Human Resource Case Studies Study Example | Topics and Well Written Essays - 1250 words

Human Resource Studies - Case Study Example The act requires an individual to perform his or her job satisfactorily, and Zimpfer was an employee for over 16 years. 2. In the same year that Zimpfer was rejected, Palm Beach County filled only 4 percent of managerial positions with persons over 55 years of age and only 16 percent with persons over 39. Do these data indicate illegal discrimination using disparate impact theory? Should Zimpfer’s lawyer use disparate impact theory for his claim of age discrimination? The disparate impact guards against employment practices that can be considered illegal and discriminatory to members of a minority group. The employment practices may not be discriminatory on its face, but has discriminatory effects or application (Bernardin and Russell, 2013). In the above case, 84 percent of the employees are below 49 years of age. This makes the employees over 39 years a minority group. This data can serve as an indication of discrimination of a minority group on the basis of age. Zimpferâ₠¬â„¢s lawyers can use disparate impact theory as a claim for his employment due to age discrimination. The hiring of only 16 percent employees over 39 years shows the management was discriminative towards older people. This can be used to explain why Brad was hired instead of Zimpfer. Goebel et al. v. Frank Clothiers 3. Were Mr. Goebel and other African-American applicants victims of racial discrimination because of the hiring policies of Frank Clothiers? Is there evidence of disparate impact against African Americans in the decisions that were made? On what basis did you arrive at this position? (Be explicit and show your math.) The company hired 10 African-Americans for the managerial vacancies, which was about 62 percent of the hired employees. The case was filed because 26 African-Americans out of 51 applicants failed the intelligence test and could not be given an interview. The company employed 38 percent whites out of the 16 applicants who qualified for the job. Therefore, th e African-Americans were not victims of racial discrimination since the results of the intelligence test were used to choose those who would attend the interviews. The Africans had the constituted the highest number of those employed, which indicates that they were not discriminated against. Disparate action affects employees who are discriminated against because they are a minority group. In this case, there is no evidence of disparate impact since the company did not discriminate against the African-Americans. 4. Gordon Howe, a Caucasian male, scored 48 on the WPT and was interviewed but not hired. Does Mr. Howe have a possible Title VII lawsuit? What additional data are relevant to this question? Can â€Å"disparate impact† theory be used in cases involving subjective selection processes like interviews? Title VII protects against discrimination of employees on the basis of race, color, religion, sex, or nationality. Howe can use Title VII in a lawsuit because he is a Cauc asian looking for employment in America. The employer might have discriminated against him due to his race and settled for another employee. The disparate impact guards against discriminatory acts towards a minority group. Caucasians are minorities in America and Howe could have been discriminated against since he was Caucasian (Bernardin and Russell, 2013). Jones v. Purple Cabs (Reverse Discrimination or Legal Affirmative Action?) 5. What

Entrepreneurship Essay Example for Free

Entrepreneurship Essay 1. Is it ever too late for an entrepreneur to launch a new business venture? I am sure that it is never too late for an entrepreneur to start a new business venture if he/she is ready to spare nothing for making the enterprise effective and shoulder all the responsibilities. There is a great amount of famous successful businessmen over 50-55, who continue opening more and more companies and expanding their business. Besides, I think that if a person feels ready to open a new venture, it is not necessary to go for something huge. One can open a small company or go in for home business. Such decisions about launching a new business enterprise depend exceptionally on personal qualities, talents and abilities of an entrepreneur. I believe that older businessmen have greater experience and knowledge, as well as more connections and opportunities in business world, than many young entrepreneurs. Therefore, I do not think that age can be a serious obstacle for opening a new business. 2. Given the sluggish economy and the highly competitive casino industry, should Wynn establish a new venture in a saturated market? Why? Why not? I suppose that it is quite risky to launch a new venture in terms of sluggish economy in a saturated market, especially in casino industry. Casino business is rather specific and has a specific demand, that’s why it can be possible to advance in such environment only for those businessmen, who have already managed to earn a good name and reputation, as well as have a lot of business connections and potential customers. Otherwise it is really difficult to reach positive economic benefits in terms of saturated market. As we can learn from the case, it proved to be very hard to re-enter highly competitive market even for such a respectful and successful businessman as Steve Wynn. His rivals started seriously improving their facilities, changing their marketing strategies and attracting more and more clients. That is why Wynn had to give up some incomes, invest more money into his hotel and sell some of his property in order to upgrade his facilities. 3. Does it matter that Le Reve is located in a less than desirable area of Las Vegas? I do not think that it can be the most principal disadvantage for an ordinary hotel, because the customers usually take into consideration other important factors, including the price for hotel rooms and the quality of services. Nevertheless, it is known that the majority of the clients of Las Vegas luxury hotels are very wealthy Americans, who are ready to pay more money and stay in those hotels, which are located closer to the centers of gambling and entertainment. Therefore, in such situation hotel location really matters a lot. In addition, the main problem of not favorable location is that fact that it can not be changed easily and shortly. If it is possible to improve the quality of hotel services by hiring more qualified personnel or lower the prices to attract more customers, there’s hardly something that can be done about the place where the hotel is built. That is why such factor as location has to be undoubtedly considered by those who want to make their hotel business really successful. 4. Are there other reasons besides money for new business ventures? We all know that from economic point of view, the main goal of an enterprise or business company is making profits. But, certainly, there are many other reasons for launching a new business enterprise but just earning more and more money. For example, opening a new casino or any other gambling facility can be taken as socially important campaign, because it offers new prestigious workplaces to people, as well as brings a lot of income to national budgets due to high taxes, etc. Also, for many businessmen starting a new business or a new company is a great personal challenge. They can be looking for success and public recognition, trying to win a good reputation, or considering entrepreneurship to be a way to apply their talents and skills. Finally, when opening new business ventures, some businessmen are thinking about their future generations and making their life easier.

Essay --

Witchcraft was practiced and believed in, ages before Christianity first appeared. However, it did not fade away with the introduction of Christianity in the sixth century. Even though it was presented and seen as a crime it was not treated as one. The existence of witches and their terrifying abnormal powers in the Elizabethan-Jacobean period prompted the belief in superstitions like: Witches can fly, which clarified how they could get immediately to the desired and far destinations in a blink of an eye, they were also admitted to preserve Crows, Bats, and Mice in order to use them for malicious spells. Anne Boleyn, mother of Queen Elizabeth was surprisingly blamed for witchcraft because most people at that time believed that a sixth finger was developing on her fifth finger. Also, she had a noticeable and strangely looking mole on her neck. In the age of Shakespeare, witchcraft started to be considered more seriously as the authorities penalized anyone connected to this evil deed, viewing witchcraft as an insult to their Christianity. Scot Reginald defines witchcraft as â€Å"witchcraft is in truth a cousening art, wherin the name of God is abused â€Å" ( scot 397) During this time a lot of witches were tortured and killed as a model for society and undiscovered witches, to prevent any future attempts to practice this evil deed and eventually ... ...ainly for his different way and style in addressing and incorporating the supernatural along with the Greek myths in his writings. To Seneca is usually attributed the introduction of the ghost and the chorus, the division of the play into five acts, as well as the introduction of various themes, such as revenge...but in the general management of his subjects, Seneca makes many of (Boyer 13-14) This illustrates the importance and influence of Seneca on the Elizabethan literature and especially his various contributions in the division of the play into five acts and the incorporation of various shocking yet familiar themes for the Elizabethans, mostly of the supernatural into his literary work. The most remarkable association between Seneca and most of the Elizabethan writers is the revenge tragedy, which is presented with a character; Essay -- Witchcraft was practiced and believed in, ages before Christianity first appeared. However, it did not fade away with the introduction of Christianity in the sixth century. Even though it was presented and seen as a crime it was not treated as one. The existence of witches and their terrifying abnormal powers in the Elizabethan-Jacobean period prompted the belief in superstitions like: Witches can fly, which clarified how they could get immediately to the desired and far destinations in a blink of an eye, they were also admitted to preserve Crows, Bats, and Mice in order to use them for malicious spells. Anne Boleyn, mother of Queen Elizabeth was surprisingly blamed for witchcraft because most people at that time believed that a sixth finger was developing on her fifth finger. Also, she had a noticeable and strangely looking mole on her neck. In the age of Shakespeare, witchcraft started to be considered more seriously as the authorities penalized anyone connected to this evil deed, viewing witchcraft as an insult to their Christianity. Scot Reginald defines witchcraft as â€Å"witchcraft is in truth a cousening art, wherin the name of God is abused â€Å" ( scot 397) During this time a lot of witches were tortured and killed as a model for society and undiscovered witches, to prevent any future attempts to practice this evil deed and eventually ... ...ainly for his different way and style in addressing and incorporating the supernatural along with the Greek myths in his writings. To Seneca is usually attributed the introduction of the ghost and the chorus, the division of the play into five acts, as well as the introduction of various themes, such as revenge...but in the general management of his subjects, Seneca makes many of (Boyer 13-14) This illustrates the importance and influence of Seneca on the Elizabethan literature and especially his various contributions in the division of the play into five acts and the incorporation of various shocking yet familiar themes for the Elizabethans, mostly of the supernatural into his literary work. The most remarkable association between Seneca and most of the Elizabethan writers is the revenge tragedy, which is presented with a character;

Waste in Macbeth

Throughout the play Macbeth, characters change and so do their relationships with other characters. Life is taken for granted, and tossed away as if it’s merely an old toy. Honour and potential of great men tarnished due to their greed and power hunger. The plot develops the idea that A. C Bradley proposes: The central feeling of a tragedy is one of waste. Macbeth is portrayed as a tragic hero, someone who has it all at first but decides to give it all up. Throughout the story the waste of potential, the waste of life and finally the waste of innocence are just some of the types of wastes that can be found, but they are enough to prove the theory. According to critic A. C. Bradley, the central feeling of a tragedy is one of waste. It can be argued that Macbeth’s waste of his own innocence was not intentional, but forced upon by his wife, yet he ends up going through with the deed of killing Duncan. His waste of innocence was directly connected to his probable lack of morals and self esteem. He was persuaded to kill Duncan out of his wife’s question of his manliness. â€Å"I dare do all that may become a man; who dares do more, is none. † (Macbeth, Act I, scene vii) The evidence shows that his innocence has allowed his wife to make him question his manliness and therefore his morals. But not only has Macbeth been persuaded to kill Duncan, but his innocence gets mocked as Lady Macbeth states â€Å"A little water clears us of this deed† (Lady Macbeth, Act II, scene ii). She portrays murder as merely a deed that can be simply washed away from the hands with water and therefore the mind as well. The waste of Macbeth’s innocence although unintentional to him, is what begins the waste concept. The potential someone has is based on their character and their actions and how they incorporate the two into life situations. Yet both Macbeth’s actions and character seem to be weak and immoral. The waste of potential becomes evident as Macbeth turns from a hero into a tragic hero, and starts to take lives as if they are worthless. I am in blood, Stepp'd in so far, that, should I wade no more, Returning were as tedious as go o'er. † (Macbeth, Act III, scene iv) He shows that he has no interest of going back to right, when he has already committed so much wrong doing. His potential is no more at that point as he has ruined any chance. â€Å"Ere we will eat our meal in fear and sleep† (Macbeth, Act III, scene ii) shows that Macbeth’s potential has gone from something great to having to be in fear all the time. But it is not only his potential that is lost, but Banquo’s as well when he takes his life. In this play one of the main purposes of Banquo's character is to act as a contrast to the character of Macbeth. Banquo is brave and noble – characteristics that Macbeth arguably doesn't. The most evident type of waste in the play is the waste of life. Life is so carelessly thrown away by Macbeth and shows that it has no meaning to him and he takes it at disposal. â€Å"The wine of life is drawn, and the mere lees, Is left this vault to brag of. † (Macbeth, Act II, scene iii) is a quote that symbolizes life has no real meaning and can therefore be carelessly wasted. His humanness gets lost because of his power hunger and it’s because of the waste of life throughout the play, that the play becomes one of tragedy and an overall feeling of waste. The following quote, â€Å"I will not yield To kiss the ground before young Malcolm's feet,† (Macbeth, Act V, scene viii) shows that he is even willing to waste his own life because of his legacy and pride that will follow him after life, so to speak, this shows lack of morality towards not only his own life but to the lives of others. Finally the most evident quote: â€Å"Life's but a walking shadow, a poor player, That struts and frets his hour upon the stage, And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing. † (Macbeth, Act V, scene v) This quote shows that Macbeth’s final, as it’s at the end of the play, thought of human life is that it is very worthless, and that is in fact why he chose to waste it. It is time on this earth that we waste because it is absolutely meaningless. In conclusion, critic A. C.  Bradley, was right to state that the central feeling of a tragedy is one of waste, especially throughout Macbeth. The waste of innocence, waste of potential and finally waste of life have the power to prove the critic indeed right. Yet the list of all that was wasted goes on and on, and it’s logical to consider if not for fear of what society thinks of us would we too be able to waste life, potential perhaps, or maybe innocence to our own dismay. Bradley was correct, but do the things that stop our lives from becoming a tragedy have to do with our values or with what society will think of us.

Business Law Assignment Essay

The main point for consideration in this situation is whether the initial agreement between Packard and Hewlett constitutes as a contract that has a legal relationship, and if so, is Hewlett within his rights to void the established contract and sell the laptop to the offeror with a higher price. The General Principle of Law here would imply here that Hewlett and Packard, are in a contract due to consensus ad idem, in that a meeting of minds must be between the two parties to be counted as a contract (Don Mayer, 2011). This contract is enforceable as the following factors are present: 1)Offer: Hewlett had made a bilateral offer to his classmates to sell his laptop at $800/-. This is an offer as the offeror had indicated his intention to sell his laptop to any member of his class at $800. 2)Acceptance: Packard had clearly communicated his unconditional acceptance of his offer, thereby closing the offer. 3)Consideration and Legal Relations: Consideration under the Law is defined as â€Å"some right, interest, profit or benefit accruing to one party, or some forbearance detriment, loss or responsibility given, suffered or undertaken by the other† Currie v Misa (1875) (InBrief: Free Legal Information, 2014). Hewlett promised to do the transaction of the laptop tomorrow after he transferred his data in the laptop and Packard agreed. This is executory consideration and shows that due consideration has been done on the part of the promisee. Legal relations are thus also created. They are thus in a legally binding contract and either party can sue should there be a breach. Hewlett is not able to revoke his offer once accepted even if someone were to offer him a higher price for the laptop. However, Hewlett sold his laptop to Compac for $1000, discharging his contract with Packard by Breach. Hewlett has by his own act disabled himself from performing the contract and Packard can thus bring action against him for the Breach of Contract. The Principle guiding this was established in Synge v Synge (1894). Recommendation and Conclusion In conclusion, Packard is able to bring action against Hewlett for selling the laptop to Compac even after an initial contract was established with Packard. He is able to sue under Discharge of Contract by Breach and the Court will likely move possession of the laptop back to Packard after Packard pays Hewlett the $800 as agreed. Hewlett will also have to refund Compac his $1000.

Betty Boop Essays - Films, Betty Boop, English-language Films

Betty Boop Essays - Films, Betty Boop, English-language Films Betty Boop Betty Boop The best case study in animation to illustrate the powerful influence society has over the types of films that are produced is the story of Betty Boop. She was a major cartoon character before the Production Code of 1934 was put into place, and her dramatic and fatal transformation illustrates how a product created under one set of standards often withers when placed in a new set. At the same time, the Code alone cannot explain why this dizzy little flapper degenerated so quickly. Betty Boop exists today solely as a merchandising item. Betty's face and figure can be found on T-shirts, posters, and all sorts of things. Her current popularity in merchandise is somewhat puzzling, as the Fleischers released all of her short cartoons before 1940, save for a halfhearted TV special in the early 1980s and a brief cameo in Who Framed Roger Rabbit. While colorized versions of her cartoons exist, they were never given the same degree of exposure as the colorized versions of Max Fleischer's Popeye cartoons. Seen today, it is easy to see why these cartoons were often revived in the trippy 1960s. While not psychedelic by any means, they are off beat' with other animation. Seeing them for the first time, one can hardly believe one's eyes. These are cartoons that are definitely not from the Disney mode nor are they strictly of the Looney Tunes variety. They are odd. And Betty was their princess. Betty Boop's cartoons were all directed by Max Fleischer's brother Dave, and Dave Fleischer created a world of dark surrealism. The fluid natures of these cartoons make them difficult to describe in a coherent fashion. Dave Fleischer almost certainly did not use story boards or even a script in some of these films and Boop's adventures were free form as a result. Ad-libbing by the voice actors (including Mae Questel, who provided Betty's voice in many films) was the norm, resulting in a very spontaneous-sounding soundtrack. The animation was at times amazingly precise, and at other times very crude. Betty's unique design was the work of Grim Natwick, one of the few animators at Fleischer who had an art school education yet many other Fleischer cartoons are obviously denizens of the Terrytoons/Felix the Cat/Early Mickey Mouse school. These cartoons have stories that amble about in an almost dreamlike way; Snow White possesses a hallucinogenic series of vignettes each even less connect ed to the original fairytale. The transformation of Koko the Clown into the Ghost of Cab Calloway seems to predict the animation of the Genie in Aladdin decades later. Today's animation fans would appreciate introducing themselves with the work of Fleischer's studio. Betty Boop possessed long shapely legs and large round eyes, qualities that may indicate her to be the spiritual grandmother of ladies such as Lum, who populate the anime films of the 1980s and 1990s. Perhaps a more important similarity is the targeting of adults as Betty's audience. The Betty Boop cartoons may have entertained children, but the bulk of the humor was geared to adults (and probably aimed squarely at adult males). As revealed in the documentary Boop-Oop-A-Doop, Betty's animators not only found excuses to back light her or disrobe her but also added subliminal details. (Outright nudity never occurred in the Fleischer world, but implied nudity did). Yet simultaneously, the cartoon characters who lustily pursued Betty were invariably depicted as freakish malformed, goggly-eyed dirty old men. Thus, Fleischer's world not only satisfied the audience's desire for voyeurism, but it also chastised those who engaged in it as perverts. Raising charges of sexism against the Fleischer studio is thus difficult. For the most part Boop was a tease, although Hollywood's habit of erratic self-censorship should not suggest that all innuendos were purely teases. As Smooden pointed out in Animating Culture, the finale of Betty Boop and the Little King leaves the audience with the distinct impression that Boop has become the Little King's mistress. Betty's hula dance in Popeye the Sailor suggests an exotic dancer of a different stripe, as the Boop is clearly topless. It should be stressed, however, that physical attraction was not the selling point of every Boop cartoon. There were plenty of silly entries in which sewing

Essay on Definitions and goals of helpers

Essay on Definitions and goals of helpers Essay on Definitions and goals of helpers Essay on Definitions and goals of helpersWhat is helping? Why is it needed?Helpers are people who contribute to the fulfillment of people in need. The goal of helpers is to facilitate the life of those, who need the assistance. Helpers are needed to provide decent quality of life for those in need, who cannot afford living without helpers.Some of the most effective helpers I’ve observed do not necessarily have the most impressive credentials. The book cites many skills that effective helpers must possess, list four or more of these skills and describe how these skills impact the helping process.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The most important helpers’ skills are communication skills because they help to establish positive interpersonal relations and facilitate the interaction between helper and those, who need help. Second, helpers should have organizational skills to manage their performance successfully. Third, helpers should be flexible to facilitate t he interaction of stakeholders.Effective helpers are able to act on evidence, not only on assumptions, emotions or preconceived ideas. Describe in your own words what Critical Thinking is and give examples of how failing to develop critical thinking skills could be potentially harmful people receiving services.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Critical thinking is thinking based on evidence, which relies on reason and logic enhanced by factual evidence. Critical thinking helps to make objective judgments and accurate evaluation of the situation. The critical thinking enhances the quality of helping.What are human services helpers? What level of education does a human services helper have? Briefly describe what the book suggests about the partnership between the â€Å"helper† and the â€Å"help seeker†. How do you think the partnership approach impacts the relationship between the helper and the help seeker?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Human s ervice helpers are professionals qualified to work with individuals in need. They should have the bachelor or higher degree to be able to work effectively. They can also perform the volunteer job. Helper and help seeker should look for partnership and achieve effective interaction through mutual understanding and communication.Seeing strengths first suspending judgmentNobody likes feeling misunderstood and/or judged. Have you ever felt judge by someone? Has anyone ever had the wrong impression of you? What was your reaction to being misunderstood?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Being judged is quite challenging but it is difficult to avoid being judged. One cannot escape being judged. This is why to feel comfortable one should act according to his/her principles and beliefs. As a result, one will never have any fears concerning of judgments made by others.As a helper, it is important to be able to support people, even if they are making decisions that you may not agree with. As a helper, what is your role in assisting someone in lifestyle choices? How would you support someone who is making decisions that perceive as wrong or unhealthy? Consider your personal, ethical, religious or political beliefs.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My role as a helper includes psychological support and physical assistance, when needed. My main goal is to help help seekers to feel comfortable and does not have any difficulties in their regular life. The respect and assistance to   help seekers are my primary concernsWe all have strengths and weaknesses. Tell me about three qualities that you possess that make you an effective helper? What are your areas of weakness that may interfere with your effectiveness as a helper?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My strengths include well-developed communication skills. On the other hand, I have difficulties with clients, who have the totally different cultural background. This is why I am concerned with learning to work in the multicultural environment.

How to Cancel Your SAT Scores

How to Cancel Your SAT Scores SAT / ACT Prep Online Guides and Tips What can you do if you took the SAT already but you decide you want to cancel your test scores? First, stop and take a step back. Ask yourself if you’re sure. Once you cancel your test scores, there's no going back. Second, figure out - can you still cancel your scores? CollegeBoard has a very strict deadline about this and if you miss that deadline, then they won't budge. So what can you do? Well, I'm here tohelp you 1) assess whether you should cancel; 2) know what steps you need to take to cancel; and 3) know what to do if you miss the deadline to cancel, but still need to deal with a poor score. Why are you canceling? Should you really do this? You may have felt unsure about your answers, or you may have taken longer than the people around you to complete the test and are worried that you did poorly. However, keep in mind that everyone feels bad coming out of a test. For tests as long as the SAT, it's best not to make an impulsive decision about canceling. If you cancel your test, then you are probably going to have to take it again. Besides, it's possible that you did better than you thought you did. This is very common! But you have to keep in mind - once you cancel your test scores, you can't take it back.Know that there are other options. Score Choice is one such deal, where you can choose which scores you send to colleges, so your low scores won't necessarily have the terrible impact you think it will. However, some schools do require that "all scores" be sent out, so its important to consider where your top choice schools fall on this list. Take a look atWhich Colleges Superscore the SAT to find out! There is another option as well - you can cancel the free score reports so that they don't go out! This way, you don't have to cancel your scores ahead of time, and you can decide whether anyone else sees them. Until then, you are the only one who will. I talk about this topic more in the last section of this article, so make sre you check that out. So, basically, you have a lot of options. But you still don't know what to decide? In cases like these, I would recommend you carefully go over the checklist we provided below. If you answer YES to any of the questions in the checklist, then you may want to consider canceling. But if you answer no, then what you should really do is step away, and wait for the results, knowing that you did the best you could have that day. CHECKLIST: When should you consider cancelingyour score? You panicked while taking the test and missed a lot of questions You ran out of time repeatedly and could not complete one or more sections Your equipment malfunctioned [your calculator spazzed or ran out of batteries, your pencils all broke and there was no sharpener and it turned out they weren't #2 anyway] You were sick during the test Something happened during the test that you found disruptive [there was construction outside, someone in the room had a medical emergency, etc.] and this really shook up your performance You were late to your test [because of transportation, you woke up late, etc] and because of that you've been distracted the whole time You top choice college is one that requires you to send in all your scores, and does not allow Score Choice You are 100% sure that you filled in your answer circles wrong on an entire section or more (Note: This is possible to fix with Hand Score Grading, $55, by CollegeBoard - check out our article on it here.) You fell asleep during the test If you answer YES to any of the questions on the Checklist above, and you know you want to cancel, then you need to go through the steps outlined below. What steps should you take to cancel your SAT score? At the test center, immediately after the test Ask the test supervisor for a Request to Cancel Test Scores form Complete the form and sign in Return the form to the test supervisor before leaving the test center If you decide to cancel after leaving the test center You must submit a written request to CollegeBoard by :59 PM EST on the Wednesday after the test You cannot submit test score cancellation requests by phone or email because your signature is required. Yes, it’s a hassle, but it is necessary so that they know it's not someone trying to maliciously erase your test. You need the following information: The SAT Request to Cancel Test Scores form found here The test date The test center number The name of the test you are canceling(either SAT or SAT Subject Test) Your signature (required) Remember, once you submit a request to cancel your scores, your scores cannot be reinstated under any circumstances and will not be reported to you or any of the institutions you selected. IMPORTANT: What's the SAT Cancellation Deadline? You must cancel no later than :59 PM EST on the Wednesday following the test date. The only exception is students with disabilities. Because of the extended school testing window, students with disabilities who test in school based testing have until the Monday, 1 week after the published test date to cancel their scores. How to Send in Your Request: By Fax: 610-290-8978 By Overnight delivery with USPS Express Mail: SAT Score Cancellation P.O. Box 6228 Princeton NJ, 08541-6228 By FedEx, UPS, other Overnight Mail Delivery: SAT Score Cancellation 1425 Lower Ferry Road Ewing NJ, 08618 NOTE: The mailing or Fax label should read ATTENTION: SAT Score Cancellation What if you miss the deadline? What can you do? Option 1: Accept what CollegeBoard says and be sad According to CollegeBoard, if you wait until after the deadline, then there's nothing you can do. Your score will become a part of your permanent record Option 2: Be Clever! You can use Score Choice to prevent universities from seeing your bad score. You can make changes to your score recipients easily in your My SAT Account. You can change these recipients until :59 PM EST on the Monday one week after your scheduled test date. If for some reason you cannot delete score recipients altogether, change the recipients to colleges you aren't interested in; some college will get your score, but your chances with your top-choice colleges won't be damaged. Note: if you remove score recipients but then later learn that you did very well, then you will need to pay $10.50 per school to send those results. However, if that's the price you pay for some peace of mind, then it might be worth it. If you decide to cancel, then be prepared for that possible expense. Basically, if you act within a week, after the initial deadline to cancel your scores, there are still ways to keep your scores from getting to your top-choice schools! What's Next? If you haven't taken the test yet and know you don't want to, then check out How to cancel your SAT registration Want to register for the SATs at a later date? Make the process faster with our step by step picture guide Step-by-Step Guide with Pictures SAT Registration Maybe you’re not sure whether you want to take the SAT, but keep in mind Future Years’ SAT Test Dates, Schedules, and Deadlines Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Long-Term Investment Strategy Essay Example | Topics and Well Written Essays - 1000 words

Long-Term Investment Strategy - Essay Example Again, the savings have to be an equal amount of money that I get from my security fund every month. I really want that when I retire, I have enough money that can enable me to build a bigger and expensive residential home and also have business premises in the city. Therefore, in addition to saving for my children, I’d like to save close to $6 million for the premises project. To be able to achieve all these goals, my monthly retirement savings must be put into an investment that will enable this money to multiply. This will help me to both save and invest at the same time. By saving, I will be able to earn an interest every month and when I invest, there are proceeds that I will benefit from in form of profits. My retirement savings per month is $1,000. I’ll be able to take this fixed amount of money monthly and invest it in appropriate investment. The low-cost mutual funds and ETFs that attract popular market indexes will be preferable for this strategy but dollar co sting can be done for any investment. This has two benefits, first by putting aside the same amount every month; one builds the habit of saving and investing at the same time. Secondly, one would buy more shares when they are cheap and when prices shoot, one ends up with the same shares hence investing the same amount. Averagely, I will be able to buy more when an investment is cheap than when it is expensive. To buy cheaply is a way of generating long term profits and by using dollar-cost averaging, one is able to take advantage of changing prices and add it to your gains. In investing, I’ll be looking for two things majorly, my current income and long-term investment. To be able to achieve these, my future prospects will be to invest into dividend stock. This will give me the best choices paying reliable and growing dividends while I’ll still be able to share in the prospects of the company underlying the business. I’ll have to keep checking with my broker to know what services it offers. Give that there are hundreds of high quality blue chip dividend stock, together with many ETFs and mutual funds specializing in dividends, it will never be hard for me to find promising candidates for my investment portfolio. As good investors say, successful investment does not rely on the picking of great stocks and other investment, but it also depends on hanging onto as much of what you earn as possible. This investment strategy will be able to consider ways of keeping the IRS at bay as capital gains taxes can get into my investment returns. I realize that I’ll even be able to take advantage of tax benefits which are available for retirement savings by investing in employer sponsored-retirement plans. Much income is normally sheltered from taxes as long as the money stays in the account, depending on how much growth one can get from the retirement savings. However, for some retirement accounts, one has to pay taxes when they have to withdraw money in retirement, but IRAs and 401 (k)s make the income tax free. When one wants to invest, having a solid strategy makes his investment plans less intimidating than if the strategy is not strong to make the investment to be nerve wracking. My strategy will depend largely and be based largely on market efficiency. This is where I will have to keep on watch with my broker to monitor when the shares are sold cheaply in the market for me to buy them. This will enable me to purchase a lot of shares and dividends cheaply. Then when the prices shoot, I will be

Case study - Physiological responses in cross-country sprint skiing; a

- Physiological responses in cross-country sprint skiing; a in regulation, control and homeostasis. (1500 words) - Case Study Example One of the changes that promote greater oxygen diffusion is the contraction of the muscles takes a lot of oxygen because the oxygen is needed to replace Adenosine Triphosphate (ATP) that has undergone the process of hydrolysis at the time relaxation of muscles. Therefore, relaxation of muscles is essential because it leads to increase the supply of blood for metabolisms. Another change is the vascular resistance of the skeletal muscles. The resistance of skeletal muscles leads to build up of pressure in the arteries. There is buildup of pressure is due to the narrowing down of the diameter of the arteries, thus leading to increased heartbeat. There are several capillaries around the cardiac muscles; therefore when there is resistance to the flow of the blood, the diffusion distance is also reduced. The reduced distance for the diffusion in turn affects the exchange of gases like oxygen and carbon dioxide. Buffering agents reverse the hydrogen ion that reduces the PH and maintain it b etween 7.38 and 7.42 which is a neutral Potential Hydrogen. There are extracellular buffer agent and the intracellular buffer agents. The extra cellular buffers are like bicarbonates and ammonia while the intracellular buffers are like proteins and phosphates. Moreover, the kidney can also work by eliminating the toxic substances that accumulate in the body tissues but in the case of thorough exercise it may not be efficient. In addition, renal physiology is active in maintaining the level of PH in the body. In a way of responding to the low PH or the acidity, the tube-like cells reabsorb bicarbonate from the fluids that flows in the body tube. The tubular cells are in the linings of tubes like the collecting duct. Again the collecting duct has cells those secrets a lot of hydrogen ions thus manufacturing a lot of bicarbonates, a process known as ammonia genesis. The process leads to the formation of ammonia buffer. The air temperature during the race is 8 C, which

Implement a marketing solution Essay Example | Topics and Well Written Essays - 1000 words

Implement a marketing solution - Essay Example It involves almost every aspect f what is going on in a company. Production and marketing are both fundamental economic activities. Production involves making goods, such as manufacturing a product, and / or performing services, such as providing repair services for those products. In marketing, you must plan and coordinate a great many activities in order to reach customers and compel them to purchase, use and repurchase your product. While it is true for a business to be successful the product must sell, they do not sell themselves, and marketing is just as necessary as production. Marketing insures that the right goods and services are produced. Production and marketing work together to satisfy human needs. This strategy, if successful, will benefit your company. Marketing is an all-encompassing activity. It is something that eventually touches everyone and it dramatically affects peoples' daily lives. No one in America is untouched by some form f marketing. Marketing is important to every consumer. Everyone, at one time will buy or use a product or service. Consumers are actively involved in performing marketing. Their needs drive the marketing responses f many organizations. Consumers also provide marketing information to organizations wishing to serve them better. What is a marketing mix and what are the four P's that form a marketing mix A marketing mix is the combination f marketing actions that make up a marketing program. The marketing mix principles are used by business as tools to assist them in pursuing their objectives. The marketing mix principles are controllable variables, which have to be carefully managed and must meet the needs f the defined target group. The four P's f marketing are: PRODUCT PRICE PLACE PROMOTION Product The product is the heart and soul f any marketing program. If the product is good, the marketing program has a chance for success, but if the product is bad, no marketing program can make the product a winner. Product designing, developing, maintaining, and improving are all important aspect to be considered in your marketing mix. A company must always be on the lookout for new products, redesigning existing products, or killing existing ones. The goal must be to keep the customer seeing your product, as special, and to insure that they are champions for your product. The target customer's needs must be met. Naming the product, labeling and packaging all go into your product development. Life Cycle f a Product All products pass through a life cycle -- from introduction and growth to maturity and decline. All

Response of chapter 2 of Inside Rikers Essay Example | Topics and Well Written Essays - 500 words

Response of chapter 2 of Inside Rikers - Essay Example Confinement may seem like the easiest way to control crime and punish offenders, but it is not entirely effective in reforming criminals. This chapter makes an interesting point that solitary confinement can be one of the most inhumane psychological punishments for criminals. Criminals are put in a prison inside a prison with almost all of their liberties controlled. It is a double-edged sword which, unfortunately, reinforces criminal behavior. Wynn stressed: â€Å"Solitary confinement itself can cause a very specific kind of psychiatric syndrome.† She is saying that solitary confinement should be considered as a strong independent variable for â€Å"random violence and self-mutilation, suicidal behavior...† She gives examples of how the CPSU breeds the most violent behaviors and thoughts among criminals which Captain talks about. Captain admits that isolation can turn criminals into worse personalities. He knows how unsafe it is, for instance, to have a normal life out side prison, knowing that any ex-convict might get back on COs. Through these examples, Wynn and the Captain make a good point on how detaching inmates from social contact and treating them like animals intensify their criminal attitudes and behaviors. Corrections officers are human beings too who are trapped in prison like inmates and they often suffer from the psychological and social effects of their jobs. William West, a former CO, said: â€Å"It’s the dirtiest, most thankless job in law enforcement† (Wynn). Wynn also cited a joke that accurately portrays the effects of this job on COs: â€Å"What’s the first three things you get when you become a CO?† The answer: ‘A car. A gun. A divorce.’† Harry, one of the COs, provides an example of a CO, the first man to be punished with death penalty. Harry has a calm attitude towards COs who turn into criminals themselves, as if he knows that such consequences of

Voices for Abraham Lincolns Assassination Essay Example | Topics and Well Written Essays - 500 words

Voices for Abraham Lincolns Assassination - Essay Example For Walt Whitman, he wrote an intensely emotionally driven poem entitled, O Captain! My Captain! which passionately expresses the author’s grief for the death of his captain, President Lincoln. Similarly, Frederick Douglass wrote a speech entitled Oration in Memory of Abraham Lincoln, which he delivered at the unveiling of the Freedmen’s Monument in Washington D.C. in memory of the deceased president on the 14th of April, 1876. The theme of his speech, like that of the article published in Harper’s Weekly, entitled The Murder of the President shared the same air of intense sorrow for the loss of a dear friend and father of the nation. The greatness and advocacy of the president were immortalized in the three written pieces, with the discussion not only of his convictions but also the actions he took to convey his seriousness in such matters. With a similar theme, the poem, speech, and report had stirred the emotions not only of American readers during that time b ut also both Americans and foreigners alike in this present age. The poem by Whitman strongly expresses the poet’s unbelief of the untimely death of the president who is nearing the witnessing of his victory in his fight for his beliefs. Douglass, on the other hand, appeals to the emotions of the white Americans to the remembrance of the man who fought for their rights and protected them in all his services as the president. He did this by talking about the passions of the late president and his dreams for the American people.  

Response of chapter 2 of Inside Rikers Essay Example | Topics and Well Written Essays - 500 words

Response of chapter 2 of Inside Rikers - Essay Example Confinement may seem like the easiest way to control crime and punish offenders, but it is not entirely effective in reforming criminals. This chapter makes an interesting point that solitary confinement can be one of the most inhumane psychological punishments for criminals. Criminals are put in a prison inside a prison with almost all of their liberties controlled. It is a double-edged sword which, unfortunately, reinforces criminal behavior. Wynn stressed: â€Å"Solitary confinement itself can cause a very specific kind of psychiatric syndrome.† She is saying that solitary confinement should be considered as a strong independent variable for â€Å"random violence and self-mutilation, suicidal behavior...† She gives examples of how the CPSU breeds the most violent behaviors and thoughts among criminals which Captain talks about. Captain admits that isolation can turn criminals into worse personalities. He knows how unsafe it is, for instance, to have a normal life out side prison, knowing that any ex-convict might get back on COs. Through these examples, Wynn and the Captain make a good point on how detaching inmates from social contact and treating them like animals intensify their criminal attitudes and behaviors. Corrections officers are human beings too who are trapped in prison like inmates and they often suffer from the psychological and social effects of their jobs. William West, a former CO, said: â€Å"It’s the dirtiest, most thankless job in law enforcement† (Wynn). Wynn also cited a joke that accurately portrays the effects of this job on COs: â€Å"What’s the first three things you get when you become a CO?† The answer: ‘A car. A gun. A divorce.’† Harry, one of the COs, provides an example of a CO, the first man to be punished with death penalty. Harry has a calm attitude towards COs who turn into criminals themselves, as if he knows that such consequences of

Conceptual Definition of Alcoholism Assignment Example | Topics and Well Written Essays - 250 words

Conceptual Definition of Alcoholism - Assignment Example Categorizing indicators like family income, family size, values orientation, peer interactions and alcohol dependency (which are indicators of social, cultural and economic dimensions) may have measurements using "scale" and cab be interpreted as "very high", "high", "average", "low", and "very low". The aim of a good measurement is to avoid error component as much as possible, and this can be achieved by establishing validity and reliability measures. Validity is the measure of accuracy; to measure what really is to be measured. The content, criterion, or construct validity are the types of validity. Validity can be established by the use of standardized or quality assured instruments of data. Finally, reliability measures the extent to which a measure is error free (Dipboye, Smith, & Howell, 1994). Pilot testing of instruments and reliability testing of data collected are some ways to ensure reliability.

Article Public Opinion of Police by Different Ethnic Group Essay Example for Free

Article Public Opinion of Police by Different Ethnic Group Essay Down though the years there has always been tension and an on and off relationship between the community they serve and law enforcement agencies. And as with any relationship between two people there are misunderstanding, break-up and disagreements and the same is with the relationship between the community and its law enforcement agencies but just with any relationship at day’s end both the community and law enforcement have and share common concerns such as justice and deterrence. With many of communities in America being incursion of immigrants within the last few decades; with this incursion of immigrants many communities are being bombard with so many new language and cultures diversity. Because of this wide range of ethnicity now living within many the walls of our communities and society on a whole now have different opinions and views of law enforcement. Now due to the various ethnicities flooding our communities the author will investigate how a few of these ethnicity groups like: African Americans, Asians and the Hispanics neighborhoods views racial profiling, discrimination and past experience with law enforcement agencies. Taking a look at the traumatized relationship and association between the two, as well as the interaction and reaction from the law enforcement agencies and the communities they serve. Since the conception of the law enforcement agencies race has long since been a vital playing card in policing. Even with the knowledge, awareness and understanding of this there has been some improvement but not enough. Racial opus of law enforcement alongside the racial outline of arrest, the raise in the number of arrest of non- minority like â€Å"Caucasian† by non-white law enforcement officers, while there were lower numbers of arrest by the same officers on other ethnic groups. On the flip side of that coin, more. â€Å"Caucasian† officers had a boost in the number of non-white arrest in comparison to the number of arrest involving â€Å"Caucasians†. Race has been a polarizingelement the in the society of America for years. And this is every so prevalent within the criminal justice system. Clashes involving both the communities and law enforcement are the flashpoint for practically every current inner- city riot. Ethnic Groups The raise of culture variety and immigration has from time to time made interaction with law enforcement difficult. Hispanics and Asian neighborhoods are often apprehensive of law enforcement officers due to their past occurrence. Their past incidents vary from their motherland of origin that was overwhelmed by civil unrest and war. This included exploitation of power by those of authority as well as much dishonesty within law enforcement agencies of that country. For this cause many minorities groups have a apprehension and more often than not an aversion to law enforcement officers. Like within the Hispanic neighborhoods, they often feel that law enforcement agents differentiates them by racial profiling them all because of their nationality. In Arizona this is a very contentious SB 1070 unlawful migration bill that passed given law enforcement agents the power and authority to inquire of certain individual (Hispanic) of proof of documentation of legal right to be in America. This law is being adopted in other states as well like New Jersey and Texas, any where there is a high population of Hispanics. IthasbeenreportedbytwoethnicgroupsAfricanAmericansandHispanic/Latinos affirm subordinate levels of agreement concerning their relationship with police officers as compared to those of their counterpart â€Å"Caucasians†. African Americans and Hispanic/Latinos claims that there is less willingness to obey and to follow orders given by authorities especially of Caucasian origin. Racial profiling has consistently been one of the most confounding, divisive and controversial issues the police department confronts. A perception that police target members of specific ethnic or racial groups creates a deep divide between the police and the communities we serve. But as an officer who has spent a lot of time patrolling the citys streets, I just dont think the perception is accurate. (Dutta, 2010) True racial profiling, in which people are targeted solely because of race or ethnicity, is both illegal and immoral. It destroys public trust and reduces the effectiveness of the police. There is no place for it in law enforcement. And I firmly believe that most LAPD officers support that viewpoint. Even the reported statement of the officer that he couldnt do his job without racial profiling was most likely misinterpreted. (Dutta, 2010) Differentiation between minorities and Caucasians is how they relate and response to law enforcement agents and how fairly or unjustly he or she feels their treatment was. This is a how many African Americans and Hispanic/Latinos responded when asked by authorities regarding their relationship with law enforcement agencies this is less equality than when Caucasians reported.

Causes of Social, Emotional and Behavioural Difficulties

Causes of Social, Emotional and Behavioural Difficulties Understanding the cause of an individuals social, emotional and behavioural difficulties is essential before you can make a successful intervention. Critically assess this assertion in the light of an activity you have undertaken as part of this module. Introduction Delinquents, moral imbeciles and maladjusted children are just some of the labels historically attributed to individuals presenting the difficulties later termed as emotional and behavioural difficulties (Ministry of Education 1995). In this essay the importance of understanding the causes of an individuals social, emotional and behavioural difficulties (SEBD) is explored in relation to whether this understanding is critical for the implementation of successful interventions. This essay primarily considers individuals within the UK educational system which covers children/young people between the ages of 4 and 16. In the study and education of individuals with SEBD there seems to be a lack of uniformity in how the label is interpreted and applied; the descriptors and definitions of SEBD will therefore be considered along with current trends in the number of school age individuals diagnosed as SEBD in order to give context to this area of discussion. Another key area of disparity is the theoretical perspective adopted when assessing and treating an individual with SEBD. The theoretical perspectives each present a different approach to aetiology and interventions, these will be considered in relation to importance of cause in the basis of each and how they lead to interventions. The key argument will then focus on the importance of understanding cause and examine evidence from published literature, research and policies to support this followed by discussion of why understanding cause may not be essential in order to implement successful interventions. The overall aim is to ascertain whether interventions are mainly based on consideration of the aetiology of behaviour and whether there is evidence to indicate their success. Indeed Harden (2003) concluded that there was insufficient evidence for strategy effectiveness in behavioural difficulties. The subject of cause and interventions was discussed with fellow professionals in a web based discussion (Vygotsky, Skinner and Montessori discussion group October 2010 November 2010) and reference will be made to the two fictional case studies which formed the basis of these virtual discussions. In the first a boy, Ronnie, no information was given on his background so the focus was on the observed disruptive behaviour in school and the teacher believing he has SEBD. In the second an 11 year old girl, Vicki, far more detail was given including her recent transfer to secondary school; above average reading skills, parents separated and with new partners, the possibility of epilepsy, refusal to do homework and getting into trouble at school. These discussions elicited a range of views on aetiology, the need for information possibly relating to cause and the nature of assessment and interventions. In general the contributing professionals showed a desire to have more information about each child and to interpret the impact of background factors on the difficulties being observed although there was little acknowledgement of why this information was needed (Farrugia, 2010). What is understood by social, emotional and behaviour difficulties (SEBD)? One of the overriding issues in the field of SEBD is the ambiguity in understanding and identification of individuals who may have social, emotional and behavioural difficulties with those who have less severe discipline problems (Evan, Harden, Thomas 2004). This introduces the first difficulty as the decision to classify an individual as having SEBD is with the person who identifies some aspect of behaviour as problematic and is reliant on that persons constructs. Government publications have provided several descriptions of which two are considered in this essay. In Circular 9/94 (DfE 1994) Emotional and Behavioural Difficulty (EBD) is described as being between: behaviour which challenges the teacher but is within normal, albeit unacceptable, bounds and that which is indicative of serious mental illness. The distinction between normal but stressed behaviour, emotional and behavioural difficulties arising from mental illness is important because each needs to be treated differently. (p.4) The definition focuses on the behavioural aspect rather than emotional and indicates it is a problem for the teachers thereby restricting the difficulties to educational settings. Interpretation of what may be considered unacceptable is therefore likely to result in inconsistent identification of the types of children teachers identify as having EBD (Soles, Bloom, Heath, Karagiannakis 2008). In The Special Educational Needs (SEN) Code of Practice (2001), the definition was amended to incorporate social difficulties and so expanded to social, emotional and behavioural difficulties (SEBD), the code defines those with social, emotional and behavioural difficulties (SEBD) as: Children and young people who demonstrate features of emotional and behavioural difficulties, who are withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration; those with immature social skills; and those presenting challenging behaviours arising from other complex special needs ( Paragraph 7:60) This description describes a range of characteristics associated with this disorder and recognises that such behaviours can evolve from other special educational needs. This presents a broader spectrum of behaviours linked with emotional and social difficulties and remains open to the personal interpretation of those interacting with such children. The lack of clarity of the descriptors could be linked to the increasing number of children diagnosed as having SEBD being recorded in English schools. In 2008 149,040 children had a need of EBD on school action plus or statemented at primary, secondary and special state funded schools, this was an increase of 6.98% year on year (DCSF 2008), EBD represented the second highest need after moderate learning difficulties. This could be due to an actual increase in the number of children experiencing difficulties or to the wider interpretation of the definition leading to more children being recorded with this difficulty who might otherwise hav e remained at a school action stage. Whichever the reason, it is apparent that increasing number of children within the UK education system are being identified as having a need of SEBD and this in turn has led to increasing focus on interventions in particular for behavioural difficulties as seen in the recent white paper (DfE 2010). The descriptions given in Circular 9/94 (DfE 1994) and the SEN Code of Practice (2001) make no direct reference to aetiology or the necessity to acknowledge this although The SEN Code of Practise (2001) recognises that SEBD may have co-morbidity with other biological or medical conditions (7.52, 7.53, 7.58) and links with mental health (10.27) yet guidance for specific assessment and interventions is not detailed. This could be seen as indicative of the lack of unity on the understanding of causes and interventions for those with SEBD. Which theoretical perspective of cause of SEBD? In 1829 a 20 year poet wrote these lines: From childhoods hour I have not been As others were-I have not seen As others saw-I could not bring My passions from a common spring- From the same source I have not taken My sorrow-I could not awaken My heart to joy at the same tone- And all I lovd-I lovd alone (from Alone by Edgar Allen Poe 1829) The poet was Edgar Allen Poe. Poe was taken into foster care at the age of 3 following the death of his parents and at the age of 6 his foster family moved to London. Poe was said to be talented academically yet a difficult character (Poe Museum n.d.); the poem Alone suggests a troubled child who considers himself to be different. In todays educational climate he may well have been identified as a child with SEBD. Would an understanding of his early life have been important in development of successful interventions? From a behavioural perspective it could be suggested that only his observable difficult behaviour was of importance and thus treatable. The causes could not be speculated upon as they could not be scientifically measured. Bowlby, from a psychodynamic approach might have disagreed; Poes early childhood experiences, most notably the death of his parents and being taken into foster care, may have suppressed his inner desires and drives leading to internal conflicts. Bowlby might have been interested in the repression of Poes feelings following the death of his parents (Bowlby 1988). An ecosystemic perspective may have considered the effects of the changes of the family systems and the move to a different society in England as impacting on his interactions with the systems around him. In a same vein, the web based discussions of Ronnie and Vicki (Vygotsky, Skinner and Montessori discussion group October 2010 November 2010) led to similar questions. In the case of Vicki, fellow professionals mostly concurred on the adoption of an ecosystemic perspective for assessment based on the information given concerning the breakdown of the systems in her life; some believed that a psychodynamic approach to establish her unconscious processes and a biological perspective to examine the possible epilepsy should also be considered. However, the intervention strategies proposed were based on a humanistic approach rather than linked to the diagnostic perspectives. As noted earlier for the Ronnie discussion there appears little acknowledgement of why the information was needed and how information may link to interventions. In the case of Ronnie, discussions indicated that more information on areas such as his family background, his learning difficulties, incidences of observed be haviour at school and the relationships within his family would be valuable in order to make a more informed recommendation for intervention strategies. This desire for more information showed an amalgamation of perspectives including social learning, psychodynamic and behavioural. Most interesting is that fellow professionals adopted a behavioural approach to interventions in the absence of further information about Ronnie. It could be that this was within the realms of their experience of available strategies in education. The question of which theoretical understanding of cause is the correct one cannot be fully answered. Professionals in the field of educational research tend to support a particular perspective; there are differences of opinion between psychological, medical and sociological perspectives, this is further compounded by newer perspectives such as eco-systemic and humanist which have evolved from earlier theories. As Visser (2000) notes most do acknowledge that it is a mixture of perspectives which can provide insights into understanding and explaining that behaviour. (p.33). The trend for which cause can be seen in the changing descriptors given for SEBD as noted previously (DfE 1994 SEN Code of Practice 2001) and also in approaches to behavioural difficulties adopted by schools. The trend towards a behavioural psychology approach of operant conditioning and behaviour modification as a strategy for treating children with SEBD has been seen since 1975 (Cooper 1999). Children are seen a s making a choice not to behave and through use of behavioural approaches such as consequence and reward they can be taught to want to behave so a new behaviour is learnt (Greene 2008). From this perspective, aetiology is not a considered factor and emphasis is on implementing a system of rewards and consequences which aim to reduce unacceptable behaviour and encourage a re-learning of acceptable behaviour. The blanket approach of many behavioural policies, in part dictated to schools through government directives, suggest that policy makers and educationalists do not consider there is a need to understand causes of SEBD. Behaviour is assumed to be within the control of the child and the school is assumed to be able to influence and change the behaviour. Recent years have seen a change in approach with prominence given to systemic approaches taking into account the interaction of systems and environments surrounding the child as key factors impacting on their social, emotional and behavioural difficulties (Evans, Harden and Thomas 2004). From this perspective there is a need to understand cause in terms of the environments of the individual. This was evident in the web based discussion on Vicki (Vygotsky, Skinner and Montessori November 2010) where contributors were mostly united in adoption of an ecosystemic approach and attributed the cause of the difficulties to disruption in Vickis home and school life. Understanding the cause of the SEBD is essential before making a successful intervention. In the previous section a number of theoretical approaches to identifying cause were examined and it is concluded that there are difficulties in finding consensus on one approach and one understanding of cause. Despite the difference of opinions of the likely origins of the SEBD, there is widespread support of the need for understanding the cause. Visser (2005) is opposed to a prescriptive approach to dealing with behavioural difficulties and thus supports the case for recognising that each child with SEBD may have a different cause of SEBD although he previously acknowledged that there are still gaps in understanding of both causes and of approaches used in children with EBD (Visser 2002). Others in this field also advocate the benefits to teachers having understanding of pupils with SEBD; Cole, Visser and Daniels (1999) in a paper examining effective EBD practices in mainstream schools promote the need for school staff to understand the complex causation and the varied aetiology of EBD in order to be able to match apposite interventions. Another way of considering cause is to examine underlying difficulties which may be causing SEBD, not from a theoretical perspective but from a possible medical or other difficulty so the behaviour is not directly linked to a psychological or systemic root but rather from some other difficulty which leads to the behaviour emerging as a symptom. Cross (2004) believes that a relationship exists between communication difficulties and emotional and behavioural difficulties. Communication difficulties may arise from biological causes such as Pervasive Development Disorder, Attention Deficit Hyperactivity Disorder or from environmental factors such as child abuse and neglect, or from learning difficulties. Cross maintains that whatever the origin, it is the communication difficulty which must be addressed as a priority as weak communication skills can have a negative impact on a childs ability to interact and socialise, this can aggravate emotional and behavioural difficulties. In this sen se the observed behavioural difficulties could be masking underlying communication difficulties which, if not treated, will not improve the behaviour. In the web discussion on Ronnie (Vygotsky, Skinner and Montessori discussion group October 2010) fellow professionals concurred that a link was likely between his possible learning difficulties and his behavioural difficulties and that this should form a key part of any interventions. In his book, Lost At School, Greene (2008) maintains that teachers cannot know what to do with challenging behaviour unless the reasons for it are understood, referring to these reasons as lagging skills; those skills which are lacking irrespective of diagnosis. Staff need to identify and understand the skill lacking as this is pivotal to implementing a successful intervention. Greene (2008) lists many lagging skills, including difficulties with maintaining focus, considering likely outcomes, managing emotional responses, which professionals may attribute to a range of disorders such as learning difficulties, autistic spectrum disorder, cognitive difficulties, or anxiety. It is identification of the specific lagging skills which are of more importance than the actual diagnosis as the diagnostic label does not in itself indicate which skills are lacking. Emphasis should therefore be on identifying the specific aspects which are lacking; the lack of a skill alongside an environment whi ch demands these skills is the trigger to there being a problem (Greene 2008). This is in line with an ecological perspective as the behaviour is an outcome of the lagging skill conflicting with the environment. Support for the importance of understanding aetiology is also found in educational guidance; the School Discipline and Pupil Behaviour Policies (DCSF 2010) advises that it is essential to ensure correct assessment of possible reasons for children not behaving appropriately and acknowledges that behavioural difficulties may be caused by learning difficulties, environmental factors or other cognitive, social or emotional difficulties (paras 3.9.29 -3.9.33); yet a subsequent subheading is Pupils who can behave but choose not to (p.58). This takes the school back to the descriptors of SEBD and places interpretation back in a subjective framework where the school has to distinguish between the former and the latter. In much the same way as seen in the SEN Code of Practice (2001) there is a lack of clarity in how cause should be identified and how this knowledge should guide interventions. A recent report entitled Not Present and Not Correct (Evans, 2010) examined the efficacy of fixed term exclusions in curing behavioural problems. The report concluded this was not an effective strategy based on the number of fixed term exclusions having increased by 5.4% since 2003-4. Persistent disruptive behaviour was the reason for the majority of fixed term exclusions (23.3%) and permanent exclusions (29.6%) in 2008-9. These numbers have not shown significant change year on year indicating that current interventions are not effective. The report recommends that a trigger is needed to prompt a needs assessment where fixed-term exclusions are used continually. Yet, in the SEN Code of Practice (2001) this trigger should be happening for pupils who do not respond to standard behaviour management strategies or individualised behaviour management programme moving them to a School Action Plus stage. This could suggest that either appropriate referrals are not taking place or, if they ar e, the resulting interventions are not successful. If the latter is the case then it may indicate that either causes are not being considered or, if considered, are not leading to successful interventions. The American based Assertive Discipline approach to managing behaviour in schools is rooted in a behavioural perspective. A study by Jones and Smith (2004) concluded that the this approach was effective in improving minor mis-behaviour and led to overall benefits for teaching and learning in the school at the centre of the study; yet, a small but significant group did not benefit from the approach. This group may therefore have required further personalised assessment of the cause of their SEBD with individual strategies being put in place. This lends support to the necessity of understanding cause in those specific situations where the standard strategies employed in mainstream schools are not resolving social, emotional or behavioural difficulties. It also suggests that the importance of cause is not essential at initial stages of identification of behavioural difficulties, but may need to be understood if current intervention strategies are not achieving the desired outcome. A key factor in identifying the cause of the SEBD lies in the choice of the perspective adopted. As seen in the web based discussions for Vicki (Vygotsky, Skinner and Montessori November 2010) causes could be attributed to several aspects of the individuals life. Depending on the approach taken, the diagnosis and intervention will vary which means that successful intervention cannot be guaranteed. Overall, whilst there is much debate and research on causality and at the same time growing emphasis on the rise in behavioural difficulties in the classroom, classroom based research for children with SEBD tends not to link theory to identification, policy and effective interventions (Maras and Kutnick 1999). Understanding the cause of the SEBD is not essential before making a successful intervention. All perspectives consider cause to some extent although a behavioural approach is founded mainly on observed behaviour. There is little research advocating that identifying cause is not essential or important in terms of implementing interventions. The argument against the value of understanding cause is mainly one of whether knowing the cause can actually lead to a specific and effective intervention. Whilst Visser (2002) advocates the importance of understanding cause, it has proved difficult to find evidence which gives clear guidance for a link between cause and effective intervention strategies. In discussing the Individual, Medical or Deficit Model (IMD), Macleod and Munn (2004) suggest that the implication of causation should be rejected which is the reverse of the consideration of disabilities with a bio-medical root. This view is based on the belief that the biggest difficulty in identifying cause is the lack of agreement in what SEBD actually is, as seen in the earlier disc ussion on the interpretations of definitions. It could be argued that focus should be on strategies and not on cause as interpretations of the cause are too subjective. The web based discussions on Ronnie and Vicki, despite consisting of differing views for diagnosis and cause, saw a commonality in the recommendations for a multi agency approach. This is also seen in Diagram 8 model (Cole, Visser and Daniels1999) in which consultation with the Local Education Authority (LEA) and relevant agencies, such as Child and Adolescent Mental Health Services (CAMHS), is seen as an important factor in schools which are successful in the inclusion of children with SEBD. Whilst Visser (2005) has been cited earlier as an advocate of the need to understand aetiology, in a talk based on a term he encountered in his professional work, eternal verities, he looked at factors which may be universal in implementation of successful interventions for SEBD (Visser, 2002). Understanding cause of the SEBD was not a factor given which lends support to the view that, whilst understanding cause may be desirable and informative, there are more important factors necessary for suc cessful intervention. Only a third of secondary schools were deemed as effective in meeting the needs of pupils with SEBD (Ofsted 2004), which suggests that focus should be on identifying effective strategies. Research carried out by Evans, Harden, Thomas (2004) concluded that there was a limited evidence base of recommended strategies which were effective for children with EBD and they recommended a focus for more strategic commissioning of future primary research (p.8). In the case of Ronnie (Vygotsky, Skinner and Montessori discussion group October 2010), there was a quest to know more from those assessing the situation. Was it not enough that his behaviour was disruptive and so class room based behavioural strategies should be put in place to make Ronnie learn appropriate behaviour? The answer in this case seems to lie in the understanding of cause. If Ronnie had a learning difficulty, there was support for this being addressed first/or in conjunction with the behaviour interventions. If it then emerged that Ronnie was having problems at home, such as parental conflict or neglect, this may have required another form of intervention. In the case of Vicki (Vygotsky, Skinner and Montessori discussion group November 2010) there was more information on her background situation; this meant some probable causes could be explored which could then lead to a range of possible interventions. Having more information still led to a discussion on which perspect ive may be more applicable and in fact the interventions proposed were mostly similar to those for Ronnie. Although the participants suggestions for interventions for Ronnie tended to be school based whereas those discussed for Vicki were both within school and outside with a wider multi agency approach. Professionals such as teachers, educational psychologists, CAHMS practitioners and behaviour support specialists will all bring their own approaches to the SEBD table. It could be that attempts to understand the cause through a multi-agency strategy may lead to disjointed and confusing interventions at worst and a prolonged period of assessments and treatments at best, neither of which presents an ideal situation for a child (Rayner 1999). The range of interpretations, social constructs and perspectives makes a case for a scientific approach to developing interventions for children with SEBD. The aetiology is acknowledged but it is the present symptomatic patterns which are the key to successful interventions. Conclusion Is it essential to understand the cause of an individuals social, emotional and behavioural difficulties making a successful intervention? In seeking an answer to this question, much of the published research advocates the need to establish the cause of SEBD before implementing intervention thereby assuming the intervention will be more successful. The difficulty in this belief is twofold; firstly the definition of what constitutes social, emotional and behaviour difficulties and in particular at what point the severity requires specific interventions and secondly, which perspectives should be adopted to correctly identify the cause(s) and thus which interventions are most suitable. With the definition of SEBD including a wide range of characteristics, it seems most likely that there is also a wide range of causes and thus a wide range of interventions. Most evidence supports the desire to investigate and define the cause; this is also reflected in government and SEN policy and guidelines. Yet evidence to support the importance of this in securing successful intervention is sparse. Overall, whilst the need to understand the cause seems to be supported in research and advocated in government guidelines, the interventions put in place within educational settings are predominantly based on a behavioural approach where it is the observable behaviour which is addressed, measured and evaluated; this is where an anomaly exists. Over time, more responsibility and accountability has been awarded to schools and local authorities for children with SEN including SEBD. This in itself appears to have reduced the focus on understanding cause as schools have to manage this responsibility alongside government directives for improving behaviour in schools. With increasing emphasis on schools primary accountability being for student achievement in academic terms and the move to reduce the number of statements, there is likely to be less emphasis on aetiology in favour of interventions based on controlling children with SEBD certainly in mainstream education. The current governments support of academies may also magnify this as the removal of local authority involvement means that schools can decide whether there is economic value in seeking input from agencies that may have more concern with aetiology. It may be that there are other factors necessary in implementing successful strategies aside from understanding cause such as the necessity for a positive ethos within the school itself (Cole, Visser, Daniels 1999). It is concluded that understanding the cause of an individuals SEBD is part of the equation for successful intervention but unless the adults responsible acknowledge the cause and seek to promote appropriate and differentiated solutions which can be proven to be successful, then understanding on its own is not sufficient.

Communication Process Essay -- essays research papers Work Communicati

Communication Process Introduction Communication establishes relationships and makes organizing possible. Every message has a purpose or objective. The sender intends -- whether consciously or unconsciously -- to accomplish something by communicating. In organizational contexts, messages typically have a definite objective: to motivate, to inform, to teach, to persuade, to entertain, or to inspire. This definite purpose is, in fact, one of the principal differences between casual conversation and managerial communication. Effective communication in the organization centers on well-defined objectives that support the organization's goals and mission. Supervisors strive to achieve understanding among parties to their communications. Text Communication Process Communication is the process in which data is sent from a source to an intended audience with a meaning perceived by the receiver. Communication is vital if a company wants to survive. Without communication there will be no work getting accomplished and chaos will reign in the workplace. It is the process of passing information and understanding from one person to another. The communication process involves six basic elements: sender (encoder), message, channel, receiver (decoder), noise, and feedback. Supervisors can improve communication skills by becoming aware of these elements and how they contribute to successful communication. Communication process cab be described with help of the following eleme...

Faith love time and dr. lazaro Essay

In this story, Brillantes confronts the most important questions of our lives as Christians: Does God exist? If so, what is the nature of God? I remember Tim telling me that Brillantes succeeds in telling a compelling story because he never preaches or subverts. That he allows the reader to experience, rather than solve, the problem of God’s presence or absence. The story is deceptively simple: An aging medical doctor and his young son are called in the middle of the night to minister to a poor family whose newborn baby has a terminal case of tetanus. The journey towards the family’s home, however, seems to take on a different level when it also becomes a spiritual journey, most especially for Dr. Lazaro, whose beliefs about and disbelief in God, faith, love, and time seem to haunt him with a pressurized intensity – and all because he sees a wide chasm between him and Ben, his son, in terms of how they see life: He has lost so much faith in God and life, while Be n – intent on becoming a priest – seems so infuriatingly fresh and positive. He has also lost his faith because he has been a witness to countless, seemingly random deaths: There is a patient with cancer, whose racking pain even morphine can’t assuage anymore; there is the baby who is now dying from tetanus; but most of all, there was his eldest son who, we later learn, committed suicide. From the latter, the Lazaro family â€Å"died† to each other as well. It made the doctor focus mechanically on his job, just to forget the pain, and his wife became more immersed in religion than in family. For Dr. Lazaro, what kind of God would allow pain? What kind of God would kill a baby? What kind of God would take away a son? Is there really a God? (Many of the students invariably answer that perhaps God allowed this to happen to test their faith. I happen to believe this as well, but I pose for them another gray area: â€Å"That may be true, but tell that to a dying man in excruciating pain, or to a father who has†¦ [continues]

Advantege and Disadvange Fo T.V

Do you agree or disagree with the following statement: If parents want their children to do well at school, they should limit the time their children spend on watching TV. With the rapid development of our society, there are an increasing numbers of people who are concerned about whether parents should restrict the amount of time their children spend on watching TV. Some people assert that the watching TV could stimulate children’s learning and creativities and it would not cause any harm to children, yet it’s not surprising that others have opposite attitudes toward this controversial issue.Despite many diverse opinions aired by different people based on their personal stance, there can be no doubt that watching too much TV programs would lead to adverse effects on children. The first reason I want to put forward is that there are too many inappropriate images and violent content on TV and those programs would impact children and teens negatively. For instance, student s may consider that violence is acceptable behavior to solve their problems in school.In this way, misbehaving students undoubtedly would interfere with their peer’s learning and add additional stresses on teachers. Studies also show that children who watch too much TV programs would become more aggressive and violent, and perform poorly in study. As you can see, parents should prevent their children from wasting too much time on TV owing to students may imitate the unsuitable behavior on TV. Another reason worth mentioning is that students who spend most of their time on watching TV would result in their reluctance toward school works and outdoor activities.Watching animated cartoons and fascinating movies is the most crucial part of their daily life and children from those indulgent families don’t want to put effort into their studies which is less attractive to them. In order to prevent children from being coach potatoes, parents should reduce their child’s a ccess to TV and encourage them to get some exercise which could help them to refresh their body and mind. There is no denying that adolescents who watch too much TV program would crowd out their study time. Finally, students who spend less time on TV would have more chances to get along with peers.Since human can’t live without interacting with other people today, students have to learn how to cooperate and communicate with others in their early stage. As you can imagine, child who engages in school activities or joins some associations would feel they are part of the groups and this is expected a crucial impetus that spurs students to perform well in school. By and large, students would gain more benefits while they spending less time on TV programs and parents have to assist them to avoid from indulgent lifestyles.After taking all aspects into consideration, I firmly believe that parents have to set rules to limit their children’s TV time and it’s not an exagg eration to say that adolescent who follows this rule would have better performance and achievement in school. Parents should limit children’s time watching TV and playing computer games, do you agree or disagree? Though they may love it, parents should limit their children’s time watching TV and playing computer games due to the bad effects upon their children.In contrast, they should encourage their children to read books. Today’s TV programs and computer games are often fit with violent behavior such as abuse, kidnap, murder, fights and so on for commercial purposes. Children who view these events are likely to believe that the world is scary and something bad will happen to them. This fear is simply caused by the inability of children to tell the difference between the fantasies presented on the TV and the reality. Besides, children may also imitate the bad behaviors and attitudes shown through the TV programs.Therefore, children should be discouraged from wa tching TV and playing computer games. Meanwhile, watching TV and playing games are said to be unhealthy Based on research, the obesity level has increased among children because they are inactive while watching TV and playing games as they do not exercise or play outdoor games. Moreover, fast food and junk food advertisements such as soft drinks which are shown in TV also influence children to consume them and similarly leads to obesity due to high cholesterol and sugar level.Conversely, parents should encourage their children to read more books for it is benefiting. In fact, reading can increase the ability of children in understanding new subjects and information. Reading out loud also exposes children to proper grammar, phrasing and language skills. On top of that, reading books can also allow children to enlarge their knowledge of fractural information, learn more about the world and increase their understanding of humanity.All these positive influences from the right books supp ort parents to insist their children to read books instead of watching TV or playing computer games. In conclusion, parents should insist their children read books instead of watching TV or playing computer games. Accordingly, parents can actually set up a schedule for their children to ensure that they spend their leisure time in the right way by reading books and have a limited time to watch TV and play computer games.This could indirectly discipline their children too. Television and Childre Why and to what extent should parents control their children’s TV watching? There is certainly nothing inherently wrong with TV. The problem is how much television a child watches and what effect it has on his life. Research has shown that as the amount of time spent watching TV goes up, the amount of time devoted not only to homework and study but other important aspects of life such as social development and physical activities decreases.Television is bound to have it tremendous impa ct on a child, both in terms of how many hours a week he watches TV and of what he sees. When a parent is concerned about the effects of television, he should consider a number of things: what TV offers the child in terms of information and knowledge, how many hours a week a youngster his age should watch television, the impact of violence and sex, and the influence of commercials. What about the family as a whole? Is the TV set a central piece of furniture in your home!Is it flicked on the moment someone enters the empty house? Is it on during the daytime? Is it part of the background noise of your family life? Do you demonstrate by your own viewing that television should be watched selectively? Since television is clearly here to stay. it is important that parents manage their children’s TV viewing so that it can be a plus rather than a minus in the family situation. Violence on Television It has not yet been definitively proven that viewing violence on television will lead a child into violent behavior.But even experts agree that it’s not good for a child to be exposed constantly, several hours a day, day after day. week after week, to television violence. Research has shown that such exposure has at least four effects: children may become less sensitive to the pain and suffering of others; they may become more fearful of the world around them; they may be more likely to behave in an aggressive manner toward other people; they may get an unrealistic sense of the amount of true violence that exists in the world.One interesting theory is that children choose active violent programs because it gives them a feeling of activity with all the sensations of involvement while enjoying the safety and security of total passivity. They are enjoying a simulation of activity in the hope that it will compensate for the actuality that they are involved in a passive, one-way experience. http://www. english-test. net/forum/ftopic75922. html http://www. jamesabe la. co. uk/exams/sampleanswers/Parentingessay. pdf

I’M Not Scared Questions Essay

1. Read Niccolo Ammaniti’s epigraph by Jack London. Why has Ammaniti chosen to begin his novel with his novel with this quote? How does it illuminate what happens in the story? What is the literal and symbolic meaning in the novel about â€Å"falling into darkness†? Niccolo Ammaniti had chosen to start his novel with an epigraph by Jack London, this foreshadows that we’re going to read about a journey of discovering real evil and the loss of innocence. â€Å"He had fallen into darkness† the literal meaning of this part is Michele had fallen into a hole which is dark . The symbolic meaning is, he had stumbled into evil. 2. The novel opens with the scene in which Michele must choose between winning a race and helping his sister Maria. what conflicts and choices does this moment foreshadow? What is revealed about Michele’s character? The novel opens with the scene in which Michele contemplates between winning a race or helping his sister Maria. Michele choices to help his sister, this moment foreshadows the choices Michele must face. When Michele is confronted with Barbara pulling down her pants as a forfeit. Only Michele stands up for Barbara and tells Skull its not right. â€Å"Wait! I came last: I heard my voice saying†. This reveals to the reader that Michele is brave, compassionate and has self-respect. Michele is also very caring and protective of his sister † I didn’t like my sister being there†. 3. How does Ammaniti create and capture the atmosphere of childhood in his novel? What aspects of Michele’s way of seeing himself and the world indictate that he is a child? Ammaniti shows childhood through the eyes of Michele this is evident with the children’s gang’s mischievous and forfeits; this shows their concern and their innocence’s â€Å"Maria, you’ve made me lose the race!† the naive theories of the boy in the hole â€Å"Maybe the boy in the hole was my brother†¦. my sister and me†. Also the belief of ‘Monsters’ ‘Ogres’ and ‘Witches’ show us he is a young innocence child. 4. The novel is written twenty-one years later as Michele reflects back on the events of the summer of 1978. how can we tell this is true? What assumptions can be made in regards to how Michele’s life changes after that summer? The novel is written 21 years later we can tell this true when Michele says â€Å"Even after twenty-two years â€Å". Another indication that this is true is when he digresses about going to the snow.†About ten years later I happened to go skiing on the Gran Sasso†. This digression also suggest that he had left Acqua-Teverse, is better off, other assumptions that can be made are: The parents of the kidnapping would be sent to jail, The children of Acqua-Teverse would be traumatised. 5. Why does Michele identify with Filippo so strongly? Michele’s ability to empathise with Filippo was so strong because they both share the same pain of losing their innocence; Michele finding out his father is the real evil and Filippo been treated inhumanely and kidnapped. Their both young nine year old boys who share the same interests. 6. At one point Michele’s father tells him to â€Å"Stop all this talk about monsters†¦Ã¢â‚¬ ¦ Monsters don’t exist. Its men you should be afraid of, not monsters†.(page49) In what ways does the novel itself prove the statement to be true? This statement is ironic coming from Pino Michele’s father â€Å"It’s men you should be afraid of† is wise advice to Michele but he learns its the hard way. Its his father who is the ‘Monster’ that kidnapped Filippo and was prepared to murder Filippo. 7. In the games they play and their behaviour towards one another, how do Michele and his group of friends , compare to the adults in the novel? In what way does Michele possess an integrity that the adults and even the other children lack? The actions and behaviours of the children’s gang is minored more seriously by the adult gang in many ways like the children’s gang: do forfeits to decide the fate compared to the adults gang the solider’s draw to deal with Filippo. The bulling and torment is instigated by Skull this is also minored by the adults with Sergio bulling the rest of the adults. The children impaled a chicken and the adults treated Filippo inhumanely. Michele was the only person to help Barbara when she was tormented by Skull, he was the only one to care about Filippo even when Salvatore was told about him, his reaction was cold and wasn’t compassionate at all about the situation. They treated Filippo inhumanely and Michele was the only one that possess integrity and a kind heart. 8. What motivates the kidnappers? (Sergio, Felice & Pino) How do they betray their own children’s innocence? The motivation of the kidnap by the instigatored by Pino, Sergio and Felice. The reason for Pino is poverty: seeing the north while working as a truck driver this is evident when he bring a gondolas that represents his desire to live a fulfilled and materialistic life for himself and his family â€Å"Let’s go to the north†. He didn’t protect Michele’s and Maria’s innocence he held a child hostage and lost his child’s admiration. Sergio was involved in the kidnapping to fulfil his urge to go to Brazil â€Å"Had emigrated to South America†. Pino betrayed Michele by letting a criminal to slept next to Michele and didn’t protect him from danger. Felice was motivated by boredom he was a young man stuck in a isolation village woman less. He was cruel to Michele’s friend Filippo. 9. When Michele is running in the night to try to find Filippo, he fights off his fear by asking himself what Tiger Jack, a fictional hero, would do (page 196) What is so sad about this self talk? We’re introduced to a young boy Michele who admires his father like a hero . He loved his father, his father was his role model but when he discovers his evil side. Instead of been of his aspiration, the fictional hero Tiger Jack takes over and find him courage. This is so sad because it should have been his father and this shows the relationship is lost. 10. Why does Michele break his oath to his father and visit Filippo?(page 178) What is the â€Å"irresistible† force dragging him towards the hill? Micheles relationship with Filippo seems stronger then the relationship with his father. He should have kept his oath to his father, instead he kept the promise to Filippo this is evidence of that Michele isn’t as naive as he was . Michele was extracted an oath that Michele doesn’t keep. His conscience overrides and the hill is the irresistable force that pulls him to Filippo he saves himself and Filippo. 11. â€Å"I’m Not Scared† ends suddenly and dramatically: often such a climatic moment is followed by an extract in which the story’s loose ends are tied. why had Ammaniti chosen to end the novel this way? Niccolo Ammaniti has chosen to finish the novel at the climatic moment of the story because the reader can imagine the aftermath we have enough information to assump Michele didn’t died and Filippo is saved. When the novel is ended this way its evidence of reflection. In our minds we can fulfil our expectations. 12. Ammaniti’s novel can be described as a â€Å"coming of age story†. At what point does Michele grow up? What â€Å"hardness† about the adult world does he learn? â€Å"I’m Not Scared† is described as a â€Å"coming of age story† Michele loses his innocence and loses his childish ways when he discovers Filippo the boy in the hole he had experienced the truth behind the real world the isolation hadn’t protected him, his parents hadn’t protected him they betrayed him. This experience accelerated his maturity level, he learnt the real evil and ‘Monsters’ ‘Ogres’ ‘Witches’ didn’t exist they weren’t what he should have been afraid of it should been his father that’s what was so hard for Michele to swallow