Humanistic Theory

Experiential and Humanistic Theory As a person goes through life and has ups and downs, their ability to handle the stress varies from person to person. At times, a person has difficulties maintaining all the pressures of issues that sometimes feel to manifest into deep sensations of falling. Not knowing where to turn or where to go to get a clear view of what it is that may has them continuing to feel all of the world is against them. Many people rely on friends and family to get that ear to sort out their troubles.Calm down an agitated person, assisting a friend through a death of a family member, or something as simple as avoiding negative thoughts through distracting, these forms of lending a hand can be described as psychotherapy. Anton Meamer discovered the age-old wisdom in the eighteenth century, early nineteenth. Anton realized that when a person or individual suffers a variety of mental anguish or illness, when put in a hypnotic trance, their symptoms disappeared. Many didn ’t understand the nature of what Anton was doing and dismissed a lot of his work.Later, Sigmund Freud rediscovered the theory and showed that the presence of caring, being attentive, becoming a trusted listener assisted with their issues or situations. Allowed a person to focus on their experience through revisiting long forgotten traumatic events and assist with symptoms of the trauma. Through observation, psychotherapy became a form of treatment and a new revolutionary form of therapy was born. As the foundation of psychology was being laid out, the development of theories began to be discovered.Understanding behavior and what may cause a person to want to strive in life and become successful in society opened the doors for theorist to develop a humanistic theory. The potential of an individual making a contribution to society and becoming a person who is likeable by peers, family, and friends led two theorist to develop the humanistic theory movement. Abraham Maslow and Ca rl Rogers regarded an individual’s personal growth and feeling fulfilled in life as basic human motive. Humanistic theory involves the development of an individual.The achievement of happiness is dependent upon the willingness of an individual to pursue their own deepest interests and desires. By an individual focusing on themselves, creating a strong sense of self gives a person to feel positive about their contribution to society. Humanist’s theory looks at behavior not only through the eyes of the observer, but through the eyes of the individual presenting the behavior. A goal of humanistic theory and therapy gives the client the opportunity to deal with their behavior and situation in their own terms of real self and ideal self.With this idea, a client’s progress and direction in the therapy is based from what they are and what they want. Achieving self-esteem in therapy through this process allows the client to evaluate their own sense of what. Self-esteem will also strengthen the understanding of self and not be something or someone they are not. As the foundation is being set, as the clients acceptance of real self begins to emerge, their self-esteem becomes solid and their awareness to eventually not strive for being someone or something they’re not creates a positive sense of self and their needs begin to be met.With the qualities of positive regard for self, having an unconditional awareness of self, creates an empathetic and genuine client and humanistic therapist relationship. Using the techniques of humanistic therapy allow therapist to assist the client in agreeing with the merging of their real self and the ideal self. No matter what the client reveals of them self in therapy, keeping a positive regard will keep the client in an accepting and warm environment. In the context of humanistic psychotherapy, the individual should expect the therapist to be accepting of whatever has been revealed.As this bond is established , the client’s achievements towards self-actualization can be secured through the understanding of the therapist creating a solid and functional use of the client’s needs. The development of the â€Å"pyramid of needs† by Maslow in 1943 became the blue print used today to identify the needs of individuals. Maslow believed that in the correct order, an individual can become self-actualized through a hierarchy of needs. Once an individual has met the basic physiological needs such as food, water, sex, sleeps etc. then they are able feel safety through the security of body, employment, morality, family health, etc. As the individuals moves up the hierarchy, feeling loved and belonged strengthens their self-esteem and reaching self-actualization is achieved. Carl Rogers believed that in order for an individual to develop fully, in addition to Maslow’s hierarchy, their environment needs to be genuine, accepting, and have empathy. Rodgers felt that without the essential environment that is nourishing, development of healthy personalities and relationships will not have the opportunity to flourish fully.Rogers continued to expand on Maslow’s theory by going a little deeper. He felt that an individual operates from a unique frame of reference through building self-regard and self-concept. As an individual is identifying how to meet their basic needs, what about the experiences that are learned? David Kolb took a different approach then just viewing behavioral theories. Kolb developed the experiential learning theory that takes the approach on how experiences, including cognitions, environmental factors, and emotions influence the learning process.Kolb illustrated that experiences provide a great deal of information that serves as the ground level for reflection. Through reflections, Kolb believes an individual forms an abstract concept. Kolb describes four stage cycle theory of learning that creates a transformation of an experience. Concrete experience also known as â€Å"Do†, reflective observation also known as â€Å"Observe†, abstract conceptualization also known as† Think†, and active experimentation also known as† Plan†. One may begin at any stage, but must still follow each other in sequence.The first two stages are ways to grasp an experience and the last two are ways to transform an experience. The first stage, concrete experience is when the individual actively experiences in an activity such as a lab session or field work. The second stage, reflective observation is when an individual consciously reflects back on that experience. The third stage, abstract conceptualization an individual attempts to conceptualize a theory or model of what is observed. The fourth stage, active experimentation is when an individual is trying to plan how to test a model or theory or plan for a future experience.When speaking of individuals, this describes the learner. Both theories d emonstrate an approach that helps an individual identify with their selves. Each approach taken may have a different model that is adhered to, however, each approach focuses on the experiences that an individual has had that make up their psyche. Through understanding where an individual is at with their level of needs, the understanding of how they perceive and learn the information helps build a strong foundation when addressing the issues and situations of a person.As with any type of therapy, using techniques that is considered traditional in the aspect of a person-centered therapy, creating an environment where the clients is allowed to lead the conversation in a therapy session gives the client a sense of control. Feeling as if they are being heard, the relationship can begin to form and the therapist will continue to be aware of the different levels of theory that can present itself. Using the correct technique in a session will be sure that the client’s subjective per spective isn’t being missed and both client and therapist benefit from the potential growth that is uniquely inherent in them both.References: Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall Inc. Retrieved January 26, 2013 Kolb, D. A. , Boyatzis, R. E. , & Mainemelis, C. (2000). Experiential Learning Theory: Previous Research and New Directions. In Perspectives on cognitive, learning, and thinking styles. Retrieved January 26, 2013 McLeod, S. (2012). Humanism. In Simply Psychology. Retrieved January 26, 2013 Severin, F. T. (1973). Discovering man in psychology: A humanistic approach. New York, NY: McGraw-Hill. Retrieved January 26, 2013

Cyp 3.2 Promote Young Person and Child Development

CYP 3. 2 Promote Young Person and Child Development Be able to assess the development needs of children and young people and prepare a development plan What are the most relevant factors to be aware of when assessing a child or young person’s development? All children and young people are different and have different needs. Similarly, a family’s ability to respond to and meet all their needs may also differ. In some circumstances, professional assessment may be required to identify strengths and needs, to ensure that all children, young people and their families receive appropriate support.Assessment may take place in a wide range of situations and for a variety of purposes, for example:  · A teacher’s assessment of a child’s educational attainment at key stages of the national curriculum, to determine future learning plans.  · A paediatric assessment to ensure that a child has reached the appropriate developmental milestones and to monitor progress. à ‚ · A Connexions personal adviser’s assessment of a young person’s strengths and barriers to participation in learning to provide feedback and motivation. An educational psychologist’s assessment of a child or young person’s special educational needs to identify their educational strengths and needs.  · A social worker’s assessment of a child’s home situation, to determine if they are at risk of harm. Each of these types of assessment has a clearly defined purpose and it is important to note that the role and function of assessment may vary according to the context. Factors to take into consideration are: Health General healthThe unborn, infant, child or young person's current health condition (for example, conditions of relevance to an infant, child or young person, including growth, development, physical and mental well-being). Also includes consideration of: * health conditions or impairments which significantly affect everyday life fun ctioning whether chronic or acute, including obesity; unborn child is not developing adequately; * access to and use of appropriate health services (by mother in case of unborn), uch as those provided by a GP/dentist/optician, immunisations and appropriate developmental checks; * number and frequency of hospital admissions and accidents (of mother where unborn); * Access to and use of appropriate health advice and information, for example, diet, sexual health and management of any health condition such as diabetes or asthma (where unborn, mother is following advice). Physical Development: â€Å"Physical Development† refers to the infant, child or young person's means of mobility, level of physical or sexual maturity/delayed development.Factors to be taken into consideration include: * being well-nourished, being active, rested and protected, gaining control of the body, acquiring physcial skills; * vision and hearing; * fine and gross motor skills including: –  Ã‚  Ã ‚  Ã‚  crawling, walking, running and climbing;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬â€œÃ‚  Ã‚  Ã‚  Ã‚  participation in football or other games;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬â€œÃ‚  Ã‚  Ã‚  Ã‚  ability to draw pictures, do  jigsaws etc. Speech, Language and Communications Development The ability to communicate effectively, confidently and appropriately with others.Also includes consideration of: * preferred means of communication; * use of first language; * ability to gain attention and make contact, access positive relationships, be with others, encourage conversation; * the impulse to communicate, exploring, experiment, labelling and expressing, describing, questioning, representing and predicting, sharing thoughts, feelings and ideas; * listening and paying attention to what others say, making playful and serious responses, enjoying and sharing stories, songs, rhymes and games, learning about words and meanings; * vision and hearing; abil ity to communicate meaning, influence others, negotiate and make choices, understanding of others; * language for communicating and thinking; * linking sounds and letters; * reading and writing; * willingness to communicate; * articulation skills and language structure; * vocabulary and comprehension; * fluency of speech and confidence; * appropriateness of social and communications skills, for example, body language, excessive use of expletives or inappropriate language. Emotional and Social Development The emotional and social response the infant, child or young person gives to parents, carers and others outside the family.Also includes consideration of: * the importance of being special to someone, being able to express feelings, developing healthy dependence, developing healthy independence; * nature and quality of early attachments; * self-harm or risk of self-harm; * phobias or psychological difficulties; fears or psychological difficulties such as persistent sadness or tearfu lness; * temperament, coping and adjusting abilities for example, after experiencing domestic violence, bereavement or family relationship breakdown; * disposition, attitudes and motivation to change.Behavioural Development The behaviour of the child or young person and whether behaviour occurs in a particular setting or all settings. Also includes consideration of: * lifestyle and self-control (including participation in reckless activity and need for excitement); * behaviour in class or other environments where the child or young person comes into contact with their peers; * whether undiagnosed conditions may be impacting on behaviour (eg. earing or visual impairment); * substance misuse (includes alcohol and volatile substance misuse and controlled drugs under the Misuse of Drugs Act 1971); * anti-social behaviour for example, destruction of property, aggression towards others, harm or risk of harm to others; * sexually inappropriate behaviour and attempts to manipulate or contro l others; * early sexual activity, unprotected sex, lack of reflection or positive decision making about sex and relationships; * offending behaviour and risk of re)offending; * violent or aggressive behaviour at home or school; * attitudes to offending; * over activity, attentiveness, concentration and impulsive behaviour Identity, including self-esteem, self-image and social presentation   The growing sense of self as a separate and valued person.Also includes consideration of: * growing awareness of self, realisation of separateness and differences from others, recognition of personal characteristics and preferences, finding out what they can do; * importance of gaining self-assurance through a close relationship, becoming confident in what they can do, valuing and appreciating their own abilities, feeling self-assured and supported, a positive view of themselves; * knowledge of personal and family history; access to recognition, acceptance and comfort, ability to contribute to secure relationships, understanding they can be valued by and important to someone, exploring emotional boundaries; * sense of belonging, being able to join in, enjoying being with familiar and trusted others, valuing individuality and contributions of self and others, having a role and identity within a group, acceptance by those around them; * race, religion, age, gender, sexuality and disability – may be affected by bullying or discriminatory behaviour; understanding of the way in which appearance and behaviour are perceived and the impression being created.Family and Social Relationships The ability to empathise and build stable and affectionate relationships with others, including  family, peers and the wider community. Also includes consideration of: * stable and affectionate relationships with parents or caregivers; * sibling relationships; * involvement in helping  others; * age-appropriate friendships; * association with predominantly pro-criminal peers or lack of non-criminal friends; * understanding of  others and awareness of consequences; * association with substance-misusing friends/peer groups.Give examples of how you can assess a child or young person’s development in the following areas. Physical development- When we refer to physical development we are looking at factors such as gross motor(which indicates large muscle development such as walking or swinging our arms) and fine motor (more intricate movements such as picking up objects or writing). This is a relatively easy assessment to carry out. If we have regular contact with the child or young person we can usually measure and weigh that individual on a weekly or bi-weekly basis. Over a short period of time it would soon become apparent if there was any cause for concern.We can also observe children as they play and interact. For example can they climb, skip, use a rope and coordinate their hand to eye movements. Communication and speech development: By speech we mean * The speech sounds children use to build up words, saying sounds accurately and in the right places. * Speaking fluently, without hesitating, prolonging or repeating words or sounds. * Speaking with expression and a clear voice, using pitch, volume and intonation to support meaning. By communication we mean the way in which language is used to interact with others * Using language in different ways; to question, clarify, describe and debate. Using non-verbal rules of communication: listening, looking, knowing how to take verbal turns and how to change language use to suit the situation. * The ability to take into account other people’s perspectives, intentions and wider context This can be assessed by observing the way in which a child or young person interacts with us, their parents or their social groups. We can also spend time with younger children by getting them to repeat words or have short, fun conversations with them.When assessing them we can look out for any irreg ularities such as stutters, speech impediments or factors that may be affecting listening skills etc. Cognitive or intellectual development Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. It was once believed that infants lacked the ability to think or form complex ideas and remained without cognition until they learned language. It is now known that babies are aware of their surroundings and interested in exploration from the time they are born.From birth, babies begin to actively learn. They gather, sort, and process information from around them, using the data to develop perception and thinking skills. Cognitive development refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence reasoning, l anguage, development and memory A broad range of assessment measures should be used to gain a full understanding of a pre-schooler’s functioning (e. . , parent and teacher reports, behavioural observation, detailed developmental history, and play-based assessment, in addition to traditional cognitive tests). Social/behavioural/emotional development Healthy social-emotional development includes the ability to: * Form and sustain positive relationships * Experience, manage, and express emotions * Explore and engage with the environment Children with well-developed social-emotional skills are also more able to: * Express their ideas and feelings * Display empathy towards others Manage their feelings of frustration and disappointment more easily * Feel self-confident * More easily make and develop friendships * Succeed in school Social-emotional development provides the foundation for how we feel about ourselves and how we experience others. This foundation begins the day we are born and continues to develop throughout our lifespan. The greatest influence on a child’s social-emotional development is the quality of the relationships that he develops with his primary caregivers.Positive and nurturing early experiences and relationships have a significant impact on a child’s social-emotional development. We can assess the emotional, social and behavioural development of the children who are in our care by recording behaviour patterns such as temper tantrums, physical confrontations and playful interactions.. These findings can be recorded on charts and in diaries on a regular basis. Moral development Moral development focuses on the emergence, change, and understanding of morality from infancy through adulthood.In the field of moral development, morality is defined as principles for how individuals ought to treat one another, with respect to justice, others’ welfare, and rights. In order to investigate how individuals understand morality, it is essential to measure their beliefs, emotions, attitudes, and behaviors that contribute to moral understanding. The field of moral development studies the role of peers and parents in facilitating moral development, the role of conscience and values, socialization and cultural influences, empathy and altruism, and positive development.The interest in morality spans many disciplines (e. g. , philosophy, economics, biology, and political science) and specializations within psychology (e. g. , social, cognitive, and cultural). Moral developmental psychology research focuses on questions of origins and change in morality across the lifespan Essentially it is the process in which children learn right from wrong, this is learned behaviour as a child will learn from its primary carer. We can assess what a young person or child is learning with regards to their morale’s by observing their behaviour towards thers. It is also possible to present certain dilemma’s under cont rolled circumstances to that child. Example: â€Å"Who is Naughtier? † Piaget determined that younger children judge bad behavior by the amount of damage caused by a person's behavior. He would tell children a story with a moral dilemma. He would ask them to tell him â€Å"who is naughtier:† a boy who accidentally broke fifteen cups or a boy who breaks one cup trying to reach a jam jar when his mother is not around.Younger children attributed the â€Å"naughty† behavior to the boy who broke the most cups regardless of the other child's intent. This type of moral reasoning was called Objective Morality or Moral Realism. Older children attributed bad behavior to the boy who broke only one cup because his motives where bad. This, more advanced form of moral reasoning was called Subjective Morality or Autonomous Morality. Piaget did not feel that children fully achieved this stage of moral development before the ages of twelve or thirteen. Similar essay: How Different Types of Transitions Can Affect Children

Remote Sensing Report Essay Example | Topics and Well Written Essays - 1750 words

Remote Sensing Report - Essay Example The NDVI varies from -1.0 to 1.0 for every pixel in a representation and is vital in discovering regions of ranging levels of plant biomass/dynamism. This means that higher values symbolize high biomass/dynamism. The vegetation indices normally depend on the actuality that green vegetation indicates an authentic combination of low reflectance at perceptible red wavelengths and elevated reflectance at near infrared wavelengths. In similar manner, a ratio of close to infrared (NIR) by red  ® light will issue out an approximation (RVI) of the amount of green vegetation present in every pixel. These therefore may be computed as follows: RVI=NIR/R This ratio is well known as the â€Å"Ratio Vegetation Index† thus the notion RVI. The ultimate aim of this report is to examine how the ratio vegetation index is computed using Lake Nakuru in Kenya as example. It also looks at the unsupervised and supervised classification and examines their advantages and disadvantages. Part 1: Vegeta tion Indices Methodology The methodology used in this research is a fieldwork quantitative analysis carried out on the vegetation structure of Lake Nakuru. The ratio vegetation index is calculated where all the steps involved are indicated. Quantitative analysis is one of the best fieldwork methodologies that provide accurate results that are reliable in conclusions and decision-making processes. Analytical Steps The steps for calculating the ration vegetation index are as follows The first step is calculating a ration vegetation index from Landsat TM Data This means that the computed ratio vegetation index (RVI) for the Nakuru Thematic Mapper (TM) representation. For Landsat Thematic Mapper data, the band 3 gauges red, light as TM band 4 gauges near infrared. Lake Nakuru is a little shallow alkaline lake situated south of Nakuru town in Kenya. It is a small lake but it is the world’s most famous place where the greatest bird sight on earth. It is where more than one million pink flamingos gather to the lake to eat the excessive algae, which flourishes in the warm waters of the lake (Jones, Settle and Wyatt, 2006). Scientific scholars have approximated that the population of the flamingos at Lake Nakuru uses about 250, 000 kg of algae per hectare of surface area every year. However, it is not only the flamingos found at Lake Nakuru although they are the most abundant; Pelicans and cormorants are also present in large numbers. In reality, Lake Nakuru is actually a home for more than 400 different species of birds, which means that it is the leading place with variety of bird species than any other place in the country. The second step is adding color to the Ratio Vegetation Index representation (Bonner, Rohde and Miller, 2001). This is done through reloading the Nakuru image although this time one clicks on the raster options tab to add dialog and show as a pseudo color image. Then select raster/Attributes on the viewer menu bar for Nakuru-rvi.img. The f ollowing raster editor should be displayed Select edit/colors from the Attribute Editor Menu. The following color Editor should be displayed: From this color tab, try changing different colors at the start and end colors, and choose the Apply button. The Nakuru-rvi.img representation has to change color. Try

Early Mesopotamian and Egyptian civilization Essay

Early Mesopotamian and Egyptian civilization - Essay Example Its major contributions in the firled of health and medicines, mathematics, astronomy, and art, literature and music are discussed in this paper. Egyptians have significantly contributed in the field of health and medicines. During the period (2667BC - 2678BC) the first physician in the history Imhotep performed the surgery. The Egyptians had a sound knowledge of the anatomy of the human body. There were more than thirty-four cases of the surgery during the Egyptian period. The development in the field of medicines to cure women diseases related to fertility, conception, and other health problems begin known as Kahun Gynecological Papyrus is also a remarkable achievement of the Egyptians. In addition, diseases related to men health dominantly remains be the contribution of Egyptians. Diseases like malaria, trachoma, bubonic plague, typhoid, jaundice, smallpox and relapsing fevers were mainly cured by the Egyptian medicines. Most of the medicines were made up of the herbs, such as Garlic, onions, fennel, cassia, cannabis, myrrh, opium, henna, thyme, linseed and castor oil. Corianders and Cumin were widely used to treat digesti ve and intestines related diseases (Blattner). Mesopotamian studied eclipse and movement of the stars keenly to predict the time and day and night. However, Egyptians were superstition had belief in their goddesses to keep the track for the position and movement of plants. Egyptians invented the calendars in which each month was thirty days depending on lunar movement. The calendar was invented on the observations of helical rising (sun movement) to predict the days in each year. The Egyptian calendar has been known for its appropriate measurement of the season, days, and years. I believe that the contemporary calendar is the major contribution of Egyptian. Modern calendars are constructed on the basis provided by the Egyptians that have keenly observed the movement of the

To what extent do we need evidence to support our beliefs in different Essay

To what extent do we need evidence to support our beliefs in different areas of knowledge - Essay Example And the more the evidences are present -- evidences that are not contrary among one another -- in supporting a specific scientific belief, the more such belief becomes truthful or objective. In Bayesianism, evidences from a set of observational results for a particular hypothesis largely increase the â€Å"probability [or validity] of that hypothesis† (Achinstein 4). Furthermore, scientific belief greatly influences the person who holds such belief. Assuming that evidences validate a specific theory, the thought and action of the individual are strongly shaped by his or her belief system. For instance, a person who considers the existence or truthfulness of the so-called global warming will express, one way or the other, his or her belief of promoting and pursuing a kind of clean and green environment. Perhaps he or she will take this action to a much higher level (e.g., mass demonstration) if such person believes that the continued apathy of the government or state concerning global warming will theoretically result an environmental catastrophe. However, evidences do not make the natural science truly objective or free from error. ... But some scientists also claim that global warming does not exist; they contend that climate change or the increasing heat temperature experienced on the planet Earth is merely a natural phenomenon, which dates back to a hundred years. Moreover, the human specie is an evolving creature that has the natural capacity to adapt in the changing environment. Interpretation to particular evidence is far from objective or scientific. A set of data does not translate to a scientific theory or law. Whether the phenomenon of global warming is true or not, interpretation or deciphering the available observable data remains to be problematic. Going away from the much politicized science (i.e., global warming), the scientists in the Middle Ages believed that the Earth was the center of the cosmos, not the sun. Their evidence was that the common-sense perception of what they saw around them. In reply to Wittgenstein’s query, someone said, â€Å"Well, obviously, because it just looks as if t he sun is going around the earth† (qtd. in Dawkins 406). Thus, interpretation matters over a set of evidences. In history as the area of knowledge, evidences or sources are very essential in verifying the truthfulness of the claim or theory made by the historian. Especially historians who study ancient civilizations, sources are necessary in order to prove that their ideas or â€Å"beliefs† are true or accurate. And gathering a number of sources or evidences relevant to the study in question makes the historical record or writing truly comprehensive and objective. Undoubtedly, sources or evidences should be reliable (Child et al. 12). In addition, historical claim or belief influences the person’s mental

Communications society Essay Example | Topics and Well Written Essays - 1000 words

Communications society - Essay Example In particular, the philosopher believed in the importance of a free press to report actions of the government and individuals; without a free press, unhindered by central control, Marx argued that society could not move forward in an effective, egalitarian way. His views can be positively compared to those of Plato, whose Phaedrus makes similar points as to the role of truth in all communication. As a political philosopher often at odds with the rest of the world in terms of ideas, Karl Marx nevertheless dedicated himself to creating ideological frameworks based on equality for all classes of people in terms of money, resources and public services. His views on the role of communication throughout society were therefore based on this basic notion of equality and honesty in government and individuals (Marx 52-55). Marx anticipated in his writings that future generations around the world would experience communicative technological advancements that would allow for a larger number of people to follow current events day by day. Although communications in Marx's time were not what they are today, they were nevertheless given great importance for news reporting and political events - the problem was that this news could be delayed and much of it would never reach distant regions or foreign countries. Marx believed that if politics were ever to be truly honest and transparent, communication technology would need to be improved so that daily politics could be reported clearly and assessed properly (Hardt 19-42). This belief led to the promotion of the free press; a state of journalism that would not be centrally controlled and censored. As media systems were created and spread, originally across different parts of Europe, newspapers and pamphlets were generally written in accordance with a specific group message or bias; the parliamentary debate would be written to a specific format, the government or the monarchy had the ability to stop any one group or person from publishing certain articles and censorship ran high. The press was, in fact, not something that could be said to inform the masses of current events, but it was more of a gossip trade that people enjoyed for its shocking details (Marr 12). Marx wanted to see the press evolve into something that could build and maintain an equal, functional society but he realised that the only way to do with was to eradicate censorship and promote honest, relevant journalism that affected the masses. Through strong communication networks, Marx h oped to call the public to action where it had been complacent and uninformed for so long (Mehring and Fitzgerald 152). Phaedrus and Communication Plato's Phaedrus is a dialogue between characters that revolves primarily around love, but that also includes ideas on communication and how words should be used. The communication side of the dialogue focuses on rhetoric. Plato writes that rhetoric is the art of persuasion, and that without this aim there can be no true conversation or dialogue at all. It is the clear view of the writer that speech and communication are bound to rhetoric and that no writing can be thought wrong unless it is created without truth or knowledge: "As the Spartan said, there is no genuine art of speaking without a grasp

Introduction to the law of property Essay Example | Topics and Well Written Essays - 1000 words - 1

Introduction to the law of property - Essay Example However, on the facts, none of that exists and the legal title, on Bella’s death, is transferred to Dominic who is the sole legal owner of 41 Evergreen Terrace. As a result, the only interest Nigel can establish in the land in order to bar Dominic from selling the property and to continue occupying it is necessarily equitable. Dominic is currently the owner at law as well as in equity, owing to the lack of any direct conveyance to another or the declaration of a trust. Nigel, in order to claim an equitable ownership of Evergreen will have to rely on a number of recent authorities that allow a third party to claim an interest in the property of another (Pettitt v Pettitt (1970), Lloyds Bank v Rosset (1989), Stack v Dowden (2007)), and argue a constructive trust in his favor. However, since Nigel contributed to the purchase price, he can argue a resulting trust in his favor as well, according to the principals set in Curley v Parkes. It is apparent from that case that any contribution at the time of acquisition of the property will result in the creation of a purchase money resulting trust in favor of the contributor, entitling him to an equitable ownership in the property (Dyer v Dyer (1788), Laskar v Laskar (2008). However, this law is only operable if the money provided by Nigel was not meant as a gift or loan, which may as well be the case here since it was a father daughter deal. However, the facts are silent on the matter. Moreover, the House of Lords in Stack v Dowden suggested that the resulting trust mechanism to establish an equitable interest in property should be sidelined in favor of constructive trusts, since they can relate to a lot of other factors as well instead of just being concerned with the purchase money, especially in relation to family affairs. Hence, those will be considered below. Nigel has been made a promise to after he moves in by Dominic. The words used are

Owner's Equity Paper Essay Example | Topics and Well Written Essays - 750 words

Owner's Equity Paper - Essay Example If either happens, Financial Statements of a business become invalid or forged. If we show both Earned and Paid Capital in the head of Earned Capital then our profit figure will be overstated and financial statements will lose their validity. Similarly, if Earned and Paid-in Capital are shown as an Investment, then assets will become overstated and again the financial statements of a company will lose their validity. These were the reason why we keep Earned Capital separate from Paid-in Capital. (2003) Both Earned and Paid-in Capital are important at their own place. Without either of them, the company cannot thrive or operate smoothly. No business can setup without the investment by shareholders or owners, similarly, no business can continue to exist unless it earning decent rate of profits. Therefore, both are really important for the formation and smooth running of the business. However, looking at both of them critically, one can state that it is the Paid-in Capital that is more important because only after a business is setup, it starts earning profit. So, without Paid-in Capital there would be no Earned Capital and hence Paid-in Capital has some merits over Earned Capital. Another reason for the importance of Paid-in Capital is the fact that a business can bear losses for some period and may continue to exist on Paid-in Capital. We can conclude that both Earned Capital and Paid-in Capital are equally important, but it is the Paid-in Capital which gets the lead out of the two . According to Wachowicz, Basic Earning is the simplest method to find out the earning per share that a firm has made over its outstanding shares. It is calculated by dividing net profit with number of shares outstanding. For e.g., suppose that a company earns a profit of $5 Million in a fiscal year. It has currently 10 Million Shares issued to shareholder. Its basic earning in this case

Children and Young people Essay Example for Free

Children and Young people Essay Traditionally the legal the legal age of adulthood was 21 but in the past 20-30 years most jurisdictions have lowered this age to 18. Article 1 of the Convention on the rights of the child (CROC) states that anyone under the age of 18 is child. Also the Children and young person’s (care and protection) Act 1998 (NSW) defines a ‘young person as someone aged between 16-18. These definitions are important because laws treat children and young people differently to adults. Before the late 19th century children committing criminal acts were treated in the same way as adult offenders. The concept of an age before which a person could not be held criminally responsible -doli incapax – did not exist, and children as young as seven were convicted of serious criminal offences. There were two significant events in the 1980s that advanced the rights of children and young people internationally and in common law countries. The two events were the signature of the United Nations Convention on the rights of child (CROC) and the Gillick case. The Convention on the rights of the child (1989) sets out a comprehensive set of rights for all children and young people. These rights cover civil, political, economic, social and cultural rights. The Gillick v West Norfolk and Wisbech Health Authority (1985) was a House of Lords decision. The department of health and Social Security has distributed a flyer advising doctors that they could lawfully provide contraception and advice to persons under 16 years old without parents’ consent. The mother of 5 daughters brought and action against the health authority and the DHSS based on her belief that a child under 16 was too young to make such decision without parental consent. The court of appeal allowed Mrs Gillick’s appeal and took the matter to the House of Lords with affirmed the appeal on the basis that 16 years old was capable of consent in medical matters provided that she has sufficient understanding and intelligence to understand fully what is proposed. In other worlds children have the rights and ability to make decisions to affect their lives and they can do so competently as long as they understand the implications of their decisions Children’s have the right to education and is compulsory for children aged 6-15 to attend school under the Education Act 1990(NSW) Under section 22 of this Act, parents must send their children to a government or non-government School registered with the NSW board of studies. There is no minimum legal age limit for young workers according to the office of industrial relations in NSW however if they are under 15 they must receive authorisation from the NSW Department of Education and Training to leave school. Young people in workplace are covered by all the relevant workplace and safety legislation for workers in NSW. The High Court of Australia followed the decision in the Gillick case and stated that once a person has sufficient maturity and intelligence to understand what is proposed she or he is capable of consenting to medical treatment. Parents have the responsibility to seek proper medical cared for their children even if they have religious objections. The children and Young Persons (Care and protection) Act 1998 (NSW) section 174 authorise a medical Practitioner to carry out emergency treatment on a child or young persons without parental consents. Young people do not have the right to leave their parents’ home before 18 however the law would not normally force young people over 16 to stay at home against their wishes. Children and young people are protected from discrimination on the basis of age by the Anti- Discrimination Act 1977 (NSW). This act also outlaws discrimination on the basis of sex, race, and sexuality. The Convention of the rights of the child (CROC) is a legal mechanism which has been important in putting the rights of children on the global agenda. Once a nation has signed and ratified a treaty the United Nations committee structure monitors and reports on the extent to which hat nation is complying with its international obligation, the committee’s limitation is that it has no coercive powers. Another legal mechanism is the children’s court. Across NSW there are 13 children’s magistrates siting in seven specialists children’s court there also five children’s registrar appointed under the children’s court Act 1998(NSW) to assist in administration of matters before the court. Trade unions are organisations of workers who act together to maintain their rights to good working condition. The Australian council of trade unions (ACTU) provides information about pay and conditions, health and safety issues, apprentice- ships and training and negotiating employment contracts for young people entering the workforce for the first time. Trade unions are a Non-Legal mechanism for protecting rights of children and young people. The kids Helpline are just one of the many organisations from which children and young people in crisis can seek advice. It is a non-legal mechanism just like trade unions. It offers 24hr free telephone and online counselling. If children and young people come into contact with the criminal justice system, it usually through interaction with a police officer when being arrested or questions about some matter. Seventy eight per cent of the 843 children and young people surveyed said that the police rarely treated young people with sufficient respect. It could be argued that children and young people l on the whole do not have good relationship with the police. Young people are frequently targeted for police intervention for lacking respect or simply for being young and out in the public. Children around the world are exploited and abused where the laws of their countries fail to offer protections to them. There are approximately 250 million child labourers worldwide. In 2007 it was estimated there were as many as 300 000 children and young people involved in armed conflict with up to 100000 of these believed to be in Africa. In countries ravaged by war and famine children lack the protection normally afforded to them within the family. Very recently in Australia children sat in immigration detention centres having broken no laws, as a result of the previous federal governments’ punitive laws relating to asylum seekers. In other countries minors are still being executed for the crimes they have committed The rights on children have come a long way. Australian legislation has established processes and institutions to recognise and protect the important role that children and young people play in out in our society. There is still cause for great concern about the exploitation and abuse of children internationally. The force of international law relies on the domestic measures taken to implement the rights contained in treaties such CROC and the pressure brought to bear by parties not only by treaty based human right committees.

Struggle for Free

Struggle for Freedom Essay In the short story Flight by Doris Lessing and Dubliners: An Encounter by James Joyce, have many of the same literary techniques employed through the themes and imagery. Thematically, these two short stories are very similar because they both are about youth growing up which leads to escape or freedom during the childhood and adolescence years. Lessings story is about a grandfather who is possessive of his granddaughter and does not want her grow-up. Because of this, he tries to control her because he does not want to be alone, and most importantly because this was his last granddaughter out of four to mature. As for Joyces story, it is mainly about the relationship between Father Butler and the boys, where the boys are faced with boredom at school and are spurred by excitement found in magazine stories about the American Wild West, two young boys skip school to take a trip to The Pigeon-house. Their school boy lark and youthful egocentricism are destroyed by an encounter with an aging pervert who tells them that boys were too young to have sweethearts. In addition, both of the authors use descriptive words to create imagery, which also shows how the two stories are similar. Some examples of descriptive imagery from Flight are: and Dubliners: An Encounter is It will become apparent that this is what these stories are about when evidence is provided by referring to the each story to support these statements in the text. Similarly, the themes in both short stories illustrate flight in one case and freedom in another, during their adolescence years of the characters. This shows how the characters move on to live their life in Flight or the transition from boys to men (bigger boys) in Dubliners: An Encouter. An example of this is in Flight, when the grandfather disapproves of the granddaughter (Alice) going out with the postmasters son (Steven). With this, he runs to his daughter (Lucy) and argues that Alice is just a young girl and that she needs to stop Alice from making a mistake. On the other hand, the grandfather is the one who has made the mistake with all the watching over her, he has overlooked that she is a young woman who has fallen in love. The dialog that shows his unease at her growing up and making new life changes is below: Lucy, he said urgently. Lucy . . . Well, what is it now? Shes in the garden with Steven. Now you just sit down and have your tea. He stumped his feet alternatively, thump, thump, on the hollow wooden floor and shouted: Shell marry him. Im telling you, shell be marrying him next! pg. 386 In addition, the age of Alice is brought up, which shows that Alice is in her adolescent years and is ready to take flight. This is found when the grandfather says: Shes eighteen. Eighteen!. A similar situation occurred in Dubliners: An Encounter is when the narrator (one of the boys) says the following: The adventures related in the literature of the Wild West were remote from my nature but, at least, they opened doors of escape. The summer holidays were near at hand when I made up my mind to break out of the weariness of school life for one day at least. It is known that the story took place in their childhood years going on to their adolescent years, because the quote shows that the boys are growing up since they did not charge the younger boys. This shows that they were also growing up. As quoted in the story: Mahony began to play the Indian as soon as we were out of public sight. He chased a crowd of ragged girls, brandishing his unloaded catapult and, when two ragged boys began, out of chivalry, to fling stones at us, he proposed that we should charge them. I objected that the boys were too small, and so we walked on, the ragged troop screaming after us Swaddlers! Swaddlers! thinking that we were Protestants because Mahony, who was dark-complexioned, wore the silver badge of a cricket club in his cap. Part of this that made this so effective was the imagery. Another similarity is the imagery, and through the literary techniques, the authors utilized. From beginning to end, there are many examples of imagery; nonetheless, not all will be mentioned. With Lessings story, one can read a description that she has used and easily visualize what she is talking about. In the introduction, she describes the dovecote and it is birds with the words: tall wire-netted shelf on stilts, young plump-bodied bird, cold coral claws. Later on, there is a description of Steven thought of by the grandfather, which quotes: red-handed, red-throated, violent-bodied youth. At the end of the story, she describes the sky and the land in the eyes of the grandfather with the words: cloud of shining birds, shrill cleaving of wings, dark ploughed land, darker belts of trees, bright folds of grass, and cloud of motes of dust. As for Joyces story, he gives detailed descriptions of imagery of the day of the adventure. One scene that has several descriptions of imagery used the words: long grass, mild sunny morning, frail canvas shoes, tramload of business people, tall trees, little light green leaves. Joyce also describes Dublins commerce area as: curls of woolly smoke, brown fishing fleet, big white sailing vessel. Effective Transition Sentence Linking Ideas: Main Points connected to thesis: Back up the text referencing to story What causes these similarities and/or differences? What effect (or cost) do they have on the subjects? On society? What do the similarities and/or differences show about your subjects? About society? Concluding, This should make it a very suitable story for young people preparing for exams: Alices situation will be one that you face now or will face soon. How do you feel about this prospect? Is it scary, or exciting or both? Leaving home and becoming independent are things which most people face sooner or later.