The Use of Psychobabbles in Psychology Essay Example for Free

The Use of Psychobabbles in Psychology Essay The word psychobabble was coined and first used by R. D. Rosen, a journalist and an author, in 1975. The New Times Magazine then used the term as title of the cover story Psychobabble: The New Language of Candor. It was in 1977 though when the term gained popularity through the book entitled Psychobabble: Fast Talk and Quick Cure in the Era of Feeling published by Rosen. The book looks at the explosion of terminologies and treatments in psychology, whether in professional or non-professional scenes. Psychobabble is defined in the book as a derogatory word signifying a technical jargon in psychology that is being used outside its original purpose. Some people might use a specific psychological term in a different context and without really knowing the word’s real meaning. In that case, a psychobabble is formed. This situation would just denote the speaker’s incapability of understanding the proper use of a certain psychological word or term. However, in other cases, psychobabbles are perceived as jargon words denoting meanings beyond what scholars and trained practitioners accept. The frequent use of such psychobabbles can lead to the widespread exploitation of some psychological terms. Laypersons might use them to describe a thing inappropriate for the meaning of a psychological word. Worse, they might describe a non-clinical situation as a medical one, even if it is not. Today, psychobabbles are rampant in motivational seminars, management training, and popular psychology. Examples of Psychobabbles Synergy The word synergy means the event that happens when two or more agents are combined and created an effect greater than what was expected. A person who knows and understand the effects of each agent can better predict their synergy. An example of this is drug synergism, where two or more drugs combined interact to augment the characteristics of their effects. In Psychology, synergy in drugs is often used. However, the word becomes a psychobabble when applied to humans. In human synergy, two or more people interact to accomplish a bigger and greater goal. For example, if two carpenters combined their strengths, they will be able to finish a house bigger in a faster rate. Although synergy is not used in this manner frequently, still the word is becoming a layman’s term. Holistic The term refers to the thought that all components of a certain scheme or system should be taken as a whole thing and not separated from each other. In psychology, holistic approach is being observed in psychosomatic medicine, where multiple factors are used to devise a systematic model for the psyche and the soma. Nowadays, the psyche and the soma are not seen as two separated entities but more of two interlinked units. In this manner, holistic approach is also commonly used in the context outside its original scientific meaning. Holistic is also being used in as part of the English vocabulary pertaining to a kind of systematized living where all aspects are connected: biological, psychological, and social way of living. Abnormality In psychology, the term abnormality is often used to describe a condition that is perceived as rare and dysfunctional. Abnormal behaviors are given constant attention and study in the field of abnormal psychology. The criteria for abnormality are being subjected to studies based on scientific approach. Although the term purely connotes a psychological meaning, still abnormality becomes a layman’s term used to pertain to any unusual or strange characteristic of a person, a thing, an animal, or a situation or condition.

Investigating The Age Of Criminal Responsibility

Investigating The Age Of Criminal Responsibility The following research attempts to explore and discuss the criminal age of responsibility in England and Wales. A questionnaire was given out to a sample population in order to gauge public opinion on and around this topic. Secondary data was gathered, such as books, journals and online resources, in order to discuss and explore different ways of dealing with juvenile offenders. Overall, the evidence indicates a strong argument for the age of criminal responsibility to be raised but insufficient evidence was gathered to determine clearly which juvenile justice approach is most effective. The age of criminal responsibility is the age at which a child can be considered an adult for purposes of criminal prosecution. In England and Wales, the criminal age of responsibility is set at age ten and is one of the lowest in Europe, with only Switzerland being lower at age seven. Countries such as Uganda, Algeria, China and the Russian Federation, all have political regimes that could arguably be considered as severe and excessive, yet, all these countries have set the criminal age of responsibility at over ten years, YJB [online]. In England and Wales the age of criminal responsibility has not changed since 1963, when it was raised from age eight to ten. Until 1988 a policy was in place to safe guard children between the ages of ten and fourteen; under this policy children were presumed incapable of forming necessary criminal intent unless proven otherwise by the prosecution, House of Commons Library [online]. In March of this year, Scotland raised the age of criminal responsibility from age eight to twelve years; England and Wales have no plans to change the age at present. YJB [online]. Therefore, evidence shows that there is no clear agreement on what is an acceptable age to be treated as an adult under the jurisdiction of the law. Literature review Morrison, Blake. (1997). As If. London: Granta Publications. Blake Morrison attended the trial of Jon Venables and Robert Thompson and in his book gives a sensitive account of the families involved in the Bulger case. Morrison describes a criminal justice system that is concerned with only facts and arguably lacks the understanding needed when dealing with such sensitive cases involving children of such a young age. Williams, John. (2010) ASBO Nation. Sociology Review. 19, (4), p2-6. Sociology Review is an academic magazine aimed at A-level sociology students. It covers a broad range of sociological topics including politics, education, and religion and of course crime and deviance. In this issue of the magazine it covered a topic on anti social behaviour orders, which proved useful when discussing juvenile crime. Children Young People Now [online] Available from http://www.cypnow.co.uk/Archive/1009000/Criminal-Bar-Association-chair-calls-rise-age-criminal-responsibility/ [accessed 19th June 2010] Children and Young People Now is a Journal available in print and on line. It aims to bring together children and youth professionals across health, social care, education, childcare, youth work and youth justice, to provide advice and guidance to managers and senior practitioners working with children and young people. It features many relevant news articles and current issues concerning children and young people and is a trusted source of information used by professionals working within this area. The Howard league for Penal Reform. [online] Frances Crooks Blog (updated 1st April 2010) Available from http://www.howardleague.org/francescrookblog/the-age-of-criminal-responsibility [accessed Saturday 19th June 2010] Frances Crook is the director of the Howard League for Penal Reform, the oldest penal reform charity in the U.K. She has been responsible for research programmes and campaigns to raise public concern, about among other things, young people in trouble. Throughout her career she has worked as a teacher in secondary schools as well as taking the position of Governor of Greenwich University. In 2005 she was awarded the Perrie Award which is awarded to individuals who have made a substantial contribution to the development of criminal justice or penal policy and practice. Therefore, Crooks long career working with children and within the criminal justice system gives her valuable insight into the most effective ways of dealing with child crime. Youth Justice Board. [online] Cross-national comparison of youth justice Available from: http://www.yjb.gov.uk/en-gb/ [accessed Saturday 19th June 2010] The youth justice board (YJB), oversees the youth justice system in England and Wales. It works to prevent offending by children and young people under the age of 18 and ensures that custody for them is safe, secure, and addresses the causes of their offending behaviour. It enables access to reports and legislations and is a valuable and reliable resource concerning youth crime. Home office [online] Available from: http://www.homeoffice.gov.uk/about-us/ [accessed 1st July 2010] The home office is a Government department that deals with, among other things, drugs, policy, police and crime. During this research it proved useful as a guide to the workings of the criminal justice system in England and Wales. It is also linked to many surveys and statistics that were used within this research. Being an official Government department, the information is highly reliable. Rationale The media is awash with reports of juvenile crime with stories of anti-social behaviour to more violent crimes such as the murder carried out by Jon Venables and Robert Thompson, Blake Morrison, (As If). In 1998 the Anti Social Behaviour Order was introduced, and since then the term asbo child has become part of the English language, Sociology review, vol 19, (p2-6). Gun and knife crimes are high and recent reports claim that the ambulance and emergency services in England, Wales, Scotland and Northern Ireland, dealt with six hundred and seventy nine gunshot wounds in people under the age of twenty five in the twelve months leading to October 2009, BBC Newsbeat online. Therefore, the criminal age of responsibility is often the focus of much discussion. In light of the recent reports of Jon Venables being taken back into custody Guardian.Co.uk [online], the Childrens Commissioner Maggie Atkinson reportedly called for the government to raise the age of criminal responsibility, from ag e twelve to fourteen, Children and Young People Now [online]. This argument is supported by the Chairman of The Criminal Bar association, Paul Mendelle QC, who is reported as saying that he also believes that the age of criminal responsibility should be raised to age fourteen; he is also reported as calling for a return to the previous policy of Doli Incapax. However the Ministry of Justice maintains that children over the age of ten know the difference between bad behavior and serious wrongdoing, Children and young people now [online]. Therefore, evidence shows a lack of agreement concerning the set age of criminal responsibility. Consequently, it could be argued that the current system would benefit from research to help determine a more universally acceptable age to be held criminally responsibility. Aims The aims of this research are: To explore different ways of dealing with young offenders in England and Wales, to help determine ways that could improve the current system. To discuss whether age ten is a reasonable age for children to be held criminally responsible for their actions, within the jurisdiction of the law. To measure public opinion on whether the criminal age of responsibility should be changed in England and Wales. The experimental Hypothesis and null Hypothesis A majority of the public in England and Wales feel that the criminal age of responsibility should be set higher than age ten. This research predicts that the majority will feel that the age of criminal responsibility should be raised and therefore it is a one-tailed hypothesis. Under the null hypothesis we would expect no clear majority to be revealed on either side of the argument. Method An open questionnaire was used to gather qualitative, primary data (appendix A); eighteen participants were chosen from varied demographic backgrounds to help give a valid representation of the larger population, of England and Wales. Their ages ranged from eighteen to seventy four and consisted of both males and females and both parents and non-parent. The participants were verbally briefed on the nature of the topic and the questionnaire had a brief written introduction explaining the basic history and facts of the subject. They were told that all answers would be regarded as anonymous and that they had the right to withdraw their answers if they so wished. Using an open questionnaire enabled the respondents to be guided through the topical questions whilst still having the flexibility to fully express their feelings on the topic. Also, space was provided for any further comments the participants wished to make. After the interview participants were asked to sign a consent form giv ing their permission for the information to be used in sociological research (appendix B). Results Out of eighteen respondents, just under half felt that the age of criminal responsibility should be set higher than age ten. Just over half of the respondents felt that children of age ten do not fully understand the consequences of their actions. When asked should more responsibility be placed upon the parents of young offenders, all but one respondent felt that it should, thus supporting the idea that the current system in England and Wales does not work sufficiently. Contradictory to this evidence, when asked, do you feel that the current system works sufficiently, only two thirds of the respondents felt that it did not; many respondents felt that they did not know enough about the current system to give a valid reply. When asked for their ideas on improving the current system, respondents answers were varied and included: more discipline at home, stronger punishment for parents and more involvement from relevant bodies i.e. welfare workers etc. Therefore the questionnaire supports the original aims of the investigation. It was useful in gauging public opinion on whether the criminal age of responsibility should be changed and it enabled the respondents to express their opinions on whether age ten is a reasonable age for children to be held criminally responsible for their actions. Lastly it gave space for respondents to give any ideas they had concerning the improvement of the current system Discussion Overall the research indicates that there is a strong argument for raising the criminal age of responsibility; this is supported by both primary and secondary data. Many people feel that children of age ten do not fully understand the consequences of their actions. Also, evidence indicates that there is a strong feeling amongst the public that more responsibility should be placed upon parents; when asked, all but one respondent agreed that parents should take more responsibility for their childrens behaviour. Lastly, the primary data from this research indicates that many people feel that the current juvenile justice system does not work sufficiently in England and Wales. The results from the questionnaire support existing evidence; for example there is much evidence to support a change in the age of criminal responsibility in England and Wales. One such argument was put forward by the childrens commissioner Maggie Atkinson; who when referring to the murder of James Bulger (James was murdered by two ten year old boys in 1993, Morrison, As If) is reported as saying Venables and Thompson should not have been tried for murder, at age ten they were too young to understand the full consequences of their actions Guardian [online]. Frances Crook, the Director of The Howard League for Penal Reform also supports Atkinson argument and compares the legal system of England and Wales with that of other countries in Europe. In her blog, Crook points out that the criminal age of responsibility in England and Wales is one of the youngest in Europe and she goes on to argue that children in these countries are not ignored if they do wrong but instead their immaturity i s recognized and the response is appropriate, Frances Crooks Blog [online]. This argument is also supported by the chairman of the criminal bar association, Paul Mendelle, who called for the age to be raised from age ten to fourteen. In an interview in the Telegraph Mendelle is reported as saying, a child of ten can know he or she is doing something wrong and not always appreciate it is criminally wrong children and young people now [online]. In his book As If, Blake Morrison again supports this attitude and suggests that children of ten are not able to act on their understanding of right and wrong with the same conviction as adults; he goes on to argue that, if children of ten know the difference between right and wrong then why not let them be jurors? (As If, chapter 5). Although there is much support for the criminal age of responsibility to be raised, it has been refused by the Ministry of Justice, which maintains that children of age ten and over can differentiate between bad behavior and serious wrong doing, Children and Young People Now [online]. Many people have similar opinions as the primary data of this research illustrates, just under half of the respondents felt that age ten is a reasonable age to be held criminally responsible for your actions. Other than public opinion, there is little evidence of a similar attitude; many high profile and academic people agree that age ten is not an appropriate age but other than the Ministry of Justice, no academic opinion was found to support the other side of this argument. Research illustrates two main attitudes towards dealing with young offenders: the welfare approach and the justice approach. The welfare approach emphasises paternalism and protection and therefore focuses on treating the root causes of juvenile crime; whereas the justice approach emphasises judicial rights, accountability for crimes and formal punishment, Cross-national comparison of youth justice [online]. It could be argued that most criminal justice systems can be traced back to either the welfare or justice approach but most are more varied and complex and include elements of both. According to the Home Office Youth Lifestyle Survey (1998/99) [online], key factors linked with serious and/or persistent offenders between the ages of twelve and seventeen was found to be: Drugs children that had used drugs within a twelve month period were almost fives times more likely to offend than those that had not. School children that were unhappy in school or were persistent truants were found to be more likely to offend. Family and peers children that had family and friends who had offended were found to be more likely to offend themselves. Also children that did not have sufficient supervision and guidance, and /or hung around in public places, were found to be more likely to offend than those that did not. Additional research into the reasons why children offend is beneficial to crime prevention agencies in addressing and preventing juvenile crime. Much research supports the idea that prevention is the cheapest and most successful way of dealing with crime; studies in America have shown that one dollar spent on early prevention will save seven dollars fourteen years later, young people and crime [online]. Therefore, the root causes of youth crime are of great interest to Sociologists and Governments alike. The following paragraphs aim to explore and compare two similar criminal cases, so as to determine ways that could improve the current system in England and Wales. The first crime took place in 1993 in Merseyside, England. Two year old James Bulger was taken from a shopping centre by two ten year old boys, Jon Venables and Robert Thompson. Venables and Thompson wandered around with James for several hours before beating him and leaving him tied to a railway track; when the child was finally found his body had been cut in half by a passing train. The two boys, Venables and Thompson were tried and convicted of murder in an adult court which in contrast to youth courts allows public and media access and consequently spent eight years in custody before being released in 2001 with protected identitys, Morrison, As if. In 2010 Venables was taken back into custody but the reason has not been made clear to the public. There has been no news on Thompson and so it may be assumed that he has settled back into mainstream society with no major problems. A similar crime was committed in 1994, in the Norwegian city of Tronheim. Five year old Silje Raedergard was stoned and left to freeze to death in snow, by two six year old boys, BBC News, How Norway dealt with its Bulger case [online]. In contrast to the Bulger killing, the two boys responsible for killing Silje were not prosecuted or named in the press but instead were treated as victims, not killers. The boys were left with their families and returned to kindergarten shortly after the incident and welfare and psychological help was given to them. All that is known of the two boys today is that one has settled back into mainstream society and the other still has ongoing psychiatric problems. Therefore it could be argued that while these two cases were dealt with very differently, the outcomes are similar. One of the boys responsible for Siljes death has adjusted to normal life but the other still receives psychiatric help. Likewise, Venables has been returned to custody but Thompson so far has not. Little more is published about the boys or families concerned in these cases, which leaves many questions un-answered concerning the long term effects of both methods of reform. Statistics show (appendix C) that the annual total crime rate in 2002, in the U.K. is over 6.5 million compared to Norway which is just over 330,000; this could arguably be an indication that the juvenile justice system in Norway is more efficient than of that in England and Wales, The Eighth United Nations Survey [online]. Limitations of the methodology Keeping the focus of this research simple proved difficult because the subject of criminal responsibility is extremely vast. Finding Government reports and statistics that were specifically related to the topic was also difficult and time consuming. Also, gathering a sample that is representative of the wider population is challenging when time and resources are limited. Therefore the primary data gathered in this research was arguably limited and a larger population sample may have given more valid results. Not all of the questionnaires were returned and some people felt that they did not know enough about the topic to make valid comments. Therefore a more in-depth introduction or briefing may have been beneficial. Possibly a focus group would have been a more useful method of gathering primary data as it would of enabled the participants to fully discuss their ideas and thoughts on the subject before deciding on any conclusions. In conclusion, the evidence gathered in this research supports the hypothesis; there is much evidence both primary and secondary that suggests that the criminal age of responsibility should be set higher than age ten. Different ways of dealing with juvenile crime was explored and statistics were gathered to help determine which system proves to be most sufficient. Arguably, lower crime rates in Norway indicates that the welfare approach which is the most dominant factor in the Norwegian system is more effective than the justice approach, that is more dominant in England and Wales but as the comparison of criminal cases show, any difference is minimal and not sufficient to make any bold conclusions. Recommendations If further research were to be carried out, I would recommend that; More time is taken to investigate other juvenile justice systems, such as that of Norway. A larger population sample would be useful to gauge a more valid public opinion. A focus group would be useful to enable participants to discuss and answer any queries they have.

Madness and Insanity in Shakespeares Hamlet - Insanity in Hamlet Essay

Insanity in Hamlet  Ã‚        Ã‚  Ã‚   A consideration of the madness of the hero Hamlet within the Shakespearean drama of the same name, shows that his feigned madness sometimes borders on real madness, but probably only coincidentally.    Hamlet’s conversation with Claudius is insane to the latter. Lawrence Danson in â€Å"Tragic Alphabet† describes how Hamlet’s use of the syllogism is pure madness to the king:    What Hamlet shows by his use of the syllogism is that nothing secure can rest on the falsehood that masquerades as the royal order of Denmark. From Claudius’s point of view, however, the syllogism is simply mad: its logic is part of Hamlet’s â€Å"antic disposition.† Sane men know, after all, that â€Å"man and wife is one flesh† only in a metaphoric or symbolic sense; they know that only a madman would look for literal truth in linguistic conventions. And Claudius is right that such â€Å"madness in great ones must not unwatched go† (III.i.end). For the madman, precisely because he does not accept society’s compromises and because he explores its conventions for meanings they cannot bear, exposes the flaws which â€Å"normal† society keeps hidden (70).    Phyllis Abrahms and Alan Brody in â€Å"Hamlet and the Elizabethan Revenge Tragedy Formula† consider the madness of the hero to be completely feigned and not real:    Hamlet is a masterpiece not because it conforms to a set of conventions but because it takes those conventions and transmutes them into the pure gold of vital, relevant meaning. Hamlet’s feigned madness, for instance, becomes the touchstone for an illumination of the mysterious nature of sanity itself (44-45).    Hamlet’s first words in the play say that Claudius is "A little more than kin and less ... ...y Martin). On Some of Shakespeare's Female Characters. 6th ed. London: William Blackwood and Sons, 1899.    Felperin, Howard. â€Å"O’erdoing Termagant.† Modern Critical Interpretations: Hamlet. Ed. Harold Bloom. New York: Chelsea House, 1986. Rpt. of â€Å"O’erdoing Termagant: An Approach to Shakespearean Mimesis.† The Yale Review 63, no.3 (Spring 1974).    Foakes, R.A.. â€Å"The Play’s Courtly Setting.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. of â€Å"Hamlet and the Court of Elsinore.† Shakespeare Survey: An Annual Survey of Shakespearean Study and Production. No. 9. Ed. Allardyce Nicoll. Cambridge, Eng.: Cambridge University Press, 1956.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.      

Indian Suffrage Essay examples -- essays research papers

Indian Suffrage   Ã‚  Ã‚  Ã‚  Ã‚  Before the English arrived in the New world and began creating colonies, the American Indians lived in harmony and peace with natures. The American Indians were skilled hunters, farmers and used everything in their environment for survival or for essential necessities. They shared the land together and moved about freely in search of food. The American Indians never considered the lands their property because it's belong to God and no one have the right to buy, sell, nor own it. However, Europeans has an opposite view of Indians beliefs, cultures, and use of lands. They viewed Indians as children, savage- uncivilized people in need of their protection and salvation (Carroll and Noble: 30). Therefore, they felt it is their responsibility to civilize the Indian and put their lands into good uses. Hence, American Indians suffrages and nightmares began. The impact of American expansion has turned upon the Indians and confronted them with social and economic crises never before experienced. As a result, many tribes torn apart, in many cases extinct, and their identity was lost. Indians also lost their original lands as a result of direct and indirect contact with the Europeans. The whites wanted more lands for their developments, and because of this greed, they created direct policies to clear the Indians off their lands. For example, one form of direct policy that the whites used to rob Indians of their lands was by signing treaties. Then later the whites broke these treaties and forced Indian off their lands by the Removal policy and claimed the lands as their property (Lowy: Lecture 11/96). There were many indirect methods that white used to rob Indians' lands. They use bribery, threats, and among countless other things to trick Indians into giving up their lands. They were often tricked into signing the land cession treaties that they did not understand the negotiation and the language (Lowy: Lecture 11/6).   Ã‚  Ã‚  Ã‚  Ã‚  In many ways, the United States policy toward Indian has been schizophrenic because the laws never completely nor attempted to give Indians an opportunity to progress and assimilate into American mainstream as an individual. From time to time, whites creates many policies, such as the reservation, relocation, and termination in an effort to assimilate the Indians into the Americ... ...using their own lands, while the whites over exploited the lands for profits. Whites also passed laws restricting Indians trading opportunities. Also, Indians lives were greatly affected by the extermination of buffalo. Yet, while Indians dependent greatly on buffalo for their main source of food, clothing, and many inedible by-products, the white destroyed them in massive number as hunting sport. A final form, cultural genocide, it explains how Indians' languages, religions, values, and cultures was lost or drastically swapped.   Ã‚  Ã‚  Ã‚  Ã‚  Thanks to the Red Power Movement and many other Indians movements, their efforts have strengthened the prospects for Indian self-determination in the political, economic, education and religious realm. They have helped to make Indian people more visible to the whites and whites began to realize that Indian was our first and natural citizen. However, the government in particular, owns it to the Indians to give them an opportunity to be a full participant in economic, political, and education. They need to put into practice and to bring to fruition some of the reforms and treaties with the American Indians that are long overdue.

Essay --

Project 4-1: Develop a Personal Disaster Plan 1. Determine which types of natural disasters are the most common for the region in which you live. In Kansas and Missouri states, the most common natural disasters are occurred by Tornado’s and Snow storms. Kansas is ranked in 3rd position in the frequency of tornados. Missouri is ranked in 8th position. Joplin tornado was one of the biggest disasters in Missouri State. This occurred in the summer of 2011. This disaster took lives of more than 150 people and injured over 1000 people. This disaster caused property damage close to $3 billion. The maximum width covered by this tornado is close to 1 mile. St. John’s Regional Medical Center was one of the most damaged areas of this tornado. Heavy snow falls in the months of January and February and a minimum of over 10 inches snow fall is expected in every winter. So we have to be prepared for the snow storms as well 2. Find out which government or private agencies and organizations have information on disasters for your area. There are several government or private agencies which have information regarding disasters in our area. One of the government agencies among those is Missouri Department of public safety State Emergency Management Agency (SEMA). This has information regarding planning and preparing for disasters. This also has information regarding recovering and rebuilding from the disaster. This will also let people to volunteer for the disaster recovering programs. The plan and prepare section of the official website of SEMA has information on how to plan ahead for the various disasters like preparing for severe winter weather conditions, preparing for tornados, preparing for floods, etc. There is also one more agency ca... ...t state. †¢ Teach them about the first-aid process and other safety procedures. †¢ Mock the situation and practice my family in case of emergency. References:- 1. 2011 Joplin tornado - Wikipedia, the free encyclopedia. (n.d.). Retrieved March 14, 2014, from http://en.wikipedia.org/wiki/2011_Joplin_tornado 2. Retrieved from stormaware.mo.gov/preparing-for-a-tornado/ 3. Retrieved from stormaware.mo.gov/tornado-facts-history/ 4. How to Prepare for a Tornado: 14 Steps (with Pictures) - wikiHow. (n.d.). Retrieved March 14, 2014, from http://www.wikihow.com/Prepare-for-a-Tornado 5. Kansas Tornadoes. (n.d.). Retrieved from http://www.disastercenter.com/kansas/tornado.html 6. Missouri Tornadoes. (n.d.). Retrieved from http://www.disastercenter.com/missouri/tornado.html 7. Severe Winter Weather. (n.d.). Retrieved from http://sema.dps.mo.gov/plan_and_prepare/winter_weather.asp Essay -- Project 4-1: Develop a Personal Disaster Plan 1. Determine which types of natural disasters are the most common for the region in which you live. In Kansas and Missouri states, the most common natural disasters are occurred by Tornado’s and Snow storms. Kansas is ranked in 3rd position in the frequency of tornados. Missouri is ranked in 8th position. Joplin tornado was one of the biggest disasters in Missouri State. This occurred in the summer of 2011. This disaster took lives of more than 150 people and injured over 1000 people. This disaster caused property damage close to $3 billion. The maximum width covered by this tornado is close to 1 mile. St. John’s Regional Medical Center was one of the most damaged areas of this tornado. Heavy snow falls in the months of January and February and a minimum of over 10 inches snow fall is expected in every winter. So we have to be prepared for the snow storms as well 2. Find out which government or private agencies and organizations have information on disasters for your area. There are several government or private agencies which have information regarding disasters in our area. One of the government agencies among those is Missouri Department of public safety State Emergency Management Agency (SEMA). This has information regarding planning and preparing for disasters. This also has information regarding recovering and rebuilding from the disaster. This will also let people to volunteer for the disaster recovering programs. The plan and prepare section of the official website of SEMA has information on how to plan ahead for the various disasters like preparing for severe winter weather conditions, preparing for tornados, preparing for floods, etc. There is also one more agency ca... ...t state. †¢ Teach them about the first-aid process and other safety procedures. †¢ Mock the situation and practice my family in case of emergency. References:- 1. 2011 Joplin tornado - Wikipedia, the free encyclopedia. (n.d.). Retrieved March 14, 2014, from http://en.wikipedia.org/wiki/2011_Joplin_tornado 2. Retrieved from stormaware.mo.gov/preparing-for-a-tornado/ 3. Retrieved from stormaware.mo.gov/tornado-facts-history/ 4. How to Prepare for a Tornado: 14 Steps (with Pictures) - wikiHow. (n.d.). Retrieved March 14, 2014, from http://www.wikihow.com/Prepare-for-a-Tornado 5. Kansas Tornadoes. (n.d.). Retrieved from http://www.disastercenter.com/kansas/tornado.html 6. Missouri Tornadoes. (n.d.). Retrieved from http://www.disastercenter.com/missouri/tornado.html 7. Severe Winter Weather. (n.d.). Retrieved from http://sema.dps.mo.gov/plan_and_prepare/winter_weather.asp

Overseas Aid & International Development Essay

International development can only be defined holistically as improvement of human lives and enhancement of the people’s social welfare. International development constitutes the following; provision and/or improvement in sectors of health, education, governance, gender equity and equality, infrastructural facilities, environment, economic empowerment, foreign aid, disaster preparedness and human rights. In order to know the status of the welfare in any society, there are some indicators that can be used and these include the following; the literacy level, poverty level, life expectancy and GDP per capita. Generally, these indicators have been reported to improve over the past and this has not been possible without involvement of development partners. These development partners include CBO ’s, NGO’s , multilateral development agencies and bilateral donors among others. This paper will focus on Catholic Relief Services (CRS ) approach to international development and outline its contribution to the achievement of the MDG’s . CRS is a non governmental organization that was started back in 1943 by United States’ catholic bishops. Its main aim was to resettle those people who were displaced by the Second World War especially in Europe. It is based on Christian religious practices and specifically on catholic doctrine. Ten years later the situation in Europe was regaining its normalcy state and the organization expanded its activities to other parts of the world that include Africa, Eastern Europe, Latin America, Caribbean, Asia and middle east. Other than provision of relief services, the organization has been in the fore front in breaking the vicious cycle of poverty through sustainable community based development initiatives. This has been mainly through its focus in key sectors in the word’s economies and its main activities have been carried out in the following areas; agriculture, emergency response, health including HIV /AIDS , education, microfinance and peace building. It has been active in championing policy issues regarding global poverty, hunger, conflict resolution management and transformation, migration, HIV/AIDS, human trafficking, gender and inequality (http://crs. org/ ). According to the organization â€Å"Catholic Relief Services complements its humanitarian and development experience with policy analysis and advocacy to address root causes of poverty, conflict, and marginalization. CRS examines issues that are dramatically impacting the safety and well-being of poor and vulnerable people worldwide based on the principles of Catholic social teaching, primary among them the protection of the dignity of the human person. †(http://crs. org/ ) Millennium development goals are goals that were set by members of the United Nations and international organizations and aimed to be achieved by 2015. This followed after the adoption of United Nations millennium declaration during the 2000 millennium summit by the member states heads (http://www. un. org/millennium/). The aim of these MDG’s was to foster social and economic development in the poverty stricken countries in the world. There was a major concern on the increase in poverty among many people all over the world and this trend needed urgent redress to stop and reverse it. Following the chapters of the United Nations millennium declaration eight goals were set and named the millennium development goals. These included the following; poverty reduction and hunger eradication, promotion gender equality and women empowerment, improvement of maternal health, eradicate illiteracy through provision of primary education to children all over the world, reverse the trend of HIV/AIDS infections, reduce the death of children under five years of age, promote environmental sustainability and enhance partnership in global development(http://www. undp. org/mdg/basics. shtml). The catholic relief services activities have been intertwined with these millennium development goals and this is a clear indication that achievement of these MDG’s will mean attaining the objectives of the CRS and vice versa. The reason is because the goals can not be achieved without the focus on the sectors addressed by the CRS and thus the CRS can be viewed as an urgent and a partner in the realization of the millennium development goals. The reason for focusing on the CRS is because of its massive contribution and huge network that covers the different corners of the world. Though it is based on Christian virtues and catholism, it has never been crippled or shorthanded by the diversity in people’s background ranging from religion, race tribe, geographical location and nationality. It has always focused on its key objectives and as a result many people have benefited so much from the organization’s activities. Its approach to social issues has been guided by the people’s needs and its immense contribution has saved the lives of many. Most of the beneficiaries of its serviced have risen to great heights and human suffering has highly reduced in those areas it has been reported to operate. The spirit of giving, volunteer ship and promotion peaceful coexistence has been demonstrated by the organization where mutual understanding has prevailed in areas where hostility, hatred, destruction, disasters and political instability has rocked claiming lives of many people. As globalization continues to shape the lives of people, there always arise challenges that need unity and cooperation to be addressed. It is this reason that the CRS has gone beyond its religious cocoons and joined hands with re rest of the world to alleviate human suffering and this is a good example that organizations and states should follow if the world would be a better and safer place for human beings to live. I will now focus on the specific contributions of the CRS towards the achievement of the millennium development goals. Most developing countries highly depend on agriculture. This has been their only resource that has enabled them to survive through acquisition of the basic human needs that include food, clothing, shelter, health services and basic education. However as a result of climatic changes, the agriculture sector has faced many challenges that need to e addressed in order to guarantee its vital contribution and sustainability to the many people who rely on it for their daily life. The challenges need massive investment on technology and skills which must be accompanied by financial costs. Since most of these poor people can not afford them, their poverty escalates day by day. CRS has developed partnership programs with poor local communities by providing advice, research services and inputs to improve agricultural production. It has worked closely with local agencies to ensure programs on environmental matters and agriculture are properly implemented to benefit the poorest in the communities and families all over the world. It seeks to strengthen the local poor communities and encourage them to champion their development without relying on external enforcement. Increased food production will ensure hunger is completely eradicated and people can even have surplus to sell and procure other basic needs in their lives. This will reduce poverty and reduce diseases which have been closely associated with malnutrition. Sexual exploitation which has very much been exacerbated by the need to earn money to buy basis needs will reduce leading to drastic decline in HIV/AIDS infections (Little D. M, Clifford J. M, 2005, 122-127). In the education sector, CRS has made huge contribution to promotion of basic education in different areas of the world. Its activities have increased the access and quality of education to many poor and marginalized populations. This has been aimed at enhancing peace and justice in all communities and has been mainly in areas where crisis has been reported. Their services extend to those areas with relative stability and those that are recovering from the crisis. The organization provides support to schools in local areas where the largest population of the poor are believed to live. In their effort to ensure the poor access quality education and participate fully in community projects, it introduced food assisted education (FAE ). Since mid 1990’s girl child education, teachers support, hygienic education and services for students have also been rolled out. It has also helped to put up education infrastructural facilities and sensitization of members of the communities especially parents to get involved in educational matters for their children. These education activities have an objective of reaching the poor and marginalized members of the society especially the children. As a result poverty is expected to reduce with the decrease in the level of illiteracy all over the world. Poverty will then reduce and thus the millennium development goals are well taken care of by the CRS programmes (Singer H. W, Ansari J. A, 1988, 35-58). CRS is widely involved in emergency responses that ensure that those affected are not denied their right to live with dignity. It therefore works closely with members of the communities affected to ensure their disaster preparedness capacities are strengthened and restored. In times of complex emergencies and natural disasters, the CRS commits itself in life saving livelihood support and strengthening of the entire civil society. To them, peace is of necessity and violent conflict should be prevented. The organization therefore conducts emergency health operations that are usually aimed at supporting the already existing health institutions and ensure those in need of health services and basic medical attention are attended to. Distribution of relief food and technical support to farmers to increase food production is also a vital role played by the CRS. Those who may not have shelters are assisted with temporary shelters and to some larger extend, the organization contribute materials to construct permanent shelters. CRS also ensures conflicts are prevented, properly managed if they arise, resolved peacefully and transformation is achieved within the soonest time possible through addressing the root cause. Marginalized and vulnerable groups receive special attention including expectant women children, aged and those infected with HIV/AIDS (Megan Landon M, 2006, 165-190). In the health sector, the CRS has actively involved local communities to solve problems themselves through empowering them to make sound decisions. They normally use the catholic social teaching which acts as a subsidiary principle. It involves volunteers from different parts of the world who donate their services to those most in need of them and can not afford them. Such programs reduce child mortality, HIV/AIDS infections and reduce deaths that result from inadequate maternal services for women. Social justice is therefore restored and human rights and dignity is fostered. On similar grounds the organization has been very much concerned with AIDS which has been threatening to wipe human beings out of the face of the earth. Research has indicated that as much as poverty has been cited as the cause of the increase in infections of the disease among human beings, it is also an effect. CRS has therefore initiated programmes all over the world with an estimated expenditure of at least $120million and over four million beneficiaries in the year 2007 alone. This has been the trend over the past up to date and as the pandemic deepens its roots, the expenditure has kept on rising. Finally, as the rate of unemployment increases, many people are engaging in self employment to earn their living. Majority of the unemployed are poor and the women who have no collaterals to access financial services from commercial banks. This has increased sexual exploitation which is skewed towards women. This has been taken care of by the microfinance service in CRS that provides affordable loan and financial services to the self employed women. Economic empowerment is very important weapon in war against HIV/AIDS, illiteracy, inequality, hunger, diseases and all other poverty related problems that human beings encounter. This is the major concern of the CRS and the core of millennium development goals. Citing an example of progress in the contributions towards achieving the millennium development goals will directly highlight a major activity carried out by the CRS and therefore the CRS deserves all manner of support in implementation of its goals and objectives if millennium development goals will ever be achieved. Other organizations and governmental entities have already joined hands with CRS such as USAID , USDA , UNDP , The Inter-American Development Bank, Education ministries among many others (http://www. management-issues. com/2006/8/24/research/financial-services-firms-hostile-towards-women. asp ). Conclusion CRS is just but one of the many organizations that has been actively involved in ensuring millennium development goals are achieved. Both the millennium development goals and the CRS have so much in common and it may not be easy to separate the influence of one to the other. While the CRS is concerned with the issues that impact safety and social welfare of the minor marginalized and vulnerable groups of people, the MDG’s outline these issues themselves and sets a target and specific time duration through its objectives when the problems should be reduced to manageable magnitude. It is a lifetime process to completely do away with these problems and challenges and thus, unless otherwise, the CRS should only live to see full redress of the problems. At the same time, achievement of the MDG’s in the year 2015 will set the agenda for the next step in millennium development goals. References About the MDGs: Basics, Retrieved from http://www. undp. org/mdg/basics. shtml on 5th June, 2009 UNITED NATIONS MILLENNIUM DECLARATION, Retrieved from http://www. un. org/millennium/ PDF, on 5th June, 2009 Little D. M, Clifford J. M, (2005), International aid: the flow of public resources from rich to poor countries, Aldine Transaction Singer H. W, Ansari J. A, (1988), Rich and Poor Countries: Consequences of International Economic Disorder, Rutledge Megan Landon M, (2006), Environment, health and sustainable development, McGraw-Hill International Catholic relief service, Retrieved from http://crs. org/ on 5th June, 2009 Financial services firms ‘hostile towards women’ Retrieved from http://www. management-issues. com/2006/8/24/research/financial-services-firms-hostile-towards-women. asp on 5th June, 2009

Individual Writing Assignment Essay

The role of work experience in successful adult learning is a recurrent topic of professional discussion. In their article, Guile and Griffiths (2001) provide the detailed review of what experience is, how it works in different work contexts, and how students learn and expand their practical knowledge through work experience. The authors state that the two main trends of work experience and learning are being discussed in European literature: the first one discusses work experiences of younger students (14-18) as a part of full-time education; the second one is about work experiences in countries with well-developed VET systems, in which apprenticeships serve an alternative to the basic education (Guile & Griffiths 2001). Guile and Griffiths (2001) state that the time has come to reassess the relationship between education and work experience and provide a brief discussion of the concept of â€Å"context† and several models of learning through work experience. The article contributes to the understanding of learning in work settings in several ways. First, the work context is not static but an ever evolving combination of conditions and objects (Guile & Griffiths 2001). The changes in context prioritize learning and knowledge sharing and expand the definition of skill (Guile & Griffiths 2001). Second, work contexts make it possible for individuals to learn and develop through contact with more experienced others (Guile & Griffiths 2001). Finally, earlier approaches to workplace learning are no longer workable: the authors discuss traditional, experiental, generic, work process, and connectivity models of learning through work experience (Guile & Griffiths 2001). These models reconceptualize learning through work experience in several different ways. Guile and Griffiths (2001) suggest the last, connective model of learning through work experience be the one to provide a new curriculum framework and more effective connections between formal and informal learning. Learning through work settings: andragogy vs. pedagogy  What Guile and Griffiths (2001) discuss in their article presents a unique combination of andragogy and pedagogy. Although Guile and Griffiths (2001) do not mention the word â€Å"andragogy† and emphasize the relevance of pedagogic approaches to work experience, the features of adult learning are being present in all learning models. Guile and Griffiths (2001) discuss the models and approaches that are based on need; they are problem-centered, respective to job, collaborative, and mutual between facilitator and learner. These are the features of adult learning which Podsen (2002) discusses in her book. Simultaneously, the process of learning through work experience is not self-directed but is linked to the curriculum, sequenced in terms of content and subject matter and designed to enhance and speed up the transmittal of skills, experience, and information (Podsen, 2002). Although learning through work experience provides students with some degree of autonomy, work experience, according to Guile and Griffiths (2001) is still a part of the academic and vocational programs, which are both directed and evaluated by teachers. Nevertheless, work experience provides better knowledge sharing opportunities compared with the traditional pedagogic approaches to learning. Work experience and work context enable the development and maintenance of arrangements between workplaces and educational institutions (Guile & Griffiths 2001). These models do not simply allow schools and agencies to manage these arrangement more effectively but turn into a valuable extension of traditional school and college curriculums. Unfortunately, pedagogy tends to limit resources available through work experiences and often views work contexts as stable and static. To raise the efficiency of work experiences and learning in work contexts, educational and HR professionals must be open to the benefits of adult learning, which would make learning in workplace settings more flexible, practical, and relevant. The traditional model of work experience In their article, Guile and Griffiths (2001) provide a brief discussion of the traditional model of work experience. The legacy of traditional models of learning through work experience is evident through the prism of traditional apprenticeship programs and general education curriculums in Europe (Guile & Griffiths 2001). Until recently, the basic apprenticeship programs in workplace environments have been designed to help students mould their skills in practical contexts; as a result, the traditional model of work experience emphasized the assimilation and adaptation as the two basic features of education and training (Guile & Griffiths 2001). Today, traditional models of work experience are fairly regarded as a form of the â€Å"launch† perspective on the interaction between learning and workplace settings – traditional models of work experience help to understand and predict what individuals will choose to do in each particular work situation (Guile & Griffiths 2001). Professionals in education and HR specialists can apply to traditional work experience models, in order to set the necessary trajectory of later learning (Guile & Griffiths 2001). Traditional models of work experience can be used to launch students into the real world of work (Guile & Griffiths 2001). Unfortunately, the vision of work experience as the â€Å"launch† into later workplace learning leaves little or no room for determining how students will develop at the later stages of workplace learning (Guile & Griffiths 2001). Traditional models of work experience present few or no opportunities to reframe their content and to make them more flexible and adaptable to the workplace needs of students. Work experience: possible problems and barriers The lack of content reframing opportunities is not the only problem with traditional models of work experience. In their article, Guile & Griffiths (2001) omit considerable information about what barriers students can meet in their way to learning from traditional workplace contexts. First of all, Guile and Griffiths (2001) speak about the traditional workplace model as the â€Å"launch† perspective on learning in workplace contexts. Yet, the authors do not write anything about whether students are prepared to be in workplace environments and what must they must do to integrate with the learning atmosphere in the workplace. Second, the question is in how students will adjust to the contrast between familiar school environments and workplace experiences. Third, Kolb’s model of experiental learning could add value to the traditional model of work experience by providing teachers and HR professionals with a better understanding of students’ learning styles. Students that engage in workplace learning can be activists, reflectors, theorists, and pragmatists (Atherton, 2009). The significance of each particular learning style is in trying to help teachers and students to adjust to their personal and learning peculiarities and the features of their learning style (Atherton, 2009). Obviously, professional negligence to learning style differences can become a major barrier to effective learning. Unfortunately, in their discussion of the traditional model of work experience Guile and Griffiths (2001) do not mention any of these potential problems. To make the traditional learning model adaptable, flexible, and workable, HR professionals must account for these personal and learning differences, to ensure that they can set the necessary trajectory of learning at later stages of work experience. Still, the traditional model in ways Guile and Griffiths (2001) discuss it could be of value to HR professionals, who support the development of a ‘learning organization’. The traditional model of work experience and a ‘learning organization’ â€Å"A learning organization needs people who are intellectually curious about their work, who actively reflect on their experience, who develop experience-based theories of change and continuously test these in practice† (Serrat, 2009). Experience is critical for the success of all learning initiatives in organizations. In this sense, the traditional model of work experience can set the pace and the direction of learning in organizations. HR professionals can apply to the traditional model to ‘launch’ students and to help them integrate with the new workplace environment. The traditional model can set the stage for developing experience-based theories and initiatives at the later stages of learning and to make practitioners more reflective. The traditional model can also help HR specialists learn more about students and their first successes at work, to be able to adjust their learning styles and preferences to the specific needs of the workplace. All these actions will benefit and favor learning in organizations. The traditional model can become an invaluable source of knowledge about learning, which HR professionals will use to develop more effective learning strategies to be used in their organizations. Conclusion Work experience provides students with valuable learning opportunities. Organizations and education professionals step away from the traditional â€Å"static† vision of workplace contexts and position work as a flexible and ever-changing source of practical knowledge. In their article, Guile and Griffiths (2001) discuss a number of work experience models. The traditional model, according to Guile and Griffiths (2001), gives education professionals a chance to set the needed learning trajectory and redirect individuals toward the desired learning goals. However, education and HR specialists must account for the learning style differences and support students, as they are trying to adjust to unfamiliar workplace environments. Otherwise, HR professionals would not be able to use the traditional model for the benefit of learning in organizations.