Anthropological Approaches to the Study of Language Systems

Anthropological Approaches* to *The* Study of Language S*ystems Language: The arbitrary vocal symbols human beings use to encode and communicate about their experience of the world and of one another. Linguistics: the scientific study of language Linguistic anthropologists study how language is formed and how it works, the history and development of language and the relationships between language and other aspects of culture Throughout time a change in language through modern technology All human beings have language it varies in terms of its nature and all language is equally sophisticated and complex All human beings have the capacity to learn language Children who are isolate and not socialized till the age of 6 cannot learn language (feral children) Communicative competence Linguistic Anthropology Focuses on the mechanics of language, including: Phonology (phonetics): the general study of the sounds used in speech by means of an internationally recognized system of symbols to represent the various phonetic sounds of speech. Syntax: the study of the manner in which minimum units of meaning (morphemes) are put together into phrases or sentences. Or, what English speakers call grammar. Historical Linguistics Studies the relationships of languages to one another and reconstructs how languages change over time. Includes an analysis of how the phonology of language changes over time (dialects, pidgins, creoles, and new languages). Includes an examinations of potential universals in linguistic principles of classification (are there universal classifications for colours? ) 12 different languages before European contact, why is that important? Because that means that there were people living in the North America for a very long time. It was so diverse! Specialized field that studies the relationship between language and culture. SapirWhorf Hypothesis: all human experience is to some extent, mediated through culture and language. Objects or forces n the physical environment become labelled in language only if they have cultural significance, and language systems themselves (vocabulary and syntax_ influence speakers perceptions of the world. How do Anthropologists study language? {text:list-item} {text:list-item} Proxemics: the study of the use of space in communication. Ex. Talking too close for comfort. Handshaking etiquette. Discourse Analysis:the analysis of a stretch of speech or other form of communication l onger than a sentence and united by a common theme. Often concerned with relations of power and inequality in language use and knowledge production. Ex. Global warming, refusing to use the word in communications. The way the language gets used in power relationships is important. Unique Design Features of Human Language *Openn*ess: the creative capacity of human language Displacement: the ability to talk about absent, abstract or nonexistent objects of subjects Arbitrariness: no universal link between particular linguistic sounds (sings) and particular linguistic meanings (signified). Duality of Patterning: arrangement of sounds(phonemes) is not random, but systematically patterned to create meaning bearing unites (morphemes). Prevarication: the ability for linguistic messages to be false or to violate convention. Lies, animals are not able to lie. Forms of Communicative Competence Linguistic Competence: human ability to learn correct assemblages of phonemes, morphemes and syntax (or grammar) Communicative Competence: human beings ability to learn culturally appropriate speech patterns. Much of communicative competence involves learning inter-textual codes. The concept of inter-textuality essentially states that meaning depends on our knowledge of linguistic and symbolic codes.

Ethical and Legal Challenges in Professional Practice Essay

The American Counseling Association (ACA) Code of Ethics is available to clarify the ethical responsibilities for professional counselors and future professional counselors. According to the ACA (2005), â€Å"the code serves as an ethical guide designed to assist members in constructing a professional course of action that best serves those utilizing counseling services and best promotes the values of the counseling profession.† As a graduate student striving to achieve a Master’s Degree in Counseling, it is crucial, not only to know and understand the ACA Code of Ethics, but also to understand any challenges that I may have in upholding them as well as ways to address these challenges effectively. In this paper I examine a section of the ACA Code of Ethics that I find personally challenging, risk management strategies used to resolve this potential ethical conflict, and a section of the ACA Code of Ethics that will not present a challenge. Personally Challenging Ethics Code According to the ACA Code of Ethics (2005), section C.2.g Impairment, counselors are alert to the signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when such impairment is likely to harm a client or others. The ACA Code of Ethics (2005) section C.2.g Impairment also states that counselors seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until such time it is determined that they may safely resume their work. Personal Relevant History In 2005, during my senior year of undergraduate school at The University of  Arizona, I was on the fast track to law school. I was on a full scholarship, earning a 4.0 grade point average, a resident assistant for the dorms, and a member of a co-ed pre-law fraternity. I had just completed my internship working for senator John McCain and had finished the scary LSAT. This is what my friends and family saw. In the background, I was struggling. During the weekends I was â€Å"hosting† parties, or rather people would just show up and throw their own parties at my residence. I was struggling to get out of bed in the morning and often came back home to take naps and miss my next few classes of the day. My grades were slipping and so was my ambition. I took it upon myself to see a psychiatrist and was prescribed anti-depressants. This medication changed my life for the worst. I did not even notice that things were spinning out of control as I maxed out my credit cards (I would just get new cards later) and making impulsive and risky decisions. I was losing sleep as I was either out socializing or home cleaning like a madwoman, and often had bouts of irritability. My boyfriend at the time (my current husband) called my parents and asked that I come home to Phoenix and receive help. So I had a medical withdrawal from school, returned home, and was provided with psychiatric help. I was diagnosed with bipolar disorder and informed that by taking antidepressants I was experiencing a manic episode. As stated by Griswold and Pessar (2000, p. 1347) while referring to bipolar disorder, â€Å"the use of tricyclic antidepressants should be avoided because of the possibility of inducing rapid cycling of symptoms.† So with a new diagnosis the process of trial and error with psychotropic and mood stabilizing medications and their unavoidable side effects began. Once I was on a stable medication and dosage, I felt like myself again. I got a job at a residential treatment center to work with adolescents that have mood disorders and had gotten into trouble with the law. I found my passion. It was a few years before I could return to school with a purpose. I was graduated from Arizona State University with a Bachelor’s of Science degree in Family Studies and Human Development in May 2011 and the future goal of becoming a therapist. Future Considerations and Risk Management  Strategies I believe that under the Impairment ethics code, mood disorders are considered a mental or emotional problem that may impair the counselor affecting the way in which a counselor provides treatment to clients. Bipolar disorder does not disappear once one takes the necessary medication. â€Å"Medication alone is often inadequate to restore and maintain physical health and quality of life† (Rheineck & Steinkuller, 2009, p. 339). Rheineck and Steinkuller (2009) recommend that those with bipolar disorder participate in therapy in conjunction with taking their effective medication. It would be myopic of me to assume that bipolar disorder will never affect me as a therapist. If I am not aware of my moods while I am having either a depressive or manic episode I may become irritable with or place my own perceptions onto a client. Ethically, to manage the risks involved with being a therapist who has bipolar disorder, I need to do more than take medication and participate in therapy. According to Biegel, Brown, & Shapiro (2007), a therapist should practice self-care, including self-awareness and self-regulation or coping. I think that when I am practicing, it will be self-awareness that will assist me most in terms of risk management. As an unbiased observation of my inner experience and behavior, self-awareness could also serve as an alarm to signal that I need to take appropriate actions whether to notify my supervisor, limit, or suspend my professional responsibilities. When referring to self-awareness Corey, Corey, & Callanan (2008, p. 44) state that without it â€Å"mental health professionals are likely to obstruct the progress of their clients as the focus of therapy shifts from meeting the client’s needs to meeting the needs of the therapist.† To assist with my self-awareness, I plan to utilize mindfulness. Mindfulness, as defined by Campbell and Christopher (2012, p. 215), â€Å"refers to a state of being aware, with acceptance, of thought s, emotions, and sensations as they arise.† I currently practice various mindfulness exercises in therapy to assist with my mood disorder and coping strategies. To be a positive and healthy professional counselor I will continue with mindfulness exercises throughout my career and my life. I plan on practicing this daily, on my own time, so that I will be able to recognize when I am having moods or episodes that need to be addressed.  Mindfulness will be additionally useful, as â€Å"counselors need to be immediately cognizant of signs of stress and burnout and address these immediately to practice counseling ethically† (Bradley, Brogan, Brogan, & Hendricks, 2009, p. 358). By being mindful and self-aware I will be able to identify the symptoms of stress and burnout as well as any number of potentially harmful feelings. Ethics Code that Does Not Present a Challenge According to the ACA Code of Ethics (2005), section C.2.f Continuing Education, counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. The ACA Code of Ethics (2005) section C.2.f Continuing Education also states that counselors take steps to maintain competence in the skills they use, are open to new procedures, and keep current with the diverse populations and specific populations with whom they work. Personal Relevant History In my experience while working in behavioral health, training always has been emphasized and mandated yearly. During the four years that I spent working at a residential treatment center, I had accumulated more than 500 hours of training. While working at a group home for a year, I had gone through more than100 hours of training. In the past year while working as a youth and family specialist I have completed an additional 60 hours of training. Although I found many of the training sessions over the years to be fairly repetitive, there were also several trainings providing completely new knowledge to me and therefore effective to assisting me while working with clients. Examples of recent effective trainings include crisis prevention intervention, compassion fatigue, cognitive behavioral therapy for children and adults, and behavioral health documentation. Future Considerations According to the ACA Code of Ethics (2005), Preamble, â€Å"inherently held values that guide our behaviors or exceed prescribed behaviors are deeply ingrained in the counselor and developed out of personal dedication, rather than the mandatory requirement of an external organization.† To me this statement means that as a professional counselor I will further my education  and knowledge of skills because I want to and not because an agency I work at mandates it. I do not believe that when one finishes school, they have completed learning, especially if they work in behavioral health. There are always new diagnoses, methods, and forms of treatment coming out that I want to be learn to better meet the needs of my future clients. In a mail-in survey study of 1000 licensed professional counselors conducted in 2009 pertaining to counseling grief stricken clients, Granello, Ober, & Wheaton (2012) found that the majority of the participants stated they were unprepared when it came to specific skills and lacked knowledge to address those with grief. â€Å"Counselors who received training rated themselves as more competent than those who did not, with more training related to higher levels of self-perceived competence† (Granello et al., 2012, p. 158). Another study conducted by Jameson, Poulton, and Stadter (2007), involved 38 therapists and evaluated the effect of a two-year continuing education program on their knowledge, skills, and application. â€Å"The majority (74%) felt the training helped them think clearly and specifically, both about assessment issues and specific interventions† (Jemeson et al., 2007, p. 113). It is clear when reading these findings that further training can only help a professional to work with more specific needs of their clientele. Although all agencies have mandatory trainings, I have observed that there are hundreds of additional trainings offered yearly for any counselors who want to attend voluntarily. I plan to be a counselor who takes the opportunities offered to further educate myself, in order to improve myself and to provide my clients with a better and more knowledgeable version of me. Conclusion In summation, I have examined a potentially personally challenging section of the ACA Code of Ethics, risk management strategies that I plan to utilize, and a section of the ACA Code of Ethics that aligns with my personal beliefs. Examining my personal experiences and traits that may conflict with the ACA Code of Ethics, I am better preparing myself to prevent any effects they may have had toward my future clients. It is important to me that I continue to learn and apply the knowledge I gain in graduate school and additional educational settings to improve myself as a person and as a professional counselor. References American Counseling Association (2005). ACA Code of Ethics. Alexandria, VA: Author. Biegel, G.M., Brown, K.W., & Shapiro, S.L. (2007). Teaching self-care to caregivers: Effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105-115. Bradley, L.J., Brogan, W.C., Brogan, C., Hendricks, B. (2009). Shelly: a case study focusing on ethics and counselor wellness. Family Journal, 17(4), 355-359. Campbell, J.C., & Christopher, J.C. (2012). Teaching mindfulness to create effective counselors. Journal of Mental Health Counseling, 34(3), 213-226. Corey, G., Corey, M.S., & Callanan, P. (2008). Issues and ethics in the helping professions ( 8th ed.). Belmont, CA: Brooks/Cole Cengage Learning Granello, D.H., Ober, A.M., & Wheaton, J.E. (2012). Grief counseling: an investigation of counselor’ training, experience, and competencies. Journal of Counseling and Development, 90(2), 150-159. Griswold, K.S., & Pessar, L.F. (2000). Management of bipolar disorder. American Family Physician, 62(6), 1343-1353. Jameson, P., Poulton, J., & Stadter, M. (2007). Sustained and sustaining continuing education for therapists. Psychotherapy, 44(1), 110-114. Rheineck, J.E., & Steinkuller, A. (2009). A review of evidence-based therapeutic interventions of bipolar disorder. Journal of Mental Health Counseling, 31(4), 338-350.

Selecting Teaching As A Career Education Essay

This paper tries to bring out the long and short term determiners of choosing learning as a calling As an single thought of prosecuting instruction as a new calling pick, it ‘s of import for me to understand why so many have chosen this profession when the entreaty for learning seems to be worsening. To assist me looked at taking learning as a calling I interviewed 30 current instructors and 4 current pupils to acquire their positions of learning as a calling pick. A sum of 34 persons were asked Why did they pick learning as their pick of calling. The survey concludes that the cardinal determiners of an person ‘s likeliness to learn are their household background, the factors they valued in a occupation and their perceptual experiences of instruction. This paper presents the study findings on pupil instructors ‘ scope of grounds for taking instruction as a calling and discusses those differences between cohorts of different programmes.The overall intent of this survey is to bring out the long and short term factors that motivate people to travel into learning and more specifically simple school instruction as a calling. As we all know instruction as a womb-to-tomb procedure that must hold a nisus force behind it. Teaching is a manner of determining the immature heads of today for tomorrow. It ‘s a ambitious undertaking but there are some who chose to do that challenge a calling. Obvious grounds why many make this calling chose includes: summers off, national vacations off, and 2 hebdomads off during Christmas and New Year season. Those inducements of holding yearss away seems honoring but could you be happy as instructor – because you would carry through nil. Some consequences of surveies agree that the motives for prosecuting a calling in learning scope from selfless to extrinsic ( Kreci & A ; Grmek, 2005 ; Stuart, 2000 ; Yong, 1995 ) . Furthermore, those who are committed to learning are more likely to be motivated by intrinsic wagess. On the contrary, those who have ne'er earnestly considered instruction are more likely to be motivated by extrinsic wagess. The overall intent of the survey is to bring out the long and short term determiners or factors that motivate people to travel into learning and more specifically simple school instruction as a calling. Negative perceptual experiences of material benefits such as instructors ‘ wage and professional position are non likely to set off those who are committed to learning, but they are possible hindrances to those who have no disposition to learn ( See, 2004 ) . What motivates single to travel into instruction is really important. Motivation is a critical force that drives one ‘s behavior toward originating and transporting out the undertakings ( Recto, 2005 ) that go with the teacher instruction plan. Thus, understanding the grounds why people enter the instruction profession and what makes them remain or go forth is indispensable, peculiarly, if success in keeping a stable instruction force ( Soh, 1998 ) that contributes to teacher instruction quality and excellence is most coveted. Such understanding can expectedly bring forth valuable penetrations into contextual, behavioural, and structural dimensions of learning. The contextual dimension refers to the instructor instru ction environment and surroundings. The behavioural dimension consists of the motives and attitudinal temperaments of pupils and other stakeholders in respects to teacher instruction. The structural dimension refers to policy mechanism and options, both at the macro and micro degrees, which govern the overall operation of instructor instruction establishments in the state. A questionnaire based upon grounds collected via preliminary focal point group and e-mail interviews from tonss of co-workers in Sigma Gamma Rho Sorority, Inc. Founded by seven school instructors in 1922 and today with over 80,000 members worldwide approximently 78 % of the rank are in learning. My paper will besides place the cardinal societal and economic determiners of whether to be a instructor or non. So I poised the inquiry am in instruction because, ‘ I know merely what i want to state ‘ , Is have n't considered learning like this before. where do i get down? most of all the hereafter ( intending the kid of today because I was one in that clip ) motivates me to learn and the chances and restraints under which I learn or learned and other learn. there is more but because Is have to lesson program for tomorrow categories. thanks i will acquire to you for moreDo the childs and yourself a favour and acquire a different jobWhen I was immature, I ever knew that I wanted to go a teacher someday. When I played, I would frequently garner my dolls together and feign to learn them how to make math jobs or how to read a book. As I grew older, my desire to go an ESL instructor became clearer as I did some voluntary learning abroad and in the United States. As I look back on my grounds for going a instructor, there are three grounds that stand out. They are: my love for the English linguistic communication, my unconditioned involvement in how people learn, and my desire to assist other people. Burnout is experienced by 1000s of instructors across America each twelvemonth. It is characterized by a loss of energy, enthusiasm for the occupation and a feeling of weakness to alter the state of affairs. It causes high turnover rates and may present a menace to the educational system. Estimates indicate that up to 50 per centum of all new instructors leave the instruction profession within 5 old ages. For some this is simply a personal penchant, but for many it is straight related to teacher burnout. Young instructors enter the educational field with a desire to do a difference in the lives of kids, but shortly discover the tremendous load of run intoing province and federal authorizations is about impossible to accomplish with the limited resources available to the instructor and pupils. Effectss American schools are expected to see a terrible instructor deficit by the twelvemonth 2010, when the bulk of today ‘s veteran instructors will make retirement age. These instructors have stuck to the their committedness to learning despite the of all time increasing demands and outlooks of instructors. Without younger instructors who are willing and able to battle instructor burnout the state will confront a disruptive period of instructor turnover and kids will endure from the combination of inexperient instructors and instructors who are actively seeking a alteration in calling as a consequence of the rapid burnout rate. Types Teacher burnout consequences from a broad assortment of grounds. The work of a instructor seldom stops at the terminal of the twenty-four hours. The outlook to take place work and to pass eventides and weekends rectifying and measuring pupil work, fixing lessons, and gathering resources for the schoolroom takes its toll. The deficiency of resources and fiscal support provided to schools frequently consequences in a deficiency of schoolroom stuff, unequal text editions and by and large inferior working conditions. State and federal authorizations for pupil accomplishment and strict province proving require an progressively broad comprehensiveness and deepness of cognition across capable countries. Administrators, frequently sing burnout themselves, struggle to run into the altering demands of instructors and are limited by resources and fundss. Misconceptions The general public frequently is non cognizant of the tremendous force per unit area a instructor experiences and is speedy to knock occupation public presentation based of a impression of what it thinks instructors should make. There is a perceptual experience that instructors enjoy an easy life with multiple holidaies and a short work twenty-four hours. In many countries, instructors are perceived as over paid. A deficiency of regard permeates the community as it fails to react to the demand of instructors. Many mistakenly assume that instructor burnout is caused by a deficiency of subject in the schoolroom and fail to acknowledge that the bulk of instructors who suffer from burnout would name pupils as the last point on a list of lending factors. Prevention/Solution Attempts towards bar of instructor burnout need to concentrate on supplying the fiscal resources to schools and supply equal support for new instructors. Supplying aid in big schoolrooms and entree to a broad scope of intercession techniques, and the resources to implement them, will make shared duty for pupil accomplishment and relieve the force per unit area and isolation instructors experience. Increased public consciousness of the troubles instructors face, solid parental engagement plans, and a lessening in immaterial responsibilities like coach and recess responsibilities will liberate instructors to concentrate their clip and energy on their primary end: instruction. Supplying clip for teacher coaction and planning within the construction of the school twenty-four hours will let instructors to work together to be after and implement the best possible plan for kids.Determinants of learning as a callingBeng Huat See1University of York, electronic mail: Sg25 @ york.ac.ukPaper pre sented at the British Educational Research Association Annual Conference, University of Manchester, 16-18 September 2004AbstractionThis paper tries to bring out the long and short term determiners of choosing learning as a calling. A questionnaire based upon grounds collected via preliminary focal point group and e-mail interviews was employed to place the cardinal societal and economic determiners of the person ‘s pick whether to be a instructor or non. A sum of 1,845 pupils and trainees from four third establishments in South-west England and Wales were involved. The survey differs from much research in this country by including an expressed comparing between pupils meaning to be instructors and those meaning to prosecute other callings. Logistic arrested development analysis was used to analyze the information collected. The survey concludes that the cardinal determiners of an person ‘s likeliness to learn are their household background, the factors they valued in a o ccupation and their perceptual experiences of learning. Financial inducements, although effectual in acquiring those already interested in learning to take up preparation, are limited in their impact. Those who are committed to learning are more likely to be motivated by intrinsic wagess. Those who have ne'er earnestly considered instruction, on the other manus, are more likely to be motivated by extrinsic wagess, and to describe a negative experience of school. Negative perceptual experience of instructors ‘ wage and their occupation position are non likely to set off those who are committed to learning but is a possible hindrance to those who have no disposition to learn. Fiscal inducements to develop hold small influence on those already committed to other callings. In the long tally policies could see the personal features of persons. For illustration, promotion runs to enroll new instructors could foreground the extrinsic values of learning. Presently they constantly highlight merely the intrinsic entreaty of the occupation. To be maximally effectual such runs should besides foreground those factors which people really consider of import in their calling pick. This survey reminds us that simply presenting fiscal inducements to enroll instructors is non plenty. Individual determinations to learn depend, to a big extent, on the values attached to a occupation and perceptual experiences of instruction.IntroductionThe purpose of this paper is to place of import determiners of going a instructor. It examines the influence of demographic background, the values people attached to a occupation and their perceptual experiences of learning on their calling p ick. Of involvement is the impact of fiscal inducements for initial instructor preparation enlisting on people ‘s pick of learning as a calling. The survey involved undergraduates, both teacher trainees and others, and graduate students, both teacher trainees and those on other professional preparation paths, in South-west England and Wales. Many current policies to increase teacher supply have assumed that teacher Numberss can be increased by pecuniary inducements, such as better wage and other fiscal inducements to recruitment. While these may be effectual in the short term, there is grounds that every bit many as 40 % who enter developing do non go on to learning anyhow ( STRB, 1999 ) . Furthermore, these steps are mostly based on a ‘universal ‘ human capital theory of motive, which does non adequately explicate the under-representation of work forces and people from certain societal category and cultural groups in learning. Evidence from old surveies suggests that peoples ‘ pick of calling is, to a big extent, influenced by their socio-economic and cultural background and by a comparatively lasting position of what is ‘appropriate ‘ for them ( Gorard and Rees, 2002 ) . These societal determiners differ from economic and practical factors in being longer term and, hence, less conformable to a short-run proficient hole. They have so far non been explored in old surveies on instructor deficits. For these grounds, this survey examines the influence of social-economic background, as determined by parents ‘ businesss and educational makings, sex, ethnicity and type of school attended, each of which might be regarded as formative of their values and norms. Geographical mobility and whether persons had close household members and friends who are/were instructors were besides considered, as was the extent to which current fiscal incentives in instructor preparation had an impact on instructor trainees ‘ determination to travel into instruction. Besides these societal determiners, an person ‘s determination to travel into learning or non is besides believed to be influenced by what they value in a occupation and their perceptual experiences of instruction ( Kyriacou et al. , 2002 ) . If we are able to place those factors which persons consider of import in their pick of calling, and highlight the factors in learning which lucifer these, so we might trust to carry better qualified pupils to see learning. As Johnson and Birkeland ( 2003 ) noted, it is indispensable to understand people ‘s concerns and responses, otherwise policymakers and practicians will go on to present what they believe to be promising enlisting and keeping schemes with no existent consequence. To pull and retain new instructors, a comprehensive scheme that addresses the full scope of new instructors ‘ concerns is required. In this manner, under-represented groups such as work forces, cultural minority groups and those in shortage topics can be efficaciously targeted. This involves a consideration of the calling picks made by prospective and possible instructors, every bit good as by those who have rejected the possibility of learning. The positions of the latter are cardinal in moving as a restorative to the bulk of relevant research in this country based merely on consideration of instructors and possible instructors – for illustration, Reid and Caudwell ( 1997 ) , Bloomfield and Selinger ( 1994 ) , Fraser et Al. ( 1998 ) , Smithers ( 1990 ) , Lock ( 1993 ) , Newson ( 1993 ) and Heafford and Jennison ( 1998 ) . More recent surveies on instructor supply by Robinson and Smithers ( 1998 ) and Howson ( 1999 ) were concerned with pupil instructors ‘ grounds for non taking up learning stations. These surveies focused on the motives of those who had antecedently made the determination to go school instructors. Few surveies have investigated persons ‘ grounds for non taking learning as a calling in the first topographic point. Even fewer surveies looked into barriers to come ining instruction ( e.g. Wellington, 1982 ; Smithers and Hill, 1989 ; Finch, 1986 ) . The positions of undergraduates who have yet to take up teacher preparation and who might be attracted by the inducements are normally non sought in UK educational research. This could easy give a really deceptive feeling about why persons do non go instructors. In general, the bulk of the educational engagement literature is based, for really matter-of-fact grounds, on surveies of bing participants, frequently in the same establishment as the research worker. This can give deceptive consequences about the causes of non-participation ( Gorard and Rees 2002 ) . Non-participants in any educational enterprise are, ironically, besides routinely excluded from research about their non-participation.MethodThe survey involved 1,845 undergraduate and graduate student pupils in four establishments in South Wales and South West England. Four chief topic groups ( humanistic disciplines and humanistic disciplines, societal scientific disciplines, maths and scientific discipline and vocational ) were identified to stand for the wide scope of undergraduates. Vocational classs included jurisprudence, accounting, concern surveies and athleticss and leisure direction. The overall response rate is 82 % 2. The sample was selected after a re-analysis of all available and historical statistics associating to teacher supply and keeping in England and Wales, and of the one-year UCAS nose count informations ( farther inside informations in See et al. 2004 ) . A self-administered questionnaire study was used to place the of import factors act uponing people ‘s determinations to travel into learning. The instrument was designed and piloted following a series of preliminary interviews ( e-mail and concentrate group ) with possible and trainee instructors. It gathered pupils ‘ retrospective life histories, and their reported calling determinations, programs and motives, puting the latter within the context of their longer-term educational and career flight. Logistic arrested development analysis with forward stepwise entry of forecaster variables was used to predict/explain the person ‘s purpose to be a instructor or non ( dichotomous ) utilizing all background variables, factors act uponing their calling pick and their perceptual experiences to learning as likely forecasters. The theoretical account is ‘hierarchical ‘ , come ining explanatory variables into the theoretical account in life order from birth ( e.g. household background ) through initial instruction ( e.g. where lived at age 16 ) to the present ( e.g. capable studied at university ) . In this manner, each measure can merely work with the discrepancy left unexplained from old stairss. The concluding measure adds variables for consciousness of fiscal inducements and other recent policies to promote teacher enlisting. Cross-tabulation processs were besides used to show the relationship between these forecaster variables and persons ‘ calling determination. Because of the big sample size ( Pallant, 2001 ) and because the population was non a random sample, a trial of significance would non be relevant here ( Gorard, 2003 ) . Therefore, the ‘effect ‘ size was used to standardize differences between groups ( Coe, 2002 ) .FindingssThis subdivision is divided into three parts. The first portion examines the influence of demographic features on an person ‘s determination to learn. The 2nd portion looks at the influence of calling pick factors, such as the values people attached to a occupation and their perceptual experiences of learning. The 3rd portion analyses the influence of ITT ( initial teacher developing ) enlisting fiscal inducements on calling pick. The respondents were classified into three groups based on their responses to the inquiry on their calling determination: Those who have considered instruction and wanted to be instructors besides known as confirmed instructors ( 30 % , N= 550 ) Those who have earnestly considered but decided non to learn, or fringy instructors ( 34 % , N= 621 ) Those who have ne'er realistically considered instruction and would non desire to learn, or non-teachers ( 37 % , N= 674 )Background features and determination to travel into learningThe three groups mean that the arrested development analysis is polynomial. For simpleness of presentation, I consider here merely some of the possible comparings, concentrating on the differences between confirmed instructors and others. The analysis was robust in uncovering that the background features that explain most of the differences between groups were an person ‘s sex, ethnicity, academic accomplishments and parental background ( Table 1 ) . The coefficients in the tabular array give an indicant of how likely person is to be a instructor or non-teacher. For illustration, a male is, ceteris paribus, merely 10 % every bit likely as a female to be a confirmed instructor instead than a non-teacher, and those who described themselves as White are about twice ( 1.8 times ) every bit likely as co lored to be instructors than non-teachers.Table 1 – Background features differences between instructors and othersBackground features Coefficients Sexual activity i‚ · Male i‚ · FemaleA0.1–Ethnicity i‚ · White i‚ · ColoredA1.8–Mothers ‘ makings i‚ · No making i‚ · O-level i‚ · A-level i‚ · Degree and higher, i‚ · Do n't cognize & amp ; no responseA1.4 1.2 0.8 0.8–Entry making i‚ · A-level i‚ · A-level and vocational i‚ · Access i‚ · UnclassifiableA1.6 0.8 0.9–Degree consequence i‚ · 2:1 and above i‚ · 2:2 and below i‚ · Do n't cognize and no responseA2.0 3.9–Those whose female parents have an A-level and tantamount or higher making are less likely ( 0.8 ) to go instructors than those whose female parent ‘s makings are unknown. In general, those with less educated parents are more likely to take learning as a calling. Those with or anticipating a grade graded at 2:2 or below are more likely to go instructors than those with a 2:1 or above, and those for whom no grade consequence is known. While a grade is now about a demand for instructor position, it is by and large the least qualified of those eligible who are most likely to be instructors. Analysis by demographic features shows that pupils ‘ determination to learn or non was besides found to be related to their topic of survey at university. For illustration, societal scientific discipline pupils were two and a half times more likely than those making scientific discipline and maths to take learning as a calling. Vocational pupils in classs other than instruction were, unsurprisingly, the least likely to hold considered instruction. This determination is consistent with that of the Institute for Employment Studies, which found that those in fiscal topics, economic sciences, scientific discipline or jurisprudence had a lower leaning to come in learning ( House of Commons, 1997, Appendix 5 ) .Career pick factors and the determination to travel into learningCareers pick factors refer to those features people look for in a occupation, and their perceptual experiences of learning as a calling. These are withheld from the theoretical account above because they are a cu rrent snapshot instead than a dependable retrospective history, and because the causal theoretical account associating pick factors and revealed pick is ill-defined. The logistic arrested development analysis shows that we can predict/explain with 90 % truth who are likely to be instructors instead than non-teachers than a non-teacher once these factors are included in the theoretical account. Table 2 shows the calling pick factors that explained differences between groups. The factors are listed in falling order get downing from the one which explains the most difference between confirmed instructors and non-teachers. These factors are the opportunity to portion cognition, occupation satisfaction, length of vacations and the opportunity to go on in the topic of involvement. The coefficient for ‘chance to portion cognition ‘ agencies that those who indicate that the opportunity to portion cognition as rather of import are 3.4 times more likely to be instructors than those who did non believe it is of import. Similarly those who indicate opportunity of portion cognition as really of import are 3.42 ( 11.6 times ) more likely to be instructors than those who think it is non.Table 2 – Choice factor differences between instructors and othersFactors act uponing calling pick coefficients Opportunity to portion cognition 3.4 Job satisfaction 3.1 Length of vacations 2.3 Opportunity to go on involvement in ain topic 2.3 Job security 1.8 Salary 0.6 Working conditions 0.5 Status of occupation 0.5 Promotion chances 0.5 Intellectual stimulation. 0.4 Note: these pick factors were rated in importance on graduated table from 1 to 3 ( most of import ) Table 2 shows that confirmed instructors differed from non-teachers in the values they attached to a occupation. While confirmed instructors were more likely to describe being motivated by intrinsic factors, such as occupation satisfaction, the desire to portion cognition and to go on involvement in their capable, non-teachers were more likely to value extrinsic factors like salary, publicity chances, occupation position, good working conditions and rational stimulation. Other factors actuating confirmed instructors included occupation security and the length of vacations. These differences suggest that fiscal inducements, if decently applied, might hold persuaded non-teachers to see learning as a calling. Of class, there is besides a danger for those already on vocational classs of rationalizing their pick station hoc. Analysis by capable groups indicates that societal scientific discipline pupils and instructor trainees were more likely to see intrinsic factors as really of import compared to maths and scientific discipline and ‘other ‘ vocational pupils. Females were besides more likely than males to see these factors as really of import. There was no difference between white and colored. Mathematicss and scientific discipline and vocational pupils, on the other manus, were more likely than teacher trainees and societal scientific discipline pupils to see extrinsic motives, such as occupation position and public perceptual experience of occupation and salary as really of import. This, possibly, explains why pupils from some topic groups were less likely to desire to learn. This is consistent with Smithers and Hill ‘s ( 1989 ) survey which found that mathematics and scientific discipline pupils were less likely to see such intrinsic motive as of import in their calling determinat ion. They were besides more likely to comprehend instruction as offering intrinsic wagess and person-oriented satisfaction than extrinsic wages. Assorted scientific discipline and humanistic disciplines pupils, on the other manus, were more likely to be people-oriented, and therefore more likely to be attracted to learning. The three of import perceptual experiences of learning that explained most of the differences between instructors and non-teachers were occupation satisfaction, instructors ‘ work load and calling chances ( Table 3 ) . Those who perceived learning as honoring were 4.5 times every bit likely as those who did non cognize or did non reply, and 4.52 ( 20 times ) every bit likely as those who disagree to be confirmed instructors. Therefore, we might reason that learning appealed to corroborate instructors because they believed that learning could offer them the values they looked for in a occupation. For illustration, confirmed instructors were more likely to comprehend instruction as a honoring calling than their non-teacher opposite numbers. They tended to hold a more positive perceptual experience of learning. They were more likely to comprehend instruction as offering occupation security, good calling chances and publicity chances. They were besides more likely to hold that lear ning offers the rational stimulation they looked for in a occupation. There is a danger of an component of tautology crawling into the theoretical account here. However, the same form besides appears when the theoretical account is run with merely that sub-sample who have yet to do a pick.Table 3 – Percepts of learning which explain differences in calling pickFactors act uponing calling pick Coefficients Teaching is honoring 4.5 Teachers ‘ work load is heavy 3.5 Teaching has good calling chances 2.4 Teaching offers greater occupation security 1.6 Teaching allows usage of academic cognition 1.5 Teachers are underpaid 1.5 Better chances for publicity in learning today 1.5 Teaching is lifestyle pick 1.4 Teaching is no longer a 9-5 occupation 1.3 Teachers ‘ wages are comparable 0.8 Teaching is high position profession 0.6 Teaching does non offer adequate rational stimulation 0.6 Own experience in school gives negative perceptual experience 0.4 Note: these pick factors were rated in degree of understanding on a graduated table from 1 to 3 ( agree ) Teacher trainees and societal scientific discipline pupils were the most likely to hold a positive perceptual experience of instruction, while maths and scientific discipline and ‘other ‘ vocational pupils were the least likely. For illustration, maths and scientific discipline and vocational pupils were more likely than teacher trainees to comprehend instruction as lacking in calling chances and publicity chances, and a dead-end occupation. Mathematicss and scientific discipline pupils were besides more likely than teacher trainees to describe that learning did non offer adequate rational stimulation and stimulation to aspiration. In general, confirmed instructors tended to hold a positive experience of school. Those who had a negative perceptual experience of school as a consequence of their ain experience were less likely to be instructors. Teaching did non appeal to non-teachers because they were less likely to comprehend it as offering them the things they looked for in a occupation. Negative perceptual experiences, nevertheless, did non set off those who were interested in learning. Confirmed instructors were, in fact, more likely than others to hold that instructors ‘ work load was heavy and that instructors were underpaid. However, if negative perceptual experiences of learning involved affairs that were of import to persons ‘ calling determinations, these could be a barrier. For illustration, non-teachers were more likely to rate calling chances and publicity chances as really of import in their calling pick, but were less likely to believe that learning can offer these. A bulk of pupils agreed that instructors ‘ were underpaid and merely 35 % saw instruction as a high position occupation, but non-teachers were more likely to rate these factors as really of import in the calling pick. This suggests that negative perceptual experience of instructors ‘ wage and their occupation position might non set off those who were committed to learn ing but might be a hindrance to those who did non wish to learn.Fiscal inducements and the determination to learnStudents were asked about their consciousness of, and the importance of, fiscal inducements for learning when make up one's minding upon a calling. When their responses were entered into the logistic theoretical account, the truth of foretelling who were likely to be instructors and non-teachers increased from 90 % to 94 % , while that for confirmed and fringy instructors increased from 80 % to 81 % . This shows that fiscal inducements did non dramatically change single calling programs, although they did do it easier for those who wanted to learn to travel into learning. As determiners of calling pick fiscal inducements were non every bit of import as the values people attached to a occupation and their perceptual experiences of learning. They did non look to hold much influence in carrying non-teachers into learning. These are people who have already made up their heads about their calling waies and would non be likely to be persuaded otherwise. Those who reported that they were most likely to be persuaded by these inducements were fringy instructors ( Table 4 ) .Table 4 – Reported influence of fiscal inducementsACareer determinationsAConfirmed instructor ( n= 550 ) %Marginal instructor ( n=621 ) %Non-teacher ( n=674 ) %Offer of preparation wages 78 78 36 Promise of deficit capable bursaries 40 54 24 Exemption of fees 75 76 36 ‘Golden handlock ‘ trade 32 60 33 The two inducements that were probably to act upon people ‘s calling pick were the offer of preparation wages and the freedom from fees ( Table 4 ) . Deficit capable bursaries appeared to be the least effectual ( because they apply merely to a subset of instances ) . Deficit capable bursaries and freedom of fees besides did non look to be effectual in carrying maths and scientific discipline pupils. Mathematicss and scientific discipline pupils were the most likely to be influenced by the ‘golden handlock ‘ trade compared to pupils in other capable groups, and least likely to be influenced by the offer of preparation grants. Male and female pupils did non look to demo any difference in their responses to these fiscal inducements. Exemption of fees appeared to be the most effectual in act uponing the calling determinations of colored pupils. These findings have ( sometimes negative ) deductions for policies to increase ITT enlisting of cultural minorities and those in shortage topics. Training grants and deficit capable bursaries were the two inducements most widely known among pupils and proved to be most influential in acquiring those who were interested in learning take up teacher preparation. It was effectual in pulling those who were already interested in learning, but non those analyzing shortage topics at university. Training wages made it easier for some to give up their occupation, but surely did non move as a ‘carrot ‘ to those who had non considered learning. Many had applied for class entry before the strategies were announced, while others would hold gone into developing anyhow, though much later, after they have saved up plenty. This point was clearly illustrated by PGCE pupils in the focal point group interviews. English PGCE pupils: Anna: A I umm.. I mean the thing is because I applied truly early on the class truly truly truly on and I knew that I wanted to make it, and I ‘d already taken a twelvemonth to work to seek to salvage some money up and so really it ‘s a surprise when the preparation wages were announced. Michelle: A Like me I applied before the wage was introduced. I am like Anna, I applied to make the class and, and was accepted on the class before the preparation wage was announced so it was a nice surprise – and precisely the same I did n't wholly expect how much it likely would be to make it, and I ‘m populating at place. I mean I ‘m really non even paying rent but I ‘m driving a auto everyday and you know, so the small disbursal I did n't even expect before. Nina: A I think because I sort of applied late on and I had n't truly thought about developing wage did n't truly you know have n't been maintaining up with that so I was n't certain, but I guess I merely knew that because it ‘s what I truly wanted to make that I would hold the support of my parents I guess so I knew that I ‘d be able to fight through this with my parents. Just being in that lucky state of affairs and you knowaˆÂ ¦ Hannah: I had the promise of that support from my Dendranthema grandifloruom and pa every bit good which, which because I did n't cognize when I was traveling to acquire this preparation wage because I live in the Isle of Man and they have different regulations and everything, but I was merely so alleviated when I didaˆÂ ¦ Jemma: A I would hold merely done it a batch subsequently. I would hold done it like 10 old ages down the line if they have n't offered the wage. Nicola: A I would hold done it subsequently every bit good ( Jemma, and Edward would hold done it subsequently every bit good )APGCE history pupilsAADent: I suppose the inquiry to inquire about our motive is which of us was motivated by the 6,000 grant. I personally was n't. Antony: I was n't because I applied before. Dent: In retrospect, the same I did n't gain when I applied because I want to learn, but now cognizing how much it costaˆÂ ¦ . Tom: Lapp here Andy: I applied before. It did n't pull me, I merely come in beforeaˆÂ ¦ Queen city: I likely would possibly hold waited for two or three old ages until my kids are older and I would n't necessitate to pay child care.APGCE maths pupils besides applied before the policy came into topographic point and for some it did do it easier for them take up preparation.AMarnie: I applied before. Toby: So do I. ( There was general understanding – pupils nodding their caputs ) Fran: I was traveling to use about 3 or 4 old ages ago. I really got the application signifier, decided where I was traveling to use to and I was gaining about 14,000 lbs at that clip, non a immense sum of money but so the grant that I would hold got for making the PGCE was 1,000 lbs and I thought that was stupid I ‘m traveling to run into so much debt, what ‘s the point, you know, I ‘ll set it off and I ‘ll seek something else, so I tried another twosome of occupations umm, and so when I decided that I was traveling to reapply decidedly at the clip they said you ‘d acquire two and a half thousand lbs and so when they say you ‘ll acquire 6 thousand lbs it all coincided with me using, I said great truly good, truly good. Interviewer: So you ‘ve already made the determination even before these policies came into being, but that policy did assist you. Fran and Catherine: Oh yeah. Lack of promotion sing these inducements seemed to be an issue. Some remarks made by pupils in their questionnaire returns with respects to these inducements included: Throughout my degree class, no one really came to carry us to travel into instruction. 3rd twelvemonth Law pupil I am interested in learning but non certain how to acquire into it, whether my jurisprudence grade is adequate, and what sort of makings I would necessitate. ‘ 3rd twelvemonth Law pupil There should be more promotion if the inducements were to be effectual. Many of us have non heard of these inducements at all. We are non cognizant of their being. 2nd twelvemonth Language & A ; Communication pupil I have considered instruction in the secondary sector but still undecided whether to travel into learning or non. The ground for my indecisiveness is the deficiency of information available. I do n't hold any hint of what to make. 2nd twelvemonth Accountancy pupil Had no information about instruction, instead acquire a occupation. Have non been given any information sing being instructor.DecisionThis survey reminds us that simply presenting fiscal inducements to enroll instructors is non plenty. Individual determinations to learn depend, to a big extent, on the values attached to a occupation and perceptual experiences of learning. My findings reveal that there are cardinal differences between non-teachers and confirmed instructors as to what they look for in a occupation and in their perceptual experiences of learning. This survey and that of Smithers and Hill ( 1989 ) revealed that those who had non considered learning were more likely to comprehend it as offering intrinsic wagess and person-oriented satisfaction but were more likely to be motivated by extrinsic wagess. On the other manus, those who go into learning were non likely to remain on unless their experiences with pupils and the school, in general, are honoring. Clear lessons emerge, non merely for policymakers, but besides principals and school de cision makers. Teaching must be seen as an attractive and financially rewarding calling. At present, policy is excessively much focused on instructor preparation and the inducements and barriers to that, and the move from developing to post. If these consequences are to be believed, so work to heighten the position and professional prestigiousness of instructors in ulterior calling will be merely as of import, long-run, in pulling high-quality pupils to the profession.

Case study Essay Example | Topics and Well Written Essays - 250 words - 32

Case study - Essay Example Per se, the products are mainly associated with fun placing them in the category of luxurious products (Naggar 159). An effective problem to this problem is developing strategies for marketing the cereals. One of the best marketing strategies will be effective campaign (Naggar 169). Effective campaign will incorporate some of the traditional Arabic food into the breakfast basket for the whole family. The campaign should target mothers and house helps as they form the chief consumers/buyers of food stuff (Naggar 180). The second solution will be is merging with local companies to increase credibility to the consumer. Arabian countries have strict rules when it comes to many things and among them is food. A merger with a local company will effectively dilute the mistrust of the products being offered by Kellogg Company (Naggar 191). These mergers apart from increasing acceptability in the new markets, they also reduce competition of the market share. Kellogg Company management should encourage take- over and mergers with local companies (Naggar 200). Kellogg Company should understand the consumers and consumer behaviors of the people in the gulf countries in order to effectively penetrate these markets (Naggar 220). The above two solutions form core bases for the impending problem of the

Presentation Assignment Example | Topics and Well Written Essays - 250 words - 3

Presentation - Assignment Example From the time of financial crisis, American Banks increased their excess reserves in terms of cash funds held over and above the Federal Reserve requirement. Besides, Excess reserve increased from $1.9 billion in the year 2008 the month of August to $2.6 trillion in January 2015. Additionally, U.S banks are holding liquidity by pumping it into the economy through the Federal Reserve as excess reserves. Besides, instead of giving loans, implications lie in monetary policy and the real economy, elusive of current economic environment since its new and complex. Before the crisis in October 2008, costs and benefits of holding reserves went clear. The costs entailed benefits of guarding last minute outflows and foregone interest that requires immediate cash. Furthermore, depositor set aside money to cover emergency expenses, or investors hold reserves to enable them seize unforeseen opportunity (Craig and Koepke 1). Craig and Koepke suggest that the Simplicity of one to one correspondence between excess reserves and Federal Reserve balance sheet hides difficulty in predicting how banks behave in the presence of expanded reserves (1). Unfortunately, understanding this behavior is imperative deciding an appropriate policy that guards excess reserves

The Rental Apartment Agency Industry Research Proposal

The Rental Apartment Agency Industry - Research Proposal Example In addition to apartment rentals, we will be providing additional services, which will not be considered our main services, such as car or limo rentals, student admission, translations, and immigration attorneys. We will be targeting people who are coming from the Middle East to start with, then we might expand the business to target a larger segment in the future. You can find more information about targeting and segmentation in the Segmentation section. According to the reports for the Texas medical centers, â€Å"The Texas Medical Center is the largest medical center in the world with one of the highest densities of clinical facilities for patient care, basic science. The Texas Medical Center receives 160,000 daily visitors and over six million annual patient visits, including over 18,000 international patients.† These visitors would definitely need to find the right one or two-bedroom apartments to stay in. We conducted a site survey. Our sample was not too big, 50 Middle Eastern patients and 10 students, and we found the following results: The demand for this service is increasing every year. More patients and students from the Middle East are coming to Houston as mentioned previously because it has some of the best hospitals and schools in the world. The following figures show statistics about the number of patients’ families who come to Houston from Saudi Arabia, Qatar, the Emirate and Kuwait who we managed to get from the consulates and the medical attaches offices. On the other hand, the supply is not great. There are very few new firms that enter this industry. Those who already exist are not providing good quality service or customer service, and they are met with too many complaints to be successful. Also, there is no single firm who can provide all of the many services that we are providing. (More information about competitors can be found in the Competitors section.)

Novel analysis. The Hunger Games by Suzanne Collins Essay

Novel analysis. The Hunger Games by Suzanne Collins - Essay Example This molded an indication of the novel at the back of the biographer`s mind. Moreover, she used the ‘Theseus’, a Greek fairytale as the foundation for the story she had to inscribe. In relation to this myth, Collins gave a description of Katniss as a revolutionary Theseus. In addition, it has been revealed that the Roman ‘gladiatorial’ Games provided the framework. Another influence for the story, came because of the sense of loss she developed majorly through her father`s service in Vietnam war; this is linked to the story since; she also lost her daddy at a tender age also. According to studies, the hunger games are a science creative writing novel transcribed by Suzanne Collins in 2008; the story was written in an opinion of a 16-year-old Katniss, who rendering to the storywriter, exists in ‘Panem’, ‘a post-apocalypltic’ state. This is where according history; North American countries were once thought to have existed; it is know n that the capital of the nation is a highly metropolis area, which practices political control over the whole nation. Studies show, that the hunger games are majorly annual events, where a boy and a girl aged around fifteen years drawn from each of the 12 districts around the capital, get selected through a lottery; the youth contest in an encounter that ends up to demise. The ‘hunger games’ was issued originally on September 14 in 2008 and later released in softcover and as an ‘audiobook’, as well as an ‘eBook’. Studies show that after the release of about two hundred thousand print copies, the book sold rapidly and by early 2010, the book had already sold about eight hundred thousand copies. The book has been translated into about twenty-seven languages since its release and having sold in forty territories the publishing rights. The design (plot) of the game Studies show that, the hunger games takes palace in Panem, a nation established in North America following the obliteration of the North America continent’s civilization through unrecognized apocalyptic events. It is found that, the nation is comprised of a wealthy capital including twelve poorer districts, which history shows, they are united through firm control of the capital. The volume instigates in the twelfth region; this region is found in the expanse, rich in petroleum and previously recognized as ‘Appalachia’ (Collins 10). The story is constructed on the realism of the past revolt; thus, as retribution related to the past rebellion against the control capital, and where the thirteenth district got destroyed. It starts with, one boy and a girl who age about fifteen or seventeen, selected from every district through an annual lottery and they are to participate in the hunger games. This is an event where the selected participants fight to death in an alfresco amphitheater, which is under the capital’s control and this goes on unt il there remains only one individual at the end of the event. The story is recounted through a girl from the twelfth region who is about sixteen years. She is a helper who partakes in the seventy-forth ‘hunger games’ yearly occasion. Peeta is a virile contestant who was chosen from the same twelfth district and he is a anterior faculty buddy of Katniss. In the course of the time when Katniss kinfolk was famished, Peeta gave her a bread from the household`s bakery. It is recorded that Katniss and Peeta were taken to the capital to be instructed by their mentor, Abernathy, who won the fiftieth hunger games. The instructor is also set to determine the strengths and the possible faults of other participants, which will help a great deal in understanding the role played

Church of Scientology History, about the church its views, conflicts, Research Paper

Church of Scientology History, about the church its views, conflicts, problems and issues, and present day - Research Paper Example Thor hitting his enemies with his hammer, they were no longer afraid of it. It is rather surprising that later in history another type of religion appeared that dealt with much more complex issues, such as Christianity. However, in the previous century, the world witnessed various religions that were different from everything that was known before. This paper will explore the major tenets of Scientology, including some criticism that is aimed at it. To begin, one should point out that it is rather difficult to find one specific word that would describe Scientology. In some countries, for example in the United States it is legally recognized as a religion and as such is exempt from paying taxes. This is particularly important since it reflects the full acknowledgement as a spiritual teaching that is equal to such world religions as Christianity and Islam. On another hand, in some countries Scientology is viewed as a commercial organization and is treated accordingly. The justification for such approach comes for the peculiarities of some of its practices when people are able to receive counseling or knowledge for a fixed fee. Finally, some countries, like France, see Scientology as nothing but a cult (Kent,1999). It must be noted that the origins of Scientology is in the works of L. Ron Hubbard. At first, this person developed Dianetics: a teaching according to which people were able to get rid of the past that was supposedly holding them back (Horwitz, 1997, p. 88). Such approach toward personal evolution reflects the widely accepted trends of the 1950s when emotions were rejected and rationality was thought to dominate the world. However, as this practice was developed, some people noted that they were able to get in touch with their previous lives and reincarnation became of the most discussed themes. Unlike other people who would quickly dismiss it, Hubbard saw the potential in this

Has the budget outlived its usefulness in the 21st century Essay

Has the budget outlived its usefulness in the 21st century - Essay Example Budgeting also allows for proper accounting, it make it easier for accounting practices to be applied and used in making financial reports of the different environment (Bogsnes 2003, p.97). Therefore, whether budgeting is or not a prerequisite, it is a subject of serious debate that should be considered in more than one-way. Following this proposal to do away with budgets, researches have been done to evaluate and report on the efficacy of budgets in organization. One of the researchers done by Dugdale and Stephen reported that budgeting is still conseidered a very important tool in business and most firms still look upto its contribution in running the affairs of the organization. In this research, both financial and non financial organization were considered and 40 of such organizations were used in determining whether budgets are still an important factor in management (Dugdale and Stephen 2006, p.19). The managers of the organizations were followed in this regard and eigth of the m eventually interviewed. The response in all the companies in which interviews were done confirmed that they rely on bugdeting as a tool in planning, communication, co-ordination and as away of measuting perfomance. Although in the research, a significant trend was obserrved throughout-budget consideration for motivation was not approved by all the organizatins. It is also importanat to note that all the organization is which the research was done actualy approved the need for budgeting in their organization with non financial institutions considered in this research even coming out more firm on the budget issus (Dugdale and Stephen 2006, p.21). In order to find out the problematic nature associated with the budgets, the research team organized about twenty propositions on what a budget may be seen as problematic and fronted them to the respondent to either agree or disagree with them. the outcome was that all the propositions were denied as reflecting the position of a budget in a n organization except in two situation where slightly above the number of the respondent accepted that budgets are problematic, these were; that preparing bidgets is a tedious taks that consumes much time and that managers may at times be constrained by the requirement of the budgets and delay making important descision for no clear reason (Dugdale and Stephen 2006, p.30). It is then clear that there might be problems associated with budgetting but they don’t reach a propotion in which doing without a budget would be considered worthwhile. Budgets plays important roles in management and on other related areas and for predictability on perfomance it is important to have abudget in setting benchmarks. Budget Criticism by Beyond Budgeting Round Table (BBRT) vis a vis Academics Budgeting processes have received a number of criticisms in the recent past, which has subsequently attracted the public concern as to whether it is necessary, or not. The criticism has is dubbed going bey ond budgeting, the critics says that the process of budgeting has been the greatest barrier in the management the economy (Hope and Fraser 2003, p.23). Budgeting system has been implicated in making the managers and the employees to device behavioural tendencies that are counterproductive considering what strategic

The impact of balanced scorecard on team dynamics Essay

The impact of balanced scorecard on team dynamics - Essay Example The dissertation explores the influence of balanced scorecard implementation on the team dynamics at a hygiene product manufacturing facility in the UK. The dissertation uses a qualitative approach to conduct the research for the subject and the findings are analyzed under an interpretivistic paradigm. One of the main strengths of the dissertation is that it includes a comprehensive introduction and literature review, which serves to orient the reader properly with regard to the topic of the dissertation and the direction of the research that is conducted. The introduction presents an introduction to the Svenska Cellulosa Aktiebolaget and sets up the context for the balanced scorecard in the light of organizational management efforts towards scientific management, human relations approach, team-based structures, and so on towards balanced scorecards. The literature review also covers the essential seminal works or performance management systems including those by Taylor, Maslow, Herz berg, etc. as well as recent research by Fiske, Chan & Mak, and Clenhall among several others. In this way, the dissertation provides the reader with all the information necessary to appreciate the historical and intellectual context of the research. Another important strength of the dissertation is that it uses the triangulation approach which is necessary given that the research is conducted under the qualitative paradigm.

Native Americans in the United States Essay Example for Free

Native Americans in the United States Essay The Navajo’s land was very precious. They lived in a huge expanse of land. They lived in large chunks of Utah and Arizona. They also inhabited small parts of Colorado and New Mexico. They had a similar climate all year around. The climate was arid to semi-arid. They had very hot summers and very cold winters. The annual precipitation for most of their land was less than 10 inches of rain. The average temperature range was 40 degrees Fahrenheit to 55 degrees Fahrenheit. They also had natural resources. They had coal, uranium, oil, natural gas, minerals, petroleum, agriculture, and herbs. ? LAKE NAVAJO ? FOOD: The Navajos had various amounts of food. They grew corn, beans, squash and melons. They hunted and ate Kaibab squirrels, black tailed jack rabbits, small pigs, peccary, horses, buffalo and sheep. They baked kneel down bread, Navajo cake, Navajo pancakes, blue â€Å"dumplings†, blue bread, hominy cookies, and squash blossoms stuffed with blue corn mush and pinon leaves. They also steamed and roasted corn. They harvested wild fruits and vegetables such as pinon nuts, corn silk, wild berries, wild onion, Navajo spinach (bee weed and pig weed), wolf â€Å"berry†, wax currant, sumac grapes, juniper oranges, yucca bananas, and Navajo tea (telesperma). They also traded for deer, squash seeds, tumble mustard seeds, pinto beans, goat, goat milk, and goat cheese. In special occasions they would have wild edible clay, wild potatoes, mimosa, sagebrush, and juniper ash. ? NAVAJO PANCAKES ? SHELTER: The Navajos had different homes than other native tribes. They lived in small clusters of families spread around. There’re 2 types of hogans (what they lived in), the winter type and the summer type. The winter hogan was more closed and padded for the cold but; the summer hogan was more open and less padded for the heat. They were both miserable and crude structures. The reason for them living in such poorly built homes was because they were nomads (so they could easily leave in a moments notice). They considered the outdoors as home. They used there â€Å"house† for storage, warmth and sleep. They said they wouldn’t get attached to their â€Å"homes† like white men (Americans). Hogans were round â€Å"houses† built with sticks, packed with earth and covered with brush, animal hides and whatever else they could find or was available. The front door always faced east to catch first light. They later built more advanced and bigger hogans made out of logs from pinon trees, and mud. ? NAVAJO HOGAN ? CLIMATE/ GEOGRAPHY INFLUENCE: The Navajo’s climate and geography affected them. Geography caused them not to have the same food or clothing in all parts of the Navajo land because some stuff didn’t grow everywhere and, the terrain made them wear different clothing according to altitude weather. Climate caused them not to have the same food, clothing or shelter all year around either. Some stuff could only be found a certain season. In the winter they had to wear more layers but, as for in the summer they would wear less, and like a said before (read shelter) there was a winter hogan and a summer hogan. ? CLASSIC TERRAIN ? LOCATION OF HOMES: ? NAVAJO’S CURRENT HOME ? NAVAJO’S ANCESTRAL HOME ? BIBLIOGRAPHY: Carey, Harold Jr. â€Å"Navajo People† Donald Snyder. (July 29, 2011) Outskirts Press. October 28, 2011 Donn, Andale. â€Å"Native Americans† Phillip Martin. (2007) October 27, 2011 Eck, Pam. â€Å"In Kido Indianans† Diane Dwenger. (April 22, 1998) October 28, 2011 Erdoes, Richard. â€Å"The Native Americans: Navajos† Sterling Pub. Co : New York; 1978: 15, 21, 12 James, Cullen. â€Å"Veterans Recall† Navajo Times; #24, October 29, 2011. 1,2 Kallen, Stuart A. â€Å" Native Americans of The Southwest† Lucent Books: San Diego; 2000: 12, 1, 11 Knysh, Brian. â€Å"Kid Port† Elizabeth Flynn. (1998) October 27, 2011 Lewis, Orrin, â€Å"Big Orrin† Laura Redish. (1998) October 27, 2011 Rossi, Ann. â€Å" Native Americans of The Southwest† Benchmark Education: Pelham; 2008: 16, 32, 10 Miller, Gay‘s 5th and 6th grade students. â€Å"Navajo. † Miller Gay. (October 23,2011) October 27, 20011 Yurth, Cindy. â€Å"Budding Filmmakers Debut† U. S. A Department of Defense; #3 October 29, 2011. 1,2 ? FUN FACTS: They Call them selves the â€Å"Dine† (the people) They drew petroglyphs Their reservation size is about 13 million acres (the largest in the U. S) They also have the largest membership size compared to other Native Americans membership’s size. (They allow up to 30 people from their extended family into the reservation. ) ? EXTRA: ? NAVAJO BOW ARROW ? NAVAJO POTTERY ? NAVAJO PAINTING ? NAVAJO TOMAHAWK.

The Jazz Age Essay Example for Free

The Jazz Age Essay The Jazz Age or the â€Å"Roaring Twenties† is a period just right after World War I between the 1920s to the 1930s which is known for the emergence of Flappers, Charleston, and Jazz. Flappers represent a new breed of women who are â€Å"saucy, outspoken bombshells with short skirts, shorter hair and plenty of ‘It’ (sex appeal)† (Trail End, 1995-2008). Charleston is a lively dance which originated from South Carolina and African American styles (Think Quest, 2000). Jazz is the music that came together with the Flapper and Charleston and it has become the most popular of them all (Trail End, 1995-2008). Jazz takes its roots from New Orleans where African American musicians first started to â€Å"improvise and share their music†. These musicians have widely spread what has been known as the â€Å"New Orleans sound† throughout the county by the year 1920 (UMN). The â€Å"sound† only came to be called â€Å"jaz† in 1917 or â€Å"jazz† in 1918 (Grayck).   However, it was only between 1917 and 1923 that the â€Å"New Orleans jazz† flourished to other parts of the country when â€Å"racism, prejudice, and violence resurfaced† against the African Americans which included the jazz musicians in New Orleans. So, these musicians came to Chicago, New York and Kansas City and from there on, jazz spread throughout the world (University of Minnesota Duluth, 2008). There are so many great and popular jazz musicians but this paper will only mention three of them. These musicians are Joe â€Å"King† Oliver, Louis Armstrong and Bix Beiderbeck. Joe â€Å"King† Oliver or Joseph Oliver was born near Abend, Louisiana in 1885. (Microsoft Student 2008, 2007). When he was still a child, he played the trombone but later shifted to playing the cornet. He was called by Edward Ory as the â€Å"King† of the cornet while he was still playing in Ory’s band. He later formed the Creole Jazz Band which became the â€Å"most popular band of the early 1920s†. In 1922, he invited Louis Armstrong to join his band (UMN). And he has been considered the greatest influence on Armstrong’s career. He also led the Dixie Conspirators in 1924 and moved to New York City in 1928. Unfortunately, things did not turn out good for him and he died in â€Å"relative obscurity† in 1938 (Microsoft Student 2008, 2007). However, his contributions are considered incomparable in the early 1920s (University of Minnesota Duluth, 2008). Louis Armstrong or Louis Daniel Armstrong was born in 1901 in New Orleans, Louisiana to a poor family and whose father abandoned them when he was just newly born. Only his mother raised him up in the urban slums but he was only able to attend up to the fifth grade in school. Despite of this, he came to be known as one of the greatest and most influential jazz musicians of the twentieth century. In 1922, he joined King Oliver’s Creole Jazz band. From then on, his career flourished. In 1924, he moved to New York City where he joined Fletcher Henderson, and American pianist. In 1925, he formed his own recording group named the â€Å"Hot Fives (later known as the Hot Sevens)†. His recordings were considered as â€Å"some of the most seminal and enduring pieces in the history of jazz.† He was the one responsible for setting the â€Å"fundamental standards for improvisation† (Hasse, 2007). Bix Beiderdecke was born in Davenport, Iowa in March 10, 1903. He was one of those who were influenced by King Oliver. He first worked on a professional level with the Wolverines, then he worked with Charlie Straight and occasionally with Louis Armstrong and King Oliver,and with Frank Trumbauer, Jean Goldkette and Paul Whiteman. He started the â€Å"use of impressionist harmonies in jazz† and he was known for â€Å"his sweet tone and subtle phrasing†. Unfortunately, he only became very popular after he died of alcoholism and pneumonia in August 6, 1931 (Microsoft Student 2008, 2007). The Jazz Age did not only produce the best musicians the world has ever known but it also ushered all other kinds of music such as â€Å"Swing† to new heights. Works Cited â€Å"Bix Beiderdecke.† Microsoft Student 2008 (DVD). Redmond, WA: Micorsoft Corporation, 2007. Grayck, Tim. â€Å"The Original Dixieland Jass Band (ODJB).† Original Dixieland Jazz Band History Page. 27 September 1999. David Hansen Music Productions. 3 June 2008. http://members.aol.com/ODJBjazz/odjbhistory.html#2. Hasse, John Edward. â€Å"Louis Armstrong † Microsoft Student 2008 (DVD). Redmond, WA: Micorsoft Corporation, 2007. â€Å"Jazz Moves Up the River† American Jazz Culture in the 1920s. 2008. University of Minnesota Duluth. 3 June 2008. http://www.d.umn.edu/cla/faculty/tbacig/studproj/is3099/jazzcult/20sjazz/index.html   Ã¢â‚¬Å"King Oliver.† Microsoft Student 2008 (DVD). Redmond, WA: Micorsoft Corporation, 2007. â€Å"The Jazz Age.† Trail End State Historic Site. 1995-2008. Trail End Guilds, Inc. 3 June 2008. www.trailend.org/dow-jazzage.htm â€Å"The Jazz Age and Louis Armstrong (The 1920’s).† Think Quest. 2000. 3 June 2008. http://library.thinkquest.org/C005846/categories/artliter/artslit.htm

Autoimmune Lymphoproliferative Syndrome (ALPS) Case Study

Autoimmune Lymphoproliferative Syndrome (ALPS) Case Study ABSTRACT Consanguinity in marriages can lead to many genetic abnormalities in the offsprings. The children are affected in varying degrees of severity. Autoimmune lymphoproliferative syndrome is an example of a genetic abnormality wherein there is an absence of apoptosis of lymphoproliferative cells, hence leading to enlargement of lymph nodes and spleen and associated autoimmune abnormalities. Autoimmune lymphoproliferative syndrome arises early in childhood in people who inherit mutations in genes that mediate lymphocyte apoptosis, or programed cell death. In the immune system, antigen-induced lymphocyte apoptosis maintains immune homeostasis by limiting lymphocyte accumulation and minimizing reactions against self-antigens. In autoimmune lymphoproliferative syndrome, defective lymphocyte apoptosis manifests as chronic, nonmalignant adenopathy and splenomegaly; the expansion of an unusual population of CD4CD8T cells; and the development of autoimmune disease. Most cases of autoimmune lympho proliferative syndrome involve heterozygous mutations in the lymphocyte surface protein Fas (CD95, Apo1) that impair a major apoptotic pathway. Here, we report a case of a 10 year old child with recurrent multiple swellings in the head and neck region. Keywords Autoimmune lymphoproliferative syndrome, apoptosis, generalized lymphadenopathy INTRODUCTION Lymphadenopathy in children with no known infectious or malignant cause constitutes a challenging diagnostic dilemma. A recently described entity that deà ¯Ã‚ ¬Ã‚ nes some children with previously unexplained lymphadenopathy is the autoimmune lymphoproliferative syndrome (ALPS). The clinical antecedents to ALPS entail various syndromes of familial chronic nonmalignant lymphadenopathy and splenomegaly, including pseudomononucleosis, pseudolymphoma, and the Canale-Smith syndrome.1 Autoimmune Lymphoproliferative Syndrome (ALPS) is a rare inherited disorder of disrupted lymphocyte homeostasis characterized by chronic splenomegaly and lymphadenopathy of early onset, hypergammaglobulinemia (Ig G and Ig A), autoimmune phenomena, and expanded populations of T cells, called double negative T-cells (DN) T cells.2 Impaired Fas-induced apoptosis of lymphocytes in vitro is a principal feature of the autoimmune lymphoproliferative syndrome (ALPS). It is a disorder characterized by generalized, nonmalignant lymphadenopathy,hypergammaglobulinemia, lymphocytosis, splenomegaly, and autoimmune phenomena. A distinct feature of ALPS and an early clue to its nature, is the occurrence of markedly increased numbers and percentage of T cell receptor (TCR)-ab CD42 CD82, double negative (DN) T cells in the circulation and lymphoid tissues. 3 We report the case of a patient who had come to our department with multiple swellings in the head and neck region. CASE REPORT A 10 year old male patient had come to the Department of Oral medicine and Radiology with the chief complaint of pain in the lower right back region of the jaw since a day. The patient had pain and swelling in the lower right back teeth region since a day which was moderate to severe, intermittent, aggravates on having food and relieves on its own. His past medical history revealed bilateral neck region swellings at the age of 1 and a half yrs for which he was treated with oral medications. History of developing a swelling in the axilla following BCG vaccination and was diagnosed as BCG adenitis and was treated for the same. At the age of 6 yrs he developed bilateral neck swellings for which he was referred to a pediatrician in 2009. Hematology report revealed normochromic normocytic anemia with neutrophilic lymphocytosis, FNAC of the cervical lymph node suggested necrotizing granulomatous lymphadenitis and was treated with oral antibiotics. At seven and a half yrs of age patient developed bilateral cervical lymphadenitis with abscess formation which lasted for 8 to 10 months which healed with scarring. Patient gives a history of a severe form of chicken pox , scars have remained all over the body. ESR was elevated at 110. Ultrasound of abdomen revealed mildly enlarged inguinal lymph nodes with mild hepatomegaly. The patient’s axillary and inguinal lymph nodes biopsy specimen was given for histopathology and immunohistochemistry analysis. A report of reactive lymphadenitis was obtained. Skin biopsy of rashes on lower limbs revealed lymphocyte perivasculitis. Patient also gave a history of joint pain of his lower limbs. His HIV status was negative and his random blood sugar was within normal limits.Ultrasound of abdomen and neck done recently revealed multiple mesenteric and non necrotic cervical lymphadenopathy. On general physical examination, patient appeared malnourished, lethargic with protruded abdomen and generalized healed scars of chicken pox were also observed(Fig. 1 and 2) and scar in left inguinal region.On extraoral examination there was a well defined swelling on face on the right side extending superiorly from the mid third of the face, inferiorly to the submandibular region, mesially from the corner of the mouth and distally below the ear lobule (Fig.3). On palpation, swelling was soft to firm in consistency, tender on palpation with rise in surface temperature. On inspection of the neck, there was a diffuse swelling of the submental and submandibular lymph nodes , raising the ear lobules. On the left side of the neck lymph enlarged node seen one below the ear lobule and another on the lateral aspect of neck, associated with scar of previous biopsy (Fig. 4). On palpation, bilaterally submandibular and submental lymph nodes were palpable measuring approximately 3x3cm , firm to hard in consistency, fixed, tender on palpation and all cervical lymph nodes were palpable and tender, variable in size. On intraoral examination, on inspection there was vestibular erythema and obliteration with swelling in relation to 55 on the buccal vestibule and on palpation swelling was firm in consistency, with vestibular tenderness was elicited. On hard tissue examination, presence of mixed dentition and deep dental caries with tenderness on percussion positive with 55. The diagnosis of acute exacerbation of chronic periapical abscess with 55 with buccal and submandibular space infection was considered. With the history of consanguineous marriage of his parents, his younger sibling having similar and milder symptoms with BCG adenitis, generalized unexplained lymphadenopathy, severe form of chickenpox, joint pain of lower limbs and vasculitis of skin lesions and based on the histopathology and immunohistochemistry reports of the lymph nodes a diagnosis of autoimmune lymphoproliferative disease was given. The treatment given to the patient was syrup naprosyn 125mg for 5 months 6ml b.d. The treatment planned for him was Fas mutation for confirmation Tab Wysolone (1mg/kg/day) with inj Methotrexate (15mg/m2 ) as a steroid sparing agent Tab Shelcal/calcitriol sachet  ½ sachet /month (50 mg/kg/day). The patient after 1 month follow up post treatment, there is no reduction in the size of lymph nodes. His blood reports revealed marked increase in the level of immunoglobulins. Presently the patient complains of inguinal pain and swelling since 6 months , which has not regressed even after treatment and he is unable to walk due to the pain. But the patient, on consequent follow up visits, General appearance of the patient has improved. (Fig. 5,). He showed decrease in the size of the lymph nodes except for residual scars of the fibrosed lymph nodes in the right lateral cervical regions. (Fig.6, 7, 8) DISCUSSION The autoimmune lymphoproliferative syndrome (ALPS) is a rare disease. ALPS is a rare inherited condition that affects both sexes. ALPS generally does not lead to death and most individuals with ALPS are able to live normal lives. ALPS is a disorder associated with abnormal lymphocyte apoptosis, lymphoproliferation, and autoimmunity. Lympho proliferation in ALPS patients is generally benign, but they are at increased risk for the development of Hodgkin’s and non-Hodgkin’s lymphoma. It is characterized by massive lympho adenopathy, splenomegaly, autoimmunity including episodes of immune hemolytic anemia, thrombocytopenia,and neutropenia. ALPS patients have lymphocytosis and a number of lymphocyte abnormalities, including the marked expansion of T lymphocytes that express alpha/beta T-cell receptors, but neither CD4 nor CD8 surface markers (TCR alpha/beta+; CD4–; CD8– cells).4 ALPS  is subdivided into: 1) Type Ia,  ALPS  with mutant  Fas; 2) Type Ib,  lymphadenopathy  and mutation in the ligand for  Fas  in one patient with  systemic lupus erythematosus; 3) Type II,  ALPS  with mutant caspase 10; and 4) Type III,  ALPS  as yet without any defined genetic cause. 5 In type 0 disease, homozygous Fasmutations usually cause a complete deficiency of the Fas protein and a severe form of the disease.In ALPS type I, heterozygousFasmutations (ALPS type Ia)or, more rarely, heterozygous mutations in the gene for Fas ligand (ALPS type Ib)are usually associated with a partial defect in apoptosis mediated by Fas and its ligand. ALPS type II, which is characterized by resistance to Fas-mediated apoptosis despite the presence of normal Fas ligand and Fas, with caspase 10 mutations. In ALPS type III, Fas-mediated apoptosis is also normal,and the genetic defect is unclear. Patients with ALPS type III may not have all four classic features of the syndrome — lymphoproliferation, excessive numbers of double-negative T cells, hypergammaglobulinemia, and autoimmune manifestations. Many cases of ALPS type III are sporadic, precluding the use of a genetic approach to identify the molecular defect 6 A study done by Michael Sneller et al 7 to study the lymphocyte apoptosis, revealed that ALPS was identified in 9 unrelated individuals with moderate to massive spleenomegaly, lymphadenopathy, hypergammaglobulinemia and autoimmunity, B cell lymphocytosis and an increase in the population of D4/CD8 T cells. All these findings coorelated to our case in which there were similar findings. Somatic heterozygous mutations of Fas can cause a sporadic form of ALPS by allowing lymphoid precursors to resist the normal process of cell death. as (also called apo-1 and cd95) is a cell-surface receptor belonging to the tumor necrosis factor receptor (TNFR) superfamily (Fas is the sixth member, TNFRSF6). Fas initiates a cascade of events within the cell that culminates in the death of the cell (apoptosis). This process involves the formation of the death-inducing signaling complex, consisting mainly of the Fas associated death domain and the caspase 8 and caspase 10 proteins. The constellation of lymphadenopathy, splenomegaly, and autoimmune cytopenia, however, was described by Canale and Smith in 1967, Weisdorf and Krivit and others noted that similar patients had decreased proportions or function of lymphocyte subsets.8 This heterozygous dominant mutations of Fas were found in children with the autoimmune lymphoproliferative syndrome (ALPS),which is also known as the Canaleâ₠¬â€œSmith syndrome. 4 ALPS manifestations usually appear in the first 5 years of life (median onset at 3.5 years). The most frequent presentation of ALPS is a benign lymphoproliferation limited to lymphoid organs.9 Enlargement of spleen and lymph nodes is the most prominent feature of the lymphoproliferation in nearly all ALPS patients. Autoimmunity is the second most salient feature of ALPS. Autoimmune cytopenias account for more than 80% of the autoimmune manifestations and are, essentially, autoimmune hemolytic anemia, thrombocytopenia and, sometimes, neutropenia.9 Fas and FasL are members of two superfamilies of complementary receptors and ligands that are important in immune regulation. These membrane-spanning receptors have 20%-25% amino acid identity and contain variable numbers of extra- cellular cysteine-rich domains (CRDs) regions approximately 40 amino acids in length with six cysteine residues in conserved positions. There are four CRDs in the p55 TNFR and three in the Fas protein. These two receptors share a 70 amino acid intracellular death domain that transduces signals for cell death.10 CONCLUSION The diagnosis and management of autoimmune lymphoproliferative syndrome (ALPS) remains a challenge to the oral diagnostician. Knowledge of immunological aspects of oral diseases is a new frontier for any oral healthcare professional. These patients require prompt treatment and long term follow-up, by multiple specialists that are familiar with ALPS. It is imperative that all cases with oral manifestations are reported. The diagnosis of Autoimmune lymphoproliferative disorder should be kept in mind as one of the differential diagnosis in a patient with generalized lymphadenopathy with the history of consanguinous marriage in the family. This case report is one more effort in this direction.

Religion, Sexuality, and Identity in the New South Essay -- Religion S

Religion, Sexuality, and Identity in the New South A long line forms at Our Way Cafà © in Decatur, Georgia as customers are anxious to buy a plate heaping with traditional Southern food. If one were to observe the employees and those in line, one might notice that a diverse group patronizes this restaurant. There are men in business suits, men in gas station jump suits, women with huge diamond earrings, and women in sweats. Blacks, whites, young, old, Hispanics, and many gays eat and work at Our Way Cafà ©. These gays are open to exhibiting their sexual orientation and preferences, as same-sex couples find the setting to be comfortable. This array of people represents the community of Decatur, an in-town neighborhood east of Atlanta. Something else as important to Decatur residents as good food is religion. Three minutes from Our Way Cafà © is Oakhurst Baptist Church, of which the congregation is a variety of people similar to those, waiting for fried chicken at Our Way Cafà ©. Oakhurst Baptist Church maintains a covenant which prohibits withholding church office or congregation participation based on â€Å"possessions, race, age, gender, sexual orientation, or mental and physical ability† (White â€Å"Baptists Group to Church†). Although this liberal and accepting attitude of Oakhurst Baptist Church reflects Atlanta’s progressivism, it causes controversy with those attempting to preserve the traditional and conservative ideology of the South. Atlanta is progressive and conservative simultaneously and this is shown in its religious, racial, and social relations. Globalization has also affected all facets and social classes of the city. Further class stratification is a result of Atlanta’s participation in modernization, as sepa... ...he attempts to suppress it. Oakhurst is proud of its strength, morality, and diversity that was important during the conflict with the Southern Baptist Convention. The church is a product of its environment and its congregation and the Oakhurst fellowship serves the community in return. It is true that â€Å"religion is expected to have political, economic, and educational functions at all levels of cultural development, and in complex societies to form one of the most important mechanisms for status placement, group identity, and social control,† (Rosenberg 11). This is exactly what Oakhurst Baptist Church has done in Decatur. Southern tradition has survived while modern and liberated views have been accepted. It illustrates an ongoing process which is taking place all over the United States at various speeds. Old fashioned Soul Food can be enjoyed by everyone.

Identity in William Gibson’s Neuromancer :: Neuromancer

The Question of Identity in William Gibson’s Neuromancer   Ã‚  Ã‚  Ã‚   William Gibson’s Neuromancer is a science fiction novel that is seen by many as the preeminent work of the â€Å"cyberpunk† genre.   Neuromancer, like the countless others of its kind to follow, addresses themes concerning identity and/or lack there of.   The â€Å"cyberpunk† genre as argued by Bruce Sterling was born out of the 1980's and was due in part to the rapid decentralization of technology.   With the influx of computers, the internet, and virtual reality into the everyday household came technological discoveries that affected the individual.   Certain themes that are central to â€Å"cyberpunk† involve implanted circuitry, cosmetic surgery, and mind invasions such as brain computer interfaces and artificial intelligence. (Sterling 346) With these issues in mind one must wonder what affect they have on the self or one’s identity.   Within Neuomancer, Gibson creates a future where identities can become obscure/ambi guous, due to the sophisticated technology available which may alter various facets of a person’s physical or mental identity.   Ã‚  Ã‚   In Neuromancer, Molly’s sunglasses can be seen as a technological adaptation prohibiting her eyes from being seen.   â€Å"...the glasses were surgically inset, sealing her sockets.   The silver lenses seemed to grow from smooth pale skin above her cheekbones...† (Gibson 24) The eyes are said to be windows to the soul.   Many emotions and states of mind are conveyed by the eyes.   Molly, however, does not relinquish this power of perception to others.   â€Å"The lenses were empty quicksilver, regarding him with an insect calm.† (Gibson 30) The mirrored sunglasses mask key characteristics of Molly’s identity (emotions).   Ã‚  Ã‚  Ã‚   Cosmetic surgery is another means by which characters in Gibson’s Neuromancer obscure their identities.   On several occasions the reader comes in contact with individuals who have had surgery to make themselves appear more youthful or even to create a new face.   Armitage and Riviera are two such characters who had faces created for them.   â€Å"He was very beautiful; Case assumed the features were the work of a Chiba surgeon.   A subtle job, nothing like Armitage’s blandly handsome blend of pop faces.†Ã‚   (Gibson 97) In this instance we have an example of two characters who have utilized state of the art technology to alter their physical identity.   Referring to two policemen, â€Å"Case peered at them and saw that their youth was counterfeit, marked by a certain telltale corrugation at the knuckles, something that the surgeons were unable to erase.