Referring to relevant scientific literature, discuss critically

Therapists believe that this s the best approach as it directly addresses a child's thoughts and behavior and teaches them to challenge those that are unhelpful (Glared and Glared, 2008). In doing this, it allows children and adolescents to practice techniques for behavioral change in the safety of a therapy environment, which they can then transfer to other fields (Kendall, as cited by Kaplan, Thompson and Coarsen 1995). When undertaking CB with a child or adolescent their developmental stage needs to be taken Into consideration as it may have an influence on the effectiveness of the therapy (Durbar s cited by Kaplan et al. 1995) and also create limitations to what they can do. Grave and Blithest (2004) suggests that between the ages of 5 and 8 developmental immaturity occurs. Harrington (2003) states that some techniques within CB require the patient to possess certain cognitions to carry out tasks and if the patient is at a developmental stage where they cannot complete the tasks then a barrier is formed. Clark (2005) proposes that sessions need to be ‘developmentally appropriate' and engage the child; adolescents are more able to participate in more adult sessions, whereas younger children may benefit from treatment centered around play.This is demonstrated by Grave and Blithest (2004) who state that combining CB and play is an â€Å"effective way of communicating with young children† (peg. 414) The child's developmental stage may also govern how much adult involvement there will be In the therapy; Clark (2005) highlights that â€Å"the younger the child, the more likely It Is that parents may become Involved In treatment† (peg. 130), this Is due to the on-going developmental changes and the child's dependency. Kaplan et al. 1995) state that arenas should be educated in the cognitive behavioral techniques being used and when the child attempts to use something learned in therapy at home, should give positive feedback and assume the role of co-therapist. Harrington (2003) discusses how the role of an adult can enhance the therapy as they can communicate things to the therapist that the child may be reluctant to talk about. There are also ethical Issues to be taken into consideration when undertaking CB with adolescents.Kendal and Degrade et al. (As cited by Clark, 2005) highlight that it is adults, usually parents, ho accompany children and adolescents to therapy sessions and although not the patient themselves, dictate what issues they would Eke the therapy to address. Degrade et al. (As cited by Clark, 2005) continues to discuss how this may create a to the treatment for children and young people as it teaches them techniques that they can later call upon when facing similar situations in the future.

Lenin’s View of Economic Policies in Russia Essay

Lenin’s view of economic polices in Russia between 1917 and 1923 was shaped by the factors of War Communism, and the New Economic Plan (NEP). Lenin realized that to have a successful economy and to keep the idea of equality in Communism there had to be a compromise; there needed to be a balance of state control and individual incentive for the economy to prosper. Through the failure of War Communism and the success of the economy and the drift away from Communism with the NEP; Lenin learned the ‘do’s and don’ts’ of a successful economy. Lenin described what the country needed to do to have a successful economy, he said, † We have found that a degree of private commercial interest, with state supervision and control of that interest, is all we actually need†¦ (doc. 5). This shows how both War Communism and the NEP were factors that shaped Lenin’s compromising idea of what a economy needed to be successful. The War Communism policy was adopted to keep the Red Army supplied. During War Communism the government took control of industry, and told factories what to produce; and the government would take any grain that was produced by the farmers. The Cheka would steel the grain that the farmers produced, this made the farmers angry and they no longer had any incentive to grow crops because the crops would just be taken away from them. Also money became worthless, wages were paid in food or other goods, and many people bartered goods instead of using money. The situation for the farmers and the peasants got worse. By 1921 Russia’s economy was shattered. Industrial production had drastically decreased; and the cities were in chaos. Agriculture had been demolished. War Communism was put in affect to increase the productivity of both industrial goods and food, but the workers and farmers saw no point in putting in the effort if in the end it would be taken away from them. War Communism led to the destruction of the economy of Russia. Lenin finally admitted that War Communism was a mistake, he said, â€Å"The small farmer needs a spur, and incentive that accords with his condition†¦ We are very much to blame for having gone to far; we overdid the nationalization of industry and trade, clamping down on the local exchange of commodities. Was that a mistake? It certainly was. (doc. 4)† This quote is an example of how Lenin realized that he had made a mistake and this quote also shows that Lenin understands that the workers and farmers need an incentive to work; with an incentive the economy will grow. Lenin’s view of economic policies was greatly influenced by the failure of War Communism, and by the failure he was able to figure out another system that would revive Russia’s economy. Lenin realized that to have a successful economy the people have to have the incentive to work. Lenin also knew that if he did not improve the economic state of Russia that the Communists would not survive; War Communism took the ‘safety net’ away from the Communists. Lenin had to act quickly to figure out another policy that would make the people want to work, and to revive the economy. In 1921 the NEP was created to fix the economy. Lenin created this new policy to try to burst the morale of the people and make them want to produce more grain or products. The transition form War Communism to the NEP was drastic, the people had to change there lives to fit this new, more capitalists society. Though the change to a more capitalist economy, the NEP was successful in ‘jump starting’ the farming production, for example. Lenin says, â€Å"Release of [surplus goods] into circulation would stimulate small farming, which is in terrible state†¦Ã¢â‚¬  (doc. 4) This is a great example of how Lenin realizes why he needs to change from the War Communism to the NEP, for a least one reason to increase the amount of grain produced. The creation of the NEP changed many laws that were once holding Russia’s economy back. Grain requisitioning was stopped. Grain was no longer taken from the peasants. Also traders could buy and sell goods, which was illegal during War Communism. Smaller factories were returned to their former owners; and they were allowed to sell the goods they made and make a profit from them. Finally larger industries like coal and steel remained under state control; but some larger factories were able to sell their products. These were some of the main differences between War Communism and NEP. During the NEP the economy prospered, because people were now allowed to keep some of the goods they made and then sell them for their own profit. This made the people want to produce more so they could have more for their family. Lenin described some of the good affects that the NEP had, he said, â€Å"We have achieved much with our requisitioning system. Our food policy has made it possible in the second year to acquire three times as much grain as in the first.† (doc. 2) Lenin was talking about the great increase in the production of grain, this great increase was directly related to the NEP; because the peasants could keep some of the grain they made which gave them an incentive to work hard. Communists were angry because they saw the country returning to capitalism. They did not like the fact that bosses of factories called kulacks could hire men to work for them. Also Communists disliked the ‘Nepmen’, because they made a high profit by buying goods cheaply and then selling them for more. Though the NEP revived the economy, people, especially peasants were unhappy with the new capitalist society. Lenin’s view of economic policies was changed through the NEP, he knew that people need the incentive to work, but he also knew he could not give the people to much economic freedom; the idea of balancing the policy of War Communism and NEP was Lenin’s final view of how to keep the people happy and to sustain a great economy.

Escape and Confinement in Flaubert’s Madame Bovary

A theme throughout Flaubert's Madame Bovary is escape versus confinement. In the novel Emma Bovary attempts again and again to escape the ordinariness of her life by reading novels, having affairs, day dreaming, moving from town to town, and buying luxuries items. It is Emma's early education described for an entire chapter by Flaubert that awakens in Emma a struggle against what she perceives as confinement. Emma's education at the convent is perhaps the most significant development of the dichotomy in the novel between confinement and escape. The convent is Emma's earliest confinement, and it is the few solicitations from the outside world that intrigue Emma, the books smuggled in to the convent or the sound of a far The chapter mirrors the structure of the book it starts as we see a satisfied women content with her confinement and conformity at At first far from being boredom the convent, she enjoyed the company of the nuns, who, to amuse her, would take her into the chapel by way of a long corridor leading from the dining hall. She played very little during the recreation period and knew her catechism well. The chapter is also filled with images of girls living with in the protective walls of the convent, the girls sing happily together, assemble to study, and pray. But as the chapter progresses images of escape start to dominate. But these are merely visual images and even these images are either religious in nature or of similarly She wished she could have lived in some old manor house, like those chatelaines in low wasted gowns who spent their days with their elbows on the stone sill of a gothic window surmounted by trefoil, chin in hand watching a white plumed rider on a black horse galloping hem from far across the country. (Flaubert 32. ) As the chapter progresses and Emma continues dreaming while in the convent the images she conjures up are of exotic and foreign lands. No longer are the images of precise people or event but instead they become more fuzzy and chaotic. The escape technique that she used to conjure up images of heroines in castles seems to lead inevitably And there were sultans with long pipes swooning on the arbors on the arms of dancing girls; there were Giaours, Turkish sabers and fezzes; and above all there were wan landscapes of fantastic ountries: palm trees and pines were often combined in one picture with tigers on the right a lion on the left. (Flaubert 33. ) Emma's dreams by this point are chaotic with both palms and pines mixed together with lions and tigers. These dreams continue and change themselves into a death wish as swans transform themselves into dying swans, and singing into funeral music. But Emma although bored with her fantasy refuses to admit it and she starts to revolt against the confines of the convent until the Mother Superior was glad to see The chapter about Emma Bovary's education at the convent is ignificant not only because it provides the basis for Emma's character, but also because the progression of images in this chapter is indicative of the entirety of the novel. The images progress from confinement to escape to chaos and disintegration. In Madame Bovary Emma changes from a women content with her marriage, to a women who escapes from the ordinariness of her everyday life through affairs and novels, to a women whose life is so chaotic that she disintegrates and kills herself. Indeed, Madame Bovary is like a poem comprised of a Emma Bovary found interest in the things around her which revent her boredom in her early education it was the novels she read, â€Å"They were filled with love affairs, lovers, mistresses, persecuted ladies fainting in lonely country houses. She also found interest in the sea but only because it was stormy. But all the things that Emma found interest in she soon became board of from Charles to Leon. This cycle of boredom and the progression of images of confinement, escape, and chaos, parallel both in the Chapter on Emma's education and the novel as a whole the entire mural of the novel as Emma's journey from boredom in reality to self-destruction in fantasy.

Ethics in International Environments Essay

The different changes that are happening in the society greatly affect the norms and practices of people, especially those that are involved in the business sector. The existence of globalization has paved the way for business organization to expand their marketing operations outside their local countries and try targeting new consumers that are situated in foreign nations. However, in doing so, business organizations have to take into consideration the differences among nations, especially when it comes to values, beliefs, culture, legal system, and many others. In line with this, respecting and properly addressing the differences among countries also entails properly applying the decisions and business strategy of the company in such a way that it upholds business ethics. Business ethics refers to the applied or professional ethics that is used in order to identify the morality or rightness of a decision or action in ethical issues that arise in business organizations (Crane & Matten, 2007). In line with this, the case study of the British American Tobacco Australia (BATA) in marketing their Winfield brand in Asia should carefully consider the ethical implications of their market expansion to the welfare of the consumers in that part of the world and also the overall effects of it in the robustness of the company. Brief Summary of the Case Study The British American Tobacco Australia (BATA) is maker of Winfield, an Australian brand of cigarette. Winfield is available in countries such as: Australia, New Zealand, Pacific Islands, UK, and Europe. The main competitive advantage of Winfield as compared with other brands is the reputation that it has wherein it boost quality along with the concept of ‘more for less’, without being regarded as a ‘cheap’ brand. The brand has showed strong financial growth starting from its launch in Australia and other international market place. However, the stricter tobacco advertising restrictions has made it difficult for the organization to market and communicate to the consumers in order to sell Winfield. Due to this, the organization decided to enter the Asian market because their tobacco laws are not as strict as compared with the United States and Australia. BATA wants to maximize the potential of the Asian market before it begins banning cigarette advertising and tobacco smoking. In order to expand in the Asian market, BATA has to practice the multi-domestic marketing strategy. The multi-domestic marketing strategy entails that business organizations have to tailor made a marketing standard that adheres to the culture and personal preference of the target foreign market of the company (Kurtz, 2008). In relation to this, business organizations also have the ability to maintain the standard quality of the product by making sure that despite the differences in the marketing strategy, it still adheres to the core value and objective of the brand (Kitchen & Schultz, 2001). Ethical Issues BATA has to address different issues when it comes to entering the Asian market. First, the organization has to identify as to what degree standardize policy on cigarette advertising and promotion has to be applied across borders. Second, BATA needs to find ways in order to establish a balance between ensuring ethical marketing activities and still gaining from the freedom of communication in some international market places. BATA has to reconcile whether a global marketing strategy or multi-domestic marketing strategy is the most effective marketing model that will benefit the organization (Kurtz, 2008). The organization has to face the ethical issue that comes with marketing and selling their cigarettes in the Asian market. BATA has to deal with the ethical dilemma that marketing Winfield in Asia might place the lives of people in danger because of ill effects of tobacco smoking. In addition, the organization also has to take into consideration the exposure of the marketing of Winfield to minors. Moreover, the reputation of the company should also be given utmost consideration because their image of giving quality products with a desire to give satisfaction to customers might be threatened by a wrong marketing move. Formulation of Alternative or Possible Solution In order to properly address the ethical issues that exist and others more that might arise, BATA has to analyze their decisions and actions through the Social Contract Theory (SCT). The Social Contract Theory pertains to a wide range of theories that try to explain the idea of how people willingly give a part of their right in order to form the state with the main purpose of ensuring social order. Every individual has their own respective rights, which they freely surrender a portion of to a higher authority usually the government, in order to prevent chaos and preserve order in the society (Crane & Matten, 2007). In the context of international business ethics, the Social Contract Theory allows the establishment of a framework that will help address the ethical issues in relation with Winfield. The Social Contract Theory solves ethical issue by means of the following: (1) establish core principles that are related to the organization; (2) provides recommendations for various communities; (3) examine the appropriateness of marketing practices; (4) enables the theoretical foundation of norms and values (Crane & Matten, 2007). Based on the Social Contract Theory, the possible solution entails BATA should identify specific and effective core value system for the organization. In order to properly identify the decisions and actions that the organization recognizes as ethical or unethical an outline of the core value system of the organization is necessary. Another important step is for the organization to implement the multi-domestic marketing strategy that will give importance to the specific preferences of different foreign markets. The organization has to tailor-made their marketing strategy to the needs of respective foreign countries. The appropriateness of the marketing practices of the organization should also be assured by means of establishing a separate department in the organization that will oversee that the marketing of Winfield adheres to the culture, preferences, and law of the foreign market it is being catered. Moreover, the norms and values of the company should be uphold by means of making marketing ads and other promotional materials that targets adults rather than minors. In addition, BATA should place warnings about the ill effects of smoking to the health of people in the very packaging of Winfield and also, in their marketing campaigns even if the law of the foreign country does not require such. BATA has to protect the reputation of the organization and one effective way of doing so is by effectively practicing corporate responsibility (Blownfield & Murray, 2008). The organization has to be mindful of their duties and responsibilities to their consumers and the society as a whole. Recommendation The Utilitarian approach to ethics is a kind of normative ethics that assesses the morality or rightness of action based on its outcome. In utilitarianism, a decision or action is ethical when it yields the greatest benefit for the greatest number of people (Crane & Matten, 2007). Based on utilitarianism, BATA has to give importance to the welfare of their consumers and not only the organization’s profit in order to make their business processes ethical. By means of establishing the core value system of the organization and also by making sure that the promotion of Winfield is focus on adults together with the corresponding health warning, BATA can be able to give the greatest benefit or happiness to almost all stakeholders that are involve. The organization will gain more profit and further develop their company by means of entering the Asian market. In addition, BATA’s greater corporate responsibility will further boost the reputation of the company. In the side of the consumers, they will have more variation when it comes to cigarette choices. The consumers are also properly informed by the company of the health risks of smoking, which will give them informed-consent on deciding whether they will smoke or not. References Blowfield, M. , & Murray A. (2008). Corporate Responsibility: A Critical Introduction. New York: Oxford University Press. Crane, A. & Matten, D. (2007). Business Ethics: Managing Corporate Citizenship and Sustainability in the Age of Globalization. New York: Oxford University Press. Kitchen, P. J. , & Schultz, D. E. (2001). Raising the Corporate Umbrella: Corporate Communication in the 21st Century. New York: Palgrave Macmillan. Kurtz, D. L. (2008). Contemporary Marketing. New York: Cengage Learning.

12 Angry Men sociological analysis

12 Angry Men focuses on a Jurys deliberations in a capital murder case. A 12- man Jury is sent to begin deliberations in the first-degree murder trial of an 18-year- old Latino accused in the stabbing death of his father, where a guilty verdict means automatic death sentence. The case appears to be open-and-shut: The defendant has a weak alibi; a knife he claimed to have lost is found at the murder scene; and several witnesses either heard screaming, saw the killing or the boy fleeing the scene. Eleven of the Jurors immediately vote guilty; only Juror No. Mr. Davis) casts a not guilty vote. At first Mr. Davis bases his vote more so for the sake of discussion after all, the Jurors must believe beyond a reasonable doubt that the defendant is guilty. As the deliberations unfold, the story quickly becomes a study of the Jurors complex personalities (ranging from wise, bright and empathetic to arrogant, prejudiced and merciless), preconceptions, backgrounds and interactions. That provides the backdrop to Mr. Davis attempts in convincing the other Jurors that a not guilty verdict might be appropriate. A huge feel of the film is gotten through the time period it took place in. Peoples views on race were made very publicly within the Jury. Many of them seemed to have personal vendettas against different races. They deemed the boys Hispanic race to be slum and nothing more than that. A universal problem that is shown in several ways throughout the film is personal prejudice getting in the way of Judgment. Juror number tens reason for saying the accused boy was guilty was because he felt people from slums should not be trusted and that they kill one and another for fun. His prejudice lead him to discriminate against the boy initially by voting guilty earlier in the film, before being convinced in voting not guilty. This was during the civil rights era and all of that. We all know blacks werent treated equally and this makes it apparent that it wasnt easy for any minority within the US. Theyd rather lock them up and throw away the key than give them a fair trial. Tensions run high the second the Jury went into the private room to deliberate. It was a very hot day outside and the fan wasnt working nor would the windows open. No man wanted to spend more time than what they thought would be efficient to determine the verdict. Some even spoke about their plans for right after, thinking it would be a sure bet theyd be out of there soon with the whole night ahead of them. They were wrong. From then on the film turned into an example straight out of a sociology textbook. Everyone didnt deviate from the norm of the group All except one, Juror #8. The rest of the Jury was outraged and deemed him a radical. They could not believe two things. One, that he voted not guilty, and second, hat he went against the group norm. He tried not one bit to conform. Rather, he stood up in grand fashion and presented his doubts to his fellow Jurors. Slowly but surely his grand scheme was working. He did not know for sure whether he was guilty or not guilty, but he had a reasonable doubt and thats all about what the justice system stands tor. Its so interesting when you bring a group o t 12 random people into a setting like a Jury and see what you come up with. All of these men, from different walks of life , they all brought something special to the table that was ital to their key decision. The sociological theory that tone of this film could easily fall under is the conflict perspective. At the very beginning, viewers can clearly see the tension is between the Jurors whom most have a personal prejudice against the boy for certain reason. Some Jurors simply expected that a boy from the slums would commit an act like that they were stereotyping that all people who come from slums are criminals. Even if a person is not personally prejudiced against and individual or group, stereotypes can have them make discriminatory actions such as vote guilty. The reason most of the Jurors stereotyped the actions of the accused boys is because of socialization. The way of transmission was most likely through media; crimes shown by television new or new papers are frequently from neighborhood of low economics standing. Deviance a topic I touched on earlier, is another sociological aspect that can be examined in this film. Deviance is a very relative term where depending on the group and situation, it varies. Juror 8 was the only that felt from the beginning the boy was not guilty. When the first vote most of the other Jurors by he fact he could think the boy was innocent and even were upset at him for thinking that. As the film progressed the Jurors began changing their votes, eventually the roles were reversed; Juror number 3 appear to be the one committing the deviant act since it is revealed his own reason for voting guilty is because of issues with his own son. One of the most important things I learned in observing the sociological aspects of this film is how easy norms can change. The norms of eleven out of the twelve men voted guilty, changed entirely to guilty as the film came to a chose.

Collecting Information and Forecasting Demand Essay

Collecting Information and Forecasting Demand - Essay Example The last component is the model of marketing which refers to the model that is followed by an organization and its marketing team in developing and implementing marketing plan in order to increase the sales and awareness of an organizations goods and services. One of the most important part of the marketing intelligence system is internal records of the system and these records are essential as they help in identifying and differentiating between those marketing process that are operating in an effective and efficient manner and those systems that are ineffective and inefficiently operating. Example of one such record are the sales invoices of an organization and these sales invoices help in depicting the sales level of different products and services of a company (Kotler, 2012). If the sales invoices depict that the sales of a particular good and service has declined, the information can be useful in identifying the reasons that led to the decline and can even help in identifying so lutions to increase

Definition of the Educational Technology Field Essay

Definition of the Educational Technology Field - Essay Example The education and instructional technology is a link between available technologies and the educational/instructional needs by means of looking for ways to make the technology useful to both the student and the teacher. Usually, there is a need to have a clear definition of the field of instructional technology. First, a clear definition offers the people involved, especially the professionals in the field, a better understanding of what their roles are (Hall, Meyer & Rose 2012). Unless there is a clear definition of the field and what it entails, there is a very high chance that the productivity of such professionals, in terms of what they learn, research and implement will be an issue. At the same time, as more and more technologies come out, there are issues of technology hype. Technology hype is the promises that most technologies offer to do, but that do not add any value. In instructional and educational technology, the best thing to know is that not all technologies will offer any quality to the education and instructional process. Taking these technologies on their face value would lead to expensive investments in educational technology, but with little or no return. In this regard, having a good definition of the instructional technology is also a good way to create a better understanding of what this field is about. It also creates the awareness that in involving technology in education and especially in instruction design, the needs of the teacher/students drive the use of technology and not the other way round. Technology should not be the one driving the needs of the teacher/student in class, but technology should only be applied where and when necessary. This can only be best understood by having a clear understanding of instructional what technology is and how it relates to instructional design (Spector et al, 2013). Professionals who understand this principle are