Exercise as a Means of Preventing Substance Abuse Relapse Essay

Exercise as a Means of Preventing Substance Abuse Relapse - Essay Example The situation may cause other illnesses associated with poor eating habits. The multiple disorders caused by substance abuse are referred to as co-morbidity. The risk factors associated with substance abuse include the availability of the substance and peer influence. Many people start using alcohol. Young adults are also likely to start abusing drugs in order to fit in their peer groups. Another big cause is the immaturity and difficulty in relating to parents. This has resulted in parents not even aware of their children’s daily activities and doings. Other risk factors include poor management of problems in families. Studies also show that ADHD also increases the risks using drugs among children and adults. Â  It is important to note that mental health disparities are also recorded among the substance users. Another major catalyst for the increase in alcohol abuse is the economic problems. Individuals who lack financial capabilities are more likely to have more mental prob lems connected with substance abuse because of their inability to seek medical help in time. The teachings of the targeted group about the effects of exercises will focus on two Erickson’s developmental stages. These stages are the intimacy versus isolation and the generative versus Stagnation. Â  It will also focus on Piaget’s development concepts within the Formal Operational Stage. The cognitive abilities developed at this stage include logical thinking and deductive reasoning, starting from adolescent years to adulthood.

Foundation of Education Essay Example for Free

Foundation of Education Essay With the massive information explosion of the 21st century, the world has never moved so fast. As Patrick A Hyek (2012), Global Technology Sector Leader, Ernst Young, pointed out on technology and its impact to the world, â€Å"Ten to twenty years from now, we may look back on the present as the dawn of the Smart Era: a time when rapid and continuous innovation changed almost everything about the way we live†. The world is going virtually borderless. As of present, we can do almost everything online from shopping to banking, video conferencing in real time with people across continents as well as finding answers to almost everything we could possibly think of from online search engines. As far as education is concerned, the famous Khan Academy (www. khanacademy. org) has proved subject-based cognitive knowledge traditionally learnt in schools can be just as effectively obtained at one’s fingertips in the comfort of one’s own home. On the other hand, the unlimited flow of information has its drawbacks which cause many concerns for educators (Ornstein, A, Levine, D Gutek, G, 2010). How could we protect our children from inappropriate contents such as pornography, destructive information or violence accessible online? In addition to the overwhelming amount of information in the 21st century, United Nations Environment Programme (UNEP) (2012) addressed in their report that our new generation also face the crisis of depleting natural resources and global climate changes of the 21st century. As the world’s resources are depleting, people are pressured to compete against one another to survive. The reality is that there are serious problems in todays societies. Every day we hear tragic news about people killing each other, breaking the law, misconducting, corruption as well as natural disaster. As an educator, we are asking ourselves what role schools should play to prepare our next generation for these challenges posed by this information age. I believe that there has not been a more appropriate time than now to incorporate values in education as to elicit the human quality of our children in addition to the provision of academic knowledge. Since we cannot control technology and what comes with it, we should instead equip our children with the right values and inner strength which help them make the right call as to what is right and wrong in any given situation. This can be achieved by embedding human values such as respect for difference, moral, honesty, empathy and love for mankind into the school’s curriculum at all levels. As a result, our next generation will not only be knowledgeable but of a high human quality who will do the right things by themselves and others. For example, moral students would not imitate aggressive behaviour they saw on the internet or elsewhere because they consciously knew such behaviour was wrong. Moreover, it would be dangerous for schools to use subject-based curriculum which only focus on academic excellence in such a fast paced unlimited information age in which we live in today. Without moral and ethics, regardless of their intelligence, our children could grow up to be self-destructive, violent or harmful to themselves and society. Examples of destructive behaviour include that of terrorists who wrongly used their knowledge to harm other people. Teaching and Learning One of the current educational issues being discussed today concerning teaching and learning is what skills we need to teach our children for the 21st century. While many educators (Dominik Petko, 2012) worldwide have placed an emphasis on teaching information and communication technology, literacy skills that will allow students to make sense of the technology today, John Wilson (2008), former executive director of the National Education Association in Washington, DC, argued that for a world which is vastly transformed by technology, it is unpredictable what technology is coming next. Instead of focusing on the current technology which is likely to be replaced, educators should focus on developing transferable skills such as critical thinking and problem solving so that students can analyze information, apply knowledge to new situations as well as comprehend new ideas. These skills will make them capable to learn and adapt to any new technology to come. What is critical thinking? How could we teach critical thinking skills to our children? Critical Thinking as defined by Michael Scriven Richard Paul (1996), the National Council for Excellence in Critical Thinking is â€Å"the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action†. In essence, critical thinking is a disciplined manner of thought that a person uses to assess the validity of something, e. . statements, news stories, arguments, research, etc. (Beyer, B K, 1995). Experts (Angelo, T A, 1995, Cooper, J L, 1995, McDade, S A, 1995) asserted that critical thinking is best conveyed through constructivist learning approach such as Classroom Assessment Techniques (CAT), Cooperative Learning Strategies, Case study and discussion as well as Reciprocal Peer Questioning. An example of a Classroom Assessment Techniques is to ask students to answer questions such as What was the most important thing you learned in todays class? or â€Å"What question related to this session remains uppermost in your mind? (Angelo, T A, 1995). McDade (1995) suggested that teachers can facilitate students’ development of critical thinking through case study and discussion. A teacher may lead the class by presenting a case to the class without a conclusion. Using prepared questions, the teacher then leads students through a discussion, allowing students to construct a conclusion for the case. Reciprocal Peer Questioning is another teaching technique which fosters critical thinking (King, A, 1995). An example of Reciprocal Peer Questioning is by asking students a list of question such as, What are the strengths and weaknesses of a taught issue? † Students are asked to write questions about the lecture material. In small groups, the students ask each other the questions. Then, the whole class discusses some of the questions from each small group. Dr. Gwen Dewar (2009) suggests that critical thinking can be developed not only in school but at home where parents encourage students to questions and evaluate any everyday ife situations. In conclusion, in order for our children to cope well with the information technology age, we need to prepare our children to weed through the information and not just passively accept it (Oliver Utermohlen, 2005). They need to develop and effectively apply critical thinking skills to their academic studies, to the complex problems that they will face and to the critical choices they will be forced to make as a result of the information explosion and other rapid technological changes.

Necessary Evil for Men vs. Sexual Exploitation of Women :: social issues

Necessary Evil for Men vs. Sexual Exploitation of Women Abuse – transitive verb 1: to put to a wrong or improper use; 2: obsolete (deceive); 3: to use so as to injure or damage (maltreat); 4: to attack in words (revile). noun 1: a corrupt practice or custom; 2: improper or excessive use or treatment (misuse); a deceitful act (deception); 4: language that condemns or vilifies usually unjustly, intemperately, and angrily; 5: physical maltreatment. Abuse, in any and all of its forms, is something many Korean women and girls deal with every day. In 2002, a survey done by the Korean Institute of Criminology, the number of sex purchases in Korea equaled to 4.4 of the countries GDP (Gross Domestic Product), almost the same as agriculture, forestry, and fishing industries combined. The survey also showed that there were at least 33,000 women working in prostitution. 8% of women working in Korea in their twenties and thirties were prostitutes. Also, a survey done by the Korea Women’s Hot Line showed that 42.6% of Korean men have purchased sexual service when having a drink. 12.9% of men said that they have bought sex when on business. 41.3% of all Koreans did not know that prostitution was illegal in Korea. Despite these outrageous numbers, prostitution has been illegal in Korea since 1961. A common place that prostitution takes place in is Miari Texas Village (Also known as Miari Texas, Texas Village, Texas Miari, or just plain Miari.) an area in north-eastern Seoul, with over 250 prostitution houses. In these houses, liquor and food are served in the front and in the back, sex services take place in the back rooms. On average, a woman will see five to ten men a night. The women usually get paid 1.5 million won ($1, 340.00) monthly, along with 1,500 won ($14.00) for each client they see. One very disturbing thing about Miari Texas is that 30% of about 1,000 prostitutes are under the age of eighteen. Even though prostitution is illegal, it is tolerated, if the women are over eighteen. Many of the young prostitutes in Miari Texas are runaways who feel they have nothing more to lose. The first prostitution house (brothel) was established in the 1920’s when Korean women were taken as sex slaves by the Japanese military during the Japanese occupation of Korea (1910 – 1945). After the Korean war ended in 1953, the large American military presence led to the building of â€Å"camp town prostitution† for the U.

Taking Care of All Whose Service Places Them in Harm’s Way Essay exampl

As Americans we all take jobs to support us from eighteen till the time we die; a job that gives a pension or a retirement plan for enjoying the golden years. Among those receiving retirement benefits are U.S Armed Forces veterans. However, these veterans who have fought for American freedom, the American dream that founded this great nation, are being cheated of their retirement benefits. Though the benefits are making progress in the past couple of years, it is slow and full of bylaws and prerequisites that are not clearly stated to veterans. The veterans of the military deserve more respect, better retirement checks, permanent basic base privileges for dependents, and undisturbed funeral services when they die. As a veteran of the military you receive half of your base pay for retirement, â€Å"Help Military† program guidelines are catered to those who have died or been injured in combat yet so many soldiers have died from ignorance and bull-headedness, and healthcare for mentally ill or injured soldiers is in poor condition. If not worse is the way they are treated by those they serve to protect. When soldiers serve, come home, and finally retire, they are treated like scum. Yet they only did their jobs, carrying out orders given by their commander in chief and his advisors and congressmen. The U.S Military was established so Americans can live their lives in peace and do as they please. It’s time for veterans to stop taking the brunt for doing their job and putting bread on their families table; instead they should receive a deeper respect for the freedom they give us. Veterans of the military are not uncommon to see as they were ten years ago. In truth the issues at hand affect one quarter of the U.S population; those one quar... ...litary Budget Cuts." Issues & Controversies. Facts On File News Services, 27 Feb. 2012. Web. 5 Apr. 2012. . "Military Families Overseas (sidebar)." Issues & Controversies. Facts On File News Services, 3 June 2010. Web. 5 Apr. 2012. . Powers, Rod. "2008 Military Average Annual Salary." About.com US Military. 07 Feb. 2008. Web. 05 Apr. 2012. . "Repositioning U.S. Troops and Bases at Home (sidebar)." Issues & Controversies On File: n. pag. Issues & Controversies. Facts On File News Services, 27 May 2005. Web. 5 Apr. 2012. . "Veterans' Services." Issues & Controversies. Facts On File News Services, 15 Aug. 2011. Web. 5 Apr. 2012. .

What part does deception of one kind or another play in Twelfth Night?

Deception is present in Twelfth Night on a number of levels. To examine the role of deception in Twelfth Night in relation to the plot, we must consider what may have occurred if in fact there was no deception in the piece. Deception sets the whole story in motion, and is pivotal in creating the irony and comedy that abounds in Twelfth Night. It is through deceit and deception that the topsy-turvy web of comedy and confusion that entangles the characters of Twelfth Night is spun. The deception exhibited in the play can be divided into two groups. Firstly, let us consider cases of self-deception. Orsino is a classic sufferer, and continually pines away for his darling Olivia. The self absorbed Orsino believes himself to be in love with the Countess Olivia; however, it would appear that Orsino is more in love with the notion of being in love than anything else. In his opening lines he talks of his love, but it is not until seventeen lines later that he first mentions Olivia. He does not talk to Olivia, and is content to mope around his house in self-involved sorrow while he sends courtiers to woo her on his behalf. Ironically, Olivia is in a similar situation. She uses the unfortunate excuse of her brother's demise to hide herself away from the world, and shows no interest in relating to the other Illyrians. If these two characters were free of their self-deceit, and able to see themselves as they truly are, a tremendous impact would be had on the play. Perhaps Olivia would have returned Orsino's apparent love, after all he is of very noble birth. In this scenario Viola and Sebastian would be cut out of the story entirely, and the original trickery and chaos would not come about. Alternatively, Orsino may have realised the truth about his emotions and stopped his pursuit of Olivia. Cesario would not be sent to her, and Olivia would not fall in love with ‘him'. Furthermore, Sebastian and Olivia's final union would also be impossible, and Cesario would remain bound by ‘his' disguise. Olivia's steward, Malvolio, struggles to see his real self. He is of the opinion that he is in some way superior to others of his social class and deserves to be elevated to the nobility because of his supremacy. He sees himself as surrounded by ‘idle, shallow things', not of his ‘element ‘ and this feeds his unexpected ambition to the point where he is able to be fooled by Sir Toby and Maria's trickery. He is deceived completely, and Sir Toby remarks ‘. . . thou hast put him in such a dream, that when the image of it leaves him, he must run mad.' If Malvolio was not so deceived, he would not have this belief of superiority, nor would his holding of this belief be exploited. He would find the letter's message unbelievable and escape the suffering caused by his original trust in its words. His strong ambitions would remain a secret, and the sense of pity and respect we gain for Malvolio through his struggle to be deemed sane would also be non-existent. The comedy of the puritan's trials would also be lost. Sir Andrew's self-deception provides nothing but comedy. The deluded clumsy simpleton thinks he is sophisticated, noble, and a marriage prospect for Olivia. Had Sir Andrew known his chances truthfully, he would have ended his pursuit of Olivia's love. Sir Andrew's absence would result in a loss of a number of humorous debacles; however the major events of the story would be largely unaffected. The other kind of deception in the play is the deception of others. Viola is undoubtedly the most deceptive of the characters, and her deception plays the greatest role in the play. Her original desire to be disguised as a man facilitates the formation of the dreaded love triangle and the resulting complexities that make up the story of Twelfth Night. Viola's decision to conceal her true gender is the basis and foundation for the entire plot. She makes a conscious decision to hide her true self, saying: Conceal me what I am, and be my aid For such disguise as haply shall become The form of my intent. When talking with Olivia, Viola even states that she is concealing herself: Viola: †¦you do think you are not what you are. Olivia: If I think so, I think the same of you. Viola: Then think you right: I am not what I am. Was it not for Viola's deceptive disguise, she would not have become a member of Orsino's court. She would not have been sent to Olivia, nor would the mislead Olivia fall in love with Cesario, and later Sebastian. It was Olivia's love for Cesario that saved her from becoming a recluse, and this would have been her fate were it not for Cesario's arrival. Cesario would remain unknown to Orsino, and Orsino and Viola's marriage would not occur. The Duke would almost certainly have continued to wallow in his sorrows as he languished over Olivia. Viola soon becomes anxious at the massive effects of her deception: Disguise, I see thou art a wickedness Wherein the pregnant enemy does much. The major events concerning the main characters would not take place, if Viola had not deceitfully donned the disguise of Cesario. Her deceit has drastic consequences, and huge meaning for all. Even Sir Andrew would have been saved from his embarrassing duel, it Viola was not disguised. Viola's deception provides the extra dimension of dramatic irony that is present throughout the piece. The troubles created by her deception in regard to gender, and mismatched love provide many ironically comedic moments. Olivia falls head over heels in love with none other than a woman in disguise, who is in turn in love with a man, who ironically believes her to also be a man. Each character says or thinks a number of things that are ironically false and often humorous, while the audience has the luxury of seeing past the deception and realising how wrong the characters are about one another. Sir Toby, Fabian and Maria are the conspirators behind Malvolio's downfall, who is the unsuspecting victim of Maria's deceitful letter. Later Feste delivers the cruellest blow when he disguises himself as Sir Topas, the curate. Here Malvolio endures his greatest suffering as his sanity is questioned and his limits tested. Without their scheme to get square with Malvolio, we would not see him suffer or discover his other side as discussed earlier. It is only through Maria and Sir Toby's deception, that Malvolio's respectable, pitiable and admirable qualities are revealed. Sir Toby and Fabian are also behind Sir Andrew's deception. Sir Toby's false friendship and advice leads only to his enjoyment and Sir Andrew's misery. He is manipulated incredibly by Sir Toby, at all times for his personal benefit. Toward the end Sir Toby shows his true feelings for Sir Andrew calling him ‘An asshead, and a coxcomb, and a knave†¦' The resulting comedy of his suit to Olivia and his duel with Cesario, would not occur were it not for Sir Toby's deception. Antonio would also be relieved of his confusion, as he would not step in to save Viola whom he mistook for Sebastian. Near the end, Sebastian realises there is something in the extraordinary situation ‘That is deceivable'. Olivia bade Malvolio ‘return' Orsino's ring to Cesario, in the hope that he would return to her. This was fraudulent trickery on Olivia's behalf in order to see her new love again. Later she apologises for her deceptive ‘cunning ‘ but it is through this deception that the love triangle between Orsino, Olivia and Viola is strengthened. Deception facilitates the formation of Twelfth Night's intricate plot. Shakespeare uses deception on a number of levels. He alludes to the deception in the play right from the beginning, in the title. Historically Twelfth Night is the last night of twelve days of celebration following Christmas, in which social order is upturned and anything and everything goes. The subtitle, ‘Or What you will', fits well with the attitude of Twelfth Night's festivities when people could do whatever and be whoever they liked. Not only is deception essential in the construction of the plot, but it is also present so that Shakespeare can relate to us the outcomes of those who practice deception and those who are deceived. There does not seem to be a concrete system with which a character's rewards or punishment can be determined in respect to their deception. Viola, Sir Toby and Maria are some of the chief deceivers, and yet they are rewarded with wedded bliss. These characters are also able to see past much of the other character's deception. Olivia and Orsino suffer from self-deception, and nonetheless receive the same reward. Malvolio and Sir Andrew see themselves even less truly, and can find no happiness. Feste is arguably the least deceived of the Illyrians, but for this he receives no consolation. Perhaps Shakespeare is trying to show that those involved with deception, are taking a risk. Whether you are being deceived or deceiving others, you can never control, or be sure of your outcome. Shakespeare also uses deception in relation to the concept of fate. Despite the immense deception of the play, Shakespeare ensures the right people still end up together; and although deception affects their journey, their destination remains unchanged. The celebrations of Twelfth Night must come to an end, as does the play, and the happiness of some of its characters. Feste's melancholy final song does nothing to assure us of even the handful of happy characters' continued happiness. Feste's song tells a story of growing up and growing old, recounting a story of the discovery of the unkindness and harshness life. Shakespeare's ending for Malvolio and Feste, who are at opposite ends of the spectrum of deception, serve as reminders to the uncertainty of life. Both the comic plot and the romantic plot are constructed in deception. The confusion, trickery, comedy and chaos of Twelfth Night is present only because of the characters' deception of themselves and one another. Deception makes Twelfth Night what it is. It is the cause of the story, and without it Twelfth Night would be a very straight-forward, linear bore without any twists or turns. It is through deception that Shakespeare shows us the triumph of fate and the uncertainty of life, and the play gives an insight into what awaits those who gamble with deception and false judgement. Deception plays a huge part in Twelfth Night and is essential in making it the topsy-turvy, ironic, chaotic comedy that it is.

Free Essays on Inquiry Project

. Also when we introduce ourselves to the ladies it’s more of a laid back hi instead of a load what’s up. But when we introduce our selves to authority figures (like professors) both of my friends greeted them with hand shakes. But during all these greetings I did something I don’t normally do I watched there their facial expressions and noticed they changed with different people they were saying hi to. Like with a female they had a nice little smile to there face when they said hi to her but other males they just kept a straight face. After I seen this I started watching other males (just because I’m a curious person) and almost all males that I seen don’t show and kind of emotion towards other males when they say hi unless there family or really close but females where just walking up to each other smiling every time they seen someone they knew. I wondered why do this so I asked this girl why women are more energetic with there hellos and why the show a little more emotion when they greet people. She could no... Free Essays on Inquiry Project Free Essays on Inquiry Project My final inquiry project will be about how I and my friends interact with one in different environments one being school the other being away from school and around women. I will not tell my friends what I'm doing until after I have gathered all my information so that way I will not contaminate my information. I will complete this study over a five week interval so I can of plenty of information. Once I started this project I noticed we act totally different in school then we do when where are just together and we also act different when we are surrounded by women. During school most of us greet each other informally with what’s up the same way we do when we are not at school. But our tones are totally different during school we have a more of a calm tone to our words but outside of school its more of a load tone to almost everything we say. But when the ladies come around we try to add a real smooth tone to our words. Also when we introduce ourselves to the ladies it’s more of a laid back hi instead of a load what’s up. But when we introduce our selves to authority figures (like professors) both of my friends greeted them with hand shakes. But during all these greetings I did something I don’t normally do I watched there their facial expressions and noticed they changed with different people they were saying hi to. Like with a female they had a nice little smile to there face when they said hi to her but other males they just kept a straight face. After I seen this I started watching other males (just because I’m a curious person) and almost all males that I seen don’t show and kind of emotion towards other males when they say hi unless there family or really close but females where just walking up to each other smiling every time they seen someone they knew. I wondered why do this so I asked this girl why women are more energetic with there hellos and why the show a little more emotion when they greet people. She coul d no...

chapter 13 essays

chapter 13 essays Ralphs tears of pain and sorrow trickled down his roughed up face, the suns beating rays warmed his body. As Ralph looked up and wiped the tears from his face, he parted his golden hair so he could see the naval officer. In a whimpering voice Ralph said Its been such a long time since weve seen a grown up. Whats your name Sir? Why you can call me Bigsby young lad stated the tall officer With glooming eyes the rest of the boys nodded their heads with agreement. With tears still flowing down his face, Ralph began to hysterically laugh and smile while saying Its over... Its finally over! The naval officer turns around and looks at him with an expression of dull confusion. Whats over? The storm said Ralph in a murmuring voice. Ralph looks around and sees that Jack and Roger are missing. For a moment he thought he saw the trees in the back rustling. Ralph yelled at the top of his lungs. Sam! Eric! While searching over the other boys heads, looking for a sudden movement. As the two boys pop their heads out simultaneously, Ralph grins in delight. The two boys walk closer and closer to Ralph and the naval officer. With every step they take they feel the wet sand sticking between their bare feet. As they stood beside him he felt alive again. Where are Roger and Jack? Uh...uhh... up on Castle rock, by themselves. Sam said softly In the background the boys started to drop their spears and wipe their bodies free of the clay. Than the officers started to rally up the boys so they could take them to the ship to get cleaned up. While the flames still engulfed the Jungle the boys stood still, they started to remember home, their friends, their choir group, and their family. Lets go get them, before they end up on this island b...

Sigmund Freud - The Father of Psychoanalysis

Sigmund Freud - The Father of Psychoanalysis Sigmund Freud is best known as the creator of the therapeutic technique known as psychoanalysis. The Austrian-born psychiatrist greatly contributed to the understanding of human psychology in areas such as the unconscious mind, sexuality, and dream interpretation.  Freud was also among the first to recognize the significance of emotional events that occur in childhood. Although many of his theories have since fallen out of favor, Freud profoundly influenced psychiatric practice in the twentieth century. Dates: May 6, 1856 September 23, 1939 Also Known As: Sigismund Schlomo Freud (born as); Father of Psychoanalysis Famous Quote: The ego is not master in its own house. Childhood in Austria-Hungary Sigismund Freud (later know as Sigmund) was born on May 6, 1856, in the town of Frieberg in the Austro-Hungarian Empire (present-day Czech Republic). He was the first child of Jacob and Amalia Freud and would be followed by two brothers and four sisters. It was the second marriage for Jacob, who had two adult sons from a previous wife. Jacob set up business as a wool merchant but struggled to earn enough money to take care of his growing family. Jacob and Amalia raised their family as culturally Jewish, but were not especially religious in practice. The family moved to Vienna in 1859, taking up residence in the only place they could afford the Leopoldstadt slum. Jacob and Amalia, however, had reason to hope for a better future for their children. Reforms enacted by Emperor Franz Joseph in 1849 had officially abolished discrimination against Jews, lifting restrictions previously placed upon them. Although anti-Semitism still existed, Jews were, by law, free to enjoy the privileges of full citizenship, such as opening a business, entering a profession, and owning real estate. Unfortunately, Jacob was not a successful businessman and the Freuds were forced to live in a shabby, one-room apartment for several years. Young Freud began school at the age of nine and quickly rose to the head of the class. He became a voracious reader and mastered several languages. Freud began to record his dreams in a notebook as an adolescent, displaying a fascination for what would later become a key element of his theories. Following graduation from high school, Freud enrolled at the University of Vienna in 1873 to study zoology. Between his coursework and lab research, he would remain at the university for nine years. Attending University and Finding Love As his mothers undisputed favorite, Freud enjoyed privileges that his siblings did not. He was given his own room at home (they now lived in a larger apartment), while the others shared bedrooms. The younger children had to maintain quiet in the house so that Sigi (as his mother called him) could concentrate on his studies. Freud changed his first name to Sigmund in 1878. Early in his college years, Freud decided to pursue medicine, although he didnt envision himself caring for patients in a traditional sense. He was fascinated by bacteriology, the new branch of science whose focus was the study of organisms and the diseases they caused. Freud became a lab assistant to one of his professors, performing research on the nervous systems of lower animals such as fish and eels. After completing his medical degree in 1881, Freud began a three-year internship at a Vienna hospital, while continuing to work at the university on research projects. While Freud gained satisfaction from his painstaking work with the microscope, he realized that there was little money in research. He knew he must find a well-paying job and soon found himself more motivated than ever to do so. In 1882, Freud met Martha Bernays, a friend of his sister. The two were immediately attracted to one another and became engaged within months of meeting. The engagement lasted four years, as Freud (still living in his parents home) worked to make enough money to be able to marry and support Martha. Freud the Researcher Intrigued by the theories on brain function that were emerging during the late 19th century, Freud opted to specialize in neurology. Many neurologists of that era sought to find an anatomical cause for mental illness within the brain. Freud also sought that proof in his research, which involved the dissection and study of brains. He became knowledgeable enough to give lectures on brain anatomy to other physicians. Freud eventually found a position at a private childrens hospital in Vienna. In addition to studying childhood diseases, he developed a special interest in patients with mental and emotional disorders. Freud was disturbed by the current methods used to treat the mentally ill, such as long-term incarceration, hydrotherapy (spraying patients with a hose), and the dangerous (and poorly-understood) application of electric shock. He aspired to find a better, more humane method. One of Freuds early experiments did little to help his professional reputation. In 1884, Freud published a paper detailing his experimentation with cocaine as a remedy for mental and physical ailments. He sang the praises of the drug, which he administered to himself as a cure for headaches and anxiety. Freud shelved the study after numerous cases of addiction were reported by those using the drug medicinally. Hysteria and Hypnosis In 1885, Freud traveled to Paris, having received a grant to study with pioneering neurologist Jean-Martin Charcot. The French physician had recently resurrected the use of hypnosis, made popular a century earlier by Dr. Franz Mesmer. Charcot specialized in the treatment of patients with hysteria, the catch-all name for an ailment with various symptoms, ranging from depression to seizures and paralysis, which mainly affected women. Charcot believed that most cases of hysteria originated in the patients mind and should be treated as such. He held public demonstrations, during which he would hypnotize patients (placing them into a trance) and induce their symptoms, one at a time, then remove them by suggestion. Although some observers (especially those in the medical community) viewed it with suspicion, hypnosis did seem to work on some patients. Freud was greatly influenced by Charcots method, which illustrated the powerful role that words could play in the treatment of mental illness. He also came to adopt the belief that some physical ailments might originate in the mind, rather than in the body alone. Private Practice and Anna O Returning to Vienna in February 1886, Freud opened a private practice as a specialist in the treatment of nervous diseases. As his practice grew, he finally earned enough money to marry Martha Bernays in September 1886. The couple moved into an apartment in a middle-class neighborhood in the heart of Vienna. Their first child, Mathilde, was born in 1887, followed by three sons and two daughters over the next eight years. Freud began to receive referrals from other physicians to treat their most challenging patients hysterics who did not improve with treatment. Freud used hypnosis with these patients and encouraged them to talk about past events in their lives. He dutifully wrote down all that he learned from them traumatic memories, as well as their dreams and fantasies. One of Freuds most important mentors during this time was Viennese physician Josef Breuer. Through Breuer, Freud learned about a patient whose case had an enormous influence upon Freud and the development of his theories. Anna O (real name Bertha Pappenheim) was the pseudonym of one of Breuers hysteria patients who had proved especially difficult to treat. She suffered from numerous physical complaints, including arm paralysis, dizziness, and temporary deafness. Breuer treated Anna by using what the patient herself called the talking cure. She and Breuer were able to trace a particular symptom back to an actual event in her life that might have triggered it. In talking about the experience, Anna found that she felt a sense of relief, leading to a diminishment or even the disappearance of a symptom. Thus, Anna O became the first patient to have undergone psychoanalysis, a term coined by Freud himself. The Unconscious Inspired by the case of Anna O, Freud incorporated the talking cure into his own practice. Before long, he did away with the hypnosis aspect, focusing instead upon listening to his patients and asking them questions. Later, he asked fewer questions, allowing his patients to talk about whatever came to mind, a method known as free association. As always, Freud kept meticulous notes on everything his patients said, referring to such documentation as a case study. He considered this his scientific data. As Freud gained experience as a psychoanalyst, he developed a concept of the human mind as an iceberg, noting that a major portion of the mind the part that lacked awareness existed under the surface of the water. He referred to this as the â€Å"unconscious.† Other early psychologists of the day held a similar belief, but Freud was the first to attempt to systematically study the unconscious in a scientific way. Freuds theory that humans are not aware of all of their own thoughts, and might often act upon unconscious motives was considered a radical one in its time. His ideas were not well-received by other physicians because he could not unequivocally prove them. In an effort to explain his theories, Freud co-authored Studies in Hysteria with Breuer in 1895. The book did not sell well, but Freud was undeterred. He was certain that he had uncovered a great secret about the human mind. (Many people now commonly use the term Freudian slip to refer to a verbal mistake that potentially reveals an unconscious thought or belief.) The Analysts Couch Freud conducted his hour-long psychoanalytic sessions in a separate apartment located in his familys apartment building at Berggasse 19 (now a museum). It was his office for nearly half a century. The cluttered room was filled with books, paintings, and small sculptures. At its center was a horsehair sofa, upon which Freuds patients reclined while they talked to the doctor, who sat in a chair, out of view. (Freud believed that his patients would speak more freely if they were not looking directly at him.) He maintained a neutrality, never passing judgment or offering suggestions. The main goal of therapy, Freud believed, was to bring the patients repressed thoughts and memories to a conscious level, where they could be acknowledged and addressed. For many of his patients, the treatment was a success; thus inspiring them to refer their friends to Freud. As his reputation grew by word of mouth, Freud was able to charge more for his sessions. He worked up to 16 hours a day as his list of clientele expanded. Self-Analysis and the Oedipus Complex After the 1896 death of his 80-year-old father, Freud felt compelled to learn more about his own psyche. He decided to psychoanalyze himself, setting aside a portion of each day to examine his own memories and dreams, beginning with his early childhood. During these sessions, Freud developed his theory of the Oedipal complex (named for the Greek tragedy), in which he proposed that all young boys are attracted to their mothers and view their fathers as rivals. As a normal child matured, he would grow away from his mother. Freud described a similar scenario for fathers and daughters, calling it the Electra complex (also from Greek mythology). Freud also came up with the controversial concept of penis envy, in which he touted the male gender as the ideal. He believed that every girl harbored a deep wish to be a male. Only when a girl renounced her wish to be a male (and her attraction to her father) could she identify with the female gender. Many subsequent psychoanalysts rejected that notion. The Interpretation of Dreams Freuds fascination with dreams was also stimulated during his self-analysis. Convinced that dreams shed light upon unconscious feelings and desires, Freud began an analysis of his own dreams and those of his family and patients. He determined that dreams were an expression of repressed wishes and thus could be analyzed in terms of their symbolism. Freud published the groundbreaking study The Interpretation of Dreams in 1900. Although he received some favorable reviews, Freud was disappointed by sluggish sales and the overall tepid response to the book. However, as Freud became better known, several more editions had to be printed to keep up with popular demand. Freud soon gained a small following of students of psychology, which included Carl Jung, among others who later became prominent. The group of men met weekly for discussions at Freuds apartment. As they grew in number and influence, the men came to call themselves the Vienna Psychoanalytic Society. The Society held the first international psychoanalytic conference in 1908. Over the years, Freud, who had a tendency to be unyielding and combative, eventually broke off communication with nearly all of the men. Freud and Jung Freud maintained a close relationship with Carl Jung, a Swiss psychologist who embraced many of Freuds theories. When Freud was invited to speak at Clark University in Massachusetts in 1909, he asked Jung to accompany him. Unfortunately, their relationship suffered from the stresses of the trip. Freud did not acclimate well to being in an unfamiliar environment and became moody and difficult. Nonetheless, Freuds speech at Clark was quite successful. He impressed several prominent American physicians, convincing them of the merits of psychoanalysis. Freuds thorough, well-written case studies, with compelling titles such as The Rat Boy, also received praise. Freuds fame grew exponentially following his trip to the United States. At 53, he felt that his work was finally receiving the attention it deserved. Freuds methods, once considered highly unconventional, were now deemed accepted practice. Carl Jung, however, increasingly questioned Freuds ideas. Jung didnt agree that all mental illness originated in childhood trauma, nor did he believe that a mother was an object of her sons desire. Yet Freud resisted any suggestion that he might be wrong. By 1913, Jung and Freud had severed all ties with one another. Jung developed his own theories and became a highly influential psychologist in his own right. Id, Ego, and Superego Following the assassination of Austrian archduke Franz Ferdinand in 1914, Austria-Hungary declared war on Serbia, thus drawing several other nations into the conflict which became World War I. Although the war had effectively put an end to the further development of psychoanalytic theory, Freud managed to stay busy and productive. He revised his previous concept of the structure of the human mind. Freud now proposed that the mind comprised three parts: the Id (the unconscious, impulsive portion that deals with urges and instinct), the Ego (the practical and rational decision-maker), and the Superego (an internal voice that determined right from wrong, a conscience of sorts).   During the war, Freud actually used this three-part theory to examine entire countries. At the end of World War I, Freuds psychoanalytic theory unexpectedly gained a wider following. Many veterans returned from battle with emotional problems. Initially termed shell shock, the condition resulted from psychological trauma experienced on the battlefield. Desperate to help these men, doctors employed Freuds talk therapy, encouraging the soldiers to describe their experiences. The therapy seemed to help in many instances, creating a renewed respect for Sigmund Freud. Later Years By the 1920s, Freud had become internationally known as an influential scholar and practitioner. He was proud of his youngest daughter, Anna, his greatest disciple, who distinguished herself as the founder of child psychoanalysis. In 1923, Freud was diagnosed with oral cancer, the consequence of decades of smoking cigars. He endured more than 30 surgeries, including the removal of part of his jaw. Although he suffered a great deal of pain, Freud refused to take painkillers, fearing that they might cloud his thinking. He continued to write, focusing more on his own philosophies and musings rather than the topic of psychology. As Adolf Hitler gained control throughout Europe in the mid-1930s, those Jews who were able to get out began to leave. Freuds friends tried to convince him to leave Vienna, but he resisted even when the Nazis occupied Austria. When the Gestapo briefly took Anna into custody, Freud finally realized it was no longer safe to stay. He was able to obtain exit visas for himself and his immediate family, and they fled to London in 1938. Sadly, four of Freuds sisters died in Nazi concentration camps. Freud lived only a year and a half after moving to London. As cancer advanced into his face, Freud could no longer tolerate the pain. With the help of a physician friend, Freud was given an intentional overdose of morphine and died on September 23, 1939 at the age of 83.

A critical evaluation of normative power EU Essay

A critical evaluation of normative power EU - Essay Example It is true that Francois Duchene (1972) developed theory, which terms the Europe as a civilian power. Indeed, Duchene deliberated that Europe’s most significant specialty was its promise to favour political and economic means in the place of military initiatives. (Duchene, 1972). Footing upon the Duchene’s theory, Manners presented the notion of Normative Power of Europe (NPE) as a structure of evaluation of the role of Europe in international order (Kugel, 2012). Along with the recognition of the EU as a civilian power, relying primarily on economic rather than military means, it is widely discussed as normative power which recognizes such norms and values as human rights, democracy, sustainable development (Gerrits, 2009). There is one important concept in EU’s normative power policy which is â€Å"milieu goals†. Realization of â€Å"milieu goals† of the EU which is the policy of expansion, neighborhood and numerous programs of partnership. At the same time, â€Å"milieu goals† are embodied at the global level within the international organizations, through the global ecological policy and various ethical initiatives (Tocci, 2008). It is demonstrated in the past and present studies about existence of special European foreign policy identity and special role of EU in the international relations. Nevertheless, one should admit that the EU’s normative power faces large number critics from many experts and researchers for inability to impact on global politics worldwide. On the other hand, one cannot deny that the EU seeks to apply normative policy towards not only Eastern European countries, but also towards North Africa and the Middle East states (Zielonka, 2013). This research essay will attempt to detail the evolution of the normative power of the EU, how it is being administered, the darker side of it and further

People have become overly dependent on technology Essay

People have become overly dependent on technology - Essay Example Technology can be defined as human innovation that develops systems and applications to meet human needs, to increase the quality of life or to solve problems. To see the impact of technology in the life of an average American, one only has to put himself in the shoes of an average American. Whether you are a student or an adult, you wake up when the digital alarm clock rings, you catch the latest news on television while eating your breakfast, you type documents using your computer, you visit social networking sites to keep in touch with family and friends and when you come home, you rely on the Internet to play online games or to watch your favorite videos. This clearly shows our over dependence on technology. A recent Harris Poll from Harris Interactive reveals that nearly 65% or two-thirds of Americans think that today’s society is very dependent upon electronic gadgets. Despite doubts about technology’s role in increasing personal productivity, the majority of Amer ican consumers is of the opinion that technology will play an important role in the nation’s recovery from financial crisis and in assuring the continued prosperity of the nation. The information was gleaned from an online.If we just stop and reflect how technology has influenced our lives and how we have become so dependent on technology, then we realize that we cannot live without it. With the advent if e-mail and social networking sites, there are no more letters in our mailbox. ... With so many online games and video games, there are fewer children playing outside. Whatever happened to the times when people walked to the stores to buy newspapers, when children played football in the park or when fitness buffs jogged? Instead of finding them in these places, one has to look indoors to find children, teenagers and adults with either a mouse or controller in their hands or on tread mills to exercise. We have become slaves to our technology. Of all the technological innovations, it is perhaps the computer that has the greatest impact on human beings. Computers have found their way into almost every aspect of our lives. They enable us to work from anywhere and keep in touch with family and friends especially those who live far away. They provide us with entertainment, allow us to chat and perform many other functions. Computers with internet connections have made the world a â€Å"global community†. All this is only possible with advanced technology that is m aking us more dependent on its usage. Technology has also helped to increase workplace efficiency. People depend on technology such as phones, computers, fax machines and printers. Imagine an office without such technology. Work will be done at a snail’s pace and there are bound to be errors. Today, even businesses rely on technology. E-commerce, that is the ability to do business globally via websites, has provided a larger market. Businesses are now open 24 hours a day, seven days a Sebastian 3 week. Technology has enabled people to do online shopping from the comforts of their homes. The Internet, cell phones and other technological may have contributed

Business Strategy - IKEA Essay Example | Topics and Well Written Essays - 3000 words

Business Strategy - IKEA - Essay Example As such, we as individuals and the organizations that utilize our services need to show collective responsibility towards each and every aspect of our society. One of the best ways this can be achieved is by continuing to use resources and developing better processes for managing our businesses, albeit in an efficient manner without causing any harmful impact on the environment and by foreseeing how best we can preserve our economy and nature for our future generations. IKEA is one such organization that has been demonstrating corporate social responsibility over a long period. The company is popular worldwide for selling low-cost furniture across outlets around the globe. The range of products produced by IKEA span every possible thing that can be used in a home from kitchens and draw rooms to bathrooms and bedrooms. IKEA today has sales in over 36 countries and looks all set to expand into 6 other countries in the near future (Gerald S. Albaum, Edwin Duerr, Jesper Strandskov, 2005). The present case study is an attempt at studying the success behind IKEA and studying the reason behind what has enabled it to become the largest furniture company in the world. The study is deemed important as IKEA has come to dominate the furniture world within a short span of 60 years and the turnover of the company simply suggests the existence of a very strong business model and supporting processes that aid in generating high revenue. The study will concentrate on evaluating the different aspects of IKEA’s operations and performance figures against a set of six models that will attempt to answer a variety of questions. The current strategic position will be ascertained by using the Porters generic strategies and the Bowman’s clock models.

Otto Von Bismarcks and unification of Germany Essay

Otto Von Bismarcks and unification of Germany - Essay Example True to his word, in 1863, the Poles began to fight for concessions from Russia, The Russians believed that retaining control of Poland was essential to their policy. France stood with the Poles but Bismarck threw his support to Russia forming a friendship relationship with Russia. This was strategic on Bismarck as he felt a free Poland would threaten the Prussian territory. While this was going on, Austria called a meeting of the Germanic Confederation to have the Berman Princes find the best way of preserving a German Confederation. Franz Joseph, the Emperor of Austria wanted the support of the historic dynasties to help in containing liberalism, democratization and socialism. Since Austria had the dominant control in this Confederation, Bismarck did not want the King of Prussia to attend. These two politicians disagreed for some time over the Prussian King’s decision, and finally, after much emotion persuasion, the Prussian King did not attend the meeting. Since he was the second most powerful leader, after Austria, no decisions could be made at the meeting. Austria was having problems at home at this time as well so the matter was tabled. This was a victory for Bismarck. Austria seemed to be losing their power as the Margyars, Poles and Czechs were pulling away feeling less important (Gall, 121-148).Next, Schleswig and Holstein was uncomfortable under the Treaty of London of 1852 which put the Dannish King as the Duke of Holstein and the Duke of Schleswig. Schleswig. Schleswig and Holstein were made up mainly of Germans, at least in the south and they resented having a Danish leader. In 1863, Busnarcj exploited the demise of the King of Denmark and joined with Austria in the Danish War putting Schleswig, Holstein and Lauenberg into the Prussian and Austrian control. In 1865, Holstein was put under the Austrian control and Schleswig was controlled by Prussia. This was a big step forward for Bismarck. Through all of this Bismarck was constantly trying to persuade the Prussian kind to put

Risk Management Term Paper Example | Topics and Well Written Essays - 2500 words

Risk Management - Term Paper Example The global fashion house earns popularity through sales and marketing of designer garments of both sexes and also specialises on the sales of children wear. Eight Different Risks emanating from the Global Workplace The fashion retail company operating on a global scale is found to combat different types of risks. Firstly the company earns the risk in getting a favourable location for the effective running of its business operation in the foreign market. Secondly the company also faces the risks of not being able to effectively engage in joint venture or partnership ventures in foreign markets. Thirdly the retail company also faces the threat of getting the right supplier to help the retail company meet business needs. Fourthly the retail company also faces difficulty in rightly promoting its products owing to several cultural and political constraints. Fifthly the retail company is also threatened by the rise in counterfeit market in the global regions. Sixthly the company also may f ace severe restrictions pertaining to customs and other security sectors for which trade in foreign countries gets hampered. Seventhly the company may face growing trouble in regards to acquisition of existing firms to expand its business operations. Finally the staffs of the company operating in global markets owing to lack of control may go for accepting bribes which in turn hampers the business legacy. Above are underlined eight possible risks that a retail company operating in the global sphere may face (Taylor, Sibery and Loughman, 2011, p.361-362). The Risk Register The risks of the company being underlined the managers can well design a risk log or register to note the different risks in a sequential manner. Separate log numbers can be rendered for the different risks listed. Further separate columns need be created for noting down the different type of actions taken by the managers in such respect and the name of the action holders (Lock, 2007, p.104-105). Elucidation of the Emergence of one of the Risks relating to the Company One of the severe business risks run by the retail companies while operating in the foreign markets is running the threat of availability of large scale substitute products. These products are manufactured by local companies and are advertised through the help of television and internet to catch the attention of local people. Large scale availability of such substitutes happens to eat the market for the products and also to render harmful effects like brand dilution. Small local retailers tend to use the same brand logo used by Andromeda Global Fashions on their produces to make them look the same. These products being sold at low prices prove to be a cost effective option for the consumers thus contributing to the formation of substitute products (British Retail Consortium, 2006, p.114). The Sources for the Different Risks The risks pertaining to the lack of availability of specific zones for carrying out its retail operations emerges from the large scale occupancy of available land for residential and other purposes. Moreover in

Otto Von Bismarcks and unification of Germany Essay

Otto Von Bismarcks and unification of Germany - Essay Example True to his word, in 1863, the Poles began to fight for concessions from Russia, The Russians believed that retaining control of Poland was essential to their policy. France stood with the Poles but Bismarck threw his support to Russia forming a friendship relationship with Russia. This was strategic on Bismarck as he felt a free Poland would threaten the Prussian territory. While this was going on, Austria called a meeting of the Germanic Confederation to have the Berman Princes find the best way of preserving a German Confederation. Franz Joseph, the Emperor of Austria wanted the support of the historic dynasties to help in containing liberalism, democratization and socialism. Since Austria had the dominant control in this Confederation, Bismarck did not want the King of Prussia to attend. These two politicians disagreed for some time over the Prussian King’s decision, and finally, after much emotion persuasion, the Prussian King did not attend the meeting. Since he was the second most powerful leader, after Austria, no decisions could be made at the meeting. Austria was having problems at home at this time as well so the matter was tabled. This was a victory for Bismarck. Austria seemed to be losing their power as the Margyars, Poles and Czechs were pulling away feeling less important (Gall, 121-148).Next, Schleswig and Holstein was uncomfortable under the Treaty of London of 1852 which put the Dannish King as the Duke of Holstein and the Duke of Schleswig. Schleswig. Schleswig and Holstein were made up mainly of Germans, at least in the south and they resented having a Danish leader. In 1863, Busnarcj exploited the demise of the King of Denmark and joined with Austria in the Danish War putting Schleswig, Holstein and Lauenberg into the Prussian and Austrian control. In 1865, Holstein was put under the Austrian control and Schleswig was controlled by Prussia. This was a big step forward for Bismarck. Through all of this Bismarck was constantly trying to persuade the Prussian kind to put

Cultural Background and Its Effect on American Indian Authors Essay

Cultural Background and Its Effect on American Indian Authors - Essay Example American Indian Authors 1. Alexie The American Indian author Alexie Sherman was conceived in a small town, in Wellpinit, Washington. His year of birth was in 1966. He has received innumerable awards for his legendary work and printed a miscellany of poems. Alexie has written and critically analyzed the influence of cultural themes impacts to the society. He profoundly supported the efforts the Indian Americans put to improve their social status in America. Alexie in one of his poems seriously criticized the racial behavior of the American forks towards the Indian Americans. His perception was that the Mexicans who were from the Indian American descent had every right to reside in America. The Americans in the state of Arizona thrived in pushing the Mexicans to migrate from their considered territory. He considers his banishment He considers his together with the other Indian banishment from Arizona to be racially and politically instigated, since the laws were in support of the racis ts move. The officials themselves were the ones encouraging racism with the laws they were enacting (McClinton-Temple & Alan, 151). Alexie has diverse views concerning cultural interpretation. In his perceptions, individuals should not negatively view others due to the disabilities resulting from natural causes. In his novel The Absolute True Diary of a Part Time Indian he states the difficulties experienced by physically challenged individuals in adapting to life, and meeting the societal expectations. He views cultural awareness of the society to be unfair in judging the physical disabilities of individuals. The book narrates the example of Arnold who is ill-treated by others for his physical disabilities which he had, as a result, of the surgery he experienced to get rid of the excess fluid that was in his brain. Secondly, Alexie tells that cultural experience demands that their kin members have the responsibility of rescuing other tribal members from what he considered to be cul tural preservation were the only way of ensuring that moral developments did not impede the social set up of the minority communities. He acknowledges that at times cultural perceptions could be dangerous as it may twist to be an obstruction to ones freedom (McClinton-Temple & Alan, 88). Alexie uses the style of pulp-fiction to illustrate the social issues prevalent in the modern and ancient societies. He depicts the social issues in his book Indian Killer. The book brings out his views on racism when he majors the story around an Indian John Smith adopted by white parents. The book points out the racist nature of the whites towards the Indian culture. The behavior of John’s foster family is a perfect example of discrimination that characterizes the white’s environment. Alexie cultural perception regarding assimilation to other cultures is that it may result to rejection, since the individuals from the native’s background will rejects the assimilated person. He believes that materialism in America has been denied to the Native Americans. The American Indians were separated into numerous groups away from the European contact. Alexie’s Influence into Writing Alexie was influenced by the urge to sell the Indian culture abroad, and also to lay out a perfect example for the young Indian youths. He wanted to teach the whites of the Indian moral and social obligations. He was also motivated by the need to find answers regarding the cultural percepti

Review of Related Literatures and Studies Essay Example for Free

Review of Related Literatures and Studies Essay The proponents reviewed several related studies and literature. This was done to clarify different ideas from other studies and literature. Relevant ideas of some students who developed some software were also reviewed. Related Literature The proponents understand that the program to be made without intellectual development could crash and might not be attracted to the uses and beneficiaries. The communication between the target user and the programmer should be clear, and sharp. According to George Gerard G. Mendoza (2005), two reasons why people use computers regardless of their profession. First, they are fast. Second, they are accurate. To improve the current grading system, manual and duplicative tasks need to be computerized. Computerization of tasks will also pave the way for the unification of the grading system with the enrollment system and student information system. Josefina Estolas in the book Fundamentals of Research (1995). A major purpose of a database system is to provide users with an abstract view of data. That is the system hides certain details of how the data are stored and maintained as stated by Abraham Silberschatz, Database System Concepts (1999). A database is an organized collection of facts and information. An organizations database can contain facts and information on customers, employees, inventory, competitors, sales information and much more. Most Managers and executive believe a database is one of the most valuable and important parts of a computer-based Related Literature Foreign Study According to Ms. Barbara Riggs and Mr. Jacob I. Lee (1994) of the University of Maryland as they perceived from their study as regards with the old grading system of their university and the problems encountered. It is a daunting task to process 130,000 grades in a timely let alone painless manner every semester. Add to this the collection of Early Warning grades and there is a tremendous amount of work for both†©our administrative staff and the faculty. Therefore, it was no surprise when several faculties voiced concern over the traditional time-consuming grade collection process. Our established method of grade collection was similar to other universities during the mid 80s. Scannable grade sheets were produced for each course section and distributed to the faculty. Over 8,000 grade sheets were created every semester and then hand carried to academic departments by R R support staff. The departments were then responsible for delivering grade sheets to the appropriate instructor. After all this routing, it was not unusual for a faculty member to request a new grade sheet because the original had been lost or damaged. Once the grade sheet made it to the faculty members hands, they were required to write the grade and then fill in the corresponding bubble with a #2 pencil on the scanning form. If mistakes were made the faculty member had to be sure to erase the incorrect mark completely. Erasures often led to scanner misreads and recording of incorrect grades. Faculty were also required to return all grade sheets to the Records Registrations office within 48 hours of their final exam. Grade sheets were not permitted to be returned by mail because they could not be folded, but, more importantly, because mailing created security issues. Obviously, the scale of organization and centralization of grade sheet distribution and collection was enormous. Because of security concerns, controls had to be foolproof. Grade correction was very tedious and time-consuming. So, as technological capabilities and services were successfully developed for students, both faculty and administrators saw the potential to automate the existing grade collection process.

Novel Approaches to DoS Impact Measurement

Novel Approaches to DoS Impact Measurement J.Anto Sylverster Jeyaraj, C.Suriya, R.Sudha Abstract Over the past few years Denial of service (DoS) Attacks have emerged as serious vulnerability for almost every internet Services. Existing approach to DoS impact measurement in Deter Testbeds equate service denial with slow communication low throughput, high resource utilization, and high loss rate. These approaches are not versatile, not quantitative, not accurate because they fail to specify exact ranges of parameter values that correspond to good or poor service quality and they were not proven to correspond to human perception service denial. We propose Novel approaches to DoS impact that measure the quality of service experienced by users during an attack. Our novel approaches are quantitative, Versatile, accurate because they map QoS requirements for several applications into measurable traffic parameters with acceptable, scientifically determined thresholds, they apply to a wide range of attack scenarios, which we demonstrate via Deter testbed experiments Keywords Communication/network, Measurement techniques, performance of system, Network security 1. INTRODUCTION Denial of service (DoS) is a major threat. DoS severely disrupts legitimate communication by exhausting some critical limited resource via packet floods or by sending malformed packets that cause network elements to crash. The large number of devices, applications, and resources involved in communication offers a wide variety of mechanisms to deny service. Effects of DoS attacks are experienced by users as a server slowdown, service quality degradation, service degradation. DoS attacks have been studied through testbed experiments. Accurately measuring the impairment of service quality perceived by human clients during an attack is essential for evaluation and comparison of potential DoS defenses, and for study of novel attacks. Researchers and developers need accurate, quantitative, and versatile. Accurate metrics produce measures of service denial that closely agree with a human’s perception of service impairment in a similar scenario. Quantitative metrics define ranges of parameter values that signify service denial, using scientific guidelines. Versatile metrics apply to many DoS scenarios regardless of the underlying mechanism for service denial, attack dynamics, legitimate traffic mix, or network topology. Existing approaches to DoS impact measurement fall short of these goals. They collect one or several traffic measurements and compare their first-order statistics (e.g., mean, standard deviation, minimum, or maximum) or their distributions in the baseline and the attack case. Frequently used traffic measurements include the legitimate traffic’s request/response delay, legitimate transactions durations, legitimate traffic’s goodput, throughput, or loss, and division of a critical resource between the legitimate and the attack traffic. If a defense is being evaluated, these metrics are also used for its collateral damage. Lack of consensus on which measurements best reflect the DoS impact cause researchers to choose ones they feel are the most relevant. Such metrics are not versatile, since each independent traffic measurement captures only one aspect of service denial. For example, a prolonged request/response time will properly signal DoS for two-way applications such a s Web, FTP, and DNS, but not for media traffic that is sensitive to one-way delay, packet loss, and jitter. The lack of common DoS impact metrics prevents comparison among published work. We further argue that the current measurement approaches are neither quantitative nor accurate. Adhoc comparisons of measurement statistics or distributions only show how network traffic behaves differently under attack, but do not quantify which services have been denied and how severely. To our knowledge, no studies show that existing metrics agree with human perception of service denial. We survey existing DoS impact metrics in Section 2. We propose a novel approach to DoS impact measurement. Our key insight is that DoS always causes degradation of service quality, and a metric that holistically captures a human user’s QoS perception will be applicable to all test scenarios. For each popular application, we specify its QoS requirements, consisting of relevant traffic measurements and corresponding thresholds that define good service ranges. We observe traffic as a collection of high-level tasks called â€Å"transactions† (defined in Section3).Each legitimate transaction is evaluated against its application’s QoS requirements; transactions that do not meet all the requirements are considered â€Å"failed.† We aggregate information about transaction failure into several intuitive qualitative and quantitative composite metrics to expose the precise interaction of the DoS attack with the legitimate traffic. We describe our proposed approaches in Section 3. We demonstrate that our approaches mee t the goals of being accurate, quantitative, and versatile through testbed experiments with multiple DoS scenarios and legitimate traffic mixes. Conclude in Section 5. 2. EXISTING METRICS Prior DoS research has focused on measuring DoS through selected legitimate traffic parameters: Packet loss, Traffic throughput or goodput, Request/response delay, Transaction duration, and Allocation of resources. Researchers have used both simple metrics (single traffic parameter) and combinations of them to report the impact of an attack on the network. All existing metrics are not quantitative because they do not specify ranges of loss, throughput, delay, duration, or resource shares that correspond to service denial. Indeed, such values cannot be specified in general because they highly depend on the type of application whose traffic coexists with the attack: 10 percent loss of VoIP traffic is devastating while 10 percent loss of DNS traffic is merely a glitch. All existing metrics are not versatile and we point out below the cases where they fail to measure service denial. They are inaccurate since they have not been proven to correspond to a human user’s perception of service denial. 3. PROPOSED APPROACHES TO DOS IMPACT EASURMENT 3.3 DoS Metrics We aggregate the transaction success/failure measures into several intuitive composite metrics. Percentage of failed transactions (pft) per application type. This metric directly captures the impact of a DoS attack on network services by quantifying the QoS experienced by users. For each transaction that overlaps with the attack, we evaluate transaction success or failure applying Definition 3. A straightforward approach to the pft calculation is dividing the number of failed transactions by the number of all transactions during the attack. This produces biased results for clients that generate transactions serially. If a client does not generate each request in a dedicated thread, timing of subsequent requests depends on the completion of previous requests. In this case, transaction density during an attack will be lower than without an attack, since transactions overlapping the attack will last longer. This skews the pft calculation because each success or failure has a higher influence on the pft value during an attack than in its absence. In our experiments, IRC and telnet clients suffered from this deficiency. To remedy this problem, we calculate the pft value as the difference between 1 (100 percent) and the ratio of the number of successful transactions divided by the number of all transactions that would have been initiated by a given application during the same time if the attack were not present. The DoS-hist metric shows the histogram of pft measures across applications, and is helpful to understand each application’s resilience to the attack. The DoS-level metric is the weighted average of pft measures for all applications of interest: DoS-level =, where k spans all application categories, and wk is a weight associated with a category k. We introduced this metric because in some experiments it may be useful to produce a single number that describes the DoS impact. But we caution that DoS-level is highly dependent on the chosen application weights and thus can be biased. QoS-ratio is the ratio of the difference between a transaction’s traffic measurement and its corresponding threshold, divided by this threshold. The QoS metric for each successful transaction shows the user-perceived service quality, in the range (0, 1], where higher numbers indicate better quality. It is useful to evaluate service quality degradation during attacks. We compute it by averaging QoS-ratios for all traffic measurements of a given transaction that have defined thresholds. For failed transactions, we compute the related QoS-degrade metric, to quantify severity of service denial. QoS-degrade is the absolute value of QoS-ratio of that transaction’s measurement that exceeded its QoS threshold by the largest margin. This metric is in the range (0,1] .Intuitively, a value N of QoS-degrade means that the service of failed transactions was N times worse than a user could tolerate. While arguably any denial is significant and there is no need to quantify its severity, perception of DoS is highly subjective. Low values of QoS-degrade (e.g., The failure ratio shows the percentage of live transactions in the current (1-second) interval that will fail in the future. The failure ratio is useful for evaluation of DoS defenses, to capture the speed of a defense’s response, and for time-varying attacks . Transactions that are born during the attack are considered live until they complete successfully or fail. Transactions that are born before the attack are considered live after the attack starts. A failed transaction contributes to the failed transaction count in all intervals where it was live. 4. EVALUATION IN TESTBED EXPERIMENTS We first evaluate our metrics in experiments on the DETER testbed [15]. It allows security researchers to evaluate attacks and defences in a controlled environment. Fig. 2 shows our experimental topology. Four legitimate networks and two attack networks are connected via four core routers. Each legitimate network has four server nodes and two client nodes, and is connected to the core via an access router. Links between the access router and the core have 100-Mbps bandwidth and 10-40-ms delay, while other links have 1-Gbps bandwidth and no added delay. The location of bottlenecks is chosen to mimic high-bandwidth local networks that connect over a limited access link to an over provisioned core. Attack networks host two attackers each, and connect directly to core routers Fig.2. Experimental topology. 4.1 Background Traffic Each client generates a mixture of Web, DNS, FTP, IRC, VoIP, ping, and telnet traffic. We used open-source servers and clients when possible to generate realistic traffic at the application, transport, and network level. For example, we used an Apache server and wget client for Web traffic, bind server and dig client for DNS traffic, etc. Telnet, IRC, and VoIP clients and the VoIP server were custom-built in Perl. Clients talk with servers in their own and adjacent networks. Fig. 2 shows the traffic patterns. Traffic patterns for IRC and VoIP differ because those application clients could not support multiple simultaneous connections. All attacks target the Web server in network 4 and cross its bottleneck link, so only this network’s traffic should be impacted by the attacks. Illustrate our metrics in realistic traffic scenarios for various attacks. We modified the topology from [8] to ensure that bottlenecks occur only before the attack target, to create more realistic attack conditions. We used a more artificial traffic mix , with regular service request arrivals and identical file sizes for each application, to clearly isolate and illustrate features of our metrics. Traffic parameters are chosen to produce the same transaction density in each application category (Table 3): roughly 100 transactions for each application during 1,300 seconds, which is the attack duration. All transactions succeed in the absence of the attack. bottleneck links (more frequent variant) and 2) by generating a high packet rate that exhausts the CPU at a router leading to the target. We generate the first attack type: a UDP bandwidth flood. Packet sizes had range [750 bytes,1.25 Kbytes] and total packet rate was 200 Kpps. This generates a volume that is roughly 16 times the bottleneck bandwidth. The expected effect is that access link of network 4 will become congested and traffic between networks 1 and 4, and networks 3 and 4 will be denied service. 5. CONCLUSIONS One cannot understand a complex phenomenon like DoS without being able to measure it in an objective, accurate way. The work described here defines accurate, quantitative, and versatile metrics for measuring effectiveness of DoS attacks and defenses. Our approach is objective, reproducible, and applicable to a wide variety of attack and defense methodologies. Its value has been demonstrated in testbeds environments. Our approaches are usable by other researchers in their own work. They offer the first real opportunity to compare and contrast different DoS attacks and defenses on an objective head-to-head basis. We expect that this work will advance DoS research by providing a clear measure of success for any proposed defense, and helping researchers gain insight into strengths and weaknesses of their solutions. REFERENCES [1] A. Yaar, A. Perrig, and D. Song, â€Å"SIFF: A Stateless Internet Flow Filter to Mitigate DDoS Flooding Attacks,† Proc. IEEE Symp. Security and Privacy (SP), 2004. [2] A. Kuzmanovic and E.W. Knightly, â€Å"Low-Rate TCP-Targeted Denial of Service Attacks (The Shrew versus the Mice and Elephants),† Proc. ACM SIGCOMM ’03, Aug. 2003. [3] CERT Advisory CA-1996-21 TCP SYN Flooding and IP Spoofing Attacks, CERT CC, http://www.cert.org/advisories/CA-1996-21.html, 1996. [4] R. Mahajan, S.M. Bellovin, S. Floyd, J. Ioannidis, V. Paxson, and S. Shenker, â€Å"Controlling High Bandwidth Aggregates in the Network,† ACM Computer Comm. Rev., July 2001. [5] G. Oikonomou, J. Mirkovic, P. Reiher, and M. Robinson, â€Å"A Framework for Collaborative DDoS Defense,† Proc. 11th Asia-Pacific Computer Systems Architecture Conf. (ACSAC ’06), Dec. 2006. [6] Cooperative Association for Internet Data Analysis, CAIDA Web page,http://www.caida.org, 2008. [7] MAWI Working Group Traffic Archive, WIDE Project, http://tracer.csl.sony.co.jp/mawi/, 2008 [8] â€Å"QoS Performance requirements for UMTS,† The Third Generation Partnership Project (3GPP), Nortel Networks, http://www.3gpp.org/ftp/tsg_sa/WG1_Serv/TSGS1_03-HCourt/Docs/Docs/s1-99362.pdf, 2008. [9] N. Bhatti, A. Bouch, and A. Kuchinsky, â€Å"Quality is in the Eye of the Beholder: Meeting Users’ Requirements for Internet Quality of Service,† Technical Report HPL-2000-4, Hewlett Packard, 2000. [10] L. Yamamoto and J.G. Beerends, â€Å"Impact of Network Performance Parameters on the End-to-End Perceived Speech Quality,† Proc.EXPERT ATM Traffic Symp., Sept. 1997. [11] T. Beigbeder, R. Coughlan, C. Lusher, J. Plunkett, E. Agu, and M. Claypool, â€Å"The Effects of Loss and Latency on User Performance in Unreal Tournament 2003,† Proc. ACM Network and System Support for Games Workshop (NetGames), 2004. [12] N. Sheldon, E. Girard, S. Borg, M. Claypool, and E. Agu, â€Å"The Effect of Latency on User Performance in Warcraft III,† Proc. ACM Network and System Support for Games Workshop (NetGames), 2003. [13] B.N. Chun and D.E. Culler, â€Å"User-Centric Performance Analysis of Market-Based Cluster Batch Schedulers,† Proc. Second IEEE Int’l Symp. Cluster Computing and the GridProc. Second IEEE/ACM Int’l Conf. Cluster Computing and the Grid (CCGRID ’02), May 2002. [14] J. Ash, M. Dolly, C. Dvorak, A. Morton, P. Taraporte, and Y.E. Mghazli, Y.1541-QOSM—Y.1541 QoS Model for Networks Using Y.1541 QoS Classes, NSIS Working Group, Internet Draft,work in progress, May 2006. [15] T. Benzel, R. Braden, D. Kim, C. Neuman, A. Joseph, K. Sklower,R. Ostrenga, and S. Schwab, â€Å"Experiences with DETER: A Testbed for Security Research,† Proc. Second Int’l IEEE/Create-Net Conf.Testbeds and Research Infrastructures for the Development of Networks and Communities (TridentCOM ’06), Mar. 2006. [16] D.J. Bernstein, TCP 22 Syncookies, http://cr.yp.to/syncookies.html, 2008.

Bain & Company Essay -- Business, Team Development

This paper addresses the importance of teams in an organization. Bain & Company, a Boston-based consulting company, exemplifies an organization that has placed team development as a priority in the organization. Teams are increasingly common in organizations for responding to customer’s needs to deliver a product or service. Successful teams are supported by a commitment to empower and enhanced rewards. Bain & Company History has brought organizations to a moment where teams are recognized as a critical component of the business. Today, most work that goes on inside organizations utilizes a team approach, whereas work that takes place outside of organizations relies even more heavily on teamwork. Teams are increasingly common in organizations for responding to customer’s needs to deliver a product or service. Successful teams are supported by a commitment to empower and enhanced rewards. Empowered teams consist of people with complementary skills who are committed to a common purpose or a set of performance goals for which they hold themselves mutually accountable (Laszlo, Laszlo, & Johnsen, 2009). Team Concept Bain & Company, a Boston-based consulting company, goes beyond teamwork, to structure itself around interdependent groups, as a means of improving work processes and providing better quality and service to customers. Bain’s success as an organization is dependent upon getting the right people on the team. Bain focused its recruiting efforts on four major colleges M.B.A. programs, as a way of getting highly qualified individuals, because they have been prepared for management consulting (Dyer, Dyer, & Dyer, 2006). Sometimes teams are made up of people who have different work ethics, but Bain’s succes... ...personal development. Virtuoso teams are fundamentally different from other teams. They are comprised of elite experts, the best in their field and are specially convened for ambitious projects (Boynton, Fischer, 2005). Bain & Company extraordinary teams had a high correlation between effectiveness of the manager and the performance of the member (Boynton & Fischer, 2005). The performance of teams has been attributed to the level of team development within the group. Conclusion In conclusion, when Bain and Company embrace this new construct not only will it raise the bar in terms of team standards for efficient, effective and efficacious operations, but also create organizational dynamics that foster quality of work life and business cultures that are vibrant, alive and thriving. Successful teams are supported by a commitment to empower and enhanced rewards.

Health of Children

| |Healthy minds | | |Promoting emotional health and well-being in schools | | | | Contents Executive summary1 Key findings4 Recommendations6The role of schools in providing for pupils with mental health difficulties7 Whole-school approaches to promoting good mental health10 Recognising and providing for individual needs17 Working in partnership with other agencies17 Relationships with parents24 Informal arrangements27 Provision through professional referral31 Notes34 Further information35 Publications35 Websites36 Executive summary This report examines the vital role played by schools in promoting the emotional well-being of their pupils.It analyses practice based on evidence gathered from visits by Her Majesty’s Inspectors (HMI) to 72 schools and reports on the impact of the guidance provided to schools four years ago by the Department of Education and Skills (DfES) and the National Healthy Schools Standards (NHSS), agreed in 1999. [1],[2] Both clarify the importance of goo d provision to ensure that schools meet the needs of pupils with mental health difficulties. Schools’ lack of knowledge of the DfES guidance results from a missed opportunity to improve the quality of provision for pupils with mental health difficulties.The large number of schools visited for this survey who were not working towards meeting the NHSS is of serious concern. Only just over half of them were aware that such standards existed. Of these, only a very small minority of schools were working towards or had met the criteria for providing for pupils’ emotional health and well-being. One barrier was the low level of awareness of the importance of the issue. It is unsurprising, therefore, that training for staff on mental health difficulties was found to be needed in three quarters of the schools.Most training tended to focus on strategies for managing pupils’ behaviour rather than on promoting positive approaches to relationships and resolving conflicts. Des pite such a lack of awareness in schools of mental health issues, there was good practice in one third of the schools in the survey, including: †¢ an ethos which valued and respected individuals †¢ a serious approach to bullying and pupils’ difficulties with relationships, and swift resolution of problems †¢ good arrangements for listening carefully to pupils’ views †¢ the involvement of parents in identifying problems and making provision for their children.Good joint working between health services, social services and schools was at the heart of effective planning and provision for individual pupils. Although multi-agency working was becoming better established within local education authorities, it was unsatisfactory in a quarter of the schools. Schools, parents and pupils were not always aware of how they might gain access to services. The best arrangements included regular meetings attended by a range of professionals, where work was coordinat ed, referrals made and difficulties followed up.Health services, social services and schools used different terms to describe mental health difficulties. The lack of a common language added to difficulties in recognising and meeting pupils’ needs. Schools identified about one in twenty pupils with mental health problems, although the Department of Health suggests a figure nearer one in ten. Arrangements for pupils to refer themselves for support and help were popular with them, as well as effective. This was particularly so where a pupil was struggling emotionally but where the school had not noticed changes in the pupil’s behaviour.Mentoring and support from peers was also very effective at providing a listening ear and opportunities for positive friendships. The report concludes that schools should make the promotion of pupils’ emotional health and well-being a priority and ensure all staff are aware of the guidance available. Key findings were nearly all prim ary or special schools and pupil referral units (PRUs). Secondary schools found it most difficult to make arrangements for multi-agency working a priority and they rarely took the lead in improving this aspect of their work.The lack of common language between education, health and social services professionals contributed to the difficulties in establishing good partnership working. Recommendations Local authorities and other agencies should: †¢ ensure that services for pupils with mental health difficulties are co-ordinated effectively within their area and that access to services is clear to schools, parents, children, young people and other service users †¢ commission, where appropriate, the services of voluntary organisations. Schools and other settings should: use the DfES national guidance on mental health difficulties to develop clear procedures, that are known and used by all staff, for identifying and supporting pupils †¢ ensure that issues concerning mental health are tackled successfully, either through the National Healthy School Standard (NHSS) programme or the PSHE curriculum †¢ establish arrangements for preventing bullying and promoting positive relationships and monitor their effectiveness †¢ work together to ensure that the DfES guidance is disseminated to all staff.The role of schools in providing for pupils with mental health difficulties 1. Many services play an important role in promoting pupils’ emotional health and well-being, including health services, social services, voluntary organisations, early years provision and schools. However, the notion of mental health difficulties carried a considerable stigma for many pupils and their parents. This, together with the need to attend a clinic, created difficulties for Child and Mental Health Services (CAMHS) in working with young people and their parents.A few pupils in the survey said that they did not wish to attend clinics for their appointments and did no t want to be labelled as mentally ill. Schools, therefore, play an important role in supporting children and young people in this area. 2. Guidance provided by the DfES in 2001 aimed to help teachers and others, working alongside mental health professionals, to promote children’s mental health and to intervene effectively. [3] It provides a useful description of the nature of pupils with mental health difficulties and a thorough overview of the issues relating to joint working between health services, social ervices and education. It suggests helpful strategies for schools to use. Few schools, however, were aware of the guidance which should have provided a good opportunity to improve the quality of provision for pupils with mental health difficulties. 3. A survey referred to in the DfES guidance indicated that about 10% of pupils experience clinically defined mental health difficulties. The schools visited, however, identified only between 4% and 6% of pupils overall with so me form of mental health difficulty, indicating some under-identification.This might go some way to explaining why schools struggle to manage the behaviour and attendance of some pupils, if they are not correctly identifying their difficulties and providing for them. 4. The 1999 Mental Health Foundation publication Bright futures defined children who are mentally healthy as able to: †¢ develop psychologically, emotionally, intellectually and spiritually †¢ initiate, develop and sustain mutually satisfying personal relationships †¢ use and enjoy solitude †¢ become aware of others and empathise with them †¢ play and learn develop a sense of right and wrong †¢ resolve (face) problems and setbacks and learn from them. [4] 5. Health services, social services and schools all use different terms to describe pupils and their conditions. There are many definitions of the term ‘mental health difficulty’ ranging from the highly categorised, commonly u sed by many health services, to those based on more descriptive terms which are prevalent in schools and other educational settings. 6. ‘Mental health’ and ‘mental health difficulties’ are more commonly used terms within health and social care.Schools and local authorities are increasingly using the term ‘emotional health and well-being’ in relation to both the care they take of pupils and the curriculum they provide. 7. The lack of shared definitions and understanding of mental health problems, however, makes it difficult for schools to identify and discuss these pupils. In a small proportion of primary schools, boys were pinpointed as more likely to exhibit mental health difficulties, but most schools reported no pattern. Some secondary schools identified more girls who were depressed, self-harming or who had eating disorders.However, no real gender differences were apparent and boys and girls were equally likely to have mental health problem s which were evident in school. Whole-school approaches to promoting good mental health 8. The best schools promoted good emotional health and well-being by valuing and respecting every individual. In the schools visited, those which embodied a value system that embraced all children identified fewer children with mental health problems. These schools promoted many and varied opportunities for pupils to share their thoughts and feelings.They used the curriculum to develop pupils’ listening skills and an understanding of other people’s points of view: this culture permeated school life. Case study A primary school in a disadvantaged area had a caring and supportive ethos in which the personal development and emotional well-being of pupils was very effectively promoted. There was a strong emphasis on developing all pupils’ self-esteem and ensuring that they had the language and opportunities to express their feelings and emotional needs.The school council and staf f were concerned that some pupils did not have friends to play with at break time. Very good initiatives, including ‘Playground Buddies’ and a ‘Friendship Area’, were introduced in response to these concerns. The school worked very hard to build up and maintain supportive relationships with parents and guardians, who felt that the school was a very safe and caring place for the children. The whole staff, including teachers, teaching assistants, administrative staff, catering staff, the site manager and cleaning staff contributed to this whole-school thos. 9. Pupils interviewed for the survey identified a lack of friendships and bullying as reasons for emotional difficulties in school. In all the schools with good arrangements for promoting health and well-being, bullying was not tolerated at any level. Pupils were able to discuss any incidents where they felt bullied and matters were discussed sensitively and resolved speedily. In these schools the pupils s pecifically commented that they were happy at school because they could talk to an adult if they had problems and know that action would be taken. 10.All schools taught a programme of personal, social and health education (PSHE). Nearly all primary and special schools discussed some elements of anger management, conflict resolution, bullying and friendship difficulties through such programmes. The provision was always at least satisfactory, and was good in over half of all schools visited. 11. Very few of the schools, however, tackled mental health difficulties specifically. These were missed opportunities to promote pupils’ general emotional well-being, particularly so in secondary schools where there were generally fewer opportunities to explore such issues.Only a third of the secondary schools visited taught PSHE programmes which included topics such as bereavement, stress and bullying. 12. The Primary National Strategy has provided training and curriculum materials for sc hools which focus on the social and emotional aspects of learning. At the heart of the materials is the belief that positive behaviour requires an active, whole-school approach to developing children's social, emotional and behavioural skills within a community that promotes the emotional well-being of all its members.A few of the schools visited were involved in the pilot stage of this work to very good effect. These schools were teaching pupils how to understand their own feelings and those of others, persevere when things became difficult, resolve conflict and manage worries. Staff found the training helpful and were in a good position to ensure their pupils learned how to take responsibility for their relationships and their learning. Following successful piloting, the Social and Emotional Aspects of Learning (SEAL) curriculum resource was made available to all primary schools in June 2005. [5]Case study A Year 5 class explored what it felt like to join a new group. Pupils talke d freely about their own experiences of joining clubs, moving to a new school and trying to make new friends. They used a good range of vocabulary to describe the feelings associated with newness and change, ranging from ‘scared’ and ‘excited’ to ‘apprehensive’ and ‘excluded’. Groups then planned what they would put in a welcome pack for a newcomer to their school. They gave careful thought to the kinds of information that would be helpful and to the ways in which they, as individuals, could be supportive. 3. No similar national programme was observed in secondary schools although one is currently being developed. Overall, secondary schools were less successful than primary and special schools at tackling issues of emotional health and well-being through whole-school initiatives. 14. In over half of the secondary schools visited, behaviour policies created stress or tensions for pupils. For example, in one school, exclusion was a c ommon response to difficult behaviour; as a result, the pupils felt under-valued.Schools made only very limited efforts to provide a suitable curriculum to meet these pupils’ emotional and learning needs. In one learning support centre within a school, pupils were taught by unskilled staff in poor surroundings which contributed to their low self-esteem. In a PRU, Year 11 pupils involved in a transition programme jointly run with the youth offending team reported that they were sent home on study leave two months before their official leaving date, even though they were not taking any formal examinations. They felt unwanted and this has had a negative effect on their self esteem, behaviour and attendance. 5. A significant minority of the secondary schools found ways to promote emotional well-being through their behaviour policies. For example, one large secondary school was developing ways to ensure that older pupils remained engaged with their school, even though they were so on to leave. A group of Year 11 pupils received two days’ training to develop skills of listening and helping pupils to find their own solutions to problems. The pupils subsequently provided a non-threatening opportunity for pupils who were experiencing difficulties to confide in someone and share their problems.The trained listeners received an external accreditation award for completing their training. 16. One barrier to improving provision for pupils’ emotional well-being was the low level of awareness amongst staff of its importance. Hardly any schools were aware of the comprehensive guidance issued by the DfES in 2001. [6] Even fewer schools had provided any staff training to raise awareness of the issues and the strategies described in the guidance. 17. Training for staff on mental health difficulties was unsatisfactory in just over a third of the schools visited and good in only just under a quarter.Most training tended to focus on managing pupils’ behavi our rather than on promoting a positive approach to relationships and resolving conflicts. However, a few secondary mainstream and special schools were developing an approach to conflict resolution based on ‘restorative justice’. This ensured that, where there were conflicts, all points of view were aired and discussed. The pupils valued this: they felt they could ‘have their say’ and that their views were respected. The training programme for staff was effective: teachers and support staff felt able to implement the programme successfully. 8. The National Healthy Schools Standard (NHSS) is at the core of the government’s healthy schools programme. [7] It was introduced in October 1999 to support the teaching of PSHE and citizenship in schools and to provide schools with practical ways to create a safe and productive learning environment and minimise potential health risks. One of its eight key areas of activity is emotional health and well-being (in cluding bullying). Of serious concern, however, was the large number of schools in the survey who were not working towards meeting the standard. Only just over a half were ware that the NHSS existed and, of these, only a very small minority were working towards or had met the criteria for emotional health and well-being in their school. 19. Small schools often had informal but effective arrangements for recording and discussing concerns about pupils’ well-being. Staff quickly perceived changes in pupils’ behaviour, demeanour or progress. An important feature of these effective schools was the quality of the communication between staff, for example between class teachers, teaching assistants and the special educational needs co-ordinator.Recognising and providing for individual needs Working in partnership with other agencies 20. All schools and LEAs recognised the importance of working well with professionals from the health and social services. Joint working with thes e other agencies was crucial in planning and providing for pupils’ individual needs. The challenge, however, for professionals from a range of disciplines was to achieve a common understanding of the problems of pupils with mental health difficulties. The following case study shows the benefits of effective joint working. Case studyA counsellor in a secondary school was working with a pupil who had referred herself for support. The pupil’s mother did not know this. A mental health worker from CAMHS, who worked in a local clinic, was also working with the pupil and approached the counsellor to see if they could work together with the pupil and parent. The counsellor discussed this with the pupil who gave permission for her mother to be contacted. Both professionals became engaged in supporting the parent and child. The consistent approach agreed between the adults ensured more straightforward discussions and properly agreed resolutions to problems. 1. Many of the local authorities visited were in a period of reorganisation as they set up Children’s Services to meet the requirements of the Children Act 2004. Practice is beginning to develop to establish the joint planning and working at the heart of this legislation. For example, one LEA was developing multi-agency patch teams and common referral procedures were being considered. Despite this, the survey showed that there was a long way to go to ensure that the legislative intentions result in better practice in schools. 22.Partnerships with external services were unsatisfactory in nearly a quarter of the schools visited and significant improvements were required in two thirds of them. Only a few of the secondary schools had good arrangements for multi-agency working. Relationships between schools and social services were particularly variable. 23. Unsatisfactory relationships between schools and other agencies were typified by: †¢ the unavailability of social workers, even for urgent c ases †¢ schools’ inflexibilities in approaching the planning of programmes to meet the needs of some of their pupils †¢ frequent staff changes long waiting lists for referrals †¢ reliance on personal informal contacts rather than agreed systems †¢ issues relating to geographical boundaries which remain unresolved. In the third of schools where multi-agency work was good, all the agencies had found ways of resolving such difficulties. 24. The most effective strategies which promoted good joint working included regular, frequent meetings attended by all agencies. Pupils’ needs were discussed and plans agreed and recorded. Case study A Vulnerable Students’ Panel effectively identified students xperiencing emotional health difficulties and provided appropriate multi-agency support for them. The panel met monthly and included representatives from a range of agencies. It was chaired by a deputy headteacher and a psychiatric nurse who was the manage r of the school support centre. All school staff were informed confidentially about the students who had been discussed and this dissemination aided further identification. Decisions made by the panel ensured that agencies were deployed to work most effectively in their areas of greatest competence and avoided unnecessary duplication of effort.Importantly, the school and agency representatives were charged with taking action and reporting back on its success at the next meeting. In this way each organisation was accountable to the panel. 25. Identifying one person to be responsible for co-ordinating and liaising with health and social services helped communication and ensured important information about pupils was disseminated effectively. 26. In a few LEAs, networks of professionals working in the same area met regularly to share effective strategies.They learnt about each other’s working practices and this promoted a shared understanding of issues. There was good practice i n schools where a wide range of professionals including counsellors, therapists, social workers and psychologists were employed by the school. Case study A primary school had formal procedures for logging concerns about a child’s academic, personal, social or emotional development. A nurture group also provided a way of identifying pupils who might have mental health difficulties. The school used short-term charitable funding to employ a family officer.She maintained close links with families identified as being in crisis and was therefore easily able to identify pupils at risk of developing difficulties in their emotional health and well-being. This approach encouraged partnership working so that parents referred their child to the family officer, headteacher or special educational needs coordinator if they had concerns. 27. Regular visits by other professionals helped schools to identify pupils who might be experiencing mental health difficulties. Case study The headteacher attended the school’s breakfast club every day and a mental health worker attended once a week.The club provided an effective method of identification through direct observation of children and regular communication with parents. 28. Sometimes other agencies initiated the joint working and the schools grasped the opportunity to participate. Case study A consultant paediatrician at a local hospital initiated collaboration amongst different schools to promote emotional literacy amongst pupils. The initiative was inspired by an attempt to deal with bullying, cited as a problem by many children who attended the hospital.The project, now in its fourth year, involved pupils from a primary school, special school, high school and the local tuition service. The project’s activities were based on posters which depicted problems faced by pupils. They were encouraged to develop listening skills, understand the perspective of others and to negotiate and compromise. Hospital staff encouraged the use of a common language by colleagues and the project fostered strong links between the health and education services. The result was fewer individual referrals to the hospital. Pupils who experienced bullying were usually referred directly to the project for support. 9. The pupils who were least mentally well were those who were withdrawn or depressed and who were underachieving as a result. Schools commonly identified pupils whose attendance was unsatisfactory and who did not participate fully in school life. Typically, these pupils had few or no friends and were isolated in the play ground. However, they presented few challenges to teachers and, too often, their problems were not followed up. Few schools saw non-attendance, lateness or falling behind in course work and homework as indicative of deeper problems. 30.Schools relied too much on informal methods to identify vulnerable pupils. Primary schools, particularly, insisted that they were able to identify such pupils easily because they knew their pupils very well. 31. Only a minority of the secondary schools used information from pupils’ previous schools to help recognise those who might experience mental health difficulties. Relationships with parents 32. A key to effective identification and provision lay in schools’ relationships with parents. Links with parents and other agencies were closest in the early years.Home visits, where parents could talk openly about their concerns and their children’s behaviour, and initiatives such as parenting classes, supported the identification of any problems or difficulties. As pupils grew older, schools found it harder to sustain such relationships, although there were examples of very good practice in primary, secondary and special schools. The main characteristics of good practice were: †¢ home visits by teachers and other support staff †¢ training for parents in developing healthy minds †¢ parental support gr oups †¢ regular meetings and telephone contact co-ordination with other agencies so that parents had to attend only one meeting. 33. Parental support groups were particularly common in the schools visited. In the following case study, the support groups were run by a local CAMHS team based in the school. The workers were able to talk to teachers while they were in the school and to ensure that information about individual pupils was discussed with them when appropriate. Case study A group of six parents met for ten two-hour sessions. The aim of the group was to help parents enjoy rather than simply manage their children.Parents learned how to play games and stimulate their children, thus strengthening their relationship. They particularly appreciated the opportunity to share their concerns with other parents who understood the problems. One parent reported, ‘You realise you’re not on your own; you don’t feel so bad’. The project was in its infancy, bu t there were signs that it was helping parents to develop confidence and to help each other do better. 34. Difficulties in working with parents stemmed from: †¢ late diagnosis of a pupil’s problems †¢ uncoordinated support from a range of agencies poor information provided for parents about whom to contact †¢ inadequate account taken of parents’ childcare arrangements, so that they sometimes had difficulties in attending meetings †¢ negative feedback to parents about their children †¢ parents’ perceptions that the school had ‘given up’ on their child. One parent observed, ‘Nobody ever said what was available; you had to find out for yourself or hear it from someone else’. 35. Most, but not all, of the pupils identified with mental health difficulties also had emotional, social and behavioural difficulties (EBSD).Some had more than one such difficulty. Ofsted has reported recently on the provision for these pupil s and its effectiveness. [8] This report focuses on the provision required for pupils who do not necessarily have special educational needs but who require additional emotional support to succeed at school. Informal arrangements 36. Half the schools in the survey operated self-referral or drop-in schemes run by peer counsellors, youth and community workers, school nurses, in-school counsellors and those from voluntary organisations.These arrangements enabled the pupils to identify themselves and seek the help they wanted and needed. Case study A secondary school appointed a health practitioner who dealt with a wide range of issues: developing self-esteem, anger management, relaxation and stress management. Pupils were able to make their own appointments and the work was completely confidential. She also did some teaching. This made her more accessible and reduced the stigma for pupils of ‘knocking at the door’. 37. A very small minority of primary schools offered pupils opportunities for self-referral to staff.In these schools, pupils could draw or write about themselves in a ‘reflections book’ or a ‘feelings book’, make use of a ‘bullying box’, and write or talk directly to the headteacher or the PSHE co-ordinator. Pupils who had such opportunities reported that this was supportive and gave them confidence. A Year 6 pupil said of her ‘reflections book’: ‘It helps me to have a confidential conversation with my teacher about things that are worrying me. ’ 38. A programme of education about values also helped pupils to talk freely and openly about their feelings.Each pupil was given a book in which they could write or draw a picture about the things that had made them happy or sad. Teachers monitored the books regularly to ensure that a pupil’s personal difficulties were identified early; they were powerful additions in a school where the ethos was already strongly supportive of pupils’ emotional well-being. 39. Clubs and after-school activities also enabled schools to support vulnerable pupils in a way which reduced the stigma of referrals. 40. In one primary school, 50 pupils regularly attended the ‘happy/sad’ club, where they talked about positive or negative experiences that concerned them.Clear ground rules had been established, which were understood by pupils, such as respecting what had been discussed and not gossiping. Pupils could put a photograph in a scrapbook of people that were special to them. The teacher usually led a short, directed session based on an appropriate text and provided an opportunity for meditation and reflection. The high number attending reduced the possibility of negative labelling and pupils had good opportunities to share their thoughts and feelings openly with their peers. 1. Pupils often commented that they particularly valued opportunities to talk and be listened to. The extent to which pupils with m ental health difficulties have problems in making and sustaining friendships may explain, to some extent, the success of peer support schemes. 42. Nearly half the primary schools visited had effective initiatives which were based on pupils helping each other to resolve difficulties. One school focused on socially isolated pupils by appointing ‘playground angels’.The ‘angels’ had weekly meetings with a teacher and were also represented on the school council. Pupils involved in these activities felt that they helped them to show responsibility towards younger children and to develop into mature and sensible people. 43. Others schools focused on the difficult point of transition between primary and secondary school. Pupils who struggled to make friends were considered by a few primary schools to be particularly at risk of experiencing problems. These schools developed a range of peer support programmes, as in the following example: Case studyA group of Year 4 pupils were considered to be at risk of difficulties on transition and the school decided to make provision in collaboration with the local secondary school. Year 8 pupils were invited to apply for posts of pupil mentors. They were interviewed and successful applicants were trained. Over two years, the primary pupils visited the secondary school at least once each half term for lessons, lunchtimes and social activities. On each occasion they were met by their individual mentor and had time to discuss issues with them. Primary pupils really enjoyed the programme.They were very clear how the transitional programme had helped them to prepare for secondary education. 44. Two thirds of the secondary schools visited had good peer counselling, support and mediation systems. Peer mentors who had themselves experienced difficulties in the past commented on how much they valued helping younger pupils who were also experiencing problems. The most successful schemes provided thorough training f or the pupils offering the support, as well as careful monitoring from the teachers responsible for it. Provision through professional referral 45. Referral systems differed widely.In one area, the consultant psychiatrists responded to requests for information about pupils; the service accepted referrals from any involved professional. More commonly, however, panels of professionals considered referrals. The latter arrangement had some advantages in that there was discussion and agreement on the type of intervention which was most likely to succeed. However, this arrangement also tended to create delays in responding to pupils’ needs. 46. Not all professionals were clear about how referrals should be made, and who ought to make them, for particular types of provision.This lack of clarity meant that pupils who might have benefited from services were not given access to them since the school was unaware that it could make such a referral. 47. Schools and pupil referral units (P RUs) did not always receive an equitable service from other agencies, especially where education, social services and health services had not agreed how resources should be allocated and work prioritised. It was common to find that a CAMHS worker was based in a school in one part of a local authority, while, in the same authority, another school had to make referrals to a panel.The schools were unaware of why these differences existed. 48. The most common types of provision were: †¢ counselling †¢ family work †¢ mentoring and support workers who visited the pupils regularly and provided advocacy and support through discussion and activities †¢ a modified curriculum and timetable †¢ nurture groups and sanctuary space. 49. This provision was largely effective when it was matched well to the assessment of the pupils’ needs. However not all schools were able to attract the additional resources required to provide these types of opportunities.Larger school s had more funding to be able to establish support centres specifically for pupils with mental health problems. 50. Local and national voluntary organisations played an important role in working with schools and local authorities to provide services for children and young people with mental health difficulties, and they were often represented on local CAMHS strategy groups. In some local authorities, partnerships with voluntary organisations provided helpful services for schools and parents, such as counselling and family therapy.Voluntary groups were often better at monitoring and evaluating the impact of their work since they depended on such evidence to attract further funding. Case study In one local authority a charity had been working in some schools for five years. For an annual fee, the school received a large amount of support from the charity which provided an art therapist and a dance instructor who worked with pupils identified by the school and provided counsellors, sup ervised by team leaders, from the charity. NotesThis survey is based on the findings of a survey of 72 settings in eight local authorities. The settings and almost all the authorities were selected randomly to represent a mixture of shire and unitary authorities. One authority was chosen because of known good work in the area of mental health. Her Majesty’s Inspectors (HMI) visited early years settings, primary and secondary schools, pupil referral units, hospital schools and settings, maintained and independent schools for pupils with EBSD and learning difficulties, and specialist provision for pupils who had been bullied.HMI observed lessons and other activities, scrutinised policies and records and held discussions with 269 pupils and 115 parents. Discussions were also held with a range of local authority staff, headteachers and senior managers, teachers, teaching assistants, learning mentors, and representatives of voluntary organisations. They also met CAMHS regional dev elopment workers. Further information Publications Promoting children’s mental health within early years and school settings, (DfEE 0121/2001), DfEE, 2001. SEN and disability: towards inclusive schools (HMI 2276), Ofsted, 2004.Managing challenging behaviour (HMI 2363), Ofsted, 2005. Mental Health and Social Exclusion, Social Exclusion Unit Report, Office of the Deputy Prime Minister, 2004. http://www. socialexclusionunit. gov. uk/downloaddoc. asp? id=134 Promoting social, emotional and behavioural skills in primary schools, Primary National Strategy, DfES, 2004. Developing emotional health and well-being: a whole-school approach to improving behaviour and attendance, Key Stage 3 National Strategy, DfES, 2004. Behaviour and attendance toolkits, Key Stage 3 National Strategy, DfES, 2005. http://www. standards. fes. gov. uk/keystage3/respub/ba_toolu Promoting emotional health and well-being through the national healthy school standard (NHSS), NHS Health Development Agency, 2004. http://www. hda-online. org. uk/Documents/promoting_health_wellbeing. pdf Guidance on new ways of working for psychiatrists in a multi-disciplinary and multi-agency context: national steering group interim report, NIMHE, CWP, Royal College of Psychiatrists and Department of Health, 2004. http://www. dh. gov. uk/PublicationsAndStatistics/Publications/PublicationsPolicyAndGuidance/PublicationsPolicyAndGuidanceArticle/fs/en?CONTENT_ID=4087352=01RXVr Effective joint working between child and adolescent mental health services (CAMHS) and schools, Research report no. 412, Bridget Pettitt, Mental Health Foundation, DfES, 2003. Websites www. dfes. gov. uk/mentalhealth DfES Mental Health www. rcpsych. ac. uk Royal College of Psychiatrists www. socialexclusionunit. gov. uk Mental health and social exclusion www. standards. dfes. gov. uk/primary DfES guidance on developing children’s social, emotional and behavioural skills www. teachernet. gov. uk/management/atoz/n/nhss/ National Heal thy Schools Standard ———————– 1] Promoting children’s mental health within early years and school settings (DfES 0121/2001), DfES, 2001. [2]Promoting emotional health and well-being through the national healthy school standard (NHSS), NHS Health Development Agency, 2004. [3] Promoting children’s health within early years and school settings, DfES, 2001. [4] Bright futures: promoting children and young people’s mental health, Mental Health Foundation, 1999. [5] The SEAL resource box can be ordered from Prolog, Tel. 0845 602 2260, [email  protected] uk. com (ref: DFES 0110 – 2005 KIT), or viewed and ordered from the Teachernet website: www. eachernet. gov. uk/seal. [6] Promoting children’s mental health within the early years and school settings, DfES, 2001. [7] The NHSS is funded jointly by the DfES and the Department of Health, hosted by the Health Development Agency (HDA). It forms part of the government’s drive to reduce health inequalities, promote social inclusion and raise educational standards through school improvement. [8] Managing challenging behaviour (HMI 2363), Ofsted, 2005. ———————– Primary and SecondaryJuly 2005 HMI 2457 ———————–