Sunday, October 6, 2019
Campari Analysis Case Study Example | Topics and Well Written Essays - 1000 words
Campari Analysis - Case Study Example eing borrowed,whether the amount being asked for is realistic and whether it can be paid back in due time.Furthermore the CAMPARI analysis also requires a consideration of the risks and insurance and interest problems involved on the part of J &d D. This is where it can be seen that it might be potentially risky to lend to this business as the business plan has some obvious loopholes in the plan which may be deliberately omitted or otherwise. For example the plan omits the mention of the business relationship with the suppliers(whether its on credit or cash,bulk or just-in-time)The transportation and the duration of the supply of the goods is likewise omitted alongwith the possible perks and discounts this business is getting.These factors are important in assessing the financial viability of any business.So before any bank should decide to finance this business for two decades or more they should be convinced that this business is not a "one" hit wonder and how it plans to keep fina ncing the loan paybacks in the face of new market entrants and fierce competition.The plan is also unconvincing to economic lows and booms in the luxury goods department as rapid changes in income and the fashion market cannot generally account for the rapid changes in demand of these goods.Indeed the case for further or even initial lending is weak.The plan demonstrates a strong capital base but where the question of future income returns and profits begins there seems to be rather unconvincing proposition. Furthermore the plan has also spoken of expansion of the premises and this means that there is a danger of diminishing returns if any further capital is invested here. The problem with these economic factors is that they are unaccounted for in a CAMPARI analysis and thus cloud the view into the market viability of the business in the future. Based on the CAMPARI analysis alone it is hard to decipher the business owners as successful entrepreneurs. Arguably since the CAMPARI analysis focuses solely on financial statements there seems to be a missing link of the contributions the loan acquiring business owners are doing for it.In such a business it is the successful and innovative entrepreneurship rather than the capital base which can ensure stable returns for the bank over the next two decades of repayment of the loans. Furthermore as discussed in the next section the finance and loan sourcing of this business seems slightly shoddy and should be double checked to avoid bankruptcy losses. Identify which critical content is missing from the J & D (Newcastle) business plan, and assess its strengths and weaknesses In terms of critical content even though business plan looks promising and boosts of a thorough understanding of their business strategy which is based on the present demand trends, there are a number of gaps here which do not pertain particularly to financial information but it seems that the "character" analysis of the CAMPARI strategy of evaluation has been downplayed by colloquialisms and over confident statements pertaining to the promising consumer demand of the goods.(See the third,fourth and fifth section of the busine
Friday, October 4, 2019
Critically analyse the territorial and extraterritorial ambit of the Assignment
Critically analyse the territorial and extraterritorial ambit of the offence of murder under English Criminal Law - Assignment Example die of the wound or hurt etc. within a year and a day after the same†(Allen 309). It is imperative to note that under the English criminal system, murder is classified into the category of homicide and manslaughter. Legally, homicide is a more serious offence in comparison to manslaughter. In order for a person to be charged with homicide or manslaughter, the elements of the definition of murder must be proved to be true. Actus Reus Under the English Law, the Actus Reus for murder must be present before one can be convicted for the offence of murder. One aspect of Actus Reus is that act of murder must be unlawful. This implies that act should not have any legal basis to justify its occurrence. Under the English criminal system, the law recognizes some circumstances under which murder can be justified. For instance, killing someone in self defense can be admissible in a court as a legally permissible reason for murder. The justification for killing also depends on the circumsta nces under which the deceased was killed and the role of the accused in the murder (Chalmers & Fiona 219). In essence, killing under English law may include accelerating another person’s death due to an act or an omission. ... This means that any killing that occurs under all circumstances except during war are is classified as an offence of murder. Enemy killing is not justified by law unless it occurs during a war or events thereof (David 453). English Law is precise in regards to the concept of â€Å"Queen’s peace†by expressly stating that all situations except during war are classified as â€Å"Queen’s peace†. Even formally identified foreign enemies cannot be lawfully killed under the pretext that they are outside the scope of the Queen’s peace. It is imperative to that this principle applies both within and outside the territories of the English criminal law. The specific act or omission that results in the murder of a person must have a substantial contribution as cause of death for an accused person to be convicted for the offence of murder. The act or omission and the death must be linked in order for a conviction to be upheld. In essence, the prosecution has th e burden of proving that the accused did more than minimally or negligibly contribute to the death. The contribution of the accused person to the death must be considered substantial in the context of the law (Hirst 229). In this regard, even if the action or omission just accelerated the death, the accused is legally liable for the death. For instance, in R v Dyson (1908), it was held that the defendant was liable for the offence of murder even though the defendant had only hastened death. In order to break the causation chain, it is upon the defendant to prove that the intervening act was the main cause of the death (Cryer 152). This may occur in instances whereby a person’s actions or inactions are part of a chain of actions that can be attributed to the death. It is only an unforeseeable or unexpected action
The HR Manager Essay Example for Free
The HR Manager Essay Introduction            In this country, and even in the rest of the world, the practice of Human Resources Management is rapidly evolving to assume a more pervasive role in the society.  We are in the era of organizational revolution. Out time is marked with rapid shifts in the demography of our workforce, changing corporate culture, and changing organizations. Organizational forms have become more complex and new forms have been developed (Block, 1981). The management of people has never been as important and crucial than ever before. Today, it is considered a central figure and the key to productivity and quality especially in a very competitive society. The Need            In the light of the rapid shift in today’s organization, the skills required of human resource managers, beginners in the profession and even aspiring students in the discipline, rest on the foundation of knowledge on the whole gamut of human resources management, specifically management theories applied in our setting (Kline Saunders, 1993).            The need for a more efficient, economical and equitable management of the human resources in business industry has never been as pronounced as it is today. This need has never been brought about by factors which inevitably affect not only the established structures and ways of doing things within the personnel area but also by the more meaningful and substantial task of managing the organization’s most important asset – the human resource. Among these factors are: stiffer competition in business; rapid changes in technological, competitive and economic environments; the explosion of technical and managerial knowledge; spiraling wage and benefits cost and so many others. These factors have no doubt been responsible for the emergence of the personnel function as a vital area in the implementation of corporate strategy (Bruffee, 1993).            The influence of behavioral science has resulted in a humanistic orientation for personnel management that is geared toward attainment of organizational objectives. Traditional functions in personnel such as hiring, wage and benefits administration and record keeping are still being performed. However, the scope of personnel management has been expanded to include strategic concerns such as, among others, career planning, organizational development and community relations. This linking of personnel management with the process of achieving the organization’s strategic goal defines the qualitative leap into human resource management (Demick, 1993). III. Defining our terminology            What are learning theories and what are the implications of these to the matter at hand? How do we know that these are in operation? What activities should be secured in an organization that will encourage the knowledge of these theories? As we were just pondering on the grave need for the upliftment and maximum utilization of our workforce by addressing several factors inherent in the profession, we want to first look into these learning theories and analyze about their contribution to a difficult year.            Atkinson (1993) best summarizes what learning theories assume:            â€Å"Learning pervades our lives. It is involved not only in mastering a new skill            or academic subject but also in emotional development, social interaction            and even personality development. We learn what we fear, what to love,            how to be polite and so on. Given the pervasiveness of learning in our lives,            it is not surprising that we have already discussed many instances of it – how            for example, children love to perceive the world around them, to identify with            their own sex, and to control their behavior according to adult standards.†           Learning as proponents claim them to be, maybe defined as a relatively permanent change in behavior that results from practice: behavior changes that are due to maturation (rather than practice), or temporary conditions of the organism (e.g. fatigue, or drug-induced) are not included. All cases of learning are not the same, though. Learning is defined by Craig et al as a process through which one’s capacity or disposition is changed as a result of experience. Apparently, while learning can be defined as a process and a product, most definitions stress learning more as a process. Changes resulting from development and experience are emphasized. III. The Concepts of Learning            There are three kinds of learning. These three different kinds may be distinguished as classical conditioning, operant conditioning, and cognitive learning. In the study of behavior, concepts in learning are differentiated and defined.            In classical conditioning, the conditioned response often resembles the normal response to the unconditioned stimulus. Concepts such as, acquisition, extinction, discrimination, extinction, generalization, spontaneous recovery, and higher order of learning are all associated with classical conditioning. is portrayed by our independent yet harmful.            Much of real-life behavior is like this though: response is learned because individuals operate on, or effect the environment. Concepts like instrumental conditioning, reinforcement, shaping, extinction, punishment, biofeedback, token economies, and programmed learning are essential notions in the theory (Atkinson et al, 2000).            While classical and operant conditioning are both relatively simple forms of learning, Cognitive learning, on the other hand, involves mental processes, such as attention and memory, that may be learned through observation or imitation; it may not involve any external rewards or require the person to perform any observable behaviors. Concepts in cognitive learning include Insight learning and observation learning. Insight learning is a mental process marked by the sudden occurrence of a solution whereas observational learning, say theorists, may account for most human learning. It occurs, when we observe people around us, as early as a year old and even below, doing things and we learn those tasks they do (Atkinson et al, 2000).            Modern management theories employ these concepts in specific and specialized forms. It’s psychology applied in the industry and organization. They call these self-learning and continuous learning. Self-directed training includes the learner initiating the learning, making the decisions about what training and development experiences will occur, and how. The learner selects and carries out their own learning goals, objectives, methods and means to verify that the goals were met.            Probably the most important skill for todays rapidly changing workforce is skills in self-reflection. The highly motivated, self-directed learner with skills in self-reflection can approach the workplace as a continual classroom from which to learn.            Supervisors and employees who work together to accomplish formal, self-directed learning in the workplace also accomplishes continuous learning for continued productivity and learning. The Nature of the Work.            Attracting the most qualified employees and matching them to the jobs for which they are best suited is significant for the success of any organization. However, many enterprises are too large to permit close contact between top management and employees. Human resources, training, and labor relations managers and specialists provide this connection. In the past, these workers have been associated with performing the administrative function of an organization, such as handling employee benefits questions or recruiting, interviewing, and hiring new staff in accordance with policies and requirements that have been established in conjunction with top management. Today’s human resources workers manage these tasks and, increasingly, consult top executives regarding strategic planning. They have moved from behind-the-scenes staff work to leading the company in suggesting and changing policies. Senior management is recognizing the significance of the human resources department to their financial success.            In an effort to enhance morale and productivity, limit job turnover, and help organizations increase performance and improve business results, they also help their firms effectively use employee skills, provide training and development opportunities to improve those skills, and increase employees’ satisfaction with their jobs and working conditions. Although some jobs in the human resources field require only limited contact with people outside the office, dealing with people is an important part of the job.            The educational backgrounds of human resources, training, and labor relations managers and specialists vary considerably because of the diversity of duties and levels of responsibility. In filling entry-level jobs, many employers seek college graduates who have majored in human resources, human resources administration, or industrial and labor relations. Other employers look for college graduates with a technical or business background or a well-rounded liberal arts education (Maccoby, 1998).            Many colleges and universities have programs leading to a degree in personnel, human resources, or labor relations. Some offer degree programs in human resources administration or human resources management, training and development, or compensation and benefits. Depending on the school, courses leading to a career in human resources management may be found in departments of business administration, education, instructional technology, organizational development, human services, communication, or public administration, or within a separate human resources institution or department.            Because an interdisciplinary background is appropriate in this field, a combination of courses in the social sciences, business, and behavioral sciences is useful. Some jobs may require a more technical or specialized background in engineering, science, finance, or law, for example. Most prospective human resources specialists should take courses in compensation, recruitment, training and development, and performance appraisal, as well as courses in principles of management, organizational structure, and industrial psychology. Other relevant courses include business administration, public administration, psychology, sociology, political science, economics, and statistics. Courses in labor law, collective bargaining, labor economics, labor history, and industrial psychology also provide a valuable background for the prospective labor relations specialist. As in many other fields, knowledge of computers and information systems also is useful.            The management of human resources or to put it simply means the management of people who come from different backgrounds, differing worldviews, age and cultural distinctiveness. Any person who will be handling such diversity is in for trouble. Hence, a solid knowledge of human behavior is prerequisite (Bohm, 1998). Why the need for learning theories? And how to promote it in the context of HR management?            Understandably, the HR manager’s role is one of leadership not just of management. When he/she leads people he/she takes into account the individuality and the complexity, the seemingly unpredictability of behavior. Why seemingly, because at one end we think of the difficulty in truly expecting people to follow the way we want them to follow. However, we also see the other end, that for reasons that we too are human, we know to a certain extent what makes people tick, or what makes people squirm and so on. If we have sufficient background on the learning theories (i.e. insight learning or observational learning), we bring with us an arsenal to help us create change, and move people within our leadership (or influence) to create the change we believe (or our employers believe) should happen in the workplace (Morecroft Sterman , 1994).            When we are equipped with the knowledge of learning theories we come with a knowledge of people. For example, we can employ the information by crafting our goals and mission statements by involving our people in the process. Learning theories teach us that by involving people in goal-setting gives them ownership; by itself (the involvement) is a form of reward (intrinsic).            In general, the spirit of learning is the spirit of desiring knowledge above and beyond the current abilities a particular individual possesses. It means creating the appetite for change, positive and better change for the person and for the organization where he/she belongs.       Promoting learning in the workplace is both easy and difficult. Easy because if we are experts on human behavior we use influence to help us towards that direction and difficult, usually when we don’t take time to study the kind of people our organization has. What are our strategies?            In the workplace, we can employ several strategies. An HR manager may choose from a variety of methods or line of attack so to speak.            One is self-learning, which is a combination of insight, observational and classical /operant learning. Self-learning occurs when the individual reflects on his/her encounter or experience on a particular day and learns something from it. It is informal and most often the typical kind of learning that occurs. Self-directed learning programs possess abundant advantages over traditional variety of classroom instruction for employees in the workplace, whether they are leaders, managers, or individual contributors. Bouchard (Self-directed Learning in Organizational Settings (a working paper), Concordia University, Montreal, Canada) clarifies, â€Å"Over the years, it has become increasingly clear that traditional approaches to program design and delivery in the workplace and in associative organizations present some important weaknesses. Problem areas include: coping with the short life span of useful knowledge; passing down acquired competencies to succeeding cohorts; accommodating the demands of productivity while providing for a continuity of learning; [and] enabling learners to pursue activities that correspond to their learning styles and needs†(p. 1). Carl Rogers, pioneer of self-directed therapy, claimed that â€Å"anything that can be taught to another is relatively inconsequential, and has little or no significant influence on behavior†(1961, p. 276). He contends, â€Å"The only learning which significantly influences behavior is self-discovered, self-appropriated learning†(p. 276).            Continuous Learning is the ability to learn to learn. It goes beyond linear learning. Learning need not be a linear event where a learner goes to a formal learning program, acquires areas of knowledge and skills about a system or process, and then the learning terminates. If the learner can view life (including work) as a learning program, then the learner can continue to learn from almost everything in life. As a result, the learner continues to expand his or her capacity for living, including working (Bridges, 1991).            Peter Senge, well-known systems theorist, elucidates that continual learning and individual mastery are very alike. In continuous learning, the learner carries on to: 1. Distinguish priorities or overall values about themselves and how they want to live and work          they have a personal vision. Undergo a dynamic function in the world and work. Keep on reflecting on their encounters in the world and work. Inquire about current feedback about the world (including work) and their activities in it Continue to be as receptive as possible to the feedback (which entails a considerable level of personal maturity). Create continuing regulations and modifications, based on constant feedback, to the manner they live their lives and perform their work in order to meet their goals and priorities. Consequently, the primary features of continuous learning include:            Having some basic values in a person’ life or priorities in his/her work.; owning responsibility in the world; relating with the new information and skills; pausing to make inquiries and contemplate about one’s life and experiences; expecting and receiving continuing feedback;  eliminating personal impediments on receiving feedbacks and possessing the audacity and humility to adjust. Conclusions            Much of the learning in the workplace has been adaptive (i.e. individuals are trained to adapt to the needs of the organization in a manner that ensures consistency and compliance with norms). In contrast, the new paradigm focuses on liberating individuals and bringing forth their ability to create. This develops within the person, a work ethic that he/she is expected to adhere to, considering that it reflects his/her personhood, his wants and wishes, as well as his future plans. This has generated a much greater contribution from the workforce than expected and continues to develop a learning community where the exchange of ideas is encouraged and work output increased. Enthusiasm towards work in general will be maximized and relationship within the workplace improved. Reference: Atkinson, RL, RC Atkinson, EE Smith, DJ Bem, and S. Nolen-Hoeksema, Hilgard’s     Introduction to psychology. 13th ed., New York: Harcourt brace and Company,            2000. Block, Peter, Flawless Consulting: A Guide to Getting Your Expertise Used, University            Associates, San Diego, CA 1981. Bohm, David. (1985) Unfolding Meaning. Loveland, CO: Foundation House. Bridges, William, Managing Transitions, Making the Most of Change, Addison-Wesley,          Menlo Park, CA 1991. Bruffee, Kenneth A. Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore: Johns Hopkins Univ. Press, 1993. Demick, J. and Miller, P., Development in the Workplace, Lawrence Erlbaum Associates,            Publishers, New Jersey, 1993. Gozdz, Kazimierz, ed., Community Building: Renewing Spirit and Learning in Business,            Sterling Stone (NewLeadersPress), San Francisco, 1995. Kline, Peter and Bernard Saunders. Ten Steps to a Learning Organization. Great Ocean Publishers, Inc. Arlington, VA. 1993. Maccoby, Michael, Why Work: Motivating and Leading the New Generation, Simon            Schuster, New York, 1988. Morecroft, John D.W. and John Sterman eds.(1994) Modeling for Learning        Organizations. Productivity Press. McNamara, Carter., http//:www.authenticity   consulting.com. Copyright 1999 Rogers, C., On Becoming a Person: A Therapist’s View of Psychotherapy, Houghton    Mifflin, 1961, p. 276.  Senge, Peter, 1990. The Fifth Discipline: The Art and Practice of the Learning  Organization 1st edition, 1994 paperback edition, xxiii, 413 p., ISBN 0-385-        26095-4. West, G. W. Group Learning in the Workplace. In S. Imel (Ed.), Learning in groups: exploring fundamental principles, new uses, and emerging opportunities. San Francisco: Jossey-Bass. (1996).
Thursday, October 3, 2019
Identifying stress among UTM students
Identifying stress among UTM students Chapter 1 Introduction Background of Study Stress is the expressive and physical strain caused by our response to pressure from the outside world. Common stress reactions include anxiety, bad temper, inability to concentrate, and a variety of physical symptoms that include headache and a fast heartbeat. Its almost impossible to live without some stress. (Whitman, 1985) The ability to identify when we are under stress and what is stressing us can greatly improve both our mental and physical well being. A model that is useful in understanding stress among students is the person-environmental model. According to a variation of this model, stressful events can be appraised by an individual as challenging or threatening (Lazarus, 1966). Students respond to college in a variety of ways. For some students, university is stressful because it is a rapid change from high school. For others, separation from home is a source of stress. Although some stress is necessary for personal growth to occur, the amount of stress can devastate a student and affect the ability to cope. Often, undergraduate students perceive that faculty exert great power over their lives and feel that they live in a state of substantial powerlessness (Altbach, 1970). Another source of stress is the difficulty of achieving social intimacy. It is difficult to find a friend or maintain a relationship with an existing one. The solution to reduce a student stress is providing students with a sense of control over their education, information about what to expect, and feedback regarding what can be done to improve their performance. Students who do not feel powerless will adopt their own coping strategies. (Whitman, 1985) Immediate coping such as dealing with ones own thoughts and feelings, can be facilitated by accessible professional and peer counseling, student support groups, and adequate faculty advising. Active coping, that is, dealing with the actual stressful situations or events, can be strengthened by providing students with early success. Excellent teaching cannot be overrated as a key to preventing and minimizing stress among students. Sometimes, faculty may not be good teachers if they are themselves stressed and if they feel unrewarded for good teaching. How to reduce stress among faculty and reward good teaching are questions for further study. Solutions for alleviating stress include improved orientation for new graduate students, more flexibility in core requirements, and expanding the role of faculty advisors. Solutions suggested for reducing stress in college students include stress inoculation for example, informing students in advance of what difficulties they might face and encouraging them to develop their own strategies to achieve personal goals. Other suggestions include improving campus mental health services and organizing peer counseling and self-help groups. (Falk 1975; Hirsch and Keniston 1970; Katz and others 1969). Problem Statement Stress is any situation that evokes negative thoughts and feelings in a person. (Whitman, 1985)The same situation is not evocative or stressful for all people, and all people do not experience the same negative thoughts and feelings when stressed. A critical issue concerning stress among students is its effect on learning. Based on the research conducted in a local public university in Malaysia, the adjustment difficulties faced by first year students were found to be academic problems, health problems, financial crisis as well as social and personal problems. (Kolko, 1980) The aim of this particular study is to assess what relationship perceived levels of stress in university students have and what suitable solutions can be recommend these variables have on levels of anxiety and depression. It must be noted that this study uses participants from the lower end of a normal distribution and therefore the analysis is on a skewed population sample. The participants will be UTM students. Purpose of Study In this case the purpose of the study is to identify the stress among the students in UTM. Nevertheless, the study will also will focus on the effects and solution of the students stress in UTM. Research Objective To achieve the target, several objectives are outline as follow: To identify the student stress in UTM. To determine the factors of student stress in UTM. To investigate the effects of the stress towards student in UTM. To provide solution and suggestion to improve and encourage students to handle stress in UTM. Scope of the Study The study will focus on the students in UTM only. This research will study through questionnaire survey where the survey only studies on random students selected in UTM. They are chosen as the respondents because they play a very important role in the university and are also involved in the teaching and learning in UTM. Limitation of Study The study will focus among the students in UTM. The conclusion of this study will represent the stress of the UTM random selected students only. There is several limitation of this study which is: The respondents of this study will be limited on UTM students in Skudai, Johor area only due to the limitation of the time, distance and also cost. The result of the study only accurate within the duration of the study only because the planning and development in teaching and learning will be change in future. Therefore, the result might be different in the future. Importance of the Study Provide a guideline to handle the stress among the students more effectively. It is hopeful that the result of this research may give contribution to further study on the university. The study can also help the university to monitor the students closely. This study is used to determine the major sources of stress, effects and the solutions among university students. Chapter 2 Literature Review Introduction The literature review examines relevant studies in the student field and highlights of most relevant reference in this stress topic. The review includes a detailed description of the factors of stress, effects of stress and solution that can help to reduce the effects of stress on students performance. Factors of Student Stress Studying Stress is a necessary thing in human beings lives because stress adds flavor, challenge and opportunity to our world. Nearly no one feels free from stress and each of us defines stress somewhat differently (Youngs, 1986). It is also a part of every students daily life. In the right dose, stress can be healthy, or even enjoyable. However, it provides many benefits; it can be very damaging for students when stress becomes excessive. Stress can harm students health, happiness, work performance, relationships and personal development. Studying can be as stressful as working because studying is a process that requires a lot of determination. However, stress in learning is also a subjective phenomenon. For some students, making a presentation in front of the class is not stressful while but for others it may mean is the end of the world. Some students consider quizzes as good challenges to their potential while others find them hard to handle. In other words, how one labels, interprets, thinks about and reacts to events in ones life has a lot to do with determining whether those events are stressful (Corey Corey, 1997). Moreover, students who prepare themselves for such events are most likely to experience less stress than those who fail to do so. Ineffective Time Management Many students reported experiencing stress during their studies in universities. One of the causes of stress among college and university students is ineffective time management. Quality time is something often neglected by students whether good or average. The good students often over-scheduled their time for study-related tasks while others under planned their valued time with inadequate activities thus increasing their stress level. Furthermore, a lack of proper time management brings stress to students. With a good time management it will help students become more organized in their academic and social life. Some are lucky enough to be blessed with lecturers who teach them the ways of proper management of time. But for most, it is left up to them to learn about it the difficult way. Without proper time management, students might have overloaded schedules because they will have a tendency to put things off until the last moment. Managing coursework and preparing for exams are stressful for every student. Expectation of Academic Achievement Another famous stressor among students is the expectation of academic achievement. This includes the expectation of examination performance and expectation of the academic results. A survey conducted by West and Wood (1970) reported that 65 percent of 331 students in nine American high schools experience stress just by thinking about the examination before they actually sit for it. Meanwhile, 59 percent of the students expressed that low achievement in the examination also causes a high level of stress. Perhaps one of the obvious mistakes in stress management among students, besides time management, is the inability to plan for upcoming obstacles in the study process. Students should foresee challenges and problems and prepare themselves for anticipatory stress which is more manageable. They can gather information on possible stressors through various ways including discussion with their seniors, advisors, lecturers, counselors and other resources in the university. However, many students are unaware of the need to prepare in advance for academic challenges. This will lead to reactive stress coping style once they experience situational stress. If the students fail to manage the situational stress effectively, it may later lead to residual or chronic stress. Frustration, conflict, change and pressure have been identified by Weiten and Lloyd (1994) as the main elements of psychological stress. Continuous stress can result in burnout among students; the students usually feel emotionally exhausted and lose interest in their studies, thus neglecting their pursuit of studies. According to Corey and Corey (1997), the problem with students is that they do not notice the warning signs that they have pushed themselves to the breaking point. They give too much time to their studies and assignments that they fail to realize the importance of maintaining relationships and spending some leisure time for themselves. New University Environment The cause of stress for university students is the new university environment itself. Human emotion and behavior are influenced by the surrounding. Change of social circumstances can make the university students stress. (Buchanan and Huczynski, 2004, pg. 157-8) If they go to university straight out of high school, they face the difficult challenges. Leaving home, separating from their parents, and beginning the process of finding their own identity as an adult and their place in the world. New Relationships Next, relationships among new friends and partners will bring stress to students. Students often seem more interested in the view out of the window or their pretty classmate in the next row than in what the instructor is saying. The Competitive Circumstances and Exams Moreover, university students want to get good grades and want to have higher scores than their friends since the course evaluation is based on the statistics. The stress happens when desires are not the same. They have an intense need to fit in and to be accepted by their friends. The serious competitive environment makes the students try hard to adapt themselves stressfully. Parental Pressure Parental pressure is also the most important source of stress for the university students. Children do not want to disappoint their parents, so they overwork and do everything to reach the goals no matter how much stress it produces. To avoid the undesirable disadvantages of stress, students should consider the causes of stress important as it help students make plan to reduce it. Effects of Stress Effects of stress to three categories (Dr. Jay Pearson, 2003) Stress happens when the body has to react suddenly to certain situations either mentally, emotionally, or physically. Physically The heart pumps faster and making the heart pound and blood pressure rise which can be said as some people experience palpitations. Muscle tension increases, leading to headaches, dizziness, jaw ache and even insomnia. The mouth goes dry and digestion slows causing butterflies in the stomach. (Dr. Jay Pearson, 2003)Breathing is faster and less efficient which can lead to over breathing and breathlessness. Changes in the flow of blood to the skin can cause sweating, blushing or clammy hands and feet. Mentally A certain amount of stress can be mentally stimulating but too much can affect our thinking ability. Thoughts may become disorderly and confused. Thinking becomes focused on worrying. We may become preoccupied with problems. It becomes much harder to make decisions or find solutions to problems. Thinking negatively and fearing the worst increases worry and stress. Stress when handled positively is beneficial to us. It helps keep us alert, active, and more energetic. When stress gets too much it turns into distress, and if we handle it in a negative manner, it begins having an effect on us mentally. This is really bad for us because it can strain our relations with everyone around us and deteriorate our mental condition. When stress is handled in a negative manner it usually leads to depression. To come out of this depression many take the harmful help of tobacco, alcohol, and drugs, all of which give a sense of stress relief. In reality your body and mental still remains stressed, and these substances just help make matters worse. There are numerous mental responses as illustrated by the following list of some signs and symptoms of stress to our mental. (Bill Burniece, 2008) Increased frustration, irritability, edginess Insomnia, nightmares, disturbing dreams Forgetfulness, disorganization, confusion Trouble learning new information Difficulty concentrating, racing thoughts Emotionally People respond to stress in many different ways. Common emotional effects are irritability, impatience, anger, frustration, fear, anxiety, self-doubt, panic, and despondency, feelings of inadequacy, insecurity, hopelessness, unhappiness, emotional withdrawal and depression. Stress can change peoples behavior towards one another. We may become less sociable, less caring, more hostile and insensitive towards others. When stress is accompanied by anger we may become less tolerant. Many people respond to stress by eating, drinking or smoking much more than is usual: some engage in risk taking behavior. Students often complain that when they feel stressed they find it hard to concentrate, feel tired all the time, perhaps start to miss lectures and deadlines and feel they cant cope. That extra rush of adrenalin, released during stress gives us a needed burst of speed when we escape from danger or an extra surge of power when we decide to stand and fight. However, when we fail to release stress by coping with lifes situations, it builds up until we either get angry or collapse. The consequences of stress can cause specific disorders in both mind and body. In addition to raising levels of the stress hormones, a buildup of stress can cause headaches, digestive problems, eating disorders, insomnia, fatigue, and lower our resistance to other illnesses like colds and flu. When we are overflowed by a sequence of stressful situations, our bodies dont have time to adjust and our minds dont have to make the decisions necessary to deal with stress in a healthy manner. This is episodic stress. Over time, unrelieved stress, like episodic stress, can result in increased heart rate, respiration, and blood pressure, which in turn put undue stress on bodily organs such as the heart and lungs. (Dr. Jay Pearson, 2003) Emotionally, stress can near literally burn us out. Long-term stress becomes chronic stress. Stress becomes inconspicuous, hiding behind feelings of hopelessness, constant anxiety, depression, and in severe cases serious mental aberrations such as paranoia and delusions. Of course, the worst-case consequence of stress is suicide. Just as each individual differs from the next in his or her responses, there is no set limit as to how much stress each of us can endure. Each of us seems to be endowed with our own stress thermometer. When the mercury rises or plummets, in order to stay healthy we need to have a planned strategy to manage stress. We need to know and use a few stress management tips that can make all the difference in the consequences of stress. (Dr. Jay Pearson, 2003) Overall Effects on Physically, Mentally and Emotionally Stress is complicated for scientists to identify because it is a highly subjective incident that differs for each of us. Things that are stressful for some individuals can be pleasurable for others. As demonstrated in the above list, stress can have wide ranging effects on emotions, mood and behavior. Equally important but often less appreciated are effects on various systems, organs and tissues all over the body, as illustrated by the following diagram. In fact, its hard to think of any disease in which stress cannot play an aggravating role or any part of the body that is not affected or not. This list will show the extensive results of stress are increasingly in human being. Solution and Suggestion of Stress Keep stress under control The key to success is to think positively and take control of your stress and anxiety by learning effective techniques to combat it. The most helpful method of dealing with stress is learning how to manage the stress that comes along with any new challenge, good or bad. Here are some things that can help keep stress under control. (Whitman, 1985) Take a stand against over scheduling. If youre feeling stretched, consider cutting out an activity or two, opting for just the ones that are most important to you. Be realistic. We dont try to be perfect no one is. And expecting others to be perfect can add to your stress level. If you need help on something, like schoolwork, ask for it. Get a good nights sleep. Getting enough sleep helps keep your body and mind in top shape, making you better equipped to deal with any negative stressors. Because the biological sleep clock shifts during adolescence, many teens prefer staying up a little later at night and sleeping a little later in the morning. But if you stay up late and still need to get up early for school, you may not get all the hours of sleep you need. Go to bed early, every night, before 10pm is best. Its almost impossible to function at your best if you are not getting quality sleep every night. This is a very worthwhile discipline that will help you enjoy your activities and be more successful. Learn to relax The bodys natural antidote to stress is called the relaxation response. Its your bodys opposite of stress, and it creates a sense of well-being and calm. The chemical benefits of the relaxation response can be activated simply by relaxing. You can help trigger the relaxation response by learning simple breathing exercises and then using them when youre caught up in stressful situations. And ensure you stay relaxed by building time into your schedule for activities that are calming and pleasurable: reading a good book or making time for a hobby, spending time with your pet, or just taking a relaxing bath. Relaxing bodily tension in order to reduce the physical sensations of stress is a good place to start. If your body is free of tension your mind tends to be relaxed. This helps you concentrate and study, take decisions and solve problems. When you are relaxed, you can view each task as a positive challenge, and use stress as a stimulus to help you to carry it out giving you a relaxing glow of achievement afterwards. Treat your body well. Experts agree that getting regular exercise helps people manage stress. And eat well to help your body get the right fuel to function at its best. Its easy when youre stressed out to eat on the run or eat junk food or fast food. But under stressful conditions, the body needs its vitamins and minerals more than ever. Some people may turn to substance abuse as a way to ease tension. Although alcohol or drugs may seem to lift the stress temporarily, relying on them to cope with stress actually promotes more stress because it wears down the bodys ability to bounce back. Watch what youre thinking. Your outlook, attitude, and thoughts influence the way you see things. A healthy dose of optimism can help you make the best of stressful circumstances. Even if youre out of practice, or tend to be a bit of a pessimist, everyone can learn to think more optimistically and reap the benefits. Solve the little problems. Learning to solve everyday problems can give you a sense of control. But avoiding them can leave you feeling like you have little control and that just adds to stress. Develop skills to calmly look at a problem, figure out options, and take some action toward a solution. Feeling capable of solving little problems builds the inner confidence to move on to lifes bigger ones and it and can serve you well in times of stress. Try to stand back and look at the problem carefully. Break it down into manageable parts. Talk it through with someone else, brainstorm solutions, or get help if you need it. Try to manage your time effectively and learn to say NO. Avoidance wont make the problem go away and can often make it worse. Leaving everything to the last minute is a major source of stress for students. Think about why you are finding it hard to get started: uncertainty about how to do the assignment, fear of being judged or failing? Starting a piece of work effectively reduces stress levels as it frees your mind, putting the thoughts of failure back into perspective. If youve had a row or a misunderstanding with someone, it rarely helps to avoid the issue. Talking it through with the other person or with someone outside the situation, often helps you express your feelings, regain a sense of proportion, and identify a way of resolving the differences. Accept the Inevitable Accept what you cannot change. Develop patience with the process of going to university. There is a lot it can offer you. Practice Gratitude Be grateful for the opportunity to learn and grow and build a better future for you. Get Organized Write down your homework assignments so they dont get lost. Write down your schedule of classes in more than one place so you always know where you are supposed to be. Be Disciplined Become disciplined about doing your assignment can reduce the stress and university syndrome. Attending classes when you have done your assignment is much less stressful then showing up without your assignment.Be disciplined about attending classes and studying daily. Cramming for exams creates unnecessary stress. Real learning and success is built on a foundation, step by step and class by class. Practice Time Management Skills Time management stress relief skills can help you achieve more and still have time for rest and play. Be Systematic Understand that your university success never depends on any single exam, teacher or class. You will naturally enjoy some classes more and do better in them. Simply do the best you can with each class and each challenge you face. Learn How to Take Tests Gather tips for test taking will help your improve your test taking skills and make your school days much easier. It will also build your self confidence and success. Be Determined and Persistent Even though stress and University may sometimes be a problem, dont let setbacks stop you. Just stay committed and keep going. At times you may think that youre a failure but just keep going anyway. You dont really fail until you stop trying. Breathe Deeply Breathing for stress relief means breathing slowly and deeply several times a day. Do this especially any time you feel tense, angry or worried. This can help you stay calm and focused. It can help you avoid doing or saying things that may get you in trouble, or that you may later regret. Be Kind Be kind, polite and respectful to everyone you meet and deal with, including yourself. When you treat people with kindness and respect you will find yourself making friends more easily and having fewer problems in your relationships. Communicating to reduce stress with improved listening skills will help avoid misunderstandings and promote harmony. Be Forgiving The benefits of forgiveness are many. Be forgiving of yourself and others. As human beings we are fallible. We inevitably make mistakes. Apologize for your mistakes and move forward. Dont hold grudges. They will only bring you down with bitterness. Recognize that we all do the best we can at the time. Exercise Regularly Be absolutely committed to using stress relief exercise almost every day! This is important for health and stress relief. Bodies are built to move and be active. Its much easier to sit patiently in university behind a desk when you have a daily opportunity to run, move and play. It can be sports, or dancing, or weight lifting, or simple walking or jogging. I found that the more hours I spent sitting and studying, the more time I had to spend exercising in order to think clearly and stay healthy. Sport and physical activity helps you to relax physically and also releases endorphins in the body which produce a real feeling of well-being. Walk, cycle, swim, join a gym or a sports team. Joining a club or society, maintaining an existing hobby or learning something new, talking to other people can all help you to take a mental and physical break. Eat Nutritious Food Avoid eating junk. Eliminate refined sugar and caffeine from your diet. Sure the soda pop and candy bars are fun to eat. And they can give you an immediate energy boost. But its an artificial energy boost that does not support your long term health. Request Help Ask for help when you need it. Sometimes an explanation from a classmate, teacher or tutor can help you understand a difficult topic. Lend a similar helping hand to your classmates when they ask for it. Cooperation can help everyone do better. Talk about it, write about it, shout or moan about it. By expressing your feelings can help to relieve stress. Acknowledging a problem to yourself and to others can be the first step in dealing with it. Sometimes having a good cry or bashing a pillow can release emotional pressure and calm your feelings of anxiety. Pray for Guidance Remember, prayer for stress relief is always available, and can help with school stress, work stress, family stress, or whatever challenge you may be facing. Past Researches Past researches are very important for researcher to do research scientifically. Although college student is Past researches has been done for the related title of student stress in university and colleges. Research conducted by Ida Hartina Ahmed Tharbe (2003) using the Social Readjustment Rating Scale (Holmes Rahe, 1967) on 58 subjects identified several changes in lifestyle as the cause of stress for students. Among the changes are: the change in eating habit (66 percent), change in sleeping and living habit (64 percent respectively), change in social activities and change in financial status (50 percent respectively). Using the Teen Scene: Stress Test (Youngs, 1986) the same research found other stressors which include: not performing as well as expected (66 percent), putting too much hope on oneself (64 percent), not being as popular as one wanted (56 percent), fear of being let down by friends (56 percent) and peer pressure (50 percent). Therefore, it is relatively true to say that stress is not merely caused by a single event but rather by a combination of life events. A study by Samsiah Jayos (2005) among 155 matriculation students found that 91 percent of the students regard not having enough time for revision as the main source of stress. Meanwhile, 65.2 percent argued that they do not have enough time to complete assignments. Academic workload is undoubtedly another source of stress for students. The same research reported that too many assignments and too many subjects to be taken have caused stress for 73.5 percent and 72.3 percent of the students respectively (Samsiah Jayos, 2005). Similarly, a research study on 94 students of an institute in South Alberta found that among the stressors for both female and male students is academic workload (Arthur Hiebert, 1994). Conclusion In conclusion, various past researches showed that the stress appear because of several factor that may create effect to our body and health. The effects were severe if we did not control it because from the past researches, it shows a problem that can make our life miserable. The effects to us include physically, mentally and emotionally. Various past study also make evident that the solution for stress management include think positively and take control of your stress and anxiety by learning effective techniques to combat it. Stress-management skills are best when we practice it correctly. Knowing how to de-stress and doing it when things are relatively calm can help us get through challenging circumstances that may arise. CHAPTER 3 METHODOLOGY Introduction This chapter is a vital part of the study that clarifies all features about how the survey will be carry out, beginning from the data collecting procedure to the analysis and understanding of d
Wednesday, October 2, 2019
In What Way Does The Final Scene of Act 1 Demonstrate Dramatically The
In What Way Does The Final Scene of Act 1 Demonstrate Dramatically The Tensions Between The Characters Which Will Lead to Tragedy? The final scene of Act 1 in Arthur Miller's 'A View From The Bridge' demonstrates dramatic tension in a variety of different ways. It is made fairly clear from the final moments of the act when Alfieri returns to the stage that the play will end in tragedy. Miller shows this through dialogue between the characters and in the plentiful stage directions with which he liberally sprinkles the text. There is a range of conflict present in the scene. The central conflict however, involves Eddie's unacknowledged jealousy towards Rodolfo; this is the strongest. The above dispute is clearly visible when Eddie goes to visit Alfieri for the first time. He makes insubstantial claims about Rodolfo's sexual persuasion without ever calling him a homosexual. Eddie asserts to Alfieri that "the guy ain't right" and that he "ain't no tenor". He continues by adding that if one was to enter a room when Rodolfo was singing, "you wouldn't be looking for him, you'd be looking for her". He is incredulous that there is no recourse in the law that will prevent Rodolfo, a submarine or illegal immigrant, from marrying Catherine. When he leaves Alfieri's office, Eddie has made it clear he would never betray the cousins. Nevertheless the audience is made to feel that he may yet take the recurring theme of personal justice into his own hands, if not by informing the authorities of their illegal presence in the country, then by some other means. This is shown by the extent of Eddie's anger when he says "he's stealing from me" and "[he] puts his filthy hands on her like a goddam thief." Miller conveys th... ... the characters that will lead to tragedy through the way he very carefully structures the play so that the central tension, Eddie versus Rodolfo, increases as the action unfolds. This is true of the 'minor' tensions too, e.g. Beatrice versus Eddie. The tensions themselves are built up by the pithy dialogue and the meticulous stage directions, e.g. "rubbing his fists into his palms; diverting their attention; he senses he is exposing the issue and he is driven on". Miller mimics Greek tragedy with a "chorus" - Alfieri - who comments on the action. Alfieri does this job well and is constantly hinting at the tragic ending he knows is going to unfold. Ironically, after the first few scenes the audience realise that Alfieri was right at the beginning and the play is going to end in tragedy. How it will come about is still unclear at the end of Act 1, however.
Euthanasia Should Be Legal Essay -- Argument for Euthanasia
Euthanasia is a controversial issue. Many different opinions have been formed. From doctors and nurses to family members dealing with loved ones in the hospital, all of them have different ideas for the way they wish to die. However, there are many different issues affecting the legislation and beliefs of legalizing euthanasia. Taking the following aspects into mind, many may get a different understanding as to why legalization of euthanasia is necessary. Some of these include: misunderstanding of what euthanasia really is, doctors and nurses code of ethics, legal cases and laws, religious and personal beliefs, and economics in end-of-life care. Across Europe palliative care is an intensifying and acknowledged part of healthcare. Palliative care is mostly known as an approach that aims to prevent or reduce suffering and hopelessness at the end of life. Using this information one may understand better as to what euthanasia is associated with. Many people are unable to form solid opinions and stances on the legalization of euthanasia due to their lack of information on the subject. According to the study conducted by the European Association of Palliative Care’s Ethics Task Force, euthanasia is killing on request and can be defined as a doctor intentionally killing a person by the administration of drugs, at that person’s voluntary and competent request. There are two different types of euthanasia. Medicalized killing of a person without their consent, whether it is non-voluntary, where the person is unable to consent, or involuntary where it is against the will of the person, is not euthanasia, it is however, murder. This means that if euthanasia did occur it would have to be voluntary. The different types of euthanasia woul... ...sh. "Euthanasia: Right to life vs. right to die." Indian Journal of Medical Research Dec. 2012: 899+. Academic Search Premier. Web. 17 Sept. 2013. Piercy, Mathew. â€Å"Euthanasia Is a Rejection of God’s Gift of Life.†The Right to Die.Ed. Jennifer Dorman.Farmington Hills: Greenhaven Press, 2010. 11-14. Print. Quill, Timothy. â€Å"The Right to Die May Be an Important Part of End-of-Life Care.†The Right to Die.Ed. Jennifer Dorman.Farmington Hills: Greenhaven Press, 2010. 64-71. Print. "Code of Ethics for Nurses."Code of Ethics for Nurses. Christine Zhou, 15 Feb. 2013. Web.19 Sept. 2013. . ProCon.org. â€Å"Would Financial Motivations Encourage Insurance Companies, Health Care Providers, and Patients to Seek Euthanasia and Physician-Assisted Suicide if Those Options Were Legally Available?†ProCon.org. 17 Dec. 2012. Web. 23 Oct. 2013.
Tuesday, October 1, 2019
Impact of Police Brutality
Police officers are not only trained to uphold ND respect the law but It Is made very clear to them that they are not above or Immune to the law themselves. Although they seem to believe they are. Due to the amount of power and authority given to police officers, they must be held accountable for any criminal actions. Many of you are probably wondering why I chose this topic, and it is simply because it has probably touched every single person in this room, whether you witnessed it, heard about it or were a victim of it yourself but nothing Is being said or done to stop it.I'm not sure how many of you attended Blood West Villages annual Ukrainian Festival last weekend but If you did, there Is no doubt In my mind that you are thinking about the hundreds of armed police officers patrolling the festival as if it was a federal prison. Now I ask you, why would they do this? Why do police officers feel they have the right to treat the average citizen like a criminal?There are many incident s across Canada involving the RACE and Regional Police Forces, in which they are accused of abusing their authority and power, such as unjustified deaths including, but not limited to, the death of Robert Deskills In October 2007 at the Vancouver Airport, the unnecessary arrest and searches of hundreds of Innocent people during the 620 summit. There are countless videos and eyewitness testimonies to these occurrences, yet they go virtually unnoticed. Now I ask you, who is policing the police?A recent incident involving police brutality was the shocking assault caught on camera by officer Geoff Mantled in Keelson, British Columbia. Mantled was accused of assault causing bodily harm, after Instructing a suspect to get down, and as he proceeded to get on his hands and knees, the RACE officer kicked him In the face. As a suspect, you are innocent until proven guilty, therefore if you are complying with police, they have no right to assault you. This officer's actions were intentional, d eliberate and appalling to say the least.Now I ask you, what was the punishment for such a crime? Mantled was suspended from the force with pay. Sounds like more of a vacation to me! Do you think this is an adequate punishment for kicking someone in the face? I most certainly do not! Geoff Mantled should be charged with assault causing bodily harm, Like any other citizen would be. Due to the â€Å"Blue Shield,†which Is better known as he police code of silence, is simply the unwritten rule that all police officers will not to report against another colleague's errors, misconducts or crimes.Police officers rarely go against this code because doing so would cause unrest within the department, and other consequences such as having your own misconduct exposed. Due to this, It is clear that police cannot be trusted to conduct their own internal Investigations Walton tenet department as ten result wall always De Dallas. Canaan needs an independent agency dedicated to investigating allegations of police conducts and excessive force in order to ensure accountability in these specific incidents.An external agency, free of political interference may help to restore some of the trust, confidence and respect of the RACE and regional police forces, which has been undermined by recent incidents of police misconduct. If police forces feel that they can assault people in broad daylight with multiple witnesses and get away with it then we can only imagine the things they think they can get away with when nobody is looking. Now I ask you, who is policing the police? Currently, it is nobody, and something must be done about it!
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