Assignment 8 Example | Topics and Well Written Essays - 250 words - 4

8 - Assignment Example For one to know where to draw the line when it comes to such offers, there is a criterion that has to be met for it to amount to corruption. It is important that one makes consideration on whether the action was meant to influence the person whom the offer is being made to. Secondly, that action should compel the officer to use his power to benefit himself or as a way of returning the favor. Corruption is a deviation from the ideal norms in the society. The vice is so deeply rooted in society such that there are those instances where people feel that it is permissible. Corruption permissiveness occurs where the citizens or actors are willing to justify the illegal acts in order to get away without punishment. It is important to draw the line on what amounts to corruption and what is just behavior. It is not corrupt to feel that you should appreciate someone for what they do, like in the case of giving a police officer discounted prices. It will only be corruption when one uses their position carelessly to favor some people or to get their way

Image of death Essay Example for Free

Image of death Essay As she attempted suicide, â€Å"I am not his yet.† She is possibly tempting death as the quote â€Å"..how badly I photograph†, suggests death may have been stalking her and Plath is possibly taunting him back as he insults her, or it may also be that Plat is not ready for her death photograph yet. Plath shocks the reader by talking about children in coffins in such a matter of fact manner, â€Å"He tells me how sweet the babies look in their hospital icebox†, paradox, as the beautiful and ‘sweet’ children are linked to death, â€Å"Ionian death gowns†, again Plath contradicts the beauty of the gowns with the horrifying image of death. Plath uses simple but very harsh descriptions to portray death amongst children, â€Å"two little feet† very graphic in a simplistic way. Plath explains death is in two forms, a traditional view of death and the other one a more modern view of death. She portrays the death as very laid back, â€Å"He does not smile or smoke† as before cool people, celebrities and models smoked, so people followed them but death does not as he’s not trying to be popular. The â€Å"other† death Plath describes with â€Å"hair long and plausive† and also suggest that this death does smoke â€Å"the other does that† giving this death a more positive feel, making him more modern and more appealing. An act of masturbation, seen as a powerful act as it’s done alone â€Å"Masturbating a glitter† almost as if Plath is saying that death thinks he’s special as he’s masturbating a glitter, â€Å"he wants to be loved† paradox, as you can’t love death. Plath suggests the idea of rigourmortus although it’s ironic as she’s still alive â€Å"I do not stir†, or it may be Plath suggesting that she’s dead on the inside, and that her emotions may have gone stiff. In contrast to Plath’s poem â€Å"Death and Co.†, Hughes poem â€Å"Examination at the Womb-Door† emphasises on death owning existence as even as soon as you are born you face death but death still being inferior to God, as the examiner being God the questions throughout the poem are very authoritive, suggesting that Hughes may think that God has authority over death. The title could possibly be Hughes signifying the point of crossing into the physical world. It seems as if sees death as the starting point: Man has been living, just to get experience to pass an exam before God, also giving a very ominous feel to death, the ultimate fear of all mankind and a sacrilegious tone to the poem. It maybe that Hughes sees the soul as immortal as when the crow is asked â€Å"But who is stronger than death?† the crow replies â€Å" Me, evidently† as the crow is immortal due to the rebirth cycle, so despite the body’s death, the soul remains, therefore the crow is in fact stronger than death. Hughes uses negative adjectives and pronouns throughout the poem possibly to remark the deficiency of the human body against death.

Poor Reproductive Fitness of Sperm in Aging Males

Poor Reproductive Fitness of Sperm in Aging Males Deterioration of germline DNA found to produce low quality offspring in aged male houbara bustards. A study in houbara bustards, an African bird species gives insight on what is happening with aging men. The scientists suggest that the decline in hatching success observed is caused by senescent decline of both male and female gametes. On the other hand, the development of chicks within the egg appear to be influenced solely by maternal aging which can be explained by reduction in older females’ abilities to provision their eggs. The researchers then monitored the artificial insemination of houbara bustards ranging in age from 1 to 23, recorded the egg hatching success as well as the growth of resulting chicks. Their results found that eggs produced from inseminating older females with ejaculate from older males have lower hatching success as compared to eggs of parents at peak age. The scientists suggest that the decrease in hatching success observed is caused by senescent decline of both male and female gametes. Of the eggs that did hatch, it was discovered that the mass of chicks at hatching were heaviest in chicks born to young mothers, suggesting that the development of chicks within the egg appear to be influenced solely by maternal aging. This can be explained by reduction in older females’ abilities to provision their eggs. Additionally, it was found that chicks born to young fathers had the best overall growth within the first month of life than those born to older fathers. The reason for this is that since males only contribute their DNA to offspring, the growth of the How Reproductively Fit is the Sperm of Older Males? A study in houbara bustards, an African bird species gives insight on the production of low quality offspring in aging men. Gametes are reproductive cells such as ovum or sperm, containing the genetic material required to form a new organism. This genetic material is essential in determining the quality of offspring produced. According to the paper by Brian Preston and his colleagues in Nature Communications, gametes from animals of advanced years undergo degradation by a process called senescence. Senescence is a gradual decline of function and can occur by two mechanisms. The first is the decline in the performance of their spermatogenic machinery such that the sperm has difficulty in carrying out its function. The second mechanism involves the build-up of genetic mutations within the germline of gametes, resulting in the degradation of the DNA carried within. These mechanisms lead to a reduction in both the viability and quality of offspring produced. To determine whether male aging has influence on reproductive fitness, Brian Preston and his colleagues examined 10 years’ worth of data regarding the post insemination success of male houbara bustards part of a captive breeding programme. To begin with, female bustards were inseminated with ejaculates collected from males. The male and female bustards involved in this study ranged from 1 to 23 years of age. Eggs produced were collected and the hatching success recorded. The researchers found that eggs produced from inseminating older females with ejaculate from older males have lower hatching success as compared to eggs of parents at peak age, suggesting that this is caused by senescent decline of both male and female gametes. Furthermore, of the eggs that did hatch, it was discovered that the mass of chicks at hatching were heavier in chicks born to young fathers compared to older fathers. Additionally, a measure of overall growth within the first month of life showed that chicks born to old fathers had the worst overall growth. The scientists reasoned that the cause for growth patterns observed in chicks born to old fathers confirms that the dominant mechanism of senescence in the bird species is mutation-based aging of germline DNA. This is because, since males only contribute their DNA to offspring, the growth of the chicks is inhibited. Eggs produced were collected for incubation and hatched chicks were hand-reared so as to avoid any confounding variables. The researchers monitored the artificial insemination of houbara bustards ranging from 1 to 23 years old, recorded the egg hatching success as well as the growth of resulting chicks. Their results found that eggs produced from inseminating older females with ejaculate from older males have lower hatching success as compared to eggs of parents at peak age, suggesting that this is caused by senescent decline of both male and female gametes. Of the eggs that did hatch, it was discovered that the mass of chicks at hatching were heaviest in chicks born to young fathers. Furthermore, it was found that chicks born to old fathers had the worst overall growth within the first month of life than those born to younger fathers. The scientists suggest that the development of chicks within the egg appears to be influenced solely by maternal aging. This can be explained by reduction in older females’ abilities to provide their eggs with nutrients. On the other hand, the researchers reasoned that the cause for growth patterns observed in chicks born to old fathers confirms that the dominant mechanism of senescence in the bird species is mutation-based aging of germline DNA. This is because, since males only contribute their DNA to offspring, the growth of the chicks is inhibited. According to a recent study by Brian Preston and his colleagues in Nature Communications, gametes (ovum or sperm) from animals of advanced years undergo degradation by a process called senescence. Senescence is a gradual decline of function and occurs by two mechanisms. The first involves the decline of the spermatogenic machinery performance while the second mechanism involves the build-up of genetic mutations within the germline DNA of gametes. To determine whether male aging has influence on reproductive fitness, the researchers examined 10 years’ worth of data on the post insemination success of male houbara bustards aged between 1 to 23 years that were part of a captive breeding programme. First, female bustards were inseminated with the male ejaculates collected so that gametes are the only influencing factor on offspring quality. The eggs produced from older parents were seen to have lower hatching success when compared to eggs of peak age parents. Of the eggs that did hatch, researchers observed that the lightest chicks at hatching were a result of maternal aging. Alternatively, a measure of overall growth within the first month after hatching revealed that chicks born to older fathers had the worst overall growth. In other words, as males age, their ability to produce offspring that are viable and of high quality diminishes. These findings lead scientists to conclude that the dominant mechanism of senescence in the bird species is mutation-based aging of germline DNA. Additionally, it seems that the decline in offspring development linked to paternal aging is similar in scale to that linked to maternal aging. Interestingly, when findings were compared with that of human studies similar patterns were observed, deepening concern for the recent trend of delayed parenthood in both sexes. In future, Brian Preston and his colleagues wish to be able to identify and quantify the reproductive cost associated with male aging in a long-lived species. In their most recent work, published in Nature Communications, they found that, not only did males appear less able to produce offspring successfully as they aged, they also appeared to produce offspring that were of intrinsically lower quality. Perhaps most surprisingly, these declines in offspring quality were of a similar size to those resulting from maternal aging. Patterns observed in humans are in line with the findings in houbara bustards and their interpretation, with paternal aging being linked to adverse reproductive outcomes, a number of genetic diseases, and some mental disorders. The evidence is beginning to accumulate that delaying parenthood until later life can potentially have negative consequences for the children of both older men and women. Read more at: http://phys.org/news/2015-02-male-birds-reproduction-life.html#jCp

Power and Leadership in Organizations Essay -- Empowerment Business Man

The topic that I chose for my semester project is Power and Leadership. The main points within the main subject I am focusing on are Power in Organizations, Sources of Power, The Dark Side of Power, and Empowerment. I will define each, apply them to every day business situations and theoretically analyze the context. The topics that I have chosen will give good insight to what Power and leadership really are and how they are used in are everyday businesses organizations to give a general understanding of what it means to be powerful. The first topic that I have chosen is Power in Organizations. Power is the ability of one person to influence another. They can use this power to become leaders and to manage businesses. Power also brings influence on the behavior and attitudes of other people. This can be applied to customers and/or suppliers. The demand for power is common among the business world. There is a difference in power and authority. Only people who hold formal positions have authority, whereas all people at any level of an organized company have the power to influence other people. Authority is power. It is power on another level. Power is obvious and understood, while authority is vested in a particular position. An example of such a position of authority would be the CEO of a company or a GM. The distinguishing aspect however lies between the position and the need to become more powerful. Where there is power, there are also consequences that go along with it. It depends on how the power is used and to whom it is inflicted. The consequences range from a number of general effects. There are three specific examples of this. They are commitment, compliance, and resistance. Power is the stronghold for the three fold outcome that is brought on through consequences. The first consequence is commitment. It can be as simple as following through with the task at hand or lack thereof. It is best defined in this way, â€Å"when the followers welcome the influence process and accept it as reasonable and legitimate.† (pg. 98) Commitment can be shown through an employee’s ability to complete the task they are given by the person with more power than they possess. They will change their ideals to match that of the higher authority. If the CEO of a company says that his proposal is going to change, in the mind of the employee, they agree to change... ...e to stick with it or else the employees will think they have failed. Empowerment is a good tool to bring out new ideas and thoughts to the organization. It gives employees a sense of self worth and they become more motivated when they have some independence. All in all it is a good idea only if you approach it the way I have explained. A thing to think about is that two minds are better than one when it comes to completing a task. I n conclusion I have talked about powers and leadership. The information that I have given all ties together in the sense that in an organization you have people with different types of power. The source of the power is what type of power they have and how the convey it to the employees. The most important topic I think is the dark side of power thus allowing your organization to become unfit for normal operation. Just because you have power doesn’t make you superior to other people it just puts you in charge. That is why I feel that empowerment it such a great idea it allows every one to have somewhat the some status or feeling in the company, this would allow you to be a better cohesive organization in hole.

Ebt Classroom Management Essay

This is a free additional chapter for ‘Evidence Based Teaching’ by Geoff Petty (2006) Nelson Thornes. It can be downloaded from www. geoffpetty. com. The book as a whole combines and summarises research on which teaching methods and strategies work best, and explains these strategies with examples. See the notes at the end of this chapter for more detail. Can I get my students to behave better? The evidence is emphatic, yes you can! And we know how. There are of course very many strategies designed to improve classroom management and discipline, but which ones work? Robert Marzano (2003) summarised the findings of over 100 reports on classroom management, including 134 rigorous experiments designed to find out which classroom management techniques work best. These experiments were carried out with real teachers in real classrooms. This chapter draws heavily on this ‘meta-study’ of Marzano’s, and compares strategies to find out which is best. Such studies of studies are the best source of evidence on what works as they include and integrate all reliable evidence. For a full account see ‘Classroom Management that Works’ Robert Marzano et al (2003) for the detail, it is well worth reading. These experiments tell us what teachers have made work, rather than reporting hunches and wishful thinking. No special training is required to use these strategies. If you are a reasonably experienced teacher, just experiment with the following methods, and you should get positive results quite quickly. You will need to give them a fair try for a few lessons before you and your students get the hang of them. The investment will be well worth it as their improved behaviour and motivation will begin to show. Less experienced teachers may need more time to make the strategies work. Marzano’s meta-study describes four basic approaches that have been found to improve behaviour in classrooms. Their effectiveness is compared in the table below. Comparing the effectiveness of aspects of classroom management| Average effect-size| Number of students or pupils| Number of studies| Decrease in number of disruptions(Average for the studies)| Summary of experimental data from Marzano (2003)| | | | | Rules and proceduresStrategies to clearly and simply express rules and other expectations of student behaviour. Also to justify these persuasively from the teacher’s and students’ point of view. For greatest effect the rules are negotiated with students| 0. 76| 626| 10| 28%| Teacher-student relationshipsStrategies to improve the rapport, and mutual respect between teacher and student| 0. 87| 1110| 4| 31%| Disciplinary interventionsThe effective use of ‘sticks and carrots’ to enforce the rules described above| 0. 91| 3322| 68| 32%| Mental setStrategies to develop your awareness of what is going on in your classroom and why. A conscious control over your thoughts and feelings when you respond to a disruption. | 1. 3| 502| 5| 40%| Marzano grouped high quality research studies on classroom management into the four categories above, and then calculated an average effect size for each. â€Å"Effect size† is explained in chapter 4, they are a measure of how effective a strategy is. If you don’t know about effect sizes look instead at the last column in the tables: ‘percentage reduction in the number of disruptions’. For example, in experiments on strategies that involve teachers in devising rules and procedures the number of disruptions in the classroom was reduced by 28% on average. This is in comparison with not devising explicit rules and procedures. In experiments, only one strategy can be used at a time. (If two were used, we would not know which caused any positive effects. ) However, you can obviously use strategies in all these categories at once. This will have a greater effect than using strategies in one category alone. However, it is not statistically valid to add the effect sizes or the percentages in the table to find their combined effect. If you find this a bit bewildering, just remember that the strategies that teachers made work best are those with a large percentage in the last column in the tables. However you are unique! You might not get the same results as an average teacher. So the best results will probably come from concentrating on the category that you or your students have most difficulty with, or that you have considered least in your teaching. The final test is what works in your classroom, try the methods for a few weeks and see what happens! I will now look at the strategies that have been found to work best in each of Marzano’s four categories. I will only outline these, and if you want more detail please read the following chapters in my ‘Teaching Today’, which have more strategies and more detail. I am relieved to say these chapters are very much in line with the Marzano findings. Alternatively follow up one of the Chapters in ‘Teaching Today’ that might be helpful: 7 The teacher – learner relationship and equal opportunities page 77 8 Classroom management page 96 9 Discipline and problem solvingpage 108 references at the end of the chapter. Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case. We often start our teaching careers with these assumptions, but enlightenment usually doesn’t take long. All teachers experience problems with behaviour, it’s just that some are better at preventing it, and dealing with it. But how? The strategies that teachers have made work best in experiments are explained below, with the theory outlined. However, if you are only interested in the strategies themselves look for the strategy icon in the margin: Improving your use of rules and procedures You might be forgiven for believing that how students should behave in classrooms is blindingly obvious, and explanation is entirely unnecessary. However, experiments show that classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little blighters need persuading of the obvious! So: 1. Create rules: Decide for yourself what rules and procedures will maximise learning, and would create a good atmosphere in your class. Alternatively adapt the rules in the box on page 4. Express these rules positively rather than as a list of â€Å"don’ts†. There should be a maximum of about 8 rules at secondary level, some say less at the elementary level. 2. Justify rules. Work out to your own satisfaction a persuasive case for each of these rules, however obvious this is. I’m afraid ‘because I say so’ is not a persuasive justification! Very early on, perhaps in your first meeting with the class, explain that you want an effective, fair and happy classroom, and a set of rules and procedures to achieve this. There are two main ways to do this, set out in 3 and 4 below. 3. Discuss rules with the class. Discuss why we have laws, rules and procedures in football, families, and in society. Ask for examples. (Avoid the off-side rule even if you understand it! ) What would happen if we didn’t have rules? Explain that the purpose of class rules is not to pump your megalomania, but to improve learning, and to ensure people enjoy the class. 4. Negotiate to get commitment. Suggest your set of rules as a start, asking for deletions, additions and suggestions. Be prepared to justify and compromise. (Alternatively ask the class to devise their own set of rules as described in 5 below. ) * Consider asking students to work in small groups to make sticky note responses to your rules. Then display and discuss these as a class. * Consider asking each group to design a poster to illustrate one of the rules, and display these on the notice board. These can then be used as a reminder in subsequent lessons. * Students could literally ‘sign up’ to the rules as political leaders sign treaties. Refer to the rules as ‘our rules’ not as ‘mine’. 5. Get the class to devise their own rules. Especially with older or more responsible groups you could ask them to come up with their own class rules. It may help to start this process off if you give them issues such as ‘how can we make sure everyone gets the help they need? ’. Or you could ask them what has worked in other classrooms. * Students can work in groups to devise rules on different aspects of class management, e.g. bringing materials; talking; attendance and punctuality, etc * The class can then discuss and then vote on suggestions * Then you go away and finalise the set of rules. You have every right to the last say of course. If you reject a popular suggestion explain why. Here is a typical set of rules at secondary or college level. It is of course best to devise your own: 1. Treat others as you want to be treated yourself. Be positive and helpful. Try to help two other people every day. 2. Treat other people’s property at least as well as you would treat your own. 3. Hands up if you want to say something when the teacher, or another student is talking. 4. Don’t distract others from their work. Only talk to neighbours, and only about work. 5. If you are stuck ask neighbours for help first, then ask Mr Petty. 6. No unpleasantness, snatching or hitting. If you can’t resolve a disagreement yourself, or with your group, consult Mr Petty 7. Leave the room better than you found it. The aim here is to get students to ‘buy into’ the rules and to see them as their own, and as worth keeping and enforcing. Other uses of rules * Remind students of any relevant rules before a potentially disruptive activity. This is more positive than only responding to disruption and has been found to reduce disruption by about 25%. You could even gather students around the poster that illustrates the rule(s) and ask them for the justification for it. * If a rule is broken remind the student that, â€Å"we agreed†¦.. † and remind them that they are part of a team so must keep to team rules. Be a ‘team player’ could be a heading on the list of rules * Get students to self assess their own behaviour against the rules with a self-assessment form. Then use this to set themselves targets for improvement. See the example below Self-assessmentIs†¦((student name here))†¦Ã¢â‚¬ ¦. a team player? | I kept to this rule:| | always| often| some-times| never| Treat others as you want to be treated yourself| | | | | Hands up if you want to say something when the teacher is talking| | | | | Don’t distract others from their work| | | | | Etc.. | | | | | | | | | | Improvement since my last self assessment:What I need to work on most is: | If you use self-assessment consider the following: * Asking students to remind themselves of their self-assessed targets at the beginning of a class (see the last row in the self assessment form above). Tell them you will ask them to self-assess any improvement at the end of the same class. * Allow students to reward themselves with a sticky blob against their name on your notice board if they have improved, say, twice running in these self-assessments. Yes I know this sounds toe-curlingly naff, but the less mature students often love this. Strategies to improve teacher-student relationships If you have read chapter 25 you will recognise the value driven management and leadership approach that was so successful in managing staff. The strategies below have reduced disruptions in classrooms by 31% on average. Good teacher-student relations ensure that students have a more positive attitude to the teacher and to learning, and make them more likely to accept rules and any disciplining. They turn the classroom into a cooperative team, and reduce antagonism. So even if you detest the little clutch of demons, its worth developing good relations with them, and if you do, you might find that you don’t detest them quite as much! What is the nature of good teacher-student relations? Marzano (2003) quotes internationally renowned research by Theo Wubbels, whose findings remind me of the old staffroom adage ‘be strict but fair’. Wubbels has found that the most effective teachers are both dominant (strong leaders) and cooperative (helpful, friendly and fair), but they are neither to extreme. This is shown diagrammatically below. The Ideal teacher-student relationship Dominant * Strong sense of purpose in pursuing clear goals for learning and for class management. * Leadership. Tends to guide and control * Prepared to discipline unapologetically Too dominant * Too controlling * Lack of concern for students * Teacher student relations damaged Ideal teacher- student relationship Opposition. * Treats students as the enemy * Expresses anger and irritation * Need to ‘win’ if there is a disagreement between teacher and students Cooperative * Great concern for the needs and opinions of students. * Helpful, friendly * Avoids strife and seeks consensus Too cooperative * Too understanding and accepting of apologies * Waits for students to be ready * Too desirous to be accepted by students Submission * Lack of clarity of purpose * Keeps a low profile * Tendency to submit to the will of the class * Entirely unassertive, rather glum and apologetic The diagram tries to show that the most effective teachers have found an optimal balance between cooperation and dominance. They are not so dominant that they fail to cooperate, nor so cooperative that they fail to lead. The precise approach will of course depend on the nature of the class; some need more dominance or more cooperation than others. Research has also shown that students prefer the dominant-cooperative mix about twice as much as the purely cooperative style, or indeed any other style. Wubbels has found that teachers new to the profession tend to start too cooperatively and with insufficient dominance. However after 6 to 10 years they often become too dominant. To improve student-teacher relations experiment with some or all of the following strategies which other teachers have made work well. Are you better at dominance or cooperation? Ideally you should strengthen your weakest style, even if you also work on your strongest. Many students are coping with stress, difficult home circumstances and worry about abuse, depression, eating disorders and so on. If your students experience such social and psychological strains you will need to attend to these as well trying the strategies that follow. This goes beyond the scope of this chapter. The ‘FATE’ approach in ‘Teaching Today’ may help, as will Marzano (2003). Strategies to increase your dominance (leadership) Don’t be put off by the word ‘dominance’. It means to become an effective leader, to pursue, vigorously and enthusiastically, a clear path towards both important learning goals, and good behaviour in the classroom. It does not mean to strut about in jackboots barking orders. We are doing this for the students, so we need not be shy about taking charge and accepting responsibility. 1. Ground Rules If you negotiate ground rules with students, and consequences for not keeping them as described on page , then you have already shown this attribute to some considerable extent. 2. Orientation Clarify the purpose and the key points in each topic before it is taught, including a persuasive reason for studying it. If you have read chapter 16 you will remember that these methods had very high effect sizes. (An effect size of 0. 5 for a strategy means that if it is done well students learn the topic about a grade better. An effect size of 1. 0 gives a two-grade improvement. By ‘grade’ I mean an improvement equivalent to a GCSE or ‘A’ level grade, but just for that topic of course. ) Strategy| Effect size from Marzano| Goal setting before introducing a new topic. E. g. ‘your goal is to use the information in this topic to solve this problem in the case study†¦. ’| 0. 97| Goals which the students are involved in designing| 1. 21| Advance organisers (summary in advance of what is about to be learned along with a persuasive case for studying it)| 0. 48 for easy topics0. 78 for more demanding topics| Highly specific behavioural objectives â€Å"At the end of this lesson you should be able to†¦Ã¢â‚¬ | 0. 12| Another way of setting goals is to discuss with students the assessment criteria for the task they will do, as long as they really understand these. 3. Authoritative body language Appear absolutely confident and in control, especially when you are not. When interacting with students, especially if dealing with misbehaviour, your dominance is conveyed by ‘body language’. This includes proximity, confident posture, and tone of voice (not shrill or angry, but authoritative. ) In Teaching Today I describe the ‘PEP’ approach, which stands for: * Proximity: dominance is increased by walking closer to the student. Walk around the classroom, if you notice students about to misbehave stand by their desk. When you talk to students stand a little ‘too close for comfort’ but don’t invade ‘personal space’. This is not an easy judgement. * Eye contact: Holding eye contact expresses dominance, especially if you hold it for some time. What you say will be taken more seriously if you hold eye contact first for a few seconds, then say it maintaining the eye contact, then maintain eye-contact for a few seconds more. * Posing questions. Rather than telling a student off for not working, ask questions such as ‘Why have you not started? ’ Do this with proximity and eye contact. This has much more effect than getting angry or raising your voice, and will make you appear much more in control. The combined effect of close proximity and sustained eye contact can be very powerful indeed, so don’t over do it. Strategies to increase Cooperation Being cooperative sounds easy, until you notice it means being cooperative with the worst behaved students in your class. This can try a saint. As so often in educational problems, we have a vicious cycle to deal with here, but with determination we can turn it into a virtuous cycle: Vicious cycle The student misbehaves more or works less well You are less positive, friendly and fair towards the student You dislike the student more and/or†¦ The student dislikes you and your classes more In your direct control Breaking this cycle is hard, but it can be done. If you succeed it ensures the student behaves better, learns better, but it also makes your life much easier. You will need to have negotiated clear rules with your students as described earlier, then you can start to break this cycle. This requires a great deal of emotional generosity and/or patience and restraint. If you cannot muster the generosity, try acting! Probably the only part of the cycle you can break is: ‘You are less positive, friendly and fair towards the student’ here are some strategies that break the cycle here: 1. Catch them doing something right. Keep an eye on them, and when you notice they are doing something right, even by accident, comment on this positively in private. ‘Well done, you’ve made a start’. Many students who misbehave are attention seekers, and if they earn attention for behaving well, they are less likely to steal attention by misbehaving. You can even bribe such students: â€Å"That’s an interesting start, when you’ve finished the question let me know and I will have a look at it† A promise of attention like this will often motivate students, but do keep your promise. See Madsen et al (1968) 2. Put the student into ‘intensive care’. There is a violent method to do this, which in your darkest moments often appeals! Here is a legal way. As well as ‘catching them doing something right’: Smile, use their name positively, ask for their opinion in class discussion, try to find something positive to say about their response. Make a point of looking at their work, and comment favourably about any genuine effort or achievement. Talk to them about it. ‘That’s an interesting point, what made you think of that? ’. Keep high expectations however: ‘I know you can do this’. Be patient and helpful. If you react like this it shows you are not ‘rattled’ by their misbehaviour. Warning! The above advice can be overdone. Don’t try too hard with ‘intensive care’ especially, as you will be disliked if you appear desperate to be liked. The trick is to make your behaviour seem very natural, and the way you teach everyone. So you must give this same attention to at least some well-behaved students nearby too. More general advice about increasing cooperation includes other ways of showing that you value students as individuals: 3. Learn and use their names 4. Communicate informally with students, Don’t just talk about learning issues. When they are coming into, or going out of the classroom ask their opinion: â€Å"Do you think your haircut would suit me? †Ã¢â‚¬ ¦. â€Å"What do you think of the new library? †Ã¢â‚¬ ¦. Ask about hobbies, attitudes and opinions, 5. Use eye contact and proximity to spread your influence about the whole room. 6. Negotiate difficulties with the class. â€Å"I am having problems with students not giving in work, what’s the problem? What can we do about this? † The strategies on page 17 and 18 also help with cooperation. Improving disciplinary interventions The strategies that follow reduced disruptions in classrooms by 31% on average. There has been a heated debate for some decades over whether teachers should use mild punishments, or should only give students praise and recognition for appropriate behaviour. You may not be surprised to find that Marzano’s meta-study, having statistically compared these approaches, shows that you are best doing both. However, while nearly all teachers will use mild punishments, few give enough recognition for good behaviour. If you only use punishments, such as telling students off in response to inappropriate behaviour, then you can create a negative, nagging image for yourself. Also, attention-seekers will begin to misbehave in order to get your attention, as it is the most effective way. Effect sizes are from Marzano (2003)| Average effect-size| Number of studies| Decrease in number of disruptions| Disciplinary Interventions| | | | RemindersReminding students of relevant rules just before they start an activity. E. g. reminding them of the ground-rules for working in groups before starting a group-work activity | 0. 64| 70| 24%| ‘Sticks’ Mild punishments| 0. 78| 40| 28%| ‘Carrots’ Strategies that reward students for appropriate behaviour including recognition, praise, symbols etc. | 0. 86| 101| 31%| ‘Carrots’ plus ‘sticks’Using both mild punishments, and strategies that reward students for appropriate behaviour with recognition symbols etc. | 0. 97| 12| 33%| Reminders. Many teachers are reactive, waiting for disruption and then responding to it, yet reminding students of the ground-rules for a forthcoming activity is a very positive and quite effective strategy. If you have agreed class rules, and students have designed posters to illustrate them, gather students round the posters to discuss the rules, and ask questions about why we have them. This need not take long, yet has reduced the number of disruptions in experiments by almost a quarter on average. Carrots: strategies to reinforce appropriate behaviour. This works better than just telling students off, and most of us don’t do it enough. Try these strategies: 1. Tokens or symbols Here is an example. A teacher asks each student to start off the lesson with five behaviour ‘points’. Or they might only do this with two or three problematical students. The students write five ‘1’s on a piece of paper on their desk. During the class the teacher places an extra ‘1’ if the student is working well, and crosses one off when they are not. Students often don’t need an explanation for the removal of a point if the class rules are clear. Simply praising good behaviour also works remarkably well, Madsen et al (1968). At the end of the class the student records how many behaviour points they have on a proforma. This might ask them to set targets for improvement. They might also be able to exchange these points for privileges such as sitting where they want, or giving out materials etc. It is important to explain the system you use and why: ‘to help you become better and more mature learners’. It should not be seen as a bribe even when privileges are given. These are often laughed off by teachers, but they really work and are greatly underused Tokens and symbols can include: * A ‘thumbs up’ sign, wink, smile, praise etc to a student working well. It works especially well with problematical students * ‘Official Pat On The Back’, this can be public or private. It is fun to ‘say this with capital letters’ and administer it with mock ceremony, but not sarcastically * Recognition in class notices, bulletins or notice-boards * Round of applause†¦ or even standing ovation! * Encouraging words * ‘Open microphone’. The student is asked to speak to the class to explain how they succeeded, or, if you are brave, to make any point they like. * Smiley faces, points, or stickers on a privately held record card, that you can ask to see and use as the basis for discussion on behaviour improvement. * Smiley faces, points or stickers on a publicly displayed class list * Badges: e. g. â€Å"I’m an improver† â€Å"The gal done good† * Displaying work * Letters home saying that behaviour is good or has improved. Most students regard this as very significant and it doesn’t cost that much. You could also use e-mail, text message, or phone message, but letters are permanent and you don’t even need to put a stamp on as students will be keen to take them home. They can be used to earn: * Privileges such as sitting where you choose, helping to give out materials, leading groups, being allowed to present to the class, etc * â€Å"Class pressure points† which the class can ‘spend’ to persuade you not to set homework one particular week, or to allow more time to prepare for a test etc. * The opportunity to choose the work they do or the way they work. E.g. be able to write up their work on a classroom computer. * Letters, e-mails or text messages home, after say three weekly improvements * College or school certificates for mature behaviour. These can be given in half-termly ‘award ceremonies’ presented by the head of department * Being chosen to present to another class, or at parent’s evening or open evening * A class trip or visit earned if the class all improve in behaviour * Home privileges such as being allowed to keep your TV or computer games in your bedroom, to rent a video or buy a computer game. This clearly requires parental involvement. See the case study in the box below. 2. Self-assessment Students can use the self-assessment process described on page 5 to award themselves points or stickers etc. 3. Contingent rewards: These makes use of peer pressure to improve behaviour: a. Class carrots if the whole class behaves or improves. E. g. If the whole class reduces calling out instead of putting their hands up, then the whole class earn pressure points (described in the above box), or are allowed to go and see the Art Department’s final show of work. Success needs to be defined carefully, for example no more than three people calling out in each class for at least one week. b. Class carrots if a specific individual or group of students behaves well or improves. This needs to be treated with caution. E. g. â€Å"We are all going to help to keep Philip in his seat. If you are next to him remind him if he moves. If he does move, don’t talk to him. If Philip doesn’t get out of his place inappropriately for a week, the whole class gets five Team Player Points and Philip gets ten. † ‘Sticks’: strategies that involve mild punishment. This works best in conjunction with the ‘carrots’ above. Marzano’s metastudy stresses that the effect of this strategy comes from consistency rather than severity. Case studies with the use of rewards and punishments. TES 16th June 2006 www. tes. co. uk/search/story/? story_id=2250510 Duncan Harper, Head of a Special school says many children are miss-labelled as ‘autistic’ or having ‘Attention Deficit Hyperactivity Disorder’ (ADHD). He believes their poor attention span etc is due to being too tired to work after spending four to five hours a night watching TV or playing computer games. 20% of his 58 children are diagnosed autistic, and 50% ADHD. But Harper thinks non are autistic, and only 2 have ADHD! He develops excellent relationships with the parents, who are contacted by phone every two weeks. He arranges with them to remove TVs and computer games from bedrooms if the student’s behaviour/tiredness does not improve. Harper himself made seven such removals that year. A recent inspection graded the school as outstanding in all categories. Evidence is growing that poor sleep is affecting students’ behaviour, thinking and learning. Try Googling ‘sleep student attainment’. Consistency and assertiveness The punishment itself seems less important than your consistency in expecting a rule to be obeyed, and your assertiveness when talking to students or punishing them when you have to. Assertiveness is not the same as hostility. It is linked with ‘dominance’ mentioned earlier and means that when you deal with class management you are firm, unemotional, matter of fact, unapologetic, confident and business like. It often includes a reminder to the student that you are implementing agreed class rules, not personal dictats. Being hostile angry or very strict is less effective, and may suggest to students that you are losing control. Be assertive Imagine you are dealing with a student who has been persistently talking. You have warned her that if she talks inappropriately again, you will move her. Despite this, she continues to talk. You could get angry, sarcastic and over-strict at this point. But it is more effective to be assertive: 1. Proximity and eye contact. Walk up to the student (proximity), with a firm upright posture, and fix them with eye contact . There should be little emotion in your voice or face. Just a business like confidence. 2. Ask for what you want in a decisive manner, act as if you mean it, and expect to be obeyed. The pitch of your voice should not be shrill, only slightly raised. â€Å"I want you to move next to John now. † â€Å"But Pete started it† 3. Listen, but use the broken record. Listen to such legitimate objections. It sometimes helps to repeat the objection to show you have listened as below. However do not accept denials, blaming or other arguing unless a genuinely strong case is made. It is the student’s duty to keep the class rules despite difficulties. Repeat what you want. â€Å"Even if Pete did start it, you should not have talked again. Please move now. † â€Å"But that’s not fair† (This process of listening, perhaps acknowledging what was said, but then repeating what you want continues as long as necessary. This is sometimes called the ‘broken record’. ) You remain firm unruffled and business like. â€Å"We all agreed our class rules are fair. Please move. † 4. Defer discussion but require obedience. If the student persists tell them that they are wasting valuable class time, and must continue this conversation after the class. In the meantime they must move. Repeat this once if necessary very firmly. 5. Withdraw. If they still don’t move remind them that defiance is a very serious There is a list of responses to inappropriate behaviour in Teaching Today 3rd edition, pages 117-8 offence and that they must see you after the class. Walk away to signal the dialogue is now over. The student might now move. If not, seek guidance from tutors and class managers; defiance is a health and safety issue as they might not even stop doing something dangerous when you tell them to. 6. Use Discipline Plans. If a student does not respond to assertive behaviour like this and problems persist, consult tutors and managers. Sit down with the student in a private one to one situation, and draw up a ‘Discipline Plan’ Allen. T (1996) * State the relevant class rules and explain why they help everybody learn and help create a happy classroom * Ask the student why they have a problem keeping the rule(s) and what would help them keep it better. Stress that the rule must be kept despite the stated difficulties. Ask them to become a team player.

Campaign Strategy essays

Campaign Strategy essays As you have already know, the president is not chosen by the people directly like most all other political offices are. The president is chosen by a group of 538 electors from all fifty states and the District of Columbia who cast their votes for president. The candidate who receives 270 votes becomes president. Electors are given to each state based on the population. The more people the more electors. In theory electors from each state vote for the candidate who the people from there state voted for. Even if the candidate wins the state by just one vote, all electoral votes go to that person. Candidates have in recent times started campaigning three to four years in advance for a presidential election. Campaigns are heavily influenced by the media and candidates try to get their names and views shown to everyone. A candidate knows that everything about his life is going to be found out by the media. The candidate must have no skeletons in the closet. Because electoral votes decide the winner, presidential elections are really 51 separate contests for the electoral votes of each state and the District of Columbia. Presidential candidates, then, must devise strategies and allocate resources across the states to produce a majority in the Electoral College. A candidate knows he has some states that are a given victory, usually his home state and the majority of the states that are heavily his party. The candidates know that Massachusetts, Rhode Island, New York, Minnesota, and Hawaii are all very strong democratic states. The candidates know that Kansas, Nebraska, North Dakota, South Dakota, Virginia, Alabama, Arizona, Utah, Montana, and Alaska are all very strong republican states. The other party must campaign hard in the other states if it wants any chance to steal it. Some states a president knows he cant win and he will tour those states much less. The south states and many of the rural states strong ...

What is meant by fiscal policy

What is meant by fiscal policy Economy is the sum total economic resources of a certain region which enable it to provide services and goods to its inhabitants. These resources may include: infrastructure, land, trade, labor, manufactured goods, capital, and medicine among others. Global Economy thus can be seen as the sum total of the world human and physical resources that enhance survival of its inhabitants.Advertising We will write a custom essay sample on What is meant by fiscal policy? specifically for you for only $16.05 $11/page Learn More In this century every country in the continent has seen an economic recession which basically affects the livelihoods of the people for instance increased food prices. This is one the reasons why countries develop policies that may enable them improve their economy. Policies such as fiscal policy, sustainable food production, green cities and sustainable housing for city dwellers have been developed. Michl (54) defines Fiscal policy as, â€Å"t he use of government expenditure and revenue collection (taxation) to influence the economy.† According to Dwivedi instruments of fiscal policy include the following, â€Å"Surplus budgeting, Government expenditure, Taxation, and Public borrowing (602). These instruments may have different effects on the economy.† For instance, surplus budgeting means reducing the government expenditure slightly below the revenue thus creating surplus. On the other hand government expenditure is the allocation of revenue to various areas of the economy for example education and health. Taxation is the collection of money from the citizens directly or indirectly in which they don’t expect direct returns and public borrowing is borrowing in the form of loans either from the public or external sources. The above instruments are adjusted in order to create a desired effect on the economy; as an illustration if the government increases expenditure in infrastructure development it expe cts that in the long run it will attract investors which in return create jobs and revenue in form of taxation. Depending on the economic state of a nation, the policy makers adjust each of the fiscal policy instruments so as to focus on the desired outcome. How fiscal policy can be used to aggregate demand An expansionary fiscal policy tends to increase the amount of liquid income that citizens have hence improving the purchasing power which implies more money will be disposed to the economy. According to Reuters (4), â€Å"The aggregate demand will increase and thus reduce the deflation gap which may be caused by growth or unemployment.† The figure below shows a the effect of fiscal policy on aggregate demand;Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Aggregate demand is dictated by investors and consumers of such goods and services from the investments. This means that the fiscal policy adopted mainly tends to increase the desire for investors to invest and the available market to have the power to purchase. Fiscal policy has a short term positive effect but on the long term if it is not checked it may cause undesired effects. How effective is the fiscal policy? Is a question that needs to be carefully studied if economies will have to continue using this policy as a measure to react to economic recession. Thomas R. Michl (81) notes that, â€Å"fiscal policy were unlikely to succeed in combating unemployment because the jobs gained through the government spending would be cancelled out by jobs lost in the investment goods industries by crowding out.† Thus fiscal policy may not be the best tool to use when economic recession is caused by natural economic factors. It is rather better to let the factors that contribute to the economy to regulate themselves naturally. For example, consumption may be affected by inflation by making consume rs avoid unnecessary purchases and the desire to create more wealth thus having a positive effect on both investment and consumption which are the key instruments on aggregate demand. Furthermore, increasing taxation may not affect consumption because the goods in which taxation may be imposed may be a necessity whose consumption must remain the same. For example increasing the cost of transportation may not be affected by taxation as much because it is a necessity in wealth creation. Another undesired effect arises from the increase in government spending without increasing taxes; this might lead to a recession and undesired deflationary gap. Australian budget The following is the fiscal policy stance of the Australian government for the financial year 2010-2011. According to Australian Government Website, â€Å"The Australian government budget website describes the government’s fiscal stance to comprise of: achievable budget surpluses, on average, over the medium term, kee p taxation as a share of GDP below the level for 2007-08 (23.5 per cent of GDP), on average, and improve the Government’s net financial worth over the medium term.† According to Marc (55), â€Å"The government will further allow the tax receipts to recover naturally as the economy improves and hold growth in spending to 2 percent a year until the budget returns to surplus.†Advertising We will write a custom essay sample on What is meant by fiscal policy? specifically for you for only $16.05 $11/page Learn More The government puts into consideration any physical calamities that may occur so as to mitigate its effects on the budget as fast as possible. The table below shows budget aggregates and their projections. According to a research done by the Melbourne Institute the Australian (8), â€Å"Inflation pressure is rising.† The report indicates that ‘inflation rates increased from 3.2 percent to 4.5 percent in the months of March and April respectively.’ As an assertion to the research report, Michael Chua, a research fellow at the Melbourne Institute said, This months report indicates inflation pressure is mounting after a relatively stable period. (8) This implies that the fiscal stance may have not been achieved as much in terms of inflation control. Australian inflationary measures The Australian high dollar rate has seen the mining industry gain whereas other areas of the economy like tourism and local imports have been affected negatively. Thus inflation has been experienced. The government though optimistic, has fears of the return of economic recession in America and the Europe. The current inflation pressures on the Australian government can be mitigated by disaster preparedness as one of the major effects of inflation. The Australian consumer is also expected to reduce expenditure so as to create a balance thus combat inflation. The Reserve Bank of Australia (9) said that, â€Å"It re mained concerned about the outlook for domestic inflation and said it was too soon to know if demand would soften enough to restrain price pressures over time.† It also expressed its fears on the ‘unsettled global financial markets.’ The Australian government put in place a fiscal policy for the financial year 2010-2011; was the policy the most appropriate? According to the Australian, â€Å"these fiscal rules mean we are on track to return the budget to surplus.† The country expected to go back on track and achieve a 2 percent surplus on its budget. So far the government can only brag about a 1 percent surplus. This means that despite the government not hitting on its minimum target, it has brought back a surplus budget after the global economic recession.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The gains made are attributed to the tough spending measures the government imposed in its fiscal policy. The government further intends to retain the strict measures, which it argues will help it deliver a surplus within three years of the deficit peaking as a share of the economy. It further argues that this will be a smaller duration as compared to the four years it used in the 1980’s. Overall, the economy has improved slightly which may be attributed to the strong Australian dollar which has improved revenue from the mining industry. Michl (66) argues that â€Å"High interest rates discouraged the consumers from borrowing consequently less expenditures.† In one way or the other the government has achieved its goals; however, there are no air tight policies. The negative effects are the failure to mitigate inflation which is a major dissatisfaction on the citizens. In conclusion, fiscal policy is the control of government expenditures against taxation. There are fou r major instruments for implementing fiscal policy that include the following according to Michl (5), â€Å"Surplus budgeting, Government expenditure, Taxation, and Public borrowing.† Each of these instruments can be controlled in a particular way so as to achieve the expected results. The government would reduce tax rate thus it will enhance compliance and collect more taxes, increase the lending rate thus reduce purchasing power, reduce government expenditure which may cause unemployment or reduce public borrowing hence reducing the national debt margin. The fiscal policy adapted by the Australian government seems to have worked mainly through the stringent rules imposed on the stimulus package. Australian Government Website. budget.gov.au, 2010. Web. Australian Government Website, Geoffrey. Business with The Wall Street Journal. theaustralian.com.au/business, 2011. Retrieved Dwivedi, D N. Macroeconomics: Theory and Practice. New Delhi: Tata McGraw Hill, 2010. Print. Marc, Robinson. Medium Term Fiscal Policy Issues and Challenges in Australia, Melbourne: Queensland U of T, 2001. Print Michl, Thomas R. Macroeconomic Theory: a Short Course. New York: M. E. Sharpe, 2002. Print. Reuters, CNBC First in Business World Wide. cnbc.com, 2011. Web.

RBA

RBA The Reserve Bank of Australia (RBA) is Australia's central bank and has the responsibility of controlling Australia's money and banking system, as outlined in the Reserve Bank Act 1959. It has three main objectives, which include the stability of the Australian currency, the maintenance of full employment and the economic prosperity and welfare of the people of Australia.The conduct of monetary policy is the most important ongoing responsibility of the Reserve Bank. It is action taken by the RBA in order to influence the cost and availability of money in the Australian economy through influencing the general level of interest rates. The RBA meets every month to decide whether interest rates should be changed. Lenders then use these decisions as a basis for setting the interest rates for their individual loan products and will usually alter interest rates a day or two after any RBA announcement.The Reserve Bank is the sole issuing authority for Australian currency and is responsible f or the payments system.The Central Bank Of Ireland - DublinThis means ensuring the efficiency and stability of payment methods such as credit cards, electronic cash, traveller's cheques and stored-value cards. Other banks also hold exchange settlement accounts with the RBA, and these are used to allow banks to settle debts between themselves as well as with the RBA at the end of each days trading.In 2002, the Financial Services Consumer Policy Centre at the University of New South Wales Faculty of Law welcomed the release of the Reserve Bank's credit card reforms, which became an effective way of ensuring the efficiency and stability of payment methods. The centre's director, Mr. Connolly, stated that consumers had been paying higher prices for goods and services because of the hidden interchange fees built into the credit card system, and these new reforms will replace an...

Skills of a leader of a public health organization Term Paper - 1

Skills of a leader of a public health organization - Term Paper Example A leader in a public health organization ought to be able to classify and manage all activities within the organization each and every day. Coles and Porter (2008) asserts that "Organizing a normal days activities either at work or at home involves basic elements of project management such as meeting time deadlines and utilizing resources" (p. 238). There are instances during public health interventions when activities appear intricate, and instances where diverse activities require to be conducted at dissimilar periods hence a mix-up or confusion may occur. Having effective project management skills hence is important in such cases as it helps a public health leader prepare and arrange activities methodically and at the same time spot or recognize key areas that need perfection. These skills also enable a public health manager or leader to allocate resources according to precedence. It is important to point out that organizational skills enables public health leaders to conclude hea lth interventions as well as other activities aimed at improving public health timely and also account for allocated resources (Coles and Porter, 2008). Loue (2006) defines advocacy as instigating activities or manners of conduct in a bid to manipulate a course of action. A leader in a public health organization should be able to speak out and influence positive change within the community in terms of health. He should also have the ability and courage to speak against negative behaviours and activities within the community that can risk the health of community members. It is important to posit that a public health leader also ought to be able to incorporate technology in advocacy. There are various platforms through which advocacy within the community can be conducted such as through the social media, television, and news papers or magazines. In other words, comprehending the role of the social

Nussbaum on Religion and Women's Rights Essay Example | Topics and Well Written Essays - 1500 words

Nussbaum on Religion and Women's Rights - Essay Example In most of those works, she has taken stance strongly favoring the rights of the humans, including men and women, to freely practice their religions. At the same time, she also opined that those religions could have certain practices and traditions which restrict women’s freedom and go against their equality. This paper will first discuss Nussbaum’s views on religion and women’s rights, particularly focusing on why states should not intervene in this complex issue. Then, in the second part of the paper, we will critically discuss these views of Nussbaum on religion and women’s rights, from personal perspective and with perspectives from other thinkers. Martha Nussbaum in most of her works, including her books and various essays, took a balanced stance regarding religion and women’s rights, without criticizing either of the two key integral components. She is of the opinion that good aspects of religion has to be followed without fail, and at the sam e time, the aspects, which are in contravention with the women’s rights have to be viewed critically.... â€Å"Incidentally, this echoes her recent indictment of Susan Okin’s Is Multiculturalism Bad for Women and Okin’s Western secularist dismissal of religion† (Hackett 8). Nussbaum criticized those views of Western feminists by pointing how women particularly in non-Western countries view religions favorably for its optimal mobilizing properties, and how they give more importance to religion even forgoing their personal rights. States understanding this perspective of women avoid intervening in areas where there are complex conflicts between religion and women. In addition, Nussbaum points out more certain aspects regarding how religion can have a positive influence on all humans, particularly the women. First, she puts forward the perspective that religious tenets including faith, membership and related religious activities can aid the humans optimally, in the pursuit of general capability goals, including in the search to find inner peace and other ultimate meani ngs. When one focuses on religion based restriction on women, the religion of Islam is viewed in negative stereotypes. However, according to Nussbaum, Islam does not view women inferiorly, and has a set of moral code, which is similar to both men and women. Nussbaum further states that this fact is being accepted by the Islamic feminists as well. â€Å"Is Islam sexist in its origins? Not to many Islamic feminists, who stress that women and men are held to share a single essential nature, and that the Koran recommends similar norms of modest conduct to both women and men† (Nussbaum 106). Thus, Nussbaum views religion not in negative light in relation to women’s rights, and even criticizes the western feminists for treating non-western religions as patriarchal and regressive. In line

Derivatives and financial crisis Assignment Example | Topics and Well Written Essays - 2000 words

Derivatives and financial crisis - Assignment Example Such types of derivatives are used based on the type of risk exposure i.e. liquidity, financial, exchange rate risks, etc (Chisholm, 2011). Derivatives were used primarily to hedge risk, but over time people used it to make gains out of the price movements of the underlying assets. The purpose of using derivatives is incumbent on the investment objective. The price volatility of the underlying influenced various investor community to use derivative as a lucrative investment option. Earlier the use of derivatives was not popular, owing to its complexities it was not considered to be a feasible investment option. Over time, it was adopted by various investors to insure the various risks facing them. With various risk outcomes, the fluctuations in the price of the underlying assets made it volatile. Such price volatility attracted speculators, who engaged in the use of derivatives to earn profits. Speculations are done on both the up trends and down trends of the asset price movements. The impact of speculations is felt across the investor community i.e. the hedgers. Speculators gamble on the direction of the asset price m ovement. When a speculator feels that the price of the underlying asset will fall, he will short sell the stock or buy an option. When the price of the asset falls, he exercises the option or buys the underlying asset to make profit. Speculators leverage the vulnerability of the price movements of the asset to make gains. Though all types of derivatives cannot be used to speculate, but futures, options and swaps are lucrative avenues for speculators (Poitras, 2002). From the inception, starting in 1970’s and continuing through the ‘80’s and ‘90’s, the financial market evolved and made it a riskier place for trading. The interest rate changes, bonds and stock markets witnessed phases of increased volatility. Owing to such evolution of risk, investors and managers of financial institutions became wary and resorted to

Customer Relations Management in the British Petroleum Company Essay

Customer Relations Management in the British Petroleum Company - Essay Example This type of treatment makes me feel that the company is not apprehensive about their customers because the employees do not put in an extra effort in associating with them. The behavior of staff members towards their customers also makes me feel that the company neglects and demoralizes its customers from consuming and frequenting their stores. This negative image results from their staff members’ lack of concern for customers and unfriendliness. According to the treatment that the company staff gives their customers, I would suggest that the company does keep a centralized repository for their data. This is because their respective branches do not share information concerning their customers. This is evident from the fact that despite visiting a specific branch for a certain amount of time and purchasing large amounts of the product, I still receive no recognition from the other branches. Their customer management strategies do not also seem to emphasize on the importance of strengthening their customer relationships. This is clearly depicted from the indifferent behavior that their members of staff have on their customers including me every time they come to their business premises. The Bank of England, which was officially incorporated in the year 1694 as a joint stock company is another company that I frequently visit. The banking institution is responsible for offering cash along with credit facilities to a wide range of customers across the nation. The bank has opened branches in several areas of the country and their staff members regard their customers with high esteem. This is evidenced by the reception I receive any time I visit any of their branches across the country. Their reception is warm, friendly and caring with most of their staff seeming to know me despite them being strange to me. This tends to make me feel valued by the company and it has increased my confidence when dealing with them. The company seems to keep a distributed reposit ory for their data as evidenced by their staffs’ ability to know their customers and having their personal details. The bank’s values emphasize on putting their customers first along with making their main objectives customer oriented. The Bank of England involves itself in several activities to fully identify their customers in the broadest possible form. These include the activities of brainstorming, conducting market research, marketing, creating their customer profiles, and the provision of questionnaires. It also includes the activities of evaluating customer needs through carrying out of surveys, conducting interviews directly with them and offering promotions. Finally, the bank involves itself in the activities of strategizing and copying recruitment activities of their competitors in the industry. These activities greatly assist the bank in the identification of their different customers across the country. The bank involves itself in the activities of knowing their customers by interrogating various groups of experts and technicians concerning their most likely markets. They gather information concerning their customers’ financial abilities along with their sources of income. This greatly helps the bank to determine how they will manage and retain their customers whilst remaining profitable. Performing market research involves the evaluation of their customer’

The rock'n'roll era and beyond Essay Example | Topics and Well Written Essays - 1750 words

The rock'n'roll era and beyond - Essay Example The identity does not only include personal identity, but also regional, national, gender, ethnic and cultural identity. Therefore, the purpose of this paper is to briefly present an overview of how music can reflect a generation identity. It will also analyze two artists from different decades and how the two musicians connect to listeners at specific stage of life and finally. Finally, the paper will discuss what music reveals about the changes and continuities in the perception of that age identity. In discussing the identity in music, we need to ask ourselves whether it is true that everyone has a musical identity. Few people say that they lack interests in music or liking of the music whatsoever. Most have strong liking of music and dislikes depending on the type of music. Taste for music have always been shown to related to age, music training level and some aspects of cognitive style and personality. Most people listen to music of different levels of engagements to regulate th eir moods in different contexts while they are also involved in other activities. It may seem reasonable that in analyzing the musical identities to look at all the concepts of the people. The broad patterns of musical preferences among people and also the transitory likes and dislikes form the integral part of our music identities (Jennings 1991). It is widely believed that the taste and preferences in listening form the most important part of most people. However, this may not be so among other people in the society. Furthermore, domain music importance varies very much in self-identities. This level of variation may depend on the level of involvement such as the musicians themselves or the solo performers. One of the factors that play a role in teenager’s generation identity is music. They identify with artists and different musical styles to reflect their individual identity as a generation. Over many generations, you will find many parents lamenting on the type of music their young ones listen. Over a period of a hundred years ago, it was jazz, followed by big band, rock n’ roll, then funk, electronic music, rap and finally hip hop. The parents mostly complain about the noise that the young stars listen to hence refusing to listen or understand â€Å"that music.† It is true that music can connect us with each other if we open to listen, understand and receive it. Therefore, in finding identity, people of different age groups do tend to prefer particular type of music. In the 1950s in its last half, as rock ‘n’ roll of the Americans began to assume its hegemony over the airwaves and the habits of the young people of buying records across the whole of the industrialized world, this popular new brand of music began to be primarily perceived as a phenomenon for the youth. This perception was reinforced in the 1960s by the development of the youth movement, which expressed itself self-consciously through distinctive forms of p op and rock music. Many believed that this conjunction resulted to the success of the rock music. It was primarily due to the young stars articulation of their sense of identity mostly based on the idea of age and generation. In the word of Frith (1978), the sociology of rock cannot be separated to the sociology of the youth. In the 1970s, the youth to music relationship differed significantly along a number of dimensions especially in social class, ethnicity and gender (Murdock et al

Affirmative Action and Equal Employment Opportunity Assignment

Affirmative Action and Equal Employment Opportunity - Assignment Example Furniture like chairs and tables fitted in the working places are not made with consideration of the physically disables persons in mind. In learning institutions, students may leave chairs anyhow on the verandahs and pavements, hence making the disabled persons being unable to move freely. The lifts are also not made friendly for such people with sounds that can notify the blind when it reaches particular floors, or in a way to accommodate some physical disability conditions. It is therefore very important to extend the affirmative action to cover such kind of considerations in the society to reduce on discrimination. A part from the physical disability, society still requires affirmative discrimination in many areas such as learning institutions, other than just the need for equal employment opportunities. We find that some institutions do not offer admission places to students from particular regions due to issues of race, color, culture, disability, religion and such like. This m akes students who have actually qualified and have the aspiration to study in such institutions to have their dreams shuttered since they end up attending institutions that never were their choices. This is against the University Policy and Procedure of the U.S. (Berkeley, 2009). On other thoughts, equal employment opportunities are also considered as not sufficient to prevent workplace discrimination. This is so as workplace discrimination involves more than just providing equal employment opportunities.

Customer Relations Management in the British Petroleum Company Essay

Customer Relations Management in the British Petroleum Company - Essay Example This type of treatment makes me feel that the company is not apprehensive about their customers because the employees do not put in an extra effort in associating with them. The behavior of staff members towards their customers also makes me feel that the company neglects and demoralizes its customers from consuming and frequenting their stores. This negative image results from their staff members’ lack of concern for customers and unfriendliness. According to the treatment that the company staff gives their customers, I would suggest that the company does keep a centralized repository for their data. This is because their respective branches do not share information concerning their customers. This is evident from the fact that despite visiting a specific branch for a certain amount of time and purchasing large amounts of the product, I still receive no recognition from the other branches. Their customer management strategies do not also seem to emphasize on the importance of strengthening their customer relationships. This is clearly depicted from the indifferent behavior that their members of staff have on their customers including me every time they come to their business premises. The Bank of England, which was officially incorporated in the year 1694 as a joint stock company is another company that I frequently visit. The banking institution is responsible for offering cash along with credit facilities to a wide range of customers across the nation. The bank has opened branches in several areas of the country and their staff members regard their customers with high esteem. This is evidenced by the reception I receive any time I visit any of their branches across the country. Their reception is warm, friendly and caring with most of their staff seeming to know me despite them being strange to me. This tends to make me feel valued by the company and it has increased my confidence when dealing with them. The company seems to keep a distributed reposit ory for their data as evidenced by their staffs’ ability to know their customers and having their personal details. The bank’s values emphasize on putting their customers first along with making their main objectives customer oriented. The Bank of England involves itself in several activities to fully identify their customers in the broadest possible form. These include the activities of brainstorming, conducting market research, marketing, creating their customer profiles, and the provision of questionnaires. It also includes the activities of evaluating customer needs through carrying out of surveys, conducting interviews directly with them and offering promotions. Finally, the bank involves itself in the activities of strategizing and copying recruitment activities of their competitors in the industry. These activities greatly assist the bank in the identification of their different customers across the country. The bank involves itself in the activities of knowing their customers by interrogating various groups of experts and technicians concerning their most likely markets. They gather information concerning their customers’ financial abilities along with their sources of income. This greatly helps the bank to determine how they will manage and retain their customers whilst remaining profitable. Performing market research involves the evaluation of their customer’

Affirmative Action and Equal Employment Opportunity Assignment

Affirmative Action and Equal Employment Opportunity - Assignment Example Furniture like chairs and tables fitted in the working places are not made with consideration of the physically disables persons in mind. In learning institutions, students may leave chairs anyhow on the verandahs and pavements, hence making the disabled persons being unable to move freely. The lifts are also not made friendly for such people with sounds that can notify the blind when it reaches particular floors, or in a way to accommodate some physical disability conditions. It is therefore very important to extend the affirmative action to cover such kind of considerations in the society to reduce on discrimination. A part from the physical disability, society still requires affirmative discrimination in many areas such as learning institutions, other than just the need for equal employment opportunities. We find that some institutions do not offer admission places to students from particular regions due to issues of race, color, culture, disability, religion and such like. This m akes students who have actually qualified and have the aspiration to study in such institutions to have their dreams shuttered since they end up attending institutions that never were their choices. This is against the University Policy and Procedure of the U.S. (Berkeley, 2009). On other thoughts, equal employment opportunities are also considered as not sufficient to prevent workplace discrimination. This is so as workplace discrimination involves more than just providing equal employment opportunities.

Elizabeth Bishops poem The Fish Essay Example for Free

Elizabeth Bishops poem The Fish Essay * The Theme of True Beauty or Inner Beauty: Neither her battered boat nor the venerable old fish is beautiful in conventional terms. Their beauty lies in having survived, when the speaker realizes this, victory filled up / the little rented boat she understands that everything / was rainbow, rainbow, rainbow! That is when she lets the fish return to his home in the water. The fish helps Bishop to notice true beauty: The fish is only ugly or grotesque to the untrained or unempathic eye (McCabe). The notion causes her to see other objects around her differently. Everything is a rainbow when she looks around. This feeling allows her to release the fish. The release, significant in its own sense, acknowledges Bishops respect for the fish. The poet, struck by the otherworldly beauty w/ which ordinary objects sometimes appear, as if cast in a color not their own, releases her concentrated gaze, gives up both the poem the fish. The composite image of the fishs essential beautyhis being aliveis developed further in the description of the 5 fishhooks that the captive, living fish carries in his lip. * The Theme of Respect Admiration: The admiration for the fish is ironic since he was detested when 1st caught. The relationship tween the fish Bishop becomes even closer when she notices his lip. These broken fishing lines are the turning point tween her the fish. Now, Bishop considers the catch an accomplishment. She sees evidence that 5 others have tried unsuccessfully to bring in this fish. The fish evolves into a majestic character She is able to use the description of the fishs lip to evoke the idea of respect. The fishs beard personifies him, characterizing him as intelligent. She values the fish because she realizes he has eluded other anglers. The ultimate respect is expressed w/ the fishs release. Bishop knows the fish cant be kept, but must be let go (McCabe). Bishop recognizes that she will be able to hold the moment closer as a memory than by keeping the fish as a trophy. The real theme of Bishops poem is that of humanitarianism respect for a fishs lifelong  will to survive.

Infidelity In Marriages | Analysis

Infidelity In Marriages | Analysis Introduction Infidelity is perhaps the most complex issue faced by spouses in the marital relationship. Usually, when the discovery of an affair is done, it can be very annoying for the person on the receiving end of the case. Obviously the blame on oneself is the primary response after the information and facts are understood and then the person must be willing to understand that he / she has failed to respect the other person to take this step. This results in a lot of pain, confusion and emotional problems for people that are involved in such a relation. This can affect the person and make him very depressed and even become suicidal. A person may lose confidence in future relationships and also the ability of having faith in people because of the enormous injustice caused by infidelity. Maybe this can lead to a process of divorce and custody battles cruel and endless tension. Barta and Drigotas (2001) defined infidelity as a partners violations of norms regulating the level of emotional and physical relationship with people out side the relationship. Moreover, it is a breach of trust or an act of disloyalty in a committed relationship. In this modern era where a lot of facilities are available in the shape of mobile telephone and Internet chatting, it is greatly accessible and easier to make any kind of relationship and stay in regular contact with them. Hence, it may result in shortage of time for one to spend with his or her spouse and greater contact with outsiders. In short, it can occur abruptly and unexpectedly by intention, incidence or chance or can extend over a long period of time. They can proceed for a very short time or a life span. This is one of the key reasons for enhance in extra marital affairs and its following adverse impact on the rate of divorce and suicide. Types of Infidelity Buss and Shackelford (1997) report that there are two types of infidelity exist: sexual infidelity, emotional infidelity or both. Sexual infidelity is consisting of sexual contact such as kissing, touching, oral sex, or physical contact. on the other hand, emotional infidelity includes the creation of emotional affection or warmth for another individual, and can involve the actions as flirting, dating, lovely talk, feeling interest towards some one else, or falling in love. Pittman (1989) marriage includes the hope of primariness and assurance of both partners to remain loyal with each other and keeping each other the most significant person for life time. Generally couples agree that primaries will contain the probability in which partners guarantee to have physical contact only with each other. Despite of this marital infidelity is very common across world even though, society is not permitted or accepted it. Knowingly or unknowingly, Most of marriages are now victim of this serious issue almost couples are experiencing it either being of a betrayed receiver or being of disloyal one. Even many famous persons have done marital infidelities, presidents, such as John F. Kennedy, Bill Clinton and other public figures, such as Prince Charles, Marion Barry, and Princess Diana was strongly rumored to have had an extra marital affair. Actors and actresses have long presented continual material to the tabloids on affairs and infidelity. Gender Difference and Infidelity Gender based studies divided into two parts. The first group of researches focused on sex differences in reaction to a partners infidelity. Shackelford and Buss (2002) sex differences in reaction to a partners emotional and sexual infidelity are well documented and hypothesized adaptive problems (Buss et al., 1992) Due to adaptive problem of parental uncertainly, men are more upset than women by a partners sexual infidelity. Also, adaptive concern with parental investment and resources diversion makes women feel more upset than men by a partner emotional infidelity (Shackelford et al., 2000). Another part of literature about sex differences and infidelity refers to different rates of men and women involvement in infidelity. Some researchers strongly assert that men are more engage in infidelity than women (Allen Baucom, 2004). They have significantly more sexual partners outside of their primary relationship (Blumstein Schwartz, 1983) and they have more permissive attitudes toward sex outside of marriage (Thompson, 1984) and also have a strong desire to engage in infidelity (Prins, 1993) . At the same time, other studies suggest that men and womens rate of infidelity are becoming increasingly similar (Oliver Hyde, 1993) and they are not differing in terms of behavior (Prins et al., 1993). Betzig (1989) infidelity is a core base cited when pleading for divorce and those who are disloyal likely to be vigilant discussing such activity. It is neither only a male behavior while the ratio of infidelity among female is going to equal the proportion of males. Not surprisingly a third of all marriages now a days dealing with this issue. However, no doubt it is anticipated responsible of dissolution of a marriage bond cruelly. Most notably, females role have been change now they are not simply responsible for maintaining home work while working outside of home. Both male and female have almost equal opportunities due to rapid change in living structure of modern aged societies and late night travels, work related activities, and meetings these all responsible to some extent for significant increasing rate of divorce as regardless of gender no one is remain dependent on their partner for life accessories. Causes of Infidelity Thompson (1983) infidelity can exist in marital, or in any committed relationships. Therefore it considered an illegal or wrong act. The clarifications people often make regarding their illegal sexual terms are several and varied. Whatever the reason of an act of infidelity but it is certainly varies between and within cultures. Presence of sexual behavior is not must or always the case of infidelity. Ideas and perceptions of infidelity are might be different among people of same culture or between the people who have close relationship with each other. Sptizberg and Cupach (1998) infidelity provides a means of exploring the darker and more problematic side of human experience with out having to examine actual criminal offending. Affairs come in diverse forms. All affairs are not surely same: they supply unusual purposes, are done by several types of persons, fueled by a range of motivations and having dissimilar effects. One of the most obvious weaknesses in infidelity research is the shortage of discrimination between types of affairs. This has often lead to erroneous, confusing and unsupportive generalizations or stat averages about the nature, implications and what constitutes effective intervention with affairs. Considerate the individual, biographical, domestic, marital and cultural-anthropological reason of affairs is vital to planning successful intervention. Guerin et al. (1996) in a study reported that Spouse often involves in infidelity in order to protect themselves from taking responsibilities or adopting new roles. They want to escape from discomfort and pain which comes from boring and difficult marital life. With out disturbing marital life or other spouse an infidel person have has relation with person other than committed relationship. This betrayal provides him/her temporarily calmness. Psychologist Allen (2001) in a study based on Bowlby attachment theory reports that comparatively to secure attachment a person with dismissive attachment style is probable to have one infidelity atleast to his/her spouse because he/she wants self affirmation. Chen (2001) noted in his research findings that it is considered as a symbol of respect and privilege for a wealthy and influential personality to have has relations with the person of other than his/her spouse. Many times, these relations are secret in nature and based on long term and seldom have these affairs disturbed their primary marital life and relations. Prevalence of Infidelity Ninety-nine percent of married persons surveyed expect their spouse to be faithful after they are married, and 99% assume their partner expects sexual exclusivity of them (Treas Giesen, 2000). Despite these expectations, the actual occurrence of marital infidelity is much higher. According to a survey of over 1000 Americans, done by the National Opinion Research Center in 1991, eleven percent of the female respondents and 21% of the males surveyed admitted to engaging in extramarital sex (Greeley, 1994). Thus, marital infidelity is a perplexing phenomenon and research indicates that this is also true for other types of infidelity, such as infidelity occurring in dating relationships. Blow and Harnett (2005) report that rates of infidelity are vary across universe due to types of infidelity. Although, the prevalence of sexual infidelity is higher than emotional one and most of the infidelity researches have focused on sexual infidelity rather than emotional infidelity and almost result are drawn by non random sample. Further more the issue of infidelity is very sensitive and personal so, individual may show some kind of reluctance to disclose it or admit it openly. In Pakistan the rate of infidelity reported by private TV channel in a program among male is 45% and among female is 32% but these rates are not specifically for marital infidelity however, these rates are may be overestimated or underestimated at some point because there is no researches or official data is available in Pakistan. Allen et al. (2005) found that 25% committed relationships are experiencing infidelity. 22% to 25% male and 11% to 15% females are unfaithful to their partners. Other less conservative reviews reported that 25 to 50% male and approximately 10% to 25% females are engaged in infidelity during the course of their marriages. An estimated figure shows the adverse effects of infidelity that almost 50% married couple across the universe are experiencing in their marriages. Moreover, these responses of infidelity can also be varied depend on individual difference or level of affection and these response can be also extremist in nature or less extremist and threatening. Glass and Staeheli (2003) almost every marriage is suffering with the issue of infidelity regardless of love, arrange and forced marriage and status of marriage such as happy or unhappy marriage.mid life crises and other factors are responsible for trigger anyone towards infidelity (Cole, 1999). Consequences of Infidelity Brown (1999) found that discovery of spousal infidelity is always being distressing for both concerned spouses. Usually, sudden encounter of infidelity make them unable to behave normally. The disloyal person feel gloomy, desperate and victim of many doubts regarding his/her future marital life either it may remain joyous as it was before, he/she really feel the pain of that third person with whom he/she had extramarital affairs. Sexual life affected of a disloyal spouse in his/her marriage but despite of confession being wrong they tried ever to minimize their guilt by blaming others for the responsibilities of their infidelities (Chen, 2001). Bergcross (1997) in a study concluded that many probable risk factors including suicidal thoughts, homicidal, health issues, are the result of infidelity. Many others responses are noted such as violence, divorce, dissatisfaction, flirting behavior, revenge, angry, jealous, shame and so on. Some studies showed that only a small percentage of couples who experience infidelity can save their marriage after an affair (Hansen, 1987) and all marriage with infidelity do not end with divorce (Charny Parnass, 1995). Studies about consequences of infidelity showed negative outcomes like: rage, lost of trust, decreased personal and sexual confidence, suicidal behavior, depression, damaged self esteem, fear of abandonment and surge of justification to leave the spouse (Charny Parnass, 1995). Spanier and Margolis (1983) concluded that partners who divorce because of their spouses infidelity experienced less depression than those who end their marriage for other reasons. The unfaithful spouse has initiated the divorce but the faithful spouse is more likely to develop depression. When a person discovers a partners infidelity, he should decide about forgiving the partner and remain together or end the relationship. Shackelford et al. (2000) found that men and women who face different adaptive problems over evolutionary history related to various types of infidelity have different reaction to partners infidelity. It is more difficult for men to forgive a sexual infidelity than an emotional infidelity and they are more likely to end a current relationship following a partners sexual infidelity (Shackelford et al, 2002). Evolutionary theory Evolutionary theory (Nannini Myers, 2000) supported the view that gender difference present in response to partners infidelity (Sheets Wolfe, 2001) and provides one explanation for gender differences in reactions to infidelity. According to this theory, a man is jealous about his female partners sexual infidelity, because if his partner has intercourse with another man, there is no guarantee that offspring he raises with her are his genetic children. The uncertainty of paternity gives rise to excellent reasons for a man to be intolerant of adulterous sex in his partner. A male in this position may contribute resources to this offspring, as well as squander opportunities to reproduce elsewhere (Buss, et al., 1992). Using this same model, a woman is concerned about her partner becoming emotionally attached, lest he abandon her for the new partner, leaving her to rear their offspring without resources or assistance from the father. If her partner is investing more assets into another womans offspring, whether in a monogamous or polygynous relationship, it is to the detriment of her children. This theory is consistent with results wherein women overwhelmingly selected emotional infidelity as more distressing, and more men selected physical infidelity (Harris Christenfeld, 1996; Whitty Quigley, 2008). Additionally, physiological studies support this perspective, finding that men demonstrate greater autonomic arousal response to sexual infidelity and women have a greater response to emotional infidelity (Buss et al., 1992). Buss (1995) and other evolutionary psychologists argue that men and women differ in their responses to infidelity in ways that has resulted from different adaptations to different reproductive problems. The evolutionary perspective does not dispute that both forms of infidelity, emotional and sexual, are disturbing to both sexes. Instead, evolutionary perspective argues that men and women put different emotional weighting on the different aspects of infidelity (Buss et al., 1999). The theory is consistent with a good deal of research data. However, there are some noteworthy shortcomings inherent in this perspective. Firstly, the core premise of the standard evolutionary model is that sex differences in mating behavior exist as a consequence of the differential costs for each sex to reproduce their genes (Buss Schmitt, 1993). Infidelity can be efficiently explained this way by advocates of this theory in the light of higher rates of male infidelity historically (Allen et al., 2005). The theory acknowledges that members of both sexes pursue extra-pair/short term strategies; however, recent research findings show that rates of female infidelity are rapidly closing the gap (Allen et al., 2005) and the theory at present does not appear to adequately address this. In two studies (Harris, 2002; 2003) of responses to actual infidelity, men and women showed no difference in the degree to which they were distressed by emotional vs. sexual infidelity. Furthermore, both males and females reported focusing slightly more on emotional than sexual aspects of their partners infidelity. Roscoe et al. (1988) significant differences have not been found in several studies of actual, as opposed to potential, extradyadic behavior (Feldman Cauffman, 1999; Seal et al., 1994). Further, studies including aspects of infidelity apart from sexual behaviors are another example where significant differences between the sexes have not generally been found. Wiederman (1997) for example, found that there were no differences in the type of infidelity entered into or in the incidence of infidelity for men and women under the age of 40. Clear gender differences in the incidence of infidelity are difficult to determine in the light of such inconsistent research. Divorce Buss and Shackelford (1997) infidelity leads to divorce and is most likely the single most harmful thing that can occur to a marriage. Divorce refers to the often messy and painful dissolution of a marriage. Either for good or for bad, divorce is a very ordinary incident in recent days. Most everyone has been experienced it, either by going through it themselves as a spouse or a child, or knowing someone who has gone through it as a spouse or as a child. Regardless of recognized understanding with the sound effects of divorce. Waite (1995) good psychological and physiological health of both spouses can be achieved by stable and satisfied marriage; it also contributes to marital wealth and children wellbeing. But the fact is these all advantage only possible when marriage protective from high conflicts. Severe mental and emotional health problems can be protected by a sound marriage. a part of knowing this well known realities some marriages still suffer from problems and endless issues and spouse their selves are responsible for that issues which causes marriage beak downs. Surely, an unstable marriage is responsible for adverse outcomes for all family members and even upon other concerned relation. Rate of Divorce Vaus et al. (1997) most young adults when surveyed about relationships indicate that they want to marry and have a committed, trusting, respectful relationship for themselves and for any children they may have Any attempt to explain the reasons couples separate and divorce must take into account both the nature of marriage as an institution within a given social and cultural context, and its particular meaning for the individuals involved. Its remarking that the dramatic increase in the lifetime divorce probability from 10 percent to more than 50 percent in the United States and to 25 percent in Pakistan since the 1960s cannot be explained only at the personal or micro level. Dagatan (2012) investigated there is a significant raise in the rate of divorce universally on the account of everyday. Day by day Marriage is losing its worth especially in some specific societies. Many reasons are attached to failure of stable marriages such as infidelity, violence, financial crises and so on. Russia is standing on top for highest divorce rates with 5.30% while panama with 3.80% is on 4th ranking of highest divorce rate due to infidelity. Similarly, there is surprising increase in the rate of divorce in Pakistan from few decades. Currently 10 to 15 divorce cases are being filed by females per day in Pakistan. However, divorce rates are varying in different status its higher among upper class while middle class takes divorce as a stigma and comparatively to other classes its prevalence is low in lower class. Effect of Globalization on Divorce Mansfield et al. (1999) the degree to which family law reform may influence rates of divorce is debatable. In many perspectives, especially for women marriage is not only remaining the source of financial security, social status in the community, sexual activity and social companionship. Globalization has affected the thought and living structure and values across culturally. Now almost every sphere of the world people have different and more liberal attitude regarding divorce while its not consider stigma as it was. Now men and women both talk about it openly. Across the entire main reasons for divorce, women more than men tended to initiate the separation and be more likely to have sought counseling advice prior to separation. The perceived reason for divorce did not appear to influence whether men or women made preparations for living without their partner. Gender, Attitude and Divorce Differences between men and women emerged mainly in relation to specific spousal behaviors. Women were significantly more likely than men to mention abusive behaviors their spouses drinking and drug use and being the victim of physical and emotional violence as the main reason for divorce. Although ending a marriage can never be easy and may be traumatic or have detrimental consequences for either or both partners and any children involved the majority of women and men, whatever the perceived reason for divorce, claimed that in retrospect they still would have separated and felt they never wanted to get back with their former spouse. Again, women who mentioned abusive behaviors as a reason for divorce were most emphatic in their agreement with this statement (Waite et al, 1995). Impact of Divorce Bowlby (1969) a broken Marriage always left highly significant consequences. As one grow older, build new relationships with numerous important figures throughout ones lives. It is natural to form affection with the people who care for them most, in regards to their physiological and emotional needs. However, marital relationship is considering the most respective way to form relationship with people of opposite sex. In marriages there are some obligations which should be followed by both spouse and its obligatory on them to respect each other values and expectation but if any spouse doesnt care these values then marital dissatisfaction can come in existence and divorce or marital conflict occur in result which impact badly on physical, emotional and psychological health. Walsh (2008) reported that marriage is source of getting respect, status, and recognition in a society. Psychological satisfaction can be got through marriage by which individual get kids, companion for life and completeness of home structure. As it is truly said man is a social animal therefore, man cannot survive in isolation for goodness of life one need to be remain with others. Marriage is regarded as a best source of getting all these things it provides peace and emotional support on individual level. Both concerned partner sooth each other by providing their support in all situation of life. But at the same time its a very weak as well as strong one. Divorce shelters all of these and affected must feel hopelessness and experience high emotional torture that sometime intend a person suicidal. Suicidal Ideation Suicidal ideation, attempts and completed suicides are all referred to suicidal behavior. Weather suicidal ideation refers to any thought, intention which is readily made to harm one self or its any self inflicting behavior in which one is thinking to take his/her life. It happens most often in reaction to a crisis such as the loss of a relationship, death, inevitable life situation where ones feel extremist level of hopelessness, worthlessness and infidelity in highly affiliated relationship. Usually, people experience a variety of feelings during the time of crises, and each persons shows different response towards crises even in same crises. It is common to feel scared or worried or depressed. If a person feels overwhelmed or unable to cope, he or she may try to commit suicide. Thus far researchers have been unable to predict potential suicidal consistency so effectively (Goldstein, 1999). Causes of Suicide Suicide is defined as the act of intentionally taking ones own life. It happens most often in reaction to a crisis such as the loss of a relationship, death, inevitable life situation where ones feel extremist level of hopelessness, worthlessness and infidelity in highly affiliated relationship. Usually, people experience a variety of feelings during the time of crises, and each persons shows different response towards crises even in same crises. It is common to feel scared or worried or depressed. If a person feels overwhelmed or unable to cope, he or she may try to commit suicide. Thus far researchers have been unable to predict potential suicidal consistency so effectively (Prokorny, 1983). Overall it is on 8th number cause of death through out the world, its a major, preventable public health problem. Psychological causes may be one factor of it like unable to cope depression, it may be due to lack of others supports, or burden of guilt, to examine the feelings and love of other people, relationship failure, shock on incident like infidelity or divorce. It may have also origins from cultural and social pressure often in case of isolation, although, the act of suicide is varied in distinctive cultures and ages. Foster (1999) various risk factors have been studied with suicide like divorce, financial issues, marital conflicts, life satisfaction, depression, unemployment, parental deprivation and many others. Researches claim that emotional instability, psychotic disorder, major depression, personality disorder, substance dependence, marital status and affairs are usually responsible as a major cause of suicide. Despite of these known causes many other reasons can be responsible for this act. Actually, suicidal ideation or suicide is usually an individual act. There may be individual causes present for such act. However, the more common causes associated with suicidal ideation are marital affairs among married and parental or other factors are related to unmarried persons. Suicide in Pakistan In past, official statistics for suicide in Pakistan was un-available. Nevertheless, there was some evidence suggested by NGOs, newspaper reports, police that the suicide ratio has slowly been raising in Pakistan from the last few years. The increasing inclination has been very theatrical with almost 3,000 cases of suicide being reported in 2001 nationally, Even this is considered to be an underestimation, as it is well known that in many developing countries suicide tends to be grossly under-reported. In the month of Ramadan of 2012 a private news channel surveyed that near about 300 people attempted suicide during Ramadan and this rate of suicide is very alarming and surprising. Particularly, many factors are associated with the phenomena of suicide which cannot be treated in isolation from the societal and emotional factors compelling a person to think about this act. Like other developing countries, Pakistan, too, faces the dilemma of increasing cases of suicide. Suicide is view different in every society depending on its culture and religion. For instance, Islam, Judaism, Christianity and some western cultures take it negative and sin. Its wrongly consider as a result of mental illness. Even in some societies it is considered a crime. But on the other hand, in certain situation its regarded as a symbol of honor like suicide bombers, in battle, etc. Larsson et al. (1998) reported that the probability of suicidal attempts in course of an individual life could be assessed by the history of suicide in ones family members or other social network like friends etc and also by considering the level of suicidal ideation. Suicide is considered as a major preventable public health issue and ranked on 8th leading cause of death world overall. It may have also origins from cultural and social pressure often in case of isolation, although, the act of suicide is varied in distinctive cultures and ages. Many decades back suicide was understood the issue of only western countries. Since 1960s somewhat suicide cases reported in under develop countries including Pakistan but in Pakistan no official statistic data record were available. Nevertheless, reported cases are considered under estimated. Khan et al. (2008) a study conducted in Karachi, reported that risk factors of suicide include, negative and desperate or stress full events, marital status (marriage), unemployment, and psychiatric disorder are considerable indicators of suicide. There was some other evidence suggested by NGOs, newspaper reports, police that the suicide ratio has slowly been raising in Pakistan from the last few years. The increasing inclination has been very theatrical with almost 3,000 cases of suicide being reported in 2001 nationally, Even this is considered to be an underestimation, as it is well known that in many developing countries suicide tends to be grossly under-reported. Bertolote and Fleischmann (2002) every year near about one million people die due to suicide universally. According to a report by WHO less number of suicide cases are reported by outside of western countries especially from Pakistan, Bangladesh and Indonesia. These less reported cases of Pakistan may be the result of unavailability of official record of suicide in earlier decades and secondly, it is an understudied subject in Pakistan. Many factors including religion, legal and social issues make it difficult to collect data regarding suicidal behaviors. However, in the month of Ramadan of 2012 a private news channel surveyed that near about 300 people attempted suicide during Ramadan and rate of suicide is very alarming and surprising. This proportion is very threatening especially an underdeveloped country with lesser reporting record of suicidal cases globally. Khan et al. (2000) numerous hurdles are present in open discussion of phenomenon of suicide in predominantly Muslim country Pakistan. However, suicide is view different in every society depending on its culture and religion. For instance, Islam, Judaism, Christianity and some western cultures take it negative and sin. Its wrongly consider as a result of mental illness. Even in some societies it is considered a crime. But on the other hand, in certain situation its regarded as a symbol of honor like suicide bombers, in battle, etc. Particularly, many factors are associated with the phenomena of suicide which cannot be treated in isolation from the societal and emotional factors compelling a person to think about this act. Like other developing countries, Pakistan, too, faces the dilemma of increasing cases of suicide. Hassan et al. (2009) two years based research an analysis of suicide findings shows more than 300 suicides were committed in different cities of Pakistan. It reported that mostly men who commit suicide were unmarried and men 2:1 0utnumber of females. While in case of women a quite opposite result of men has found. Majority of suicidal committers were under the age of 30 the most prominent reason for suicide was domestic problems such as health issues, poverty, social pressure, forced marriages, marital conflicts. On the other side the most common adopted method of suicide were firearms, insecticides and hanging. Anonymous (1989) a cross national research on 71 nation result showed that an independent effect of Islam in lowering the rate of suicide is considerable when others factors like economic imbalance and social injustice are controlled. However, study showed Muslim countries as compare to non Muslim countries have considerable less suicidal ratio. Nevertheless, suicides occur on regular basis in Muslim countries also because some remarkable evidence has met by many Muslim countries like Bangladesh, Iran, and Turkey. Mahmood (1989) study evidence showed the underestimated death by suicide perhaps due to legal procedure by which one is subject of convicted and financial penalty. Analyzing the report of 17 Islamic countries reports experts say that this is due to cultural and religious impact that in many Islamic countries suicide is culturall