Great Depression in West Chester, PA Research Paper

Great Depression in West Chester, PA - Research Paper Example West Chester, PA1 is the village which had been ravaged by the Great Depression. The Great Depression took place in October 1929. The depression was triggered by the stock market crash. The crash was the offshoot of the social protest movements. The people had a growing sense that the government should step into the economic debacle. The people wanted the government, especially in Chicago, to directly give a positive impact on the ordinary citizen’s lives. The hardest hit community was Chicago. More than 50 percent of the 1929 Chicago factory workers had been retrenched due to the onslaught of the Great Depression. Chicago imposed taxes on its residents in 1928. In response, the citizens staged a strike. The strikes forced the Chicago government into bankruptcy because it could not collect the taxes needed to pay the government’s daily operating expenses that include government employee payroll. The 1929 Great Depression2 did not significantly reduce customer revenue in West Chester, P.A. On the other hand, the sales of movie theatre tickets increased during the difficult years. The West Chester movie scene indicates a stark difference between from the movie theaters in other parts of the United States. Specifically, the movie sales of theaters in other parts had declined to unprecedented levels. The secret of West Chester’s movie theater revenue increase is innovation. ... On the other hand, most of the movie theaters in many parts of the United States did not include a sound system. The movies were soundless. Popular movies during the soundless movie era included the many movies of Charlie Chaplin, a comedian. In terms of the movie theater industry, West Chester, PA profitably continued its sound-engineered movie theater programs. In addition, Robert Himmelberg (3) emphasized â€Å"unforeseen and unexpected, inexplicable and inexorable, the Great Depression was a traumatic experience for many of the men and women of the 1930s and exercised a profound influence on the generation that lived through it. In its duration and magnitude, it was infinitely more severe than any other episode of â€Å"hard times† in American national life and was unquestionably the dominant force molding the nation’s history during the long decade reaching from mid-1929 through 1940†. The Great Depression had established great hardship and economic difficul ties to a majority of the Americans, especially in West Chester. The 1929 Great Depression also produced a political and social environment that was ripe for a major negative transformation rippling across the entire range of economic, political, and social institutions and policies of the United States government. The 1929 Great Depression had created a strong impact on people’s everyday lives, especially in West Chester, PA. Many had suffered from economic hardship and insecurity. The majority of Americans escaped actual retrenchment from their current jobs or disappearance of their farm or home. However, the people’s faces shaped by the 1929 Great Depression in a significantly unfavorable manner because they had lived in an insurmountable fear that the 1929 Great Depression can easily swallow

The Three Models Of Memory Essay Example for Free

The Three Models Of Memory Essay Memory- Task 1 Evaluate the usefulness of the three models of memory (multi-store model, working memory model and the levels of processing model) and discuss practical implications of memory research. Atkinson and Shiffrins Multi- store Model of Memory (1968) hypothesises that there are three stores for memory; Sensory memory, short term memory (STM) and long term memory (LTM). The theory states that a memory passes through each of the stores and that the importance of the memory determines which store the memory is kept in and thus how long it is retained. This relatively simple model is supported by evidence from free recall experiments and from studies performed on patients with brain damage such as HM. An example of a free recall experiment is Murdock (1962) in which participants were shown lists, of differing lengths, of words for a period of one second, they were then asked to recall as many words as possible. Murdock found that the words at the beginning, primary effect, and end, recency effect, were recalled more accurately than those in the middle. This is known as the serial position effect and proves that there are two separate stores from which the memories were recalled, which supports the multi-store memory models short and long memory stores. Studies on brain damaged patients like HM (Milner et al, 1978), who began to suffer from anterograde amnesia after both of his hippocampi were removed in an operation, also support the working memory models theory that STM and LTM are separate stores. HM was able to recall memories from eleven years before the operation yet wasnt able to remember who was president of the United States and forgot who he was talking to as soon as he turned away (Jenni Ogden, PhD, 2012). It is argued however that the multi-store memory model oversimplifies the roles of the STM and LTM. Atkinson and Shiffren also failed to acknowledge the interaction between stores something which Baddeley and Hitch (1974) dealt with in their Working Memory Model. The idea that simple rehearsal accounts for the transfer of a memory from the STM to the LTM was also criticised as this doesnt take into account important events for example a car accident. Events such as this seem to immediately be stored in LTM again this is dealt with by another memory model, Craik and Lockheart (1972) Levels of Processing. The working memory model also fails to recognise memory improvement techniques, for example the method of loci which uses points on an imaginary journey as a  way of memorising particular items. Despite accurately theorising that the LTM and STM are separate stores the multi-store memory model fails to account for many instances in which the flow of memory doesnt follow the three store route and although accurate at the time, research has, over time, out dated it. In contrast Baddeley and Hitchs (1974) Working Memory Model states that a Central Executive allocates resources and decides how attention is directed, although it doesnt have any capacity it does hold memory long enough to direct attention. An Episodic Buffer then integrates the information and is used as a general storage space for acoustic and visual tips. The Phonological Loop holds and rehearses words and the Audio-Visual Sketchpad allows temporary holding of visual images. The intuitive Working Memory Model is far more complex than either the Multi-Store Model or the Levels of Processing and is high in face validity. The validity of each section of the Working Memory Model is supported through various differen t experiments such as Baddeley and Lewis’s (1981) study into the importance of the articulatory loop. By asking participants whether or not a sentence was meaningful, for example, â€Å"the cow ate the grass† or the â€Å"bone ate the dog†, under both normal conditions and when repeating something meaningless to stop them from using their articulatory loop. Doing this seriously reduced recall in the latter results. This, Baddeley and Lewis claimed, supported their theory of a presence of an articulatory loop. In a study by Baddeley et al (1975) the phonological loop was shown to be capable of holding two seconds of information. Baddeley et al (1975) asked participants to recall five words in correct order. What the experiment demonstrated was that it was the length of the word and not the discreetness that determined recall. However further studies have gone on to suggest that a determining factor is the time it takes to pronounce a word as opposed to its alphab etical length. James W. Stigler (1986) found in a study on digit memory in Chinese and English that children, used because they were less likely to have knowledge of memory improvement techniques, from China were more efficient at remembering numbers than their English speaking counterparts. This, Stigler theorises, is due to Chinese numbers being shorter to pronounce. The visuospatial scratchpad, referred to sometimes as the inner eye is what allows someone to remember shapes such as letters and visualise something that isnt there, for example, whether or  not your car would fit into a particular parking space. It can also allow us to hold static images and manipulate them, thus we are able to appreciate a layout of a particular area and find our way around (Psychology Resources, 2000). Logie (1995) argues that the visuo-spatial scratchpad is in fact far more complex and refers to it as the Visuo-spatial Working memory. This is supported by Baddeley and Lieberman (1980) whose pat tern of results suggest that visuo-spatial working memory did indeed comprise a system that was involved in visuo-spatial retention, in visuo-spatial perception, and in motor control. The Working Memory Model is high in face validity and despite being far more complex than either the Multi- Store Model or Levels of Processing Model is reinforced by various experiments. These experiments clearly present the different sections the Working Memory Model. It also takes into account things the other models do not, for example, the Working Memory Model allows for memory to pass directly into LTM without rehearsal, something Multi-Store and Levels of Processing do not, events that are traumatic or massively significant do not require rehearsal and this is something the Working Model addresses. As well as this Baddeley and Lewiss model is highly applicable to real world situations, for example, Baddeley et al (1975) showed the word length effect, a real world counterpart would be attempting to remember a shopping list. The only criticism of The Working Memory Model is the lack of information in regards to the Central Executive, however further investigation is required to discover what its capacity actually is. It is theorised that many accidents are caused by its limited capacity and that information on its exact capacity may have serious implication for accident control (Psychology Resources, 2000). Craik and Lockharts (1975) Levels of Processing Model focuses on the processes involved in memory instead of the stores/ structures (McLeod, 2007). Craik and Lockhart (1975) took a non-structured approach to the memory model, this was as a result of the criticism garnered by Atkinson and Shiffrens earlier Working Memory Model. The chief idea behind the Levels of Processing Model is that memory is a result of processing information and that length of memory is determined by the importance of the information, something referred to as depth of processing. Craik defined depth as the meaningfulness extracted from the  stimulus rather than in terms of the number of analyses performed upon it.† Orthographic processing is the simplest way in which we process information and thus, according to the model, the one which retains the least memory, it is also referred to as shallow processing. This when we consider the physical features of, for example, a word. Craik and Tulvig (1975) demonstrated this by asking is this word in capital letters? this requires you to only process the word physically. Similarly to the Multi-Store Model maintenance rehearsal is also required in order to retain memories the Levels of Processing Model deems shallow. Medium processing or phonological processing as its sometimes called is the second level of processing. This Craik and Lockhart hypothesise takes into account the acoustic value of a word, this they argue is deeper processing than orthographic because it requires you to process a sound instead of an image. Craik and Tulvig (1975) again demonstrated this by asking does this word rhyme with ? this activates your phonological processing as you have to process the word acoustically (Psychology Resource, 2000). The deepest level of processing is what Craik and Lockhart describe as semantic processing. Semantic processing is described by Robert Gallo as allowing subjects to encode more unique features from each word relative to surface processing . . . additional conceptual or semantic features help to differentiate the studied items from each other, making these memories less susceptible to interference . . . â€Å". Semantic processing requires the use of meaning to process a word, Craig and Tulvig (1975) asked would this word fit into a sentence? Jane bought some for dinner in answering the question you would have to process the meaning. The basis of the model is quite simple, the more you process the memory, the more likely you are to remember it. However the model fails to explain why this is the case, meaning the model is descriptive rather than explanatory. The model was the first to suggest that process used have an effect on memory and has had implications on memory improvement techniques, for example, the Method of Loci is the process of placing things at various  points of a journey in order to make them more memorable, this is semantic processing. What there isnt is a way in which processing can be measured, Baddeley (1978) points out that well remembered events are attributed as deeply processed however because of this the argument that deep processing equals better recall is circular and thus cannot be tested (Psychology Resource, 2000). Memory research is crucial in many areas and none more so than in Eyewitness testimony. This is a legal term that is often used, and respected in a court of law. A jury can find eyewitness testimony a reliable source of information however research into memory has shown that it may not be as reliable as previously thought. Elizabeth Loftus theorises that memory under any circumstances is subject to inaccuracy and that there are many wrongful convictions every year as a result of faulty eyewitness testimony. Loftus et al. (1987) showed subjects of slides of a customer in a restaurant. In one version the customer was holding a gun, in the other the same person held a chequebook. Those who saw the gun version tended to focus on the gun. Thus they were less likely to identify the customer in a line-up as those who had seen the chequebook version. Clifford and Scott (1978) also supports Loftuss theory. They found after showing participants a film of a violent attack that recall was less t han a control group who saw something less stressful and were able to recall 40 items of information. However this gun focus theory has been challenged by Yuille and Cutshall (1986) who found that witnesses to a real shooting in Canada had remarkable accurate memories of the event. This contradicts both Loftus et al (1987) and Clifford and Scott (1978). This leads us to believe that memory recall in stressful situations can be subject to very different levels of interpretation. Where Loftus et al (1987) shows us clearly that people focus on, potentially the most shocking item. Yuille and Cutshall (1986) challenge that by using a real event to show some may be able to recall accurately. However this only goes to highlight the radical differences seen in eyewitness testimony. References: Jenni Ogden, Ph.D. (2012). HM, the Man with No Memory.

Technology Needs in the Special Education Secondary Classroom Essay

In secondary school settings the use of technology within the special education classroom is lacking. Special education class rooms and resource settings utilize only the basic, out of date technology that has been in use for many years. Typically the only available technology made available to special education or resource settings are the overhead projector, television, and tape recorder. According to the National Longitudinal Transition Study-2 (2009), seventy-five percent of students with disabilities rarely or never use computers. General education classes are more frequently equipped with current technology items such as smart boards, iPads, computers, projectors, write pads, and smart pens. Special education students, like their non-disabled peers, are learning 21st Century skills in the general education setting using 21st Century technology. Special education students needing remediation or small group instruction are hindered by the lack of available technological devices. According to King-Sears, Mainzer, and Swanson (2011) technology can be universally beneficial for all students as a vehicle for learner engagement or conveyance of instructional content, and it can promote participation, learning, and performance by students with disabilities. Students with disabilities who used computer-based instruction made improvements using technology that matched their learning needs, (King-Sears, Mainzer, and Swanson, 2011). Many students with disabilities have problems with mobility and use of their arms and hands. In classrooms where technology is obsolete it is impossible for these students to obtain educational success. Other students with emotional or social disabilities find it hard to convey... ...cation Technology, 24(1), 1-13. Demski, J. (2008). And access for all. T.H.E. Journal, December 2008, 30-35. Frank, F.X., & Xin, J.F. (2011). Using the smart board in teaching social stories to students with autism. Teaching Exceptional Children, 43, 18-24. Haywood, K., Johnson, L.F., Levine, A., & Smith, R.S. (2010). Key emerging technologies for Elementary and secondary education. Education Digest, 76(1), 36-40. LaFee, S. (2010). Taking the i21 initiative. Education Digest, November 2010, 47-51. King-Sears, M. E., Mainzer, L., & Swanson C. (2011). Technology and literacy for adolescents with disabilities. Journal of Adolescent & Adult Literacy, 54(8), 569-578. Okolo, C., & Smith, S. J. (2010). Response to intervention and evidence-based practices: where does technology fit? Learning Disability Quarterly, 33(4), 257-272.

A Look into the Watergate Affair Essay -- Politics American History Ri

A Look into the Watergate Affair The Watergate Affair, is the worst political scandal in U.S. history. It led to the resignation of the president, Richard M. Nixon, after he became implicated in an attempt to cover up the scandal. â€Å"The Watergate Affair† refers to the break-in and electronic bugging in 1972, of the Democratic National Committee headquarters in the Watergate apartment, and office building complex in Washington D.C. The term was applied to several related scandals. More than thirty administration officials, campaign officials, and financial contributors pleaded guilty or were found guilty of breaking the law. Nixon faced possible indictment after his resignation, received from his successor, Gerald Ford, a full pardon for all of his offenses he may or had committed (Branford 2). In 1971, Nixon created the Special Investigation Unit, know as the â€Å"plumbers†, their job was to plug all new leaks. Later that year, his agents broke into the office of Dr. Lewis Feilding, and Dr. Daniel Ellsberg, who had given copies of the Pentagon Papers, a secret account of U.S. involvement in Indochina, to newspapers. After Nixon learned of the break-in, he and his top advisors decided to say that the break-in had been carried out for naitonal security reasons(Watergate 3). Later in 1971, H.R. Haldeman, Nixon’s chief of staff, was notified by an assistant, Gordon Stachan, that the U.S. Attorney General John Mitchell and John Dean, counsel to the president, had discussed the need to develop a â€Å"political intelligence capability† at the Committee for Reelection of the President(CRP). Some of the personnel and tactics identified with the activities became associated with efforts aimed at the Democrats. In early 1972, Mitchell assumed a new positio n as director of the CRP and discussed political espionage plans with Dean. Mitchell also provided the proposal to break-in to the Watergate(Branford 3). On June 17, 1972, police arrested five men at the DNC headquarters. The men were adjusting electronic equipment that they had installed in May. One of the men arrested was James McCord, security coordinator for the CRP(Watergate 3). Ehrlichman was ordered to destroy incriminating documents and tapes. Then L. Patrick Gray resigned as acting director of the FBI, later admitting he had destroyed documents given to him by Ehrlichman and Dean. On June 23, 1972, Nix... ...dited version that Nixon would submit to the Grand Jury and to the Senate. One tape contained an 18 minute gap, that gave confusing testimony on how the gap might have occurred. Electronic experts found that someone must have deliberately destroyed evidence. On March 1, 1974 seven former aides to the president; Haldeman, Ehrlichman, Mitchell, Colson, Strachan, Robert Mardian, and Kenneth Parkinson, were indicted for conspiring to hinder the Watergate investigation. Colson pleaded guilty, and Strachan’s charges were dropped. The remaining five went on to trial in October 1974 and January 1, 1975, all but Parkinson were found guilty. In late July the House committee approved three articles of impeachment(Carson 2). Shortly thereafter James St. Clair, the president’s lawyer, learned that one of the 64 tapes that Nixon had been compelled to surrender was the June 23, 1972, conversation with Haldeman in which Nixon sought to thwart the FBI investigation. He insisted that Nixon publish the tape. Nixon did so, and his support in congress virtually disappeared. Facing certain impeachment and removal from office, Nixon resigned, effective at noon August 9, 1974(Watergate 4).

Macbeth suffers a terrible downfall – Who is to blame? Is it all his fault? Is he truly evil?

In the play†Macbeth†, Macbeth suffers a terrible downfall. At the begining of the play he is fearless and brave he doesn't have a care in the world but by the end he has become corrupted and a fearful, tretorous man. At first we don't see Macbeth we only hear about him all we know at the begining is that he is in battle fighting the norwegians and alongside him is Banquo his dearest friend. The king discribes him as â€Å"Brave Macbeth† for his fighting shows he is brave as well as fearless so later in the play for this he is rewarded Thane of Glamis. Along the way homewe hear about the 3 witches or as Macbeth calls them â€Å"The Instruments Of Darkness†, Macbeth and Banquorun into them and they give Macbeth 3 predictions which are 1)He Becomes Thane of Cawdor 2)He Becomes Thane of Glamis 3)He Becomes King He does not belive it but he is already Thane of Cawdor and anyone would know that. After hearing this Banquo askes about him and the witches say that he will not be king himself but his children or children's children will be, both Macbeth and Banquo are intrigued by what they have herd but when Macbeth askes to know more the witches vanish. This shows that these witches started everything off as you will see when the story moves on. When Macbeth arives back at his camp a messenger brings the news that he has become Thane of Glamis which was the witches second prediction. Glad to hear the news the witches brang him as well as becoming Thane of Glamis, Macbth write's his wife (Lady Macbeth) a letter telling her what has happened, as Lady Macbeth reads the letter she builds up an idea in her head. By the time she had finished reading it she had a plan to make Macbeth king. This plan was to murder The king in his sleep and make it look like the guards did it by placeing the bloody knifes on them. When Macbeth hears of this plan in his head he thinks to himself â€Å"should i or should i not kill the king† he doen't know weather to be loyal to his king or to his wife. In the end he decides to choose his wifeand go through with the murder. As he is walking to the kings chamber he see's a floating knife in his way which he things is a sign to go through with it (or is it a sign of guilt?) then blood appears on the knife and he knows what to do he murders The king. The murder was not shown on stage because the King/Queen always came to see shakespear's plays and if they see themself's getting murdered they might think that someones plotting against them. Macbeth also kills the guards so he has less chance of being found out. Lady Macbeth acts as if it can be forgotten she tells Macbeth to wash his hands clean of the blood and he will never be cought. In the morning when the king is discovered Macbeth tries to cover up his tracks; â€Å"Loyal, and neutral, in a moment; No man, the expedition of my violent love† this is what Macbeth says when the guards are dicovered he said that he killed them in anger after finding out about the murder of The king. Lady Macbeth faints to draw attenchion away from Macbeth. When the air to the throne finds out the king is dead flees to another country. The killing of Banquo is a simple thing to explain, Macbeth has him killed because of the witches predictions. He believes that Banquo's children or children's children will take over his throne so he has him killed BUT! his son Fleaunce escapes. When Macbeth orders the killing of Macduffs family it is so dreadful because he wants Macduff dead not his family. I think that he has hem killed so thatMacduff is corupted and gives himself up. At the end of the play Macbeth changes totally in personallity and everything. From Starting of as brave, fearless Macbeth to feaful Macbeth. He believes he is invinsable that he can not be killed but he soon finds out that he is wrong. Macbeths weak points in this story were his wife, the witches and his conchance. Killing the king was his own choise but is wife also played a big part in killing him telling Macbeth â€Å"He wasn't a man if he didn't go though with it† he also believed it was what he had to do after seeing the floating dagger covered in blood. EVIL! evil is a man whom kills his king, evil is a man who kills his best friend, evil is a man who kills someone elses wife and children! I believe that Macbeth is infact evil for what he did to his king, best frend and Macduffs family. In the begining i don't think he would have even dreamt of doing such a thing but after hearing the witches predictions he changes, his heart turns black and all he cares about is being King of Scotland that was his goal and as far as he was concerned nothing was going to stop him by getting in his way!

Eviewing The Nhs And Community Care Act Social Work Essays

Eviewing The Nhs And Community Care Act Social Work Essays Eviewing The Nhs And Community Care Act Social Work Essay Eviewing The Nhs And Community Care Act Social Work Essay Since the constitution of the Welfare State in the 1940s, the National Health Service and Community Care Act is among some of the most of import Torahs in wellness and societal services in Britain ( Adams, 2002 ) . Its policies, based around autonomy , empowerment and choice was supported by many authors who saw it as the remedy to relieve the deep and destructive jobs encountered by societal attention ( Levick, 1992 ) . This paper will seek to explicate the impact that subsequent societal policy has had on societal work pattern and that of the experiences of older people since the origin of the 1990 NHSCCA. The paper will try to analyze the scope of services available to older people before and after the 1990 Act and analyze some of the chief policies of the Act. The term community attention was foremost coined in the 1960 s and was originally used to depict the relocating of people from psychiatric milieus into less institutionalized 1s ( Thomas and Pierson 2002 ) . Prior to this, nevertheless, community attention policy was derived from 18th Century Poor Law, which was the lone statute law to run into the demands of older people, until the debut of the National Health Act 1946 and National Assistance Act 1948 ( Wilson, Ruch, Lymbery and Cooper, 2008 ) . However, despite the new Acts, which helped to make a different universe for societal attention ( Wilson et al. 2008: 623 ) , Townsend ( 1962, cited in Wilson et al 2008 ) reported that there was small societal attention proviso for older people in the immediate post-war period other than residential attention, which Townsend claimed clearly varied in quality. Furthermore, Beech and Ray ( 2009 ) argue that past policies have non considered the diverse demands of turning old and the figure of physical, emotional and psychological alterations that are faced by older people. Subsequent station war authoritiess became progressively sympathetic in the shifting of attention services from residential scenes to community based, which became a precedence of the ( 1979-97 ) Conservative authorities ( Adams, 2002 ) . By the mid 1980 s, many political observers and professionals were naming for policies which involved the replacing of inappropriate residential attention, which was still as Townsend had commented in the 1960 s as variable in quality, and the debut of high quality community attention ( Adams, 2002 ) . Adams adds that it was hoped that community attention would undertake the segregation, isolation and the stigmatization felt by older people who may hold been institutionalised for long periods of clip. However, Adams ( 2002 ) points out, one time the Conservative authorities had brought about the denationalization of public services, which included a programme of societal security funding that in consequence, encouraged older people to come in resid ential attention and at the same time leave community attention services under-developed due to a deficiency of public investing. The Audit Commission ( 1986 ) to a great extent criticized community attention and the authorities appointed Sir Roy Griffiths to describe on the hereafter of community based services. This led to the Government White Paper Caring for Peoples ( Department of Health, 1989a ) which finally transformed local authorization societal services sections from suppliers to buyers of services to make a market economic system. This had an consequence on forepart line societal workers as they were involved more in the attention direction of older people, like measuring demands and inventing attention bundles ( Adams, 2002 ) . Holloway ( 2008: 315 ) supports this and claims that a common ailment among practicians is we re non societal workers any longer, we re merely attention directors . This led to a contract civilization with the marketisation of the populace sector where societal service sections would necessitate to committee and proctor services carried out by outside bureaus ( Departmen t of Health, 1989: 23 ) . Furthermore, societal workers were more frequently removed from direct work with service users and there was a crisp focal point and greater answerability, coupled with restraints on resources and gatekeeping for those who are in the greatest demand ( Levin and Webb, 1997 ) . The NHSCCA ( 1990 ) increased the acknowledgment of the demand for community attention and wellness attention to go spouses in services and to include voluntary bureaus and lodging sections, which heralded development policy doctrine after 1990 ( Braye and Carr, 2008 ) . Furthermore, there was a belief that service users should hold more control of the services available to them and being able to buy the services they want, as opposed to non taking portion in determinations sing services provided for them ( Braye and Carr, 2008 ) . Another important policy development for older people, explained by Wilson et Al. ( 2008 ) , was the National Service Framework for Older People which placed an accent on independency and liberty. To increase the degrees of independency, intermediate attention ; which was ab initio outlined in the NHS Plan ( DoH, 2000 ) was brought approximately in a command to cut down the figure of yearss older people spent in infirmary and as Lymbery ( 2005 ) points out, was frequently an unwanted and expensive signifier of intervention. Policy quandary are apparent in the national eligibility standards, Fair Access to Care Services ( DH, 2002 ) , which is a model to guarantee equality of entree to people in demand of societal work intercession ( Beech and Ray, 2009 ) . Due to fiscal restraints, the demands of older people are merely being met if they fall into the critical or substantial ( CSCI, 2008 ) . Furthermore, as Lymbery ( 2005 ) points out, older people experience negative effects with respects to entree to services and options due to current policy, despite underscoring advancing independency, through the eligibility standards, uncertainty environing the denationalization of services and the regulations of appraisal. This paper has charted some important policies and services available to older people before and after the NHSCCA ( 1990 ) and has found that despite denationalization and the rhetoric of independency and publicity of pick, some cardinal deductions have materialised for older people. However, despite the Act, the paper suggests there are tensenesss between limited resources and limitless demands with the function of societal work altering from supplier to enabler. This has had some practicians comment that they are now care directors instead than societal workers due to there being less direct work with service users and more work making attention bundles.

Arthurian Romance

Arthurian Romance King Arthur has been an important figure in English literature since singers and story-tellers first described his great exploits in the 6th-century. Of course, the legend of   King Arthur has been appropriated by many story-tellers and  poets, who have embellished upon the first, most modest tales. Part of the intrigue of the stories, which became part of Arthurian romance, though, is the mixture of myth, adventure, love, enchantment, and tragedy. The magic and intrigue of these stories invite even more far-fetched and elaborate interpretations. While these stories and bits of  poetry depict a utopian society of long ago, though, they also reflect the society from which they were (and are being) created. By comparing Sir Gawain and the Green Knight and Morte dArthur with  Ã¢â‚¬â€¹Tennysons Idylls of the King, we see the evolution of the Arthurian myth. Sir Gawain and the Green Knight Defined as narrative, written in prose or verse and concerned with adventure, courtly love and chivalry, Arthurian romance derived the narrative verse form from 12th-century France. The anonymous 14th-century English romance Sir Gawain and the Green Knight is the most widely recognized example of Arthurian romance. Although little is known about this poet, who we may refer to as the Gawain or Pearl-Poet, the poem seems fairly typical of Arthurian Romance. Here, a magical creature (the Green Knight) has challenged a noble knight to a seemingly impossible task, in the pursuit of which he meets fierce beasts and the temptation of a beautiful woman. Of course, the young knight, in this case, Gawain, displays courage, skill and chivalric courtesy in overcoming his foe. And, of course, it seems fairly cut-and-dried. Beneath the surface, though, we seem some very different features. Framed by the treachery of  Ã¢â‚¬â€¹Troy, the poem links two main plot motifs: the beheading game, in which the two parties agree to an exchange of blows with an ax, and the exchange of winnings, in this case involving temptation that tests Sir Gawains courtesy, courage, and loyalty. The Gawain-Poet appropriates these themes from other folklore and romance to accomplish a moral agenda, as each of these motifs is linked to the quest and ultimate failure of Gawain. In the context of the society in which he lives, Gawain faces not only the complexity of obeying God, King, and Queen and following all of the overlapping contradictions which his position as knight entails, but he becomes a sort of mouse in a much bigger game of heads, sex, and violence. Of course, his honor is constantly at stake as well, which makes him feel as though he has no choice but to play the game, listening and trying to obey as many of the rules as he can along the way. In the end, his attempt fails. Sir Thomas Malory: Morte DArthur The chivalric code was slipping away even in the 14th-century when the anonymous Gawain-Poet was putting pen to paper. By the time of Sir Thomas Malory and his Morte DArthur in the 15th-century, feudalism was becoming even more obsolete. We see in the earlier poem a fairly realistic treatment of the Gawain story. As we move to Malory, we see a continuation of the chivalric code, but other features demonstrate the transition that literature is making at the end of the Medieval period as we move into the Renaissance. While the Middle Ages still had promise, it was also a time of great change. Malory must have known that the ideal of chivalry was dying out. From his perspective, order falls into chaos. The fall of the Round Table represents the destruction of the feudal system, with all its attachments to chivalry.Although Malory was known as a man of violent temperaments, he was the first English writer to make prose as sensitive an instrument of narrative as English poetry has always been. During a period of imprisonment, Malory composed, translated, and adapted his great rendering of Arthurian material, which is the most complete treatment of the story. The French Arthurian Prose Cycle (1225-1230) served as his primary source, along with the 14th-century English Alliterative Morte dArthur and the Stanzaic Morte. Taking these, and possibly other, sources, he disentangled the threads of narration and reintegrated them into his own creation.The characters in this work stand in stark contrast to the Gawain, Arthur, and Guinevere of earlier works. Arthur is much weaker than we usually imagine, as he is ultimately unable to control his own knights and the events of his kingdom. Arthurs ethics fall prey to the situation; his anger blinds him, and he is unable to see that the people he loves can and will betray him. Throughout Morte d Arthur, we notice the Wasteland of characters that cluster together at Camelot. We know the ending (that Camelot must eventually fall into its spiritual Wasteland, that Guenevere will flee with Launcelot, that Arthur will fight Launcelot, leaving the door open for his son Mordred to take over – reminiscent of the Biblical King David and his son Absalom – and that Arthur and Mordred will die, leaving Camelot in turmoil). Nothing–not love, courage, fidelity, faithfulness, or worthiness – can save Camelot, even if this chivalric code could have held up under the pressure. None of the knights are good enough. We see that not even Arthur (or especially Arthur) is not good enough to sustain such an  ideal. In the end, Guenevere dies in a nunnery; Launcelot dies six months later, a holy man. Tennyson: Idylls of the King From the tragic tale of Lancelot and the fall of his whole world, we jump to Tennysons rendition of Malorys tale in Idylls of the King. The Middle Ages was a time of glaring contradictions and contrasts, a time when chivalric masculinity was the impossible ideal. Jumping forward so many years, we see the reflection of a new society upon Arthurian romance. In the 19th-century, there was a resurgence of Medievalist practices. Extravagant mock-tournaments and pseudo-castles took attention away from the problems that society was facing, in the industrialization and disintegration of cities, and the poverty and marginalization of vast numbers of people.The Medieval period  presents chivalrous masculinity as an impossible ideal, while Tennysons​  Victorian approach is tempered with a great deal of expectation that ideal manhood could be achieved. While we see a rejection of the pastoral, in this era, we also notice a dark manifestation of the ideology governing the separate sphe res and the ideal of domesticity. Society has changed; Tennyson reflects this evolution in many of the ways he presents problems, passions, and strife. Tennysons version of the events that shroud Camelot is remarkable in its depth and imagination. Here, the poet traces the birth of a king, the building of the Round Table, its existence, its disintegration, and the final passing of the King. He traces the rise and fall of a civilization in scope, writing about love, heroism, and conflict all in relation to a nation. Be he is still drawing from Malorys work, so Tennysons details only embellish upon what we already expect from such an Arthurian romance. To the story, too, he adds an emotional and psychological depth that was lacking in earlier versions. Conclusions: Tightening the Knot So, through the gap of time from the Medieval literature of the 14th and 15th-century to the Victorian era, we see a dramatic change in the presentation of the Arthurian tale. Not only are the Victorians much more hopeful that the  idea  of proper behavior will work, but the whole frame of the story becomes a representation of a falling/failing of the Victorian civilization. If women would only be more pure and faithful, it is surmised, the ideal presumably would hold up under the disintegrating society. It is interesting to see how these codes of behavior evolved over time to fit the needs of writers, and indeed of the people as a whole. Of course, in the evolution of the stories, we see an evolution in characterization. While Gawain is an ideal knight in Sir Gawain and the Green Knight, representing a more Celtic ideal, he becomes increasingly mean and conniving as Malory and Tennyson sketch him with words.Of course, this change in characterization is also a difference in the n eeds of the plot. In Sir Gawain and the Green Knight, Gawain is the individual who stands against chaos and magic in the attempt to bring order back to Camelot. He must represent the ideal, even if that chivalric code is not good enough to stand up completely to the demands of the situation.As we progress onward to Malory and Tennyson, Gawain becomes a character in the background, thus a negative or evil character that works against our hero, Lancelot. In the later versions, we see the inability of the chivalric code to stand up. Gawain is corrupted by anger, as he leads Arthur further astray and prevents the king from reconciling with Lancelet. Even our hero of these later tales, Lancelet, is not able to hold up under the pressures of his responsibility to both the king and the queen. We see the change in Arthur, as he becomes increasingly  weak, unable to hold the kingdom together with his human powers of persuasion, but more than that, we see a dramatic change in Guinevere, as she is presented a s more human, even though she still represents the ideal and thus the cult of true womanhood in some sense. In the end, Tennyson allows Arthur to forgive her. We see a humanity, a depth of personality in Tennysons Guinevere that Malory and the Gawain-Poet  were  not able to accomplish.

A Killers Mind.

A Killers Mind. Before we can discuss what serial killers do, we must first define what a serial killer is. Some people might place serial killers into the same group as mass murderers. This would be incorrect because they are two totally different types of killers. While both of these individuals may kill many people, the difference lays in the reason they kill and the period over which they kill their victims. An event or a build up of circumstance triggers mass murderers and causes them to act. This may be the result of a stressful situation or frustration either at work or in their private lives. For whatever reason, they may choose to use a weapon and kill people that they feel are responsible for their problems. They may also kill total strangers in a bid to get even with whomever or whatever they feel wronged them. Whatever their reason, they are usually cooperative and quite often docile if they survive the episode.Mugshot of David Berkowitz. Copyright 2003 New Yor...It seems that this one-t ime outburst of violence, once enacted, puts an end to any future events of this type for that individual. While the mass killer may kill many people in one attack, when the attack is over, their mission is complete. The mass killer's victims may not be chosen for any other reason than being in the wrong place at the wrong time.Serial killers are a totally different and more dangerous threat to society. They may not kill many people at one time, but they may kill for many years without being detected. They are able to kill again and again without being caught because they are careful in their choices of victims. They typically pick victims who are vulnerable and un-able to defend themselves such as children, the elderly or women. They also pick victims...

Twelve O'Clock High a Position Paper Essay Example | Topics and Well Written Essays - 1750 words

Twelve O'Clock High a Position Paper - Essay Example Therefore, everyone is viewed as a potential leader and in trained as such. Even those who are in a leadership position currently will not always be in that position, so individuals must be able to move between the two roles quite readily. Also, once a leader begins to lose his edge and his results begin to suffer, he will be replaced. This is because since there are lives at stake, a leader cannot afford to lose the confidence of his soldiers. There is no time for loyalty towards a formerly good leader because people will die if a leader loses his effectiveness. The Army should keep the status quo in its quest to find good leadership because there is the potential for everyone to be a good leader at some point and also leaders who are not getting the desired results should not be permitted to lead in the long term. The first thing that a leader in the Army must remember is to Be. This means that this individual must hold the qualities that are becoming of a true leader. Leaders should be people who are honest, competent, and inspiring, as â€Å"Army leadership begins with what the leader must Be, the values and attributes that shape a leaders character† (Cavanagh et al, 2004, P. 9). This is because a true leader is someone who people wish to follow. If the leader does not have the values and attributes that other would wish to follow, then the leader will not be very successful. This can be applied to civilian life as well. If a manager at a store does not appear to be a very good leader, the staff will lose respect for this person and, therefore, will not follow him or her. This will cause the store as a whole to under-perform, which will negatively affect the store’s bottom line. The leader in every situation must truly â€Å"Be† a leader who people want to follow and wh o people believe in. If he or she is not, then the organization as a whole will not succeed. An example of this can be found in the film and

Lesson Plan Analysis Essay Example | Topics and Well Written Essays - 750 words

Lesson Plan Analysis - Essay Example Another benefit of this game is that it has too much variety to it and once children know how to play it and the teacher knows how to monitor them then there is a long way to go. Another reason for its attractiveness is that it stimulates children verbally and mentally. It keeps evolving at such a pace that children get engrossed in playing it. Teacher can focus on the vocabulary or use of fully grammatically correct sentences. The development of coherent speech at a good rate can be achieved if a teacher keeps incorporating this game in class lessons. It also provides the teacher with an opportunity to assess the language while playing. The only constraint I can see is of arrangement of the material. The lesson 'What did you wear today' is an excellent example of one to one presentation. Reasoning abilities can build besides building the blocks. Blocks are very helpful and useful to give math and science concepts and many other adjustments are possible with blocks. The hand -eye coordination along with counting and fine motor skills gets developed at a good pace. Sooner or later child will be able to relate the similarities and relationships of objects. Massive amount of vocabulary related to clothing can be given and then become more targeted depending on teacher's intentions of teaching. I think there are too many concepts taken care of in this lesson, for example, vocabulary, the concept of present tense, counting, magnitude, enumerations etc. They also get to explore sizes, shapes and different weights. At last but not the least is that it gives them an opportunity to solve construction problems and make a decision every time they want to build. At the age of 3 to 4, childre n can very comfortably build vertical or horizontal towers and can easily get the sense of accomplishment. Free play can be a very good option with blocks children can love building stacks on their own. But expecting children to repeat the whole process on their own will be a high expectation. Language development can also take place during the free play or instructional play along with the growth of social skills. A good lesson always gives a chance to a teacher to assess the child and it does for sure. Most of the preschool teachers consider free play time very significant and children cherish it. It is very essential for psychological development of children. The science lesson "Ice block Designs" is a very good example of free play where children can be in high spirits. Hutt,Tyler,Hutt & Christopherson (1990) write, " Free-play with material, outcome is unpredictable" (p.122.) An adult just need to monitor and let the children generate language, build concepts and explore with minimum intervention. Children can develop the concept of colors, textures and experiment. Reasoning, expressing original thoughts and improvement of co ordination can be stepped forward through this lesson. Open ended data can also be obtained by questioning and supplying attractive materials. The only draw back again is of arranging the ice blocks and keeping the weather in mind before carrying out the activity. The social studies lesson "Shoe skating" can be a good follow up lesson. Again in this class, children can have lot of fun as it will give some time to free play and pretend to skate.

Cognitive Aspect of the Mind at the Middle Age Research Paper

Cognitive Aspect of the Mind at the Middle Age - Research Paper Example In addition to that, physically, Berger (2007) stated that apart from the more fine lines and wrinkles around the forehead, eyes, and mouth uncovering themselves, sagging and discoloration of the skin also materialize due to the fact that the skin of the middle-aged is now less elastic as to compared when they were younger. Moreover, physical fitness decreases too. This, later on, affects the middle-aged through the manifestation of different ailments. These signs of aging are to be the most visible ones, though. On the one hand, the cognitive aspect of the middle-aged mind is also a subject to several criticisms.   Some argue that mental ability declines when people age. In fact, the brain function in the middle years has a reputation that it does not operate at a fast rate relative to the time of its youth.   However, despite such reputation, Phillips (2011) found out that the middle-aged mind is capable of preserving a number of capacities during its youth and all the more so, has the potential to foster some new strengths. In this regard, the focus of this research mainly delves into studying the middle-age process with a particular look at the mind of the middle age.   In particular, it intends to address three specific objectives. First, it aims to understand how the society perceives the middle-aged adult’s mental capacity.   Second, it targets to describe the perceived weak cognitive characteristics of the middle-aged adult. Third, it points to determining what the strong aspects of the mind at the middle age are. Indeed, society views aging negatively.   People attach a lot of negative images to those individuals who are no longer young.   These negative images include undesirably describing the mental capacity of the older individuals.   However, only a few researchers investigated the cognitive ability of the middle-aged adult.   It is in this regard why this research is of importance. Through grasping an understanding of the a bilities of mind of the middle age, this study can contribute to viewing the mental abilities of the human mind positively.

Theories of Crime Causation Unit2 IP Research Paper

Theories of Crime Causation Unit2 IP - Research Paper Example Both the individual and society are to be blamed for crime commission because , as much as an individual may or may not wish to commit a crime, there must be some reasons for him to do so, most of which are based on social issues. Research conducted shows that genes play a great in the criminality of a person. This is attributed to the fact that having a genetic makeup or disposition for criminal acts does not determine the behavior of a person but if they are exposed to a criminal environment, then their possibility are higher for participating in anti-social or criminal behavior. This paper will assess the distinct functions that genetics has in the anti-social or criminal behavior. Montangle and Walker used theory XYY to determine how genes contribute to anti-social or criminal behaviors. In their research, they established that twenty percent genotype is the most propellant factor of criminality of an individual. They conducted twin, adoption, and testosterone studies (Siegel, 20 08). The evaluation of behaviors of two identical twins and their fraternal has shown that their criminal rates are high. This led to a conclusion that genetics and environmental factors are the main contributors of criminal behaviors. ... The adoption studies discovered that environment influence makes biological parents and adopted children share common criminal behaviors (Schmalleger, 2012). The research showed that children born from incarcerated females felons or offenders have high rates of criminal convictions than those that were not born from incarcerated females. The study was based on the children who were born from biological fathers with a history of criminal activities. The research found out that those children who belong in a family that the biological father had a history of anti-social or criminality behavior, engages themselves in similar criminal activities (Schmalleger, 2012). The results revealed that there is a heritable factor to criminal or anti-social acts. Further, another finding revealed that if a biological or natural background existed for an individual’s criminality, then there was high danger of anti-social or criminal behavior in children who have been adopted. According to a st udy conducted in Denmark, Bernstein and Cassel, (2007) argues that, it established that children with biological fathers who had history of property crimes were likely to participate in property crimes but not violent crimes. Most researchers have established that genes do determined anti-social or criminal behaviors particularly for property crimes but not for violent crimes (Bernstein & Cassel, 2007). Behavioral genetic established that criminals or felons are genetically predisposed to anti-social or criminal acts. The study established that a change in the structural gene from monoamine oxidase A leads to an acute make up of neurotransmitters linked with the body’s fight or violent reaction to stressful cases (Bernstein & Cassel, 2007). The

Australian Contract Law Essay Example | Topics and Well Written Essays - 1500 words

Australian Contract Law - Essay Example However, after informing James, Bert advertised the sale at $ 60,000 or near. Also, the advertisement was made on the notice board of the Historic Speed Boat Club. As a response, there was one more buyer; Alphonse. Bert duly informed the new buyer about the existing right of first refusal and claimed that he would be selling only at $ 60,000 or near. Alphonse inspected the boat and offered $ 60,000 as he came to know that someone has the right of first refusal if the amount is $50,000. Bert rang James and communicated this information and James agreed to buy the boat at the agreed price of $ 50,000. However, Alphonse claims that the speed boat was originally sold before the discussion. In the case AstraZenaca UK Limited v. Albemarle International Corporation and Albemarle Corporation (2011) EWHC 1574 (Comm), (as cited in Howell 2011), the English High Court made certain findings which reduced the ambiguity surrounding the right to first refusal. According to the terms of the rights of first refusal, if one party grants a right of first refusal to another party, the former still has the right to find a third party buyer, and before signing an agreement with the third party, the same terms should be offered to the right holder; and if the right holder accepts the terms, it should be given preference (ibid). In other words, in the given case, the seller has the right to accept any third party offer, but it has the obligation to disclose the full details of the offer to the first refusal right holder and give the chance to match the offer. If the right holder fails to match the new offer from the third party, the seller has the right to sell it to the third party Silverthorne (2006). Here, one can see that Bert had properly informed James about the advertisement for a higher price. Also, he had duly communicated with James about the new offer when Alphonse

Theories of Crime Causation Unit2 IP Research Paper

Theories of Crime Causation Unit2 IP - Research Paper Example Both the individual and society are to be blamed for crime commission because , as much as an individual may or may not wish to commit a crime, there must be some reasons for him to do so, most of which are based on social issues. Research conducted shows that genes play a great in the criminality of a person. This is attributed to the fact that having a genetic makeup or disposition for criminal acts does not determine the behavior of a person but if they are exposed to a criminal environment, then their possibility are higher for participating in anti-social or criminal behavior. This paper will assess the distinct functions that genetics has in the anti-social or criminal behavior. Montangle and Walker used theory XYY to determine how genes contribute to anti-social or criminal behaviors. In their research, they established that twenty percent genotype is the most propellant factor of criminality of an individual. They conducted twin, adoption, and testosterone studies (Siegel, 20 08). The evaluation of behaviors of two identical twins and their fraternal has shown that their criminal rates are high. This led to a conclusion that genetics and environmental factors are the main contributors of criminal behaviors. ... The adoption studies discovered that environment influence makes biological parents and adopted children share common criminal behaviors (Schmalleger, 2012). The research showed that children born from incarcerated females felons or offenders have high rates of criminal convictions than those that were not born from incarcerated females. The study was based on the children who were born from biological fathers with a history of criminal activities. The research found out that those children who belong in a family that the biological father had a history of anti-social or criminality behavior, engages themselves in similar criminal activities (Schmalleger, 2012). The results revealed that there is a heritable factor to criminal or anti-social acts. Further, another finding revealed that if a biological or natural background existed for an individual’s criminality, then there was high danger of anti-social or criminal behavior in children who have been adopted. According to a st udy conducted in Denmark, Bernstein and Cassel, (2007) argues that, it established that children with biological fathers who had history of property crimes were likely to participate in property crimes but not violent crimes. Most researchers have established that genes do determined anti-social or criminal behaviors particularly for property crimes but not for violent crimes (Bernstein & Cassel, 2007). Behavioral genetic established that criminals or felons are genetically predisposed to anti-social or criminal acts. The study established that a change in the structural gene from monoamine oxidase A leads to an acute make up of neurotransmitters linked with the body’s fight or violent reaction to stressful cases (Bernstein & Cassel, 2007). The

Using Metaphors in Organizations Essay Example | Topics and Well Written Essays - 3500 words

Using Metaphors in Organizations - Essay Example This essay stresses that metaphorical way of looking at an organization is a very useful way of understanding the organization, developing new concepts and theories that can help in better management and growth of the organization. This can potentially have a very positive influence on the society and environment as well. The discussion above explains how two different metaphors for the same organization can create completely different perceptions and theories in terms of their operations, people, customers and stakeholders. This paper makes a conclusion that emphasis on metaphors can be considered as one of the oldest, most deeply embedded, even indispensable ways of knowing in the history of human consciousness and also form the basis of some of the most central ideas of understanding a concept. In fact, many theorists have agreed with the three reasons Ortony. These theories state that metaphors provide a compact version of an event; they enable people to predict characteristics that are unnamable, and; they are more vivid emotionally, sensorially and cognitively because they are close to perceived experience. In spite of the power embraced by metaphorical expressions, their exploitation creates lot of misunderstanding of the concept. The positive outcomes of metaphorical expression of organizations as brains can be attributed to the sophistication in information processing systems used by the organization, their capacity to handle huge data, and their ability to think and act strategically.

Sex Ed Research Paper Essay Example for Free

Sex Ed Research Paper Essay In today’s society one has to try to determine whether we as adults are adequately preparing our young adults and teenagers for the responsibilities of adult hood, specifically when it come to relationships, sexual education available to them, and sexual intercourse. We are going to look at a few topics that need to be answered to see whether we are truly preparing our next generation appropriately to become parents and well informed young adults. The questions we seek to answer are: Are people who have their first child at a younger age more likely to favor sex education in public schools than people who have children at a later age; Are people of a younger age more likely to support the use of birth control use of teenagers than people of a later age; and Are people more likely to favor premarital sex amongst young adults over premarital sex amongst teenagers? Trying to understand how modern society relates to the subject of sex education can help guide and mold our next generation of young parents and adults. This is important to help young adults evolve from the common idiom of allowing history to repeat ones mistakes. If one does not take steps to inform them, then we are condemning them to repeat our past mistakes, by educating them and molding them to be prepared for young adulthood we can help prevent unwanted pregnancies, stop the spread of sexually transmitted diseases, and hopefully give them a better start to their adult lives. Why do we, as a modern society, want to provide sex education to our children? Well the simple truth is many of us older adults are not educated enough about sex to teach them what sexually transmitted diseases there are out there, many adults tend to be afraid to let their children know what we did at their age, and some of us really are not prepared to explain how, for my case, how an opposite sex partners body works. We need educated people to inform our children about many of these things. Birth control in my day was way different than it is today, that is why we rely heavily on doctors to prescribe what is right for a young adult female. Now as a father of a now 20 year boy, I could and did have a pretty in-depth talk with my son about condom use and some of the things that I know but it was not near as much as what a teacher in a school has for information for them to learn. This is going to date me, but back when I was growing up our sex education class was part of home economics. We had a flour bag baby with an egg in the center of flour bag. We had to carry that 5lb bag with us everywhere we went for six weeks, change its clothes daily and manage to get a diaper on it. If the flour baby was not being tended to at all times we would fail the parenting portion of the sex education class. Now this was very difficult as a male and an active member of the high school football team. Not all males were required to take this course in high school back then, but I chose to because this is where I could learn to be a better person than what I had as an example as a father. Plus it was useful information learning how to do things like cooking, cleaning, washing clothes, sewing, and oh yea, best part was that there were lots of girls in the class that admired the few guys that chose to take the class. Back in our time, sex education was more teaching of abstinenc e only, but we had a teacher that also wanted you to know what to do in case you did have intercourse and you and your partner conceived a child. As I grew older I came to appreciate this teacher that taught the whole spectrum of the sex education verses only abstinence. Now that I have a teenage daughter, I also want her to know everything that she can about sex education to prepare herself for her future adult life. Since being a single father, sometimes there are things that she is embarrassed to ask me so I have to rely on female friends and the public schooling system to answer some of those questions. As one may see this topic is important to me because I have young adult children and I want them to be prepared and well informed prior to experiencing sexual intercourse for the first time. I am sorry but I am not ready to become a grandpa until they finish college themselves. With my daughter, I worry she will be heavily influenced into doing things she knows she should wait on, especially when I send her off to college. I just want her prepared for that stage in her life. Literature Review While trying to decide how to write this paper I ran across some very interesting articles that I would like to share with you, the reader. The first one was titled â€Å"Consequences of Sex Education on Teen and Young Adult Sexual Behaviors and Outcomes† by Laura Duberstein Lindberg and Isaac Maddow-Zimet which discussed the effectiveness of formal sex education, regardless of the type, on teens and young adults and the sexual health behaviors and the outcomes that where found as a result. The survey was conducted with both male and females between the ages of 15 and 24. Utilizing the 2006-2008 National Survey of Family Growth with a data pool of a total of 4,691 surveyed. The study was trying to answer whether formal sex education has an effect on when the first vaginal intercourse occurs if received before their first sexual encounter and if the encounter was more controlled by use of birth control. The dependant variables that were surveyed to allow for this research topic to be answered which were the timing of the first vaginal intercourse, contraceptive use at first sex, and condom use at first sex, partnership selection as to whether it was a romantic partner or a casual partner, an age discrepant on the partner of 3 years variance, or unwanted first sex, measured lifetime and current sexual reproductive health indicators at the time of interview including having 6 or more sexual partners, ever been or gotten someone pregnant, sexual transmitted infections treatment in the past 12 months, and use of contraceptives at the last sex encounter. The others were age at time of interview, race/ethnicity, poverty level, mothers education, living arrangements at age of 14, community type, and frequency of attendance of religious services at age 14.(1) Utilizing all these variables, the author was able to see that formal sex education does in fact assist some in the prolonging of the first sexual experience than that of the individual who did not have any formal training and shows that the use of contraceptives and condoms are more likely to be utilized by those who have had some sort of formal sex education training verses those who have not. The survey additionally shows a higher rate of lower income Black and Hispanic people not having the formal sex education training with a higher than normal number occurrences of Sexual transmitted infections and teenage pregnancies. The next article I reviewed was â€Å"What if You Already Know Everything About Sex?† Content Analysis of Questions From Early Adolescents in a Middle School Sex Education Program by Linda Charmaraman, Alice J. Lee, and Sumru Ekrut. The assessment conducted was to see just how much sixth graders really knew about sex already. Based on data collected in the greater Boston area in eight schools utilizing the Get Real: Comprehensive Sex Education that Works Curriculum, with the approval of an institutional review board, parental consent, and assent all six graders from the eight schools participated in anonymous questions about the curriculum. The questions that they were trying to answer were what sex-related topics do early adolescents ask about anonymously, which issues related to sex are of most concern to early adolescents, and how does the school context affect the types of questions raised. This was conducted to allow health care providers information on the conversations that may need to be addressed with early adolescents. The result varied to show that curiosity still had a lot of play from everything to pre-awareness and avoidance to more advanced questions into specific and explicit in nature. Students in larger higher risk schools were more likely to ask more specific questions verses the students in the smaller less risked schools. In classrooms were it was a single sex environment allowed for more specific questions as well. Since this research type was not pre based questions, the crew had one researcher enter in the precedence of the coding, and two others crossed checked the coding and all three debated until all were happy with the appropriate coding for each groups of questions that the students asked. Over all I would say that the research shows that even at the young age of sixth graders, more needs to be done to teach adolescent youths the birds and the bees at an age appropriate level more often than it is currently happening in society. One approach that may need more research may be to host single-sex sex education classes as to allow more students to ask more explicit questions. Another topic that may need to be addressed in more detail would be sex education to all students especially in the urban, lower income neighborhoods that tend to have a higher risk of early pregnancies and sexual transited infections. The third article I reviewed was â€Å"An exploratory study of Muslim adolescents views on sexuality: Implications for sex education and prevention† by Chris Smerecnik, Herman Schaalma, Kok Gerjo, Suzanne Meijer, and Jos Poelman. This article was created utilizing an exploratory qualitative study in the Netherlands to access current views on Muslim adolescents about sexuality. The research was mainly conducted to see how to approach Muslim adolescents about sex education with the questions to be addressed being the current views of Muslim adolescents on sexuality, who to and to what extent do Muslim views differ from the views of non-Muslim adolescents, and to hope to learn whether existing approaches to sex education among Muslim adolescents are likely to be successful or a new approach could be identified to assist in the education of the Muslim adolescents. (3) This research was conducted solely on the internet in a forum set up on the STI-AIDS Netherlands (Expertise Center for HIV/AIDS and other STIs). In this particular forum â€Å"Islam Sexuality† offered general information on sexuality, STI’s, and prevention. Targeted age for the forum was to be Muslim teens and young adults between the age of 14 and 24. The research was gathered for the analysis from June 2004 to September of 2005. To be Muslim sensitive and prevent any disparities on judgments, an Imam, was utilized for the discussion as well as two other trained monitors. All discussions were anonymous with the exception of whether the person was a male or a female, and Muslim or non-Muslim. Everyone else was weeded out of the survey resulting in only 44 Muslim and 33 non-Muslim participants being surveyed. Topics of analysis were sex outside of marriage, Inter-religious relationships, masturbation, homosexuality, and abortion. On the subject of sex outside of marriage it was interesting to note that although Muslim’s believe sex outside of marriage is a taboo, there is a double standard at play were many males do have sex outside of marriage but say it is definitely wrong for females to do so. Non-Muslims did not have any issues with sex outside of marriage. Inter-religious relationships are a true problem for Muslims because they are taught that parent’s approval is absolute in order to marry and Muslim tradition is to not marry outside of the religious circle. Non-Muslims did not have a problem with marrying someone of other religions since they seek love in a partner not religion. Masturbation in Muslim communities is forbidden and treated the same as sex before marriage therefore not allowed or condoned. Non-Muslims argued that this is a way to relieve sexual tension and is okay to do. Homosexuality was not given unto a person as they were born and therefore is not condoned in the Muslim faith. Non-Muslims seemed to express it is a trait you are born with and free to explore. Abortion was not only a problem with a Muslim person; it becomes an issue for the entire Muslim family, whereas non-Muslims portrayed it as a problem only amongst the female and the male who conceived the child. As one may expect, the results of the analysis shows there is a long ways to go to getting Muslim youth more sexually educated since they teach absentness is essential to Islamic law and traditions forbid the discussion of certain topics. One may try to approach the religious leaders to see how this topic can be discussed in a religious sensitive manner, and allow the religious leaders to talk to the parents for input on how to create an educational class that would be appropriate to not violate the Qur’an or Islamic laws that they follow. The fourth article I reviewed was â€Å"Build a curriculum that includes everyone† by Robert McGarry. This article is about the need to incorporate a gender bias, sexuality preference bias educational curriculum as to include the topics and discussions of gay, lesbian, bisexual, and transgender adolescents to teach all adolescents that no matter what orientation preferences one has they should be accepted and all sexual educational needs should be addressed. Of a research conducted in 2011 by GLSEN’s of 8,000 students from 6th to 12th grade most have not been taught anything positive about gays, lesbians, bisexuals, or transgender people in any curriculum. According to the article eight states have laws prohibiting the teaching of such practices in their schools including Texas. This article also mentions that most current curriculum takes an ignoring approach to the topic as to not bring the subject up. Some have demonized such practices, and even stigmatized the preferences. By incorporating a lesbian, gay, bisexual, transgender curriculum starting as early as kindergarten a school could change the way many students feel towards non heterosexual people and other students as they grow together in the school. This article portrays that by doing so we as a society can change our future way of thinking as the country regenerated its society. While I see the validity in the way the author is thinking, I agree with most of the curriculum that they are trying to introduce. The core concepts, access to information, communication, Self-management are all good topics. Teaching of anatomy, physiology, puberty, adolescent development, identity, pregnancy, reproduction, sexually transmitted diseases, HIV, healthy relationships, and personal safety should be incorporated in every schools sex education class. I do have a few issues with the teaching of acceptance of all sexual orientation personally due to my religious upbringing and I also feel it is an invasion of my rights as a parent to teach my morals and values to my children. We as a society have already given in too much on losing our religious preferences with the removal of state and religion. Of course this is a different topic all together with many controversies as well since our country was founded on religious beliefs. In the article it has stated that a program was started after a 3 year controversy in a public school and put in to effect in 2007. I will be looking forward to reviewing the evaluation of the program over a 12 year period to see its effectiveness. The fifth article I reviewed was called† The multiple choices of sex education† by Rashea Hamilton, Megan Sanders, and Eric M. Anderman. The topic of this article has to do with whether or not to give a written test after the study of sex education in the school systems. Should an exam be given or should a role play example be more feasible to allow the adolescents to learn by being shown how to avoid situations and or stand up to the pressures of their peers. The research questions that were to be looked at were simple but very difficult to answer, â€Å"Do adolescents actually implement what they learn in health education classes?† and â€Å"Do the sex education classes actually work?† (5) The biggest question of the whole article is retention of the information if it is taught as a testable technique style or if the retention would be greater if the information was taught as an introduction and show examples of the situations one could encounter and how t o really deal with the situation. In the reading I also found that another question really needs to be addressed as to the uniformity of where and how the information is delivered. It was interesting to read that many inner city adolescents have a higher rate of teen pregnancies and STD infections, especially if they are from low income and single parent homes. When conducting the research information the authors pulled their data from how many states taught what parts of sex education from the Guttmacher Institute, 2012 report. This report shows that even though the federal government provides funding for this education each state, district, and school all teach non-standardized approaches to how to get the information and to some extent what information to give out to the students/ adolescents. To conduct the goal structures and the long term outcome in sex education, they utilized the National Institutes of Health to sample over 5000 students in 32 high schools. They examined the goal structure of performance verses mastery that showed several important outcomes including student’s attitude towards sex, intentions to have sex, and self perceived ability to engage in safe sex behaviors. Results showed that those students mastering the sex education concept were shown or taught in a more example style technique verses the structured exam style. Life chances would be better for all young adolescents if they were more informed and were better able to actually understand the stuff they are being taught. The last article I reviewed while researching this subject was â€Å"Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy† by Pamela K. Kohler, Lisa E. Manhart, and William E. Lafferty. This article was a comparison of sexual health risk of adolescents who received abstinence-only sex education, those who received comprehensive sex education, and adolescents who receive no formal sex education. They looked at the age group of 15 to 19 heterosexual never married which resulted in a sample study of 1719 from the Nation Survey of Family Growth survey cycle 6(2002) . Of the results those adolescents who received comprehensive sex education were significantly less likely to have reported a pregnancy than the adolescents who did not have formal sex education. Abstinence only training did not reduce the likely hood of sexual vaginal intercourse but comprehensive sex educated adolescents showed a marginal decrease in the adolescents having vaginal intercourse. The mean age for the study was 17. Neither abstinence only nor comprehensive sex education reduced the reporting of STD’s among this study group. I found it interesting to learn that rates of STD, teenage pregnancy, and teen births are actually higher in the United States than most other industrialized countries. Romania and the Russian Federation were the only two countries that exceeded the United States in STD’s in the 2000 study of STD incidents among 16 countries. Method of research came from the National Center of Health Statistics nationwide survey from Jan 2002 to March 2003. Data was collected by trained personnel from the University of Michigan’s Institute for Social Research through in home interviews that included audio computer assisted self interviewing. Items collected were basic demographics, knowledge, attitudes, and beliefs regarding the family planning issues, and self reported sexual behavior and any previous diagnoses of STD’s. A total of 1150 girls and 1121 boys responded to the questionnaire and special interview. They were further reduced by sorting out the none heterosexuals, marriage status, age of first intercourse if less than ten years old, or they did not meet the criteria reporting of no formal sex education, formal sex education on how to say no to sex only, or formal sex education that covered saying no to sex and birth control. Results showed that of the sample that STD’s and no sex education were higher in the adolescent was from a low income non-intact family environment, black, and from rural areas. Comprehensive sex education was marginally associated with reduction of vaginal intercourse amongst the adolescents surveyed. Teen pregnancies were higher in older age, black race, lower household income, non central city metropolitan residence, and in non-intact families. The strongest predictor for STD’s was non-intact family unit status with a four times higher rate than others. Another results showed that the adolescents who were taught abstinence only programs found later sexual debut and that the majority of those who pledge abstinence only broke their vow to not have vaginal intercourse until they were married. They found those who had comprehensive sex education had a lower risk of teen pregnancy than those who had no formal training. Methodology When it came to answering questions we seek to find results for we turned to the General Social Survey (GSS) database located at http://www3.norc.org/GSS+Website/Data+Analysis . We first went to the NORC Public Use Data Catalog tab, then clicked on the GSS tab, then General Social Surveys, 1972-2006 Cumulative File, then variable description, followed by the subject index file. This data file was set up by the NORC, A Social Science Research Center at the University of Chicago, with the support of the National Science Foundation with a goal to provide a foundation for social research to have a structured orientation and to provide up to date, important, and high-quality data to social scientists, students, policy makers, and others. To answer the first question, Are people who have their first child at a younger age more likely to favor sex education in public schools than people who have children at a later age, we utilized the information pulled from the E tab, Education, Sex Education, then SEX EDUCATION IN PUBLIC SCHOOLS and the A tab, Age, At birth of first child, RS AGE WHEN 1ST CHILD BORN. To answer the second question, Are people of a younger age more likely to support the use of birth control use of teenagers than people of a later age, we pulled our information from the B tab, Birth Control, Teenagers use, then BIRTH CONTROL TO TEENAGERS 14-16, and from the A tab, Age, Birth Cohort, AGE OF RESPONDENT. For the third question, Are people more likely to favor premarital sex amongst young adults over premarital sex amongst teenagers, we pulled our information from the S tab, Sex, Premarital Sex, then SEX BEFORE MARRIAGE, and the S tab, Sex, Teen sex, then SEX BEFORE MARRIAGE TEENS 14-16. For the first question I utilized the cross tabulation chart with the dependant variable SEX EDUCATION IN PUBLIC SCHOOLS and the Independent Variable RS AGE WHEN 1ST CHILD BORN. For the second question I also utilized a cross tabulation chart with the dependent variable BIRTH CONTROL TO TEENAGERS 14-16 and the Independent Variable AGE OF RESPONDENT. The third one however I utilized a side by side comparison of two variables to see the results. Data Analysis In this section you will see the three research questions along with the graphs generated to answer my theories and hypothesis in order to come to my conclusion. Question # 1: Are people who have their first child at a younger age more likely to favor sex education in public schools than people who have children at a later age? Theory: People who have a first child at a younger age will be more likely to support sex education in public school because they may want teenagers to know more than they did when they first had sex and want them to have information to help guide them. Hypothesis: People who had their first child at a younger age will be more likely to support sex education than those who have their first child later in life. Dependant Variable: E: Education: Sex Education: SEX EDUCATION IN PUBLIC SCHOOLS Independent Variable: A: Age: At birth of first child: RS AGE WHEN 1ST CHILD BORN [pic] This analysis does in fact offer support for the theory that people who have a child at a younger age will be more likely to support sex education in the public school system. As seen in the chart more people tend to favor sex education in public schools up to about age 4. After age 41, less people favor the support of sex education in public school but still at least half of them do still support the sex education in public schooling. Question # 2: Are people of a younger age more likely to support the use of birth control use of teenagers than people of a later age? Theory: Younger people will favor the use of birth control for teenagers more than older adults due to more recent frequency of sexual encounters and lack of maturity of teenagers having riskier sexual encounters. Many young adults just came out of their teenage years and the sexual experiences they recently encountered are still fresh in their minds. Hypothesis: People of a younger age will support the use of birth control for teenagers. Dependent Variable: B: Birth Control: Teenagers use: BIRTH CONTROL TO TEENAGERS 14-16 Independent Variable: A: Age: Birth Cohort: AGE OF RESPONDENT [pic] As seen in the graph above, younger adults do not in fact support the theory for the use of birth control by teenagers therefore our theory would not be a valid theory. We could however observe through this chart that as age progresses older people support the use of birth control by teenagers. An alternate theory that could be presented would be that older people will more likely support the use of birth control by teenagers than younger people. Possible reasoning would be because of life lessons they had to live with and may see if they would have utilized birth control at a young age they may have had different life chances that would have allowed them to pursue alternate life styles and career paths. Question # 3: Are people more likely to favor premarital sex amongst young adults over premarital sex amongst teenagers? Theory: Society is more acceptable to young adults having premarital sex than teenagers having premarital due to their maturity level and modern social beliefs. Hypothesis: People are more likely to support premarital sex among young people than premarital sex among teens. Variable 1: S: Sex: Premarital Sex: SEX BEFORE MARRIAGE Variable 2: S: Sex: Teen sex: SEX BEFORE MARRIAGE TEENS 14-16 Premarital SexTeens Premarital Sex |Values |Categor| | |ies | |Missing cases |33338 | | | | Teen Premarital Sex Summary Statistics |Valid cases |29596 | |Missing cases |21424 | As seen we do have support for the theory that premarital sex among young adults prior to marriage is more accepting than teenagers age 14-16 having premarital sex. In the univariate charts above People tend to agree that premarital sex for young adults is not wrong at all. While 28.2 percent say that is always wrong, 39.9 percent say that it is not wrong at all. Looking at the teenagers age 14-16 having sex however, an overwhelming 70.4 percent still believe teenagers age 14-16 should not have premarital sex while only a small 3.7 percent feel it is not wrong at all. Conclusion When looking at the graphs to answer the question of are people who have their first child at a younger age more likely to favor sex education in public schools than people who have children at a later age, we can conclude that we society in general is in fact in agreement that sex education should be part of our societies public school curriculum. The second question of are people of a younger age more likely to support the use of birth control use of teenagers than people of a later age, is not supported by younger people for some unknown reasons and in fact the opposite is actually true. Older adults support the use of teenagers using birth control. One can theorize this to be that older people are more reflective of their past and do not want teenagers to have the trials and tribunes they grew up dealing with at having to marry at a young age and start families because that is what society used to tell them was standard. Since times are changing and more women are further educate d and working to make ends meet in these economic times, older adults see this as a preventative measure. For the third question as to whether people are more likely to favor premarital sex amongst young adults over premarital sex amongst teenagers, the analysis supports the theory and concludes that yes society is more able to handle a young adult having premarital sex over a teenager having premarital sex. As a father of a seventeen year old daughter, I too conclude this to be the case since I do not want my daughter to take a chance in hindering her passion to one day becomes a nurse or a veterinarian. In my opinion after reviewing all my articles and researching the GSS data base, I am seeing the question of uniformity arises in all of them amongst all teachings. Every single article clearly states in one shape or another that we as a country need to be teaching on a universal informational playing field and this will allow each adolescent the same opportunity to gain the vast and important knowledge they need to be ready for their first vaginal intercourse. Only this will start to reduce the risk of STD’s and teen pregnancies. By asking the government to incorporate more stringent requirement on what has to be taught we can start to make this happen. Since the government only requires abstinence only program be taught to be eligible for title IV monies, many states do not go any further than they have to in order to receive the funding from the government. Another larger issue is the very nature of when, how, and even if sex education is taught at every public school. In the articles, one of the issues that came up over and over was that many inner city and rural area youth have higher rates of teen pregnancies and STD’s. With a more consistent program maybe we can slow this trend down. Of course a little more adult supervision could help as well, but with many low income families being single parent households, this can be very difficult and we as parents have to trust our children to do right when we are not around. When speculating what can be done to slow the progression of STD’s and teenage pregnancies I can only come to one repeated conclusion. Give the young adults and teenagers all the information available to every one of them and possibly incorporate an adult/parent orientation into the curriculum to teach the parents what they may have not known about or have forgotten over the years. Get the parent more involved in the teenagers and young adults lives and quit allowing the teenager to grow up unsupervised. Locate an activity for them to do after school until you are able to be home with them. I read a while back an article that stated most teenage pregnancies happened between four and six pm while the parents are away at work. I really wished I could have found that article to add to the reviews because it was very appropriate for this research paper. As a father I have started looking into what our local school is teaching when I started this course and found out that it too needs many improvements. The teach-for-a-test program does not work. We, our school and parents, need to look into getting more aggressive in the training of our teenagers and young adults so we can slow the progression of teen pregnancies and STD’s. Unfortunately, living even in this small town, we have experienced a high number of teen pregnancies. I would like to see this trend change to allow these young adults and teenagers a life chance for something other than raising a baby at a young age and still living at home with the parents. | | References: 1. Duberstein, Laura, Maddow-Zimet, Isaac, (2012) Consequences of Sex Education on Teen and Young Adult Sexual Behaviors and Outcomes. Elsevier. Journal of Adolescent Health 51 (2012) 332-338 http://www.sciencedirect.com.ezproxy.fhsu.edu:2048/science/article/pii/S1054139X11007178 2. Linda Charmaraman, Alice J. Lee, and Sumru Erkut: (2012). â€Å"What if You Already Know Everything About Sex?† Content Analysis of Questions from Early Adolescents in a Middle School Sex Education Program. Elsevier. Journal of Adolescent Health Volume 50 Issue 5 527-530 http://www.sciencedirect.com.ezproxy.fhsu.edu:2048/science/article/pii/S1054139X1100348X 3. Chris Smerecnik, Herman Schaalma, Kok Gerjo, Suzanne Meijer, Jos Poelman. (2010)† An exploratory study of Muslim adolescents views on sexuality: Implications for sex education and prevention†. BMC Public Health, 10:533 http://ehis.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/pdfviewer/pdfviewer?vid=3sid=37308a58-e906-4d58-a6a8-b93798ee399a%40sessionmgr110hid=106 4. McGarry, Robert. (2013) Build a curriculum that includes everyone. : Phi Delta Kappan, Vol. 94 Issue 5, p27-31, 5p, 1 Chart http://ehis.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/pdfviewer/pdfviewer?sid=9c2f203c-9cd5-4413-acb2-a4679070f0de%40sessionmgr198vid=2hid=106 5. Hamilton, Rashea, Sanders, Megan, Anderman, Eric M. (2013). The multiple choices of sex education. Phi Delta Kappan, Vol. 94 Issue 5, p34-39, 6p, 1 Color Photograph, 2 Charts http://ehis.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/pdfviewer/pdfviewer?sid=318398dd-779d-4ac2-97e3-b96d989e21ca%40sessionmgr198vid=2hid=107 6. Kohler, Pamela K., Manhart, Lisa E., Lafferty, William E. (2008). Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy. Elsevier. Journal of Adolescent Health

The Skills Of Professional Networking

The Skills Of Professional Networking Professional Networking is a widely used skill that many people lack. There are four main steps that a person must focus on while trying to build an effective professional network. The first step in building an effective professional network is to contact businesses in the best possible way. Next, it is extremely important to build an individual relationship with each business. Giving an effective presentation is the third step. The last and ongoing step is to maintain the current relationship while expanding the network to new contacts. There are many benefits to professional networking. Having an outstanding professional network can lead to ultimate success. Better jobs and stronger support can come from this. There are many different ways that a person can build an effective profession network. This leads to the essential question. Essential Question How does a person build an effective professional network? Supporting Questions What is the best way to contact businesses? What is the best way to build an individual relationship with each business? What is the most effective way to give a presentation? What is the best way to maintain the current relationships while expanding the network to new contacts? What is the best way to contact businesses? It is impossible to build a relationship without first having contact with any businesses. Beverly Newton, Nebraska FBLA State Adviser, Career Field Specialist, Communication and Information Systems, claimed, The best way to contact a business is through a personal contact from someone you know who has recommended a specific name in the business to contact. It is also appropriate to write a letter to the name recommended to you and then indicate that you will follow-up the letter with a phone call (personal e-mail, December 20, 2010). In retrospect, the first and most important step for someone who wants to contact businesses is to work towards building connections through networking. However, if a person was not knowledgeable enough to start early, there is still hope for them. For someone who is just starting, they need to focus on friends and family. In making personal contacts, the person must start small with the businesses closest to him or her. This is extremely important because as Lao-tzu (2004) said, A journey of a thousand miles begins with a single step (para. 1) Taking these small steps will lead to future success. Randall Hansen (2010) from Quintessential Careers states, There is probably not an easier way to expand your network than to simply ask your current friends, family, and associations for the contact information of others whom they think would be beneficial for you to know. The friend-of-a-friend connection is quite strong and usually very successful (para. 4). Once these smaller contacts have been established, it is time to use them to enlarge the network. Every business will be related to many other businesses in some way. Be sure to use these previous connections to expand and make new connections. Peoples previous contacts can be e xtremely important for future development. There are numerous ways to contact businesses. The most prolific way is to begin at an early age and build contacts throughout an entire lifetime. Since everyone knows someone else, the friend-of-a-friend connection is the best possible method to attain contacts. But, just because there are these contacts, does not necessarily mean that they will be willing to negotiate. It is extremely important to write a professional business letter to each business. This format consists of a heading, the date, the opening, the body, and then a conclusion. After the conclusion, a farewell and a signature with the name and title printed below should be included. In these letters, the writer needs to sound sincere and professional. The contactor should be sure to ask for support from the business, not a monetary donation. Following these steps will result in many business contacts. What is the best way to build an individual relationship with each business? Contacting is easy, but the truly skilled will develop a relationship with each business they contact. A contact is just establishing of communication with someone or receiving of a significant signal from a person or object (Guralnik, 1970, p. 306). However, a relationship is a significant connection or similarity between two or more things (Guralnik, 1970, p. 1198). Matthew Moran (2010) thinks, One of the most pressing challenges with networking effectively is that many professionals never take the time to go where such relationships can happen (para. 21). This is important because in order to make a sustainable professional network, there must be a relationship to keep the network alive. Newton stated, It is important for the business to understand what purpose you have for them. The business usually wants to do something other than donate money (personal e-mail, December 20, 2010). When attempting to build an individual relationship, it is essential to know the business purpose. A business representative will not be swayed to donate their support if the contactor does not even know how the business can be used. Having an organized and detailed plan is extremely important, as well as sounding professional, sincere, personable, and confident. Doing these things will create a strong one-on-one bond with each business. What is the most effective way to give a presentation? Once the door is opened with a relationship, it is time to slam the door shut and strike up a deal with a presentation. Giving an effective presentation can be extremely difficult. Darrell Zahorsky has eight secrets to a knockout business presentation. These eight steps are: dig deep, avoid info overload, practice delivery, forget comedy, pick powerful props, minimize you, speak the language, and use simple slides (Zahorsky, 2010). Mastering these secrets can be extremely difficult and may require practice. Great presenters give their presentations numerous times to a plethora of audiences for practice before they give their polished show. However, a good presentation in itself will not be effective without further details. The presenter needs to be dressed in proper attire to give a professional look. This consists of a business suit for both men and women. Presenters must be there early in order to ensure that their equipment is running properly and to introduce themselves to the companys business leaders. What is the best way to maintain the current relationships while expanding the network to new contacts? After closing the deal with an amazing presentation, be sure to keep the door locked by maintaining the relationship and open new doorways by expanding to new contacts. Follow-up with the business is important by connecting with the business at least twice during the year. (B. Newton, personal e-mail, December 20, 2010). After making a connection, establishing a relationship, and giving an effective presentation, it is extremely important to maintain each and every relationship. Jennifer Vo (2010) declared, Never burn a bridge because no matter how big the industry is, companies within an industry often keep in close contact with one another (para. 5). The next step is to expand the network to new contacts. This whole process acts as a cycle. Since a lot of work has already been done, it is advised to reuse the letters that were previously written. Sometimes things need to be tweaked a little bit for improvement. Be sure to update all of the documents so they are viable. The final step of maintaining the current relationships, while expanding the network to new contacts, is extremely important. Since relationships take so much time and effort, no relationship can afford to be lost. Also, expansion is a necessity. A network without growth is the same as a dying network. How does a person build an effective professional network? There are many steps that must occur in order to build a professional network. These steps play out as a never-ending cycle. The first step is to contact the businesses. The friend-of-a-friend connection is the best possible method to attain contacts. Next, build an individual relationship with each business. Remember to have a purpose for each business. Also, there needs to be extra steps taken to reach this higher level. Giving an effective presentation is the third step. Be confident, dress appropriately, and practice, practice, practice. Lastly, it is a necessity to maintain the current relationships while expanding the network to new contacts. Every network needs to continue to grow by attaining new contacts; previous relationships also need to be maintained. All-in-all, communication is essential. Each of the four steps heavily incorporates communication as the most important piece. This communication is done through many forms, including verbal, written, and nonverbal. The contactor must be polished in every area in order to ensure his or her success. It is imperative to proofread each letter, practice each presentation, and send a professional message through physical appearance. When building an effective professional network remember to follow these four main steps: contact the businesses, build an individual relationship, give an effective presentation, and maintain the current relationships while expanding the network to new contacts. Following these steps will create a strong professional network for the practicing individual. The network established will be a helpful tool that can be employed throughout an entire lifetime. A single individual can build an effective professional network by utilizing basic communication skills and establishing business relationships. Annotated Bibliography Hansen, R. S. Ph. D. (2010, November 4). How to build and expand your career network: 10 proven techniques. Retrieved from http://www.quintcareers.com/expanding_career_network.html. This source was useful because it stated that using friends, family, and associations create strong connections. It also introduced the friend-of-a-friend connection that I referred back to several times throughout my paper. This source was very reliable and was extremely helpful. Guralnik, D. B. (Ed.). (1970). Websters new world dictionary of the American language. (p. 306 1198, 2nd ed.). New York, NY: The World Publishing Company. I used this to state the definitions of contact and relationship. This was important to my paper because I use both of these words numerous times. There is also a need to clarify the difference between the two. Moran, M. (2006, July 21). Professional networking made easy: priming the pump. Retrieved from http://www.ciscopress.com/articles/printerfriendly.asp?p=486105. This source explains the importance of building a relationship to keep a professional network alive. Without the information provided by this source my statements would not have any support. Tzu, L. (2004, September 1). The quotations page: classic quotes. Retrieved from http://www.quotationspage.com/quote/24004.html. I used this quote to back up my statement about making personal contacts with people who are close to them. I also said how everyone has to start off small, so this quote works hand-in-hand with what I said. Vo, J. (2010, February 15). How to start networking: the best ways to expand a professional network. Retrieved from http://www.suite101.com/content/how-to-start-networking-a198785. I used this resource to back myself up when I was talking about the importance of maintaining each and every relationship. Zahorsky, D. (2010). 8 secrets to a knockout business presentation. Retrieved from http://sbinformation.about.com/od/sales/a/presentationtip.htm?p=1. This resource defined the eight steps of giving an effective business presentation. This was extremely important because one of my supporting questions was completely about how to give an effective business presentation.