (CPD) of teachers is governed by the 2007 regulations regarding to CPD. This complements the aims set out by the Institute for Learning (IfL) to encourage teacher-centred development activities. CPD in relation to a teacher means continuing professional development, which is any activity undertaken for the purposes of updating knowledge of the subject taught and developing teaching skills. (www.ifl,ac.uk) Task 2 I had a lengthy discussion with the Head of the Tactical Training centre who is an experienced teacher and Master Practitioner in NPL. We discussed the pros and cons of reflection and both came to the same conclusion that it is good to reflect however it is important to try not to make it to complicated. He believes that everyone should reflect however, it is not the be all and end all. It is a useful aid to help teachesr to progress. If we dont reflect we dont learn. Reflection is all part of the experiential Learning practice. It can also have a tendency to stop some people from moving on. They get stuck in the past rather than trying to move on. He feels that it is a useful tool and he tend to reflect quickly to try and prevent it becoming too negative. It is his belief that we should spend about  ¼ of our time reflecting and  ¾ of our time improving. However he does not have a preferred style of reflection but it is generally based around Kolbs (1984) 4 step model of reflection. In the NLP world reflection is described as either moving away from something or moving towards something. It is all based around what you actually want to get from delivering something. This needs to be established prior to the lesson commencing. Reflection tends to be cognitive; people drop into it and revisit it at a late date. We discussed and both agreed that reflection tends to be quite negative and we dont tend to focus on positive reflection. It is just as important to know why something has gone well and why it has gone well as it is to know why something hasnt gone as well. In our organisation positive reflection tends to be done in the form of Evaluation. Within our area of teaching reflection is conducted using Reflective Practical Journals, personal Portfolios, Personal Development Reviews, Peer observation and group discussion. Everyone helps each other out. For example the 2or 3 instructors selected to run a core session produce a package on the given topics. Once completed and signed of they deliver the session to the other Instructors in the office. This is so that any issues can be ironed out and addressed prior to it being delivered to the students. This also helps with keeping it uniformed and making sure that everyone is singing off the same hymn sheet. If you are very close to something it is quite difficult to always see any issues. If you reflect on it as part of a team it came help open it up and make sure that the product to be delivered is of a high standard. There are many purposes of a RPJ, these include:- To record an experience To learn from an experience To develop critical thinking or the development of a questioning attitude To increase the ability of reflection and thinking To enhance problem-solving skills To enhance reflective practice For personal development and self-empowerment For means of supporting behaviour change Enhancing creativity Improves skills like numeracy, writing, reading, ICT skills etc The list is endless. The act of writing is a great stimulus to creativity. When we are grappling with a problem, it is a common occurrence that in writing down our conscious thoughts on the question, useful associations and new ideas begin to emerge. Writing immediate thoughts makes more room for new avenues of thinking, new possibilities. (Miller, 1979) Task 3 A Reflective Practical Journal (RPJ) is a reflective journal and can be used to help the author through a transitional phase of education or through a lengthy course such as an initial firearms course or during core training. If used correctly than can help you become a better teacher and help with professional awareness, personal development and self-awareness. They help to document strengths, weaknesses, opportunities and challenges. The personal journal has been for hundreds of years to articulate the human drama of living and to explore new knowledge (Wolfe, 1989) A RPJ should reflect the leaning experience that the author has had, what they have seen, what it felt like, how it was seen by others and how it could be done differently if at all. It is important that these entries can be understood and that they are dated to help recall when an event has occurred. They can be used to instigate either small or large changes to procedures or lesson using reflective practice. I tend to be more of a critical reflector. I have chosen to use Gibbs reflective cycle for my reflection as I believe that it gives greater flexibility with fewer constraints than some of the other models. I have chosen a critical incident that occurred during core training for my reflection. This session was being attended by AFOs and was a core 2 training session. The session was designed to allow the students to research a given topic and deliver their findings to the rest of the group by using some new technologies that are available to us. I am aware that AFOs dont tend to like to present things to others and I was expecting the session to be met with little enthusiasm. The session went really well with some good enthusiasm shown. However I felt a little reticent about the whole thing. I wasnt sure why I felt like this so I decided to do a SWOT analysis chart (appendix 3). The headings are quite simplistic however too actually write below each heading can be quite complex from a critical perspective. There is a potential to make the comments quite negative, the headings almost encourage this. As I reflected on the Core session and examined the content, the delivery methods etc I knew that it had been delivered well and the learning outcomes had been covered. I still felt a little unhappy. So I began to look deeper into it and then it struck me. One of the students had been very quiet and just sat chewing gum looking uninterested. He actually performed well during the task but the more I thought about it the more it frustrated me. Why was he so uninterested? It was almost like he didnt want to be there. By writing a SWOT analysis I was able to simplify my views, feelings and concerns and develop an action plan using the SMART model. (Appendix 4). Using these analysiss it helped me come to the conclusion that the reason for my uneasy feeling was that I was taking one students attitude personally. It is in the solitude of blank pages that adults can reflect on their life experiences, contemplate future directions, and come to trust more deeply in their own answers (Christensen, 1981) When, after some deliberation, i found that actually it was the students issue. . I spoke to him the following day on a firearms detail and asked him what the problem was as he looked unhappy. He informed me that he didnt want to be there doing the training or even in the job. My worry had been for nothing, I had just taken it personally. Task 4 It is quite strange but without realising it I reflect on everything, not just things about work but also things in my personal life. Since becoming an Instructor I have been able to put these reflections into context. My reflections always appeared to be quite negative, with me doing something wrong or me having to change. Since keeping a Reflective Practical Journal (RPJ) my reflections have become more reasoned and I am learning not just to reflect on the negative but also the positive things that occur. As my confidence is growing so is my ability to not be so critical of myself in my reflections. The personal journal has been used for hundreds of years to articulate the human drama of living and to explore new knowledge (Wolf, 1989) I dont only keep a RPJ but also a personal portfolio documenting teaching and training sessions that I take part in. These all form part of my Continual Personal and Professional Development. This is taken very seriously where I work and the inspector at the Tactical Training Centre takes each instructor personal development very seriously. He actively encourages us to do courses that will benefit us and the organisation. We have our lessons evaluated on a regular basis and any training issues or areas for improvement in a trainers style and/or delivery can be addressed. The Head of Centre and the Quality assurance and evaluation officer carry out level 1 2 evaluations by observing lessons being delivered for content, relevance and the delivery style. These are done on a regular basis. Following lessons the evaluation officer speaks with some students, questioning them on their thoughts on the training that they have received. The information is then collated and is fed back into the CFI and Head of Centre by means of a report during team meetings. Level 3 4 assessments are carried out by independent assessors from external organisations. The feedback that they give is also collated and acted upon to inform and improve training. There is a Firearms practitioner meeting held monthly that is attended by the Inspectors and Sergeants from the Operations and Training departments. The Quality assurance and evaluation officer also attends. Any training issues and needs or issues that have been flagged up by the OPS department are addressed at these meetings before being ratified and put into practice. This ensures standardisation between the two forces. The Head of centre has just had the role of the firearms instructor for Durham and Cleveland updated. He has now included that all instructors should also be IOSH and CTTLS qualified as a minimum to be able to perform the role. He is also in the process of ensuring that staff maintain and improve within their occupational role by promoting up to date qualifications such as the TAQA assessors course that is currently being rolled out. This confirms professional accreditation within curriculum compliant courses Ultimately NPIA attend the centre and assess the work carried out at there. They have recently attended and assessed the centre. They checked lesson plans, Instructors portfolios, practitioner meeting minutes and managerial minutes. They can stipulate if they deem it necessary that more assessment criteria be put in place and can advise that instructor do more academic qualifications in line with educational standards. All these procedures ensure that all the instructors and training is delivered to a very high standard. This was apparent in the latest inspection where NPIA rated the centre as one of the top 3 in the country. On top of that each instructor completes a Personal Development Review (PDR) that is looked at annually by the sergeant, inspector and other members of the senior management team. These also outline good and bad practice as well as any other training needs or requirements. In the future I would like to develop my own confidence. There are opportunities now for some of the instructors to go on NLP courses. I feel that this would be beneficial for me and aid me in my future career as a teacher. I have highlighted this on my PDR and discussed it with the Head of Centre who is very supportive of this. See Appendix 4 for my SWAT analysis. Appendix 1 Reflective learning Journal Name Date Experience Significant event or incident Describe Who, what, When, Where Analyse Why, how (impact on teaching and learning) Revise Changes and/or improvements required Appendix 2 Stages in Kolbs Model Honey Mumford Learning Styles Teaching Strategies for each stage Concrete Experience- Direct practical experience Activist Prefers doing Hands on approach, lab or practical session, simulation, taking notes, observation, visits field trips, project, role play, debate Reflective Observation Reflect, describe, communicate and learn from the experience. Reflector Observes and thinks about situation. Discussion, personal development diary or log, tutorials, case study, one to one. Abstract Conceptualisation Use models and theories to draw conclusions. Theorist Needs to understand reasons, concepts, and relationships. Lecture, seminar, discussion, reading. Active Experimentation Testing those rules, apply to new learning experiences. Pragmatist Have a go, try out to see if they work. Experiment, simulation, buzz group. (taken from table linking Kolbs 4 stage model with Homey Mumford Learning Styles and Identification of Teaching Methods for each stage. Fig 2.21 Appendix 3 Swot Strengths I am very creative and planned the lesson well which was borne out by the results that were achieved by the session. Due to this creativity I was able to talk to the various groups of students and encourage them to embrace the session and help them to decide what technology that they were going to use to impart the information on the other students. Weaknesses I tend to wear my heart on my sleeve and I take things to personal. If someone is negative in a lesson I tend to take it personal rather than look at the bigger picture. Opportunities I deal with students on a daily basis and will be involved in many situations where my ability to deal with negativity will be tested. Threats I will constantly worry that I have done something wrong. This will then have an impact on my confidence and will in turn have a negative effect on my ability to teach effectively. The students will eventually pick up on my concerns. Appendix 4 SMART Specific I would like to improve my ability to not take negative attitudes or responses personally. This is very relevant for my role as a teacher and it will also help me greatly in every aspect of my life both in and outside of work Measurable I will be able to measure this by keeping an up to date reflective diary on each day of teaching that I do. I will include my personal feelings about how I feel the day went and any concerns that I have. I will monitor these along with my tutor and discuss possible reasons as to why I feel that way. Achievable This is achievable as I have time at the end of each day that I use to complete my portfolio and can incorporate filling in a diary as part of it. Relevant This is relevant to my role as a firearms instructor. It will help me to improve and come across more professional to the students by not wearing my heart on my sleeve.

Event Management Of Rio Carnival Festival

Event Management Of Rio Carnival Festival Introduction: The event selected in order to complete this piece of work is the Rio Carnival. This is one of the famous festivals and it is held before Lent and it is known as one of the biggest festival where the participant public is more than two million in numbers each day. The festival is one of the oldest one as well. Before going in to further detail of the event and covering the topic as of different required angles the researcher will give a brief account about event management and the advances which has taken place with the passage of time and introduction of latest technologies. (Getz, 2007) Life is full events that are not only interesting but full of attractions and adventure for the public. There has been a lot said and discussed and mostly one might find destinations under tremendous pressure as they are not sure how to deal by means of these events and save them as of becoming a touristic product. In the past, major events have been victim of different unwanted actions which has not only spoiled the image of the destination but in addition the fame of the event has been affected to a great extent. In the present world where technology through media has covered all the entertainment aspects for public and public can enjoy the event as of the confinement of their home just by sitting in front of their television sets, still the real joy is for live entertainment as public want to participate and be part of the colourful environment which cannot be captured or experienced through television no matter how good they are captured. A superior repeatable Event Management method offers an organization with the aptitude to sense Events, recognize them, and then choose on a suitable control commotion or action to avoid an occurrence and/or service disruption. Suitable activities or behaviours can comprise of an action to release an event or to trace an event. Well-organized service procedures base on the well-timed handling of the several activities essential to avoid confrontations and service outages. (Reisinger, 2009) As Event Management offers the capability to sense incidents before time, an association can configure technology to sustain an Event Management procedure to activate an event after it has been mechanically noticed and be automatically allocated to the suitable resolver faction for action before any definite service disruption or outage happens. Employing technology to sustain an Event Management procedure makes it probable for a few activities to be observed by exemption which can assist eradicate the requirement for costly and supply concentrated real time monitoring, whereas at the similar time, dropping unavailability or down time. Inside Event Management there are some altered kinds of events to handle which include: Normal Operation Events: These kinds of events can comprise an automatic announcement that a planned workload job has ended as usual or a consumer has logged into an appliance that they had the right point of admission to, or an email has attained an anticipated receiver. Standard process events are significant to observe since they might stand for a breach of policy or non observance to a development. (Richards et al., 2010) Exception Events: These kinds of events might comprise user endeavours to access an application with an wrong password too many times or, a devices CPU is above an acceptable utilization rate or a PC scan reveals the installation of unlawful software. (Reisinger, 2009) Unusual Events: These kinds of events typically represent something unexpected and require immediate notice such as server memory utilization within 5% of the highest expected performance level, or the conclusion time of a transaction 10% longer than normal. The key point with any of these event kinds is that instant action should occur in order to either raise an incident record or a dismiss and log of the event for further monitoring and trending. The Benefits of Event Management: By officially applying these key activities of an Event Management course, organizations are able to augment effective efficiencies by becoming more practical at managing operations that knowledge faults and service outages. In todays multifaceted IT environments, the degree of data being produced on a daily basis can be irresistible plus uncontrollable devoid of controlled and repeatable processes and the technology to support those processes. Millions of trades deals that rely on IT prop up are conducted every day. Devoid of an accepting of critical business processes, managing events turns out to be an unproductive best guess endeavour. (Getz, 2007) An outline of what the festival/event is: The carnival held once a year in Rio de Janeiro in Brazil is the for the most part well-known party in the world, growing year-on-year and attracting hundreds of thousands of foreign as well as national tourists. In the week about festival 80% of the yearly consumption of beer is drunk plus 70% of the yearly tourist profits are composed, undoubtedly showing the significance of the event inexpensively? To Brazilians festival and dancing are as significant as football, which is really saying something! The roots of festival: The name carnival comes as of the Latin word carnelevare meaning abstinence as of the eating of meat and poultry. Carnival week is held to agree by means of the start of the Roman Catholic period of Lent, 40 days prior to Easter. Lent is conventionally a period of abstinence, prayer and self-evaluation for Christians and represents the 40 days that the Bible tells us Jesus spent in the desert resisting the temptations of Satan. As the dates for Easter vary each year so do those for the main carnival weekend. There are several parades and parties by plus following the main labelled events in the Sambodromo, some of which are free plus held in the street in various districts about the city or as practice weekends in the central site itself. (Dunne L et al., 2002) Carnival as a festivity of music, dancing, misbehaviour as well as extremes plus dates back to the ancient Roman carnival of Saturnalia which was introduced in 217 BC to lift the confidence of battle-weary Romans next overcomes by the Carthaginians. It was classically a week of eating, drinking as well as the deride turnaround of the communal order, slaves being given several further liberties for instance Several Roman Emperors such as Augustus and Caligula tried to shorten the festivities to 3 days but were met by means of such chaos plus were forced to depart the occupants to their social gathering. (Getz, 2007) Rio Carnival today: Even though Rio Carnival may not be the lone party in Brazil, is still expensive well-known. As far as the participants are considered, biggest carnival in terms of member is held in Recife in the North where in 2006 1.5 million people took part. The Rio event has developed repeatedly since its occurring back in the 17th Century furthermore every year it grows in size and more area and samba schools turn out to be mixed up in the spectacle. Blocos (Blocks) are tiny or middle sized congregation of musicians and dancers drawn as of neighbourhoods who parade with a challenging topic, motto and point. They could be clothed in matching T shirts or in extra excessive outfit and there are now over 100 Blocos, numerous of whom do not even go away as of their street or neighbourhood while displaying. Hundreds of local people congregate and escort them in their hard work. (Richards et al., 2010) Over deeply financed samba schools are huge groups of performers which participate in parade competitions in a particularly built Sambodromo. These schools procession held on the 4 major nights of the carnival, along with the title parade person held on the Saturday night. The official opposition can be alienated into 10 categories and a winner picked as of each distribution after being reconsidered on each of the following; drumming band, Samba song, Harmony, Flow and spirit, subject of the year, Overall impression, Floats and props, Costumes, Vanguard group and Flag bearer. There are 4 judges in each group and these people sit in booths along the parade route in the Sambodromo. Great standing is awarded to the winners and the rivalry is taken very critically with massive amounts of attempts, exercise and money invested. (Reisinger, 2009) Entrance tickets for the Sambodromo parades are awarded and as such are costly even in the low-priced bleacher seats which cost some hundred dollars. Places in the VIP boxes run to thousands of dollars as they offer the spectator much more ease and availability of facilities, open bar, 3 course dinner etc. for what is a lengthy of viewing. Tickets and some hotels frequently sell out months in advance so if you want to go ensure a longer way in advance. The stakeholders: Keeping in mind the nature of the event it turns out to be clear that the stakeholders are basically the tourists and local audiences that come as of everywhere to enjoy this event, its colour and the different parade and dances which are the very major part of this festival. (Bichou et al., 2007) Social-cultural benefits and issues linked with festival: The modern world is facing threats like terrorism and target killing and there are many parts of the world where the criminals wait for such mega events so that they can get a chance to cause damage on high scales. The damage can be anything like robbing, killing and even bomb blasts which are normally the key focus for terrorists in todays world. The community may always feel itself at risk during such programs and events as the ratio of crime is higher and its difficult to trace and control due to the size of event. Talking about benefits, festival like Rio brings business to the country and enables the foreigner to understand the culture of the native people. Not only does it attract people for long time but even in the four (Getz, 2007) What tourists might perceive as an attempt to get closer to the authentic and to break through to the back region, hosts will often perceive as a violation, an infringement on private and personal space, and these differing perceptions shape the power relations flanked by hosts and tourists. Just as objects are altered as they are placed in the front and false back regions, the hosts are alienated through their roles in the business: they become anders, someone other than what they once were. This view of how hosts and their culture are changed allows me to locate the central notion of authenticity in the critique of the tourism business in the works in my learning. The three authors portray tourism as making those who live and work in the business anders. Returning to the notion of front and back regions, then, I argue that the artists portray the genuine back region as a space that has been lost or is threatened by tourism, as it is gradually becomes anders and is turned into a false, staged back region. The learning depicts tourism and its impacts as a threat, implicitly noting a failure to protect the authenticity of the back region as of tourism. Discussion on how the festival event can help to foster cultural understanding There are many possible ways in the carnival may help in order to foster cultural understandings. The world has turns out to be small village and as a result people have turns out to be closer to each other with the help of Information technology. That is the main cause behind the fact that people want to know about each others culture values and beliefs as they find knowing about these cultural values very interesting. In order to get the cultural understandings events like The Rio Carnival plays a key role as not only the fact that its is very attractive but at the same time its one of the famous and big festival that automatically attracts the attention of people as of all over the world and they want to know about it, how it started and the other linked cultures with it. (Bichou et al., 2007) People as of all over the world as mentioned earlier fly to Brazil to enjoy this festival. This gives them opportunity to know about the local cultures and the different interesting facts that may be associated with these cultures which may vary after every hundred miles depending on the locals of the country and different cultural beliefs which they may possess. Recommendations for mitigating negative social and cultural impacts of the event festival Contemporary world faces some serious threats. These threats can be terrorism, robberies, killings and other issues. Terrorists are always in search of such festivals and social gatherings where the number of participants irrespective of the fact that they are performer or audience. This simply for the reason that the more big the gathering is the bigger will be the level of destruction which may be caused by these terrorists. Therefore, it turns out to be the responsibility of the event management team and the concerned authorities to make sure that all the available latest tools and other facilities like information technology and managements and security techniques are adopted in order to make sure that the event management is successful at the same time is safe as of any kind terrorist activity which may cause the loss of precious lives. (Getz, 2007) Conclusions: Considering the intricacies of IT organizations at present, there is a strong need of fine Event management practice and the requirement for technology enabled procedures is vital for best possible operational effectiveness. The purpose of an Event Management course is to perceive events of significant service factors and react instantly to direct those events. At present we want data gathered, concurrent, processed and then analyzed as much swiftly and correctly as possible. Effectiveness commence with prior preparation to get an idea that which services are essential and entail supervision along with usual reassess sessions to keep these rules clear, precise and applicable. (Reisinger, 2009) Technology contributes a great deal in enhancing the Event Management process by computerizing the real process actions themselves (for example event recognition, event announcement and automatic incident formation), and through analyzing the results as of some other associated procedures (such as Configuration Management). Incorporation with other practices (particularly Incident Management, crisis Management, Accessibility Management, Configuration Management and Service rank Management) is crucially significant to guarantee that events are handled efficiently and that the maximum levels of accessibility and service are kept. (Getz, 2007)

Derek Jarman’s film Blue Essay -- Film Movie Movies AIDS Essays

Derek Jarman’s film Blue I am a cock sucking Straight acting Lesbian man With ball crushing bad manners Laddish nymphomaniac politics Spunky sexist desires Of incestuous inversion and Incorrect terminology I am a Not Gay (Blue, Jarman; 1995: 119). In offering this extract from Derek Jarman’s film Blue, (England, 1993) I have established an expectation that this paper’s concern is with the sexual body of East End boot stomping, ball crushing queens. However, whilst this sequence has caught our imagination, my interest also lies in the analysis of the cinematic representation of the diseased and medicalised body of the artist affected by HIV/AIDS. However, in the film Blue, we see neither the diseased nor disappearing body of the filmmaker who has AIDS. Jarman’s body is embodied sonically rather than visually in the film, to counter retrogressive depictions of people living with HIV. Thus, Jarman’s depiction of the diseased body in Blue is inferred rather than seen.[1] This representation of the body may appear to be at odds with AIDS activist discourse, which has advocated at length for positive images of people living with HIV/AIDS (PLWHA)[2] since the 1980s.[3] However, Derek Jarman’s strategy to challenge and derail the notion of visibility was also aligned with an impulse to visually represent his loss of optical vision due to HIV related illness. The strategy to deny the viewer a visual image of the person with AIDS was effectively a counterpoint to the saturation of images that was prevalent in early 1990s post modern culture.[4] The intersection between queer activist politics and post modernist culture was important to the practice of many western artists working around issues associated with HIV... ... Beauvais, Y 1992, AIDS A SIDA, film, France, 51/2 min Bordowitz, G 1993, Fast Trip, Long Drip, US, video, 56 min Cartwright, J 1993, There we are John: Derek Jarman interviewed by John Cartwright, UK, video, 30 min. Demme, J 1993, Philadelphia, film, US, 155 min Goldin, N & Coulthand, E 1996 I’ll be your Mirror, video, US, 52 min Haynes, T 1996, Safe, film, US, 118 min Hoolboom, M 1998, Panic Bodies, film, Canada, 70 min Jarman, D 1994, Blue, film, UK, 75 min Riggs, M 1991, Anthem, video, USA, 10min Spottiswoode, R , And The Band Played On, USA, film, 140min Tartaglia, J 1989, Eco Homo, USA, video, 7 min ------------1988, A.I.D.S.C.R.E.A.M., USA, video, 6 min Thew, A 1993, Cling Film, UK, film/video, 20min Thomas, I 1992,The Dreaming, UK, video, 13 min ------------1992, The Fading, UK, video, 5 min Von Trier, L 1987 Epidemic, Denmark, film, 105 min

Stereotypes and Stereotyping - I Was a Teenage Trouble-Maker :: Example Personal Narratives

Stereotyping - I Was a Teenage Trouble-Maker The time was the fall of 2000. It was my senior year, and we were in our fourth hour home economics class. My best friend and I were about to finish up our two-day presentation on how to bake and ice a cake. Now, with the class and the teacher watching intently, we proceeded to ice the two layer chocolate cake with our bare hands. The entire class broke out with uncontrollable laughter; needless to say our teacher was fuming. Well, to make matters worse, we cut her the biggest piece of cake. Unfortunately for her, she didn't eat it, because it was really good. Now you might think we were a couple of troublemakers, but the fact is we were unjustly failed on the first day of our perfect presentation. The teacher said we left out key parts of our speech, but her observation was wrong. Everyone in the class heard us except her. We weren't trying to cause trouble. We figured we already failed the project, so we might as well have some fun. Experiences such as this one, and man y others have contributed to my history of being stereotyped. Stereotyping is so common in our society that when you meet someone for the first time you are often stereotyped before you even reach "hello." Stereotyping is most often someone's perception of an individual or group based on social status, educational level, race or even looks. Everybody is guilty of it, and everybody has been subjected to it sometime in their life. It is easier to put a label on someone and place them in a category we feel they fit in, rather than to get to know them as a person. I, myself, have been labeled and placed in the stereotypical category of a troublemaker at one point or another in my life. As a result of being labeled as a troublemaker, my views on the characteristics of this stereotype have changed. According to the dictionary, the definition of a troublemaker is "someone who habitually stirs up trouble." I feel a troublemaker is someone who will make waves even if it isn't the popular thing to do. Stereotypes and Stereotyping - I Was a Teenage Trouble-Maker :: Example Personal Narratives Stereotyping - I Was a Teenage Trouble-Maker The time was the fall of 2000. It was my senior year, and we were in our fourth hour home economics class. My best friend and I were about to finish up our two-day presentation on how to bake and ice a cake. Now, with the class and the teacher watching intently, we proceeded to ice the two layer chocolate cake with our bare hands. The entire class broke out with uncontrollable laughter; needless to say our teacher was fuming. Well, to make matters worse, we cut her the biggest piece of cake. Unfortunately for her, she didn't eat it, because it was really good. Now you might think we were a couple of troublemakers, but the fact is we were unjustly failed on the first day of our perfect presentation. The teacher said we left out key parts of our speech, but her observation was wrong. Everyone in the class heard us except her. We weren't trying to cause trouble. We figured we already failed the project, so we might as well have some fun. Experiences such as this one, and man y others have contributed to my history of being stereotyped. Stereotyping is so common in our society that when you meet someone for the first time you are often stereotyped before you even reach "hello." Stereotyping is most often someone's perception of an individual or group based on social status, educational level, race or even looks. Everybody is guilty of it, and everybody has been subjected to it sometime in their life. It is easier to put a label on someone and place them in a category we feel they fit in, rather than to get to know them as a person. I, myself, have been labeled and placed in the stereotypical category of a troublemaker at one point or another in my life. As a result of being labeled as a troublemaker, my views on the characteristics of this stereotype have changed. According to the dictionary, the definition of a troublemaker is "someone who habitually stirs up trouble." I feel a troublemaker is someone who will make waves even if it isn't the popular thing to do.

Course note. Organizational behavior Essay

ORGANIZATIONAL BEHAVIOR To distinguish and compare the various concepts and models of organizational behavior in a manner that-will help day-to-day conceptual, human, and communication skills of the students. To develop skills in diagnosing situations by encouraging them to participate actively in cases, topics, illustrations, and incidents that serve to provide operational meaning to the abstract concepts and models of organizational behavior. To assess and evaluate why certain events and behavioral processes occur in organizations and how, as managers, they can best affect the behavior of subordinates as well as other managers. COURSE DESCRIPTION This course utilizes the contingency approach to understanding organizational behavior. This approach seeks to understand the interrelations among the various parts of the organization. Each department, work group, or manager can be analyzed separately or as a unit related to other departments, work groups, or managers. The contingency approach requires that managers diagnose each situation confronting them, and then apply, as needed, the concepts and approaches presented in the course. These concepts and approaches will help the students to develop the knowledge and skills necessary to understand what is happening in an organization and what can be done about it. 1 ORGANIZATIONAL BEHAVIOR Week TOPIC Introduction to Organizational Behavior: ï‚ · What is organizational behavior? ï‚ · Organizational behavior and management. ï‚ · Challenges for organizational behavior and management. Course Outcomes CO1 Delivery Mode Lecture Discussion Assessment Tools ï‚ · Quiz ï‚ · Test Rubrics Na Na INDIVIDUAL PROCESSES Personality and Perception ï‚ · The nature of personality. ï‚ · Model of personality. ï‚ · Personality traits. ï‚ · The nature of perception. ï‚ · Perception process ï‚ · Attribution theory. Learning and Motivation ï‚ · The nature of learning. ï‚ · Learning theories. ï‚ · The nature of work motivation. ï‚ · Motivation theories ï‚ · ï‚ · CO2 Lecture Discussion ï‚ · Quiz ï‚ · Test ï‚ · Case Study Analysis Na Na √ CO2 Lecture Discussion ï‚ · Quiz ï‚ · Test Na Na ï‚ · Case Study Analysis √ Quiz 1 Mini Case 2 ORGANIZATIONAL BEHAVIOR GROUP PROCESSES Work Groups and Teams ï‚ · The nature of work groups and teams. ï‚ · Formation and development of groups. ï‚ · Effective Work Groups and Teams. CO3 Lecture Discussion ORGANIZATIONAL PROCESSES Leadership ï‚ · Introduction to leadership. ï‚ · Leadership theories. CO3 Communication ï‚ · What is communication? ï‚ · The functions of communication. ï‚ · The communication process. Lecture Discussion ï‚ · Quiz ï‚ · Test ï‚ · Case Study Analysis ï‚ · Quiz ï‚ · Test ï‚ · Case Study Analysis ï‚ · Quiz ï‚ · Test ï‚ · Case Study Analysis Na Na √ Na Na √ Na Na √ ï‚ · Quiz II ï‚ · Mini Case Decision Making ï‚ · What is decision making? ï‚ · Types of decision making. ï‚ · The decision making process. ï‚ · Group decision making. CO3 Lecture ï‚ · Test Discussion ï‚ · Case Study Presentation Analysis ï‚ · Group Presentation Na √ √ 3 ORGANIZATIONAL BEHAVIOR ï‚ · Test 1 (2hours) INTERGROUP RELATIONS IN THE ORGANIZATIONAL CONTEXT Organizational Culture ï‚ · The concept of organizational culture. ï‚ · Determinants of organizational culture. ï‚ · Managing organizational culture. ï‚ · ï‚ · CO3 ï‚ · Test ï‚ · Case Study Analysis ï‚ · Project Paper Na Lecture ï‚ · Quiz Discussion ï‚ · Test Presentation ï‚ · Case Study Analysis ï‚ · Group Presentation Na Na √ ï‚ · Quiz ï‚ · Test ï‚ · Case Study Analysis ï‚ · Group Presentation Na Na √ Lecture Discussion √ √ Quiz III Mini Case Power, Politics, and conflict ï‚ · The nature of power and politics. ï‚ · Sources of power. ï‚ · What is organizational conflict. ï‚ · Model of organizational conflict. ï‚ · Conflict management techniques. Organizational Change ï‚ · What is organizational change? ï‚ · Organizational change theory. ï‚ · Forces for and resistance to organizational change. ï‚ · Managing change CO3 √ √ 4 ORGANIZATIONAL BEHAVIOR Social Responsibility and Managerial Ethics ï‚ · What is social responsibility? ï‚ · Views of social responsibility. ï‚ · Arguments for and against social responsibility. ï‚ · What is managerial ethics. ï‚ · Factors that affect employee ethics. ï‚ · Ethics in international context. ï‚ · Improving ethical behavior. Lecture Discussion ï‚ · Test ï‚ · Case Study Analysis ï‚ · Project Paper Na √ √ Test 2 (2 hours) Group / Team Project Presentation Submission of Group /Team Project: (Latest Deadline – A week after the final class/lecture) 5 ORGANIZATIONAL BEHAVIOR TEACHING METHODOLOGY Lectures/Case Study Analysis/Discussions/Active Learning/Presentations/Projects ASSESSMENT 1. Test 2. Individual Assignments 3. Group Project 4. Final Assessment 10% 30% 30% 30% ———–100% ———— Total REFERENCES Main Reference: 1. Schermerhorn, J. R., Hunt, J. G., and Osborn, R. N. (2008). Organizational Behavior. New York: John Wiley & Sons, Inc. Supplementary References: 1. Asma Abdullah (2004). Going Glokal. Kuala Management (MIM). Lumpur: Malaysian Institute of 2. George, J. M. and Jones, R. J. (2008). Organizational Behavior (5th. Edition). New Jersey: Pearson Education, Inc. 3. Gibson, J., Ivancevich, J., Donnelly Jr. J., and Konoposke, R. (2005). Organizations: Behavior, structures, processes. Boston: Irwin McGraw-hill. 4. Nelson, D. L. and Quick, J. C. (2006). Organizational Behavior: Foundations, Realities, and Challenges (12th. edition). Ohio: South-Western College Publishing. Journals ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · Journal of Organizational Behavior, Academy of Management Journal, Journal of International Business Studies, Journal of Occupational Psychology, Journal of Applied Psychology 6 ORGANIZATIONAL BEHAVIOR Journals 1. Harvard Business Review 2. Fortune Magazine 3. The Edge 4. Malaysian Business Review 5. World Executive Digest 6. The Economist 7. Other related journals 7 View as multi-pages

Crime and Mental Illness Essay

Crime and Mental Illness Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The increase of crime over the years, has led to various assumptions on the causes of these rapid escalations in crime. Hence, experts including psychiatrists have been engaged in this debate. Experts have been involved in the contention as to whether mental disorders and their symptoms have a direct influence on the tendency to commit crime among the related people. The purpose of this paper is to consider the generic question about whether mental disorder is significantly correlated to crime with particular reference to the issues associated with psychiatry and forensic psychiatry.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This paper will firstly explore the relationship between mental disorder symptoms and crimes as well as establish whether there is a direct relationship between symptoms of mental illness and criminality. Mental disorders, especially anxiety disorders, bipolar disorders and psychotic disorders will be discussed and considered in relation to their link to criminality.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the UK, research has shown that mental health needs of young offenders are not being met, due to the lack of expertise and resources in the custody system (The Mental Health Foundation, 2002). As such, this essay aims to analyse and critique how the detained youth are diagnosed in psychiatry; predominantly focusing on the potential role of psychiatry in alleviating the mental health illnesses amongst the young offenders in the juvenile system. Crime and mental illness symptoms   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the UK, studies conducted have shown that In the UK, research has shown that the prevalence rate of mental health problems among the youth in the general population ranges at 13% for the girls and 10 percent for the boys. On the other hand, the prevalence rate of juveniles with mental disorders in the criminal justice system ranges from 25 to 81 percent (The Mental Health Foundation, 2002). While many researches have been directed towards investigating mental disorder as the cause of crime, the policy makers have also assumed that the metal illness symptoms have a direct connection to the crimes committed (Torrey, 2011). Hence, programs that have been initiated to remedy this situation have always operated under the assumption that medication and mental health treatment will reduce the criminal behavior (Skeem, Manchak & Peterson, 2011).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the other hand, some researchers have suggested a novel approach where studies are conducted on two groups of offenders: one group entails a small group of criminal offenders whose mental illness symptoms relate directly to their crime and a larger group of offenders where their crimes do not relate to their criminal behavior (Swanson et al., 2008; Skeem et al., 2011). The results of this studies indicated that for the smaller group of offenders, access to mental illness medical treatment led to reduced relapse into criminal behavior. On the other hand, studies conducted the larger group whose criminal actions were not directly connected to mental illness showed that interventions needed to go beyond the treatment of mental illness symptoms if the criminal justice outcomes was to be improved. Hence, the approach of treating mental health symptoms as a way of reducing criminal behavior relapse should not be applied indiscriminately. Ther e should be a distinctions between these two groups: one group with offender whose criminal behavior was motivated by mental health symptoms and the other group whose criminal behavior is not directly linked to mental health symptoms. Definitions of direct relationships between mental illness symptoms and criminal behavior   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to the UK law, section 1(2) of the Mental Act 2007, the mental disorders recognized include eating disorders, personality disorders, autistic spectrum disorders and mental illnesses (such as bi-polar disorder, schizophrenia, depression and learning disorders). Before one can consider the how offenders are motivated by mental illness symptoms to commit crimes, one should first consider the definition of links between the mental illness symptoms and the criminal behavior. Hence, if there is enough evidence that the suspect or defendant is suffering from significant mental illness, the prosecution may not be appropriate lest the crime committed is serious and there is a high possibility of the offender repeating the crime (The Crown Prosecution Service, 2014). According to the section two, part three of the Mental Health Act which adds a new subsection 1(2A) to the 1983 Mental Health Act, learning disability is interpreted as the in complete development of the mind including social impairment and social functioning. Under this Act, alcohol or drug dependence is not categorized under the mental disorder. However, the mental illness that are as a result of the use or the stopping of drug use are included in the interpretation of mental disorder. Under this section of the UK constitution, immoral conduct and sexual deviancy are not included in mental disorders because they are not clinically recognized to be mental disorders.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Despite the legal definition of insanity, most individuals found to be guilty due to mental insanity have been found to be primarily diagnosed with schizophrenia and were suffering from the symptoms of psychosis during the time that the crime was committed (Callahan et al., 1991). This is because the symptoms of psychosis (such as anger and impulsivity) are a direct indicator of serious mental illness and the symptoms of schizophrenia, including hallucinations and delusions, alter an individual’s sense of reality, hence motivating criminal behavior (McNiel, Eisner & Binder, 2009; Douglas, Guy & Hart, 2009). Research on the correlation between mental health symptoms and criminal behaviour   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many researches, including forensic research, have been concentrating on the connection between mental disorder and criminal behaviour. Monahan et al. (2001), conducts a study which involves more than one thousand psychiatric patients, focusing on the role psychosis plays during the precedent of the violent incident. Predominantly, patients were asked whether they experienced episodes of hallucinations or even delusions while the violent incidents transpired. The results indicated that only 12% of the patients were experiencing mental illness symptoms at the time the violent incident occurred.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Peterson et al. (2010) also conducted a similar study involving one hundred and twelve parolees with mental illness compared to one hundred and nine other parolees who were not suffering from mental illnesses. Based on the information collected through interviews and records, the offending patterns were drawn. The research findings showed that the emotionally reactive pattern of offending was common for most of the offenders, whether suffering from mental illness or not. On further investigation of the offenders with mental illness, the results indicated that only 5% of the parolees committed crimes as an outcome of their psychotic symptoms.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Junginger et al. (2006) incorporated the use of a broader definition of the symptoms of metal disorder. They conducted their study on one hundred and thirteen individuals arrested while suffering from symptoms of mental illness and other disorders of substance eligible for the jail diversion schedule. Their findings indicated that only 4% of the offenders had been arrested for committing crimes directly relating to psychosis while another 4% of the offenders were arrested for crimes that were not directly related to psychosis symptoms such as depression, confusion, irritability and thought disorder. It is, however, not clear how symptoms such as irritability are distinguished from normative personality characters and the emotional features found among offenders without mental disorders. The Difficulty in distinguishing between Symptoms and Traits   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The symptom of mental disorder and normative risk factors for crime becomes hard to distinguish once the mental illness symptoms are broadened beyond psychosis. Anger, for example is strongly related to psychosis symptoms (hallucinations and delusions), symptoms of personality disorders (which includes emotional stability), symptoms of mood disorders (anger attacks and irritability) and symptoms of post-traumatic stress disorder (Novaco, 2011). On the other hand, anger is also a fundamental human emotion that is also a dynamic risk factor for criminal violence among both the general offenders and psychiatric patients (Gardner et al., 1996).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In another study involving one hundred and thirty-two subjects, Skeem et al. (2006) findings indicated that anger is a strong indicator of predicted violence, as opposed to other symptoms that were related to mental disease (such as delusions). Hence, approaching anger as a mental illness symptom risks making a human emotion appear as a symptom of a serious mental illness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another example of a difficult distinction involves impulsivity which is related to particular symptoms of bipolar disease including being easily distracted and excessive indulgent in pleasurable activities which has a possibility of a painful outcome (American Psychiatric Association, 2000). Hence, impulsivity is a common for people suffering from bipolar disease as compared to the general population (Jimenez et al., 2012). On the other hand, impulsivity is a label common in the criteria for diagnosing antisocial personality disorder (American Psychiatric Association, 2000) and has been proved to be one of the strongest predictors of criminal acts among both juveniles and adults (Kruger et al. 2007). Hence, it is difficult to distinguish whether impulsivity is a normative personality trait or a serious mental illness symptom. Mental illnesses and their symptoms   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Anxiety disorder involves a tendency of individuals to be withdrawn and avoid confrontation with other people. People with anxiety disorders exhibit heightened anxiety, worry and fear that this constant and overwhelming in a way that is crippling. Types of anxiety disorders includes panic disorders, social anxiety disorders, certain phobias towards a specific situation or object and generalized anxiety disorder where a person has excessive worry even when there is nothing that has provoked anxiety. A person with panic disorder is overwhelmed with a feeling of terror without warning has other symptoms such as chest pain, strong and irregular heartbeats and a feeling of being choked. General symptoms of anxiety disorders include problems with sleeping, panic, fear, shortness of breath, the inability to stay calm, dry mouth, muscle tension, nausea, dizziness and shortness of breath. While research has indicated that the youth with anxiety are less likely to be involved in aggressive tendencies (Connor, 2002), those with posttraumatic stress disorder (PTSD) have a significant susceptibility to reacting aggressively to threats and in an unexpected manner (Charney et al. 1993). On the other hand, those with posttraumatic disorder combined with conduct disorder (involving antisocial tendencies) were also found to be more aggressive and impulsive as compared with individuals with conduct disorder only (Cauffman, 1998).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bipolar disorder involves mood swings ranging from feelings of depression to mania. Bipolar disorder is divided into several categories depending on the patterns of symptoms exhibited by the patient. Bipolar I disorder entails mood swings which lead to increased difficulty in a person’s workplace, school or relationships and manic episodes can be serious. Bipolar II disorder is less serious compared to bipolar I. It involves symptoms such as elevated moods, with some minimal adjustments to the functioning of a person but the he or she can conduct the normal routine. In this case, one experiences hypomania instead of a full mania. Hypomania is a less severe form of mania compared to full mania. The third type of bipolar disorder is known as cyclothymic disorder with is the mild form of bipolar disorders. In this case, a person experiences hypomania & depression that can be disruptive, but the highs and lows are not as serious as the bipolar I and II disorders. Some symptoms involving the manic or hypo-manic stage of bipolar disorder include: Euphoria, poor judgment, aggressive tendencies, risky behavior, racing thoughts, increasing drive to achieve goals, irritability and psychosis. The depressive stage of bipolar disorder includes excessive sadness, hopelessness, suicidal behavior, fatigue, difficulty in concentrating, irritability, guilty and poor performance at school or the workplace (Mayo Clinic Staff, 2015). The highs and lows experience by patients can lead them to perform criminal activities especially when they are excessively depressed and easily irritated and can respond to the actions of other members of the society in a way that is harmful.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Psychotic disorders include thought disturbances involving unusual interpretations of happenings. Psychotic disorders alter the ability of a person to make rational judgments, think clearly, understand reality, communicate well and behave in the appropriate manner. Patients with severe symptoms of psychotic disorders find it difficult to stay in touch with reality and as such, they can engage in criminal activities even without realizing that what they are doing is wrong. Schizophrenia is one type of psychotic disorder where patients experience changes in behavior and encounter hallucinations and delusions with can last for even more than half a year which greatly diminishes their function and increases their susceptibility to commit crime even without realizing it. Psychiatry   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Psychiatry is a speciality that deals with the treatment, diagnosis and prevention of mental disorders. On the other hand, a mental disorder is a mental anomaly that causes one to not function properly in society. Forensic psychiatry deals with the treatment of criminal offenders with mental disorders. There is evidence of individuals with mental health illnesses either being segregated for care or containment for hundreds of years now. Hoswells (1975) recounts that a psychiatric care of the mentally ill was being practices in the health facilities in Islamic countries as early as the 8th century and India this practice implemented as early as the 10th century. Hospitals dedicated for people with mental health problems in England were present even as early as the Middle Ages, as evidenced by the Bethlem Hospital which was built in 1247. Earlier treatments of individuals with mental illnesses involved the use of milieu therapy, counseling a mong other archaic methods. The story of modern psychiatry began with the introduction of legislation to protect the rights of individuals with mental illness. The Mental Health Act introduced in 1983 was introduced to protect the rights of detained patients with mental illnesses. Psychiatry and the detained juveniles with mental illnesses   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Psychiatry presents the best methods in treating mental disorders especially among the youth who have a higher chance of being reformed as compared to adults with mental illnesses. However, following the findings showing a high prevalence rate of mental illnesses among the youth within the correctional institutions, improvements must be implemented if the detained youth are to undergo complete behavioral rehabilitation (Odgers et al., 2005).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The juvenile offenders in the justice system require supplementary attention given their vulnerability to mental health problems. Research has shown that most of the juvenile offenders have more disorders that can be easily diagnosed if close attention is given to them. While many researchers differ on the number of juveniles with diagnosable disorders, the fraction lies between 50- 70% of the total young population (Colins et al., 2010). Research shows that due to the lack of attention given by the justice authorities, juveniles suffer from more than one mental disorder, with the female juveniles being more inclined to mental health illnesses compare to the male juveniles (Schubert & Mulvey, 2014).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Howard et al. 2013) conducted a study to explore some factors that would lead to increased criminal recidivism among forensic patients. The findings of their study indicated that those who had endured a severe childhood disorders and drug dependence during adolescence were more likely to engage in rescind to their criminal behavioral patterns as compared to those who did not engage in neither childhood conduct disorders nor drug dependence. As such, forensic psychiatrist should consider the past experiences of their patients if they are to successfully rehabilitate their patients. High risk patients who have a past experience of childhood conduct disorders and drug dependence should be monitored carefully monitored and given enough support in order to control their urge to engage into criminal activities after being released from a controlled environment to the community.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While the youth with mental illnesses only commit a small fraction of the delinquencies in the community, they are at high risk of offending or re-offending as compared to the youth in the general population. Hence, more research need to be conducted to inform more effective policies to respond appropriately. Particularly, the processing of juveniles in the justice system should be improved so as to identify the youth with critical mental health needs. As such, evidence-based psychiatry services should be incorporated to identify the juveniles who may be in need of long term mental health support. The screening results should then be recorded to provide information that is required for planning and resource development (Grisso, 2008). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This essay highlighted the relationship between criminality and mental illnesses at length and it was found that there was a significant relationship but the breath of the definition of mental disorder was a key factor when evaluating this relationship. It was found that some symptoms of mental illness such as depression, confusion, irritability or even thought disorder are not directly related to crime committed given that they can also be categorized as normal personality traits. Hence the breath of the definition of mental illness is key in determining its correlation with crime. This relationship was also evaluated from a legal point of view when determining whether to prosecute offenders with mental illnesses and it was established that such offender should only be prosecuted if there is a high possibility of committing the crime again. Under the UK law, mental disorder is any disability of the mind and does not include alcohol depend ence, immoral conduct nor sexual deviancy. This research essay also discussed psychiatry and it role in treating the detained youth with mental illnesses. While psychiatry presents one of the most effective methods of treating mental illnesses among detained youths, the high prevalence rates of mental illnesses in the juvenile justice systems indicate the need for research based methods in psychiatry services so as to isolate the juvenile who may be in need of long term mental health support. This is because, this group of juveniles pose the highest risk of repeating the crimes they committed with released into the community. 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