Driving Curfews Violating Teens Rights Essay

A multi year old companion of mine headed home from work at 11:00 around evening time on a Thursday in the long stretch of July. Needing to collect enough cash to go on a band excursion to Florida, she expected to work extended periods of time, requiring cash to pay for her vehicle protection, she expected to work extended periods of time and needing to get in the same number of hours conceivable in one day, she expected to work extended periods. Bringing in cash implied such a great amount to her that she would go into work without a moment's notice. Feeling drained and needing to return home, she gets in her vehicle, secures her safety belt and starts her brief commute home. It was a dim night with clear sky’s and stars could be seen all over. The rode lit by the moon sparkling brilliant, when out of nowhere the moon light was not by any means the only light sparkling in her window. Glimmering lights from a squad car pulling her over, blinded her as she glanced in her back view reflect. Moving down her window, a cop moved toward her and said in a harsh voice, â€Å"Drivers permit and verification of protection. † She had a please-don’t-give-me-a-ticket look all over as tears filled her eyes and asked, â€Å"What did I foul up? In the wake of taking a gander at the age on her permit he reacted, â€Å" You are driving past check in time so a ticket should be given. † Attempting to enlighten him regarding getting back home from a hard day at work didn't appear to make a difference, he gave her the ticket at any rate. Her dread similar to fear felt by drivers being pulled on the network show, Cops. After the coast was clear, feeling sad, she headed home. There is an evening time driving limitation for drivers ages 16 and 17 years of age where they should be off the street by 10:00 p. m. Sunday through Thursday and by 11:00 p. m. Friday and Saturday. Eventhough this may appear to be valid, I feel curfews ought to be controlled by guardians, not by open laws. A parent should know better then the legislature if their kid is dependable enough to drive past check in time and they ought not need to be worried about their youngster getting found driving home late. Curfews have been a gigantic issue for teenagers who need to remain out behind schedule for school related exercises or occasions. For example, kids feel like they are punished when they return home from a school action past time limitation in any event, when they don't have some other decision. Feeling compelled to drive later then common, trusting they don't get pulled over, they head for home after their movement has finished. In the event that an understudy gets pulled over for driving home after check in time, it is a since a long time ago shot, yet they should ask the official accepts their tale about getting back home from a school game or movement and let them go free. Curfews ought to be given to understudies by their folks, not by the law. In the event that a kid demonstrations untrustworthy, at that point their parent ought to reserve the privilege to keep them home from the school action and keep them off the road around evening time. Then again, if a dependable youngster is out one hour past time limitation, not doing anything incorrectly, it doesn't mean it should bring about getting a ticket. Their parent allowed them to join the movement in any case so dropping out of the school related occasion isn't an alternative. An understudy ought to never consider stopping a game on account of a time limitation law. It is valid, that time limitation laws have occurred to diminish the measure of wrongdoings, notwithstanding, this has not been demonstrated valid. For instance, a study in the July 1997 York Daily Record found that almost 75% of the 200 biggest urban areas in the United States have actualized time limitation laws to bring down adolescent crime percentages. Insights indicated no help for their case. Besides, teenagers will take an interest in criminal operations regardless of whether they have a time limitation. They will either do it prior or remain out past time limit and hazard getting captured. Plus, most violations are submitted by grown-ups and are increasingly genuine and risky since they have a greater number of assets than youngsters do. The administration should believe that guardians can settle on the correct choice on what time their youngster ought to be home. They have to concentrate on increasingly significant issues like keeping wrongdoing from occurring in any case, rather than investing their energy in attempting to get kids home prior. Guardians of young people feel that there is an advantage to having curfews particularly for the wellbeing of their youngsters. They expect their youngster home by check in time. On the off chance that their kid doesn't show up home on schedule, they will realize something isn't right and they can look for help quicker if their kid should require it. Guardians feel that having a time limit is a great reason to leave an awkward circumstance, if their kid feels they need a reason to escape something incorrectly. Having a check in time additionally supports obligation. It shows an adolescent to have regard for rules and laws they dislike or comprehend. Simultaneously, guardians ought to recall that they know their young person best, and they have to set guidelines as per their own adolescent. On the off chance that a mindful young person has a decent record, they ought to be given more opportunity. A develop high schooler ought to have indistinguishable rights from guardians do. Guardians don't need to adhere to a check in time law since they are more seasoned and accepted progressively dependable. Essentially, a develop and mindful adolescent ought to have similar rights. More or less, it bodes well to have curfews dictated by guardians not by open laws. On the off chance that a capable kid has earned their folks trust, they ought to have more opportunity. Without this opportunity, issues will happen when they have to remain out behind schedule for school related exercises, occasions or for a vocation. Moreover, time limitation laws have appeared to do next to no to forestall violations all through the city. The quantity of violations has continued as before since time limit laws became effective. Without a time limitation, youngsters would find the opportunity to fondle developed and assume liability for their own activities. They could commute home securely from school exercises or a vocation with out gambling getting a ticket. Since curfews are not assisting with diminishing the measure of violations, there is no point of having one. Officials need to focus on different approaches to forestall wrongdoings in the city without giving youngsters a set opportunity to be home each night. At any rate, guardians need to protect their children so their time limit ought to consistently be dictated by them not by the law.

Intro to Business Assignment 1 Coursework Example | Topics and Well Written Essays - 250 words

Introduction to Business Assignment 1 - Coursework Example Conversation 1: Topic B The businesses that the Internet has changed are TV, Music and retail industry. Television and music enterprises are bringing a large portion of their communicate on the web. Particularly the Music business has gone forthright on the web by means of shared innovation, downloading sites and spilling sites like youtube.com where clients can download, stream and tune in to the unrecorded music a watch the video. The retail business has been completing the vast majority of their activities online where clients and the channel accomplices have been offered access to the retail site where they can see their separate items. Clients can go on the web and modify their requests as per their preferring subsequent to seeing the merchandise accessible on the site. Therefore the web has gotten a component of straightforwardness and solace for the clients. The problem, of heading off to the store/outlet and seeing the product and buying it, could maintained a strategic dista nce from. Clients can sit at their homes and with a tick they can arrange the items they need. The web has been improving the tasks of these enterprises since it gives a paperless situation and where the exchanges can be completed on ongoing premise.

Blog Archive Diamonds in the Rough Core Values at Boston Colleges Carroll School of Management

Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at  Boston College’s Carroll School of Management  begin their MBA experience within a cohort of close to 100 students, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to taking a class on public speaking and a structure, analysis, and integration workshop, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and a spirit of community service in its MBAs. These values are also reflected in the school’s core “Management Practice” course sequence, in which students learn to think critically about the challenges involved in business leadership. As one graduate commented in  Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at Boston College’s Carroll School of Management begin their MBA experience within a cohort of just 100 students, enjoying a close-knit  classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence” and “personal accountability.” In addition to completing a first-year project on corporate social responsibility, a hands-on consulting project and a second-year team business plan project, students at the Carroll School must complete at least  20 hours of community service, which the school requires to help instill an appreciation for and spirit of community service in its MBAs. These values are also reflected in the school’s core Management Practice course sequenceâ€"taken throughout the first year and into the first semester of the second yearâ€"in which students learn to think critically about the challenges involved in business leadership. As one recent graduate commented in Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at  Boston College’s Carroll School of Management  begin their MBA experience within a cohort of just 100 students, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to completing a first-year project on corporate social responsibility, a hands-on consulting project, and a second-year team business plan project, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and a spirit of community service in its MBAs. These values are also reflected in the school’s core “Management Practice” course sequenceâ€"taken throughout the first year and into the first semester of the second yearâ€"in which students learn to think critically about the challenges involved in business leadership. As one graduate commented in  Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at Boston College’s Carroll School of Management begin their MBA experience within a cohort of just 100 students, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to completing a first-year project on corporate social responsibility, a hands-on consulting project, and a second-year team business plan project, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and spirit of community service in its MBAs. These values are also reflected in the school’s core Management Practice course sequenceâ€"taken throughout the first year and into the first semester of the second yearâ€"in which students learn to think critically about the challenges involved in business leadership. As one recent graduate commented in Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at  Boston College’s Carroll School of Management  begin their MBA experience within a cohort of close to 100 students, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to taking a class on public speaking and a structure, analysis, and integration workshop, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and a spirit of community service in its MBAs. These values are also reflected in the school’s core “Management Practice” course sequence, in which students learn to think critically about the challenges involved in business leadership. As one graduate commented in  Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at  Boston College’s Carroll School of Management  begin their MBA experience within a cohort of just approximately 100 students, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to taking a class on public speaking and a structure, analysis, and integration workshop, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and a spirit of community service in its MBAs. These values are also reflected in the school’s core “Management Practice” course sequenceâ€"taken throughout the first year and into the first semester of the second yearâ€"in which students learn to think critically about the challenges involved in business leadership. As one graduate commented in  Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at  Boston College’s Carroll School of Management  begin their MBA experience within two cohorts, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to taking a class on public speaking and a structure, analysis, and integration workshop, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and a spirit of community service in its MBAs. These values are also reflected in the school’s core “Management Practice Experience” simulation, in which students learn to think critically about the challenges involved in business leadership. As one graduate commented in  a past Bloomberg Businessweek profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough

Saint Augustine Of Hippo Once Stated - 1247 Words

Saint Augustine of Hippo once stated, â€Å"The world is a book and those who do not travel read only one page.† It was after stumbling across this statement that I was influenced to call up my friend and suggest a road trip. When we started off, it was a beautiful day. The bright morning sun peeked over the Appalachian mountains to bid us farewell as we packed our belongings into the 2011 Chevy Cruze. Dew still perched on the delicate leaves of various summer flowers while we rode down the road towards Tennessee. My friend Sarah drove. Her fingers tapped the steering wheel in rhythm to the Carrie Underwood song blaring from the radio. It was the radio’s job to keep us awake since we had left so early in the morning; however, it was not doing a good job as I fell asleep only twenty minutes into the ride. Sarah had to wake me up at the rest stop just outside of Roanoke, Virginia. â€Å"Hey, Allyson,† she called as she shook my shoulders, â€Å"it would be nice if you woke up, so I could take a nap.† I just mumbled an incoherent string of words in response. â€Å"I can just drive right back to Pennsylvania. We don’t have to take a road trip.† That got me up. I had so much invested into this trip like money and time. I sat in the driver’s seat and watched the road continuously channel under the car sort of like a conveyor belt. It was hypnotizing, just keeping my eye on the road. Before either Sarah or I knew it, we were already parked in front of our hotel in Gatlinburg,Show MoreRelatedSt. Augustine, The City Of God1236 Words   |  5 PagesReport on St. Augustine, The City of God Saint Augustine, The City of God,tr. J.W. Leedom; reprinted in C. Warren Hollister et al., eds, Medieval Europe: A Short Source Book (New york, N.Y.: McGraw-Hill, 1982; 4th ed.2002), 17-19. The City of God is written by Augustine, the Bishop of Hippo, in the early fifth century of the current era. The writings of Augustine deal with the intellectual problems Christians faced. Augustine lived in a time where the Roman Empire was in decline. King Alaric sackedRead MoreTheological Understandings of Mediated Grace2903 Words   |  12 Pages[4] Julian of Norwich, a fourteenth century anchoress, stated a similar belief in her work Showings, saying that â€Å"the soul may be always like God in nature and in substance.†[5] This makes sense considering that analogies compare otherwise different things by examining the similarities of particular qualities that they share. In this theory of imago dei, Julian believed that grace restored us to our original state of purity - thus grace once again acts as a bridge between the human and the supernaturalRead MoreEssay about Religious Challenges to Constructing a Democratic Iraq3427 Words   |  14 Pagesrequirement is that every scholar interpret the Quran in accordance with his or her historical background. This will lead to a practical understanding of the religion. One important observation about the religion and its relationship with government is stated by the leading scholar, Ãâ€"mer (2003), Islamic theology does not contain a comprehensive list of injunctions about the theory of political governance. The Quran only mentions a number of moral principles, which are relevant to political governance

Support Children and Young People with Disabilities and...

Outline the legal entitlements of disabled children and young people and those with special educational needs. Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation can change at any time and all health, education and social care practitioners, also Early Years workers, should be alert to new Acts and Regulations. There have been many changes to legislation in the UK over recent years which have affected this and a gradual increase in entitlements for these pupils. The table below has a brief outline of the legal entitlements of disabled children and young people and those with special†¦show more content†¦Children’s Rights, Empowerment and Advocacy This takes action to ensure children and their families know what their rights are and how to put this entitlement into practice. Children are empowered to secure their rights and make their voice heard. Young children can be represented by an advocate to speak and interpret on their behalf. Education (Handicapped Children) Act 1970 This Act transferred the responsibility of children with special educational needs looked after by the health service to the local authority and as a result many special schools were built. Education Act 1993 This act required the code of practice be introduced for guidance on identification and provision of special educational needs. The role of the SENCO was introduced in schools and parents were able to challenge local authorities about providing for pupils with SEN. Every Child Matters (2004) This aims is to ensure that every child has the chance to fulfil their potential by reducing levels of educational failure, ill health, substance misuse, teenage pregnancy, abuse and neglect, crime and anti-social behaviour among children and young people. The five outcomes which mattered most to children and young people were: ââ€"  being healthy ââ€"  staying safe ââ€"  enjoying and achieving ââ€"  making a positive contribution ââ€"  economic well-being 1.2 Describe the assessment and intervention frameworks for disabledShow MoreRelatedSupport Children and Young People with Disabilities and Special Educational Needs.1846 Words   |  8 PagesNVQ Support Teaching and Learning In Schools Level 2 Trainee : Chris Gerry Trenance Learning Academy Newquay Unit TDA 2.15 – Support children and young people with disabilities and special educational needs. 1.1 – Outline the legal requirements of disabled children and young people and those with special educational needs. Most schools and academies now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. TheyRead MoreThe Mental Disabilities Include Autism, Down Syndrome And1348 Words   |  6 PagesThe mental disabilities include autism, Down syndrome and many more. They need support from their parents, guardians, teachers, the government, and anyone else is taking part in their day-to-day lives. Such children need attention so that they do not miss on the important parts of their lives. This study aims to look at the people involved in their lives and the roles and responsibilities they play. For those children and young people who researchers identify as having such needs, will be hard toRead MoreTda 2.4 Equality, Diversity and Inclusion in Work with Children and Young People1458 Words   |  6 Pagesin work with children and young people The current legislative framework protecting the equal rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). These rights are extensive, including the right to education and the right for children and young people to have their views respected. The Children Act 1989 sets out the duty of local authorities to provide services according to the needs of all children and young people. Every ChildRead MoreLife Long Learning for Students with Disabilities Essay example639 Words   |  3 PagesProviding services for young students with disabilities is not negotiable. This is because, these young learners requires special care and services in their day to day activities. Developmental disability has become a common diagnosis in children these days. This disability starts during a child’s development period and may last for a life time. Special educational programs are available for children with development disabilities. The diagnosis of developmental disabilities can be done at an earlyRead MoreIdentify the Current Legislation and Codes of Practice to the Promotion of Equality and Valuing of Diversity.1402 Words   |  6 Pagesguidelines and procedures for ensuring equality. These policies must take account the rights of all children and young people. The policies in place work to ensure equality and inclusion; this can be conducted through the teaching and learning that occurs in the setting. However, the policies must also pay regard to the values and practice which are part of all aspects of school life. All work with children should be underpinned by the principles and values as stated in the National Occupational StandardsRead MoreSpecial Educational Needs And Disability887 Words   |  4 Pages(SEND) stands for Special Educational Needs and Disability. QUOTE A learner’s needs may be too complex for a class teacher to fully cater provide for. It is possible that more support and even specialist help maybe needed for example speech and language therapy. â€Å"This is usually when a child is described as having ‘special needs†. (Somerville Primary School, 2016). It is true that having SEND can affect a learner’s capacity to learn. A Send learner may show inappropriate behaviour, find it hardRead MoreNew Send Code Of Practice And How It Affects Schools And Teaching Practices1295 Words   |  6 Pagesthe new legislation that the government had put into place last year. The key piece of legislation is The Children and Families Act 2014. †¢ The SEND Code of Practice is part of the wider plan to improve outcomes for disadvantaged children. †¢ Feb 2011 – the DfE published its Green Paper titled ‘Support and Aspiration’ a new approach to special needs and disability. †¢ March 2014 – Children and Families Bill received Royal Assent. †¢ 22nd April 2014 – The statute came into force †¢ June 2014 – FinalRead MoreEquality Diversity and Inclusion in Work with Children and Young People956 Words   |  4 PagesEquality diversity and inclusion in work with children and young people: Alison Brooks Assessment of how own attitude values and behaviour could impact on work with young people and children. 2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children Rigid and divisive views from adults can be reflectedRead MoreEquality Diversity Inclusion1538 Words   |  7 Pages1.1 Explain what is meant by. Equality Equality is treating people fairly and making sure that everyone is given a fair chance and that their individual needs are met. It’s about giving all sections of the community equal access to employment, education and other services that are provided whilst valuing and respecting them. Recognising that different sections of the community require specific measures to make sure they receive equality. Recognising how and why some groups are underrepresentedRead MoreDiscrimination and Special Educational Needs Essay848 Words   |  4 PagesReform Act 1988 Introduced a national curriculum for all children, including those with special needs. Encouraged tendency towards in-class additional support rather than special classes for those with special educational needs. Sex Discrimination Act 1975 Outlaws discrimination on the grounds of gender or marital status in employment, education, transport and the provision of goods and services. Special Educational Needs and Disability Act 2001 Amended parts of the DDA (to include education Support Children and Young People with Disabilities and... NVQ Support Teaching and Learning In Schools Level 2 Trainee : Chris Gerry Trenance Learning Academy Newquay Unit TDA 2.15 – Support children and young people with disabilities and special educational needs. 1.1 – Outline the legal requirements of disabled children and young people and those with special educational needs. Most schools and academies now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment. The policies may be a number of†¦show more content†¦Knowledge and understanding of the way the world works: Using materials around us to make things from our environment. Using ICT tools to gain information about life. Learning about their role in the world and what they could achieve. Personal, social and emotional development: How they feel about themselves and helping them to develop a sense of self and how to respect others. Other social skills include getting dressed and undressed, washing themselves. Also wanting to learn and getting excited when learning. Physical Development: Helping with coordination of body parts and how you can use hands and feet to move things. How to control your movements in an effective manner. The importance of a good, healthy diet and how it can affect performance. Problem Solving, Numeracy and Reasoning: Helping to expand their knowledge of problem solving using stories, games, role play, singing and games. Making the child feel easy talking about and understanding the language of reasoning and problem solving. Communication, literacy and language: You need to assist the children in confidence building with positive praise. Also making sure they can communicate in a proper manner viaShow MoreRelatedSupport Children and Young People with Disabilities and Special Educational Needs2247 Words   |  9 PagesOutline the legal entitlements of disabled children and young people and those with special educational needs. Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation can change at any time and all health, education and social care practitioners, also Early Years workers, should be alert to new Acts and Regulations. There have been many changes to legislationRead MoreThe Mental Disabilities Include Autism, Down Syndrome And1348 Words   |  6 PagesThe mental disabilities include autism, Down syndrome and many more. They need support from their parents, guardians, teachers, the government, and anyone else is taking part in their day-to-day lives. Such children need attention so that they do not miss on the important parts of their lives. This study aims to look at the people involved in their lives and the roles and responsibilities they play. For those children and young people who researchers identify as having such needs, will be hard toRead MoreTda 2.4 Equality, Diversity and Inclusion in Work with Children and Young People1458 Words   |  6 Pagesin work with children and young people The current legislative framework protecting the equal rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). These rights are extensive, including the right to education and the right for children and young people to have their views respected. The Children Act 1989 sets out the duty of local authorities to provide services according to the needs of all children and young people. Every ChildRead MoreLife Long Learning for Students with Disabilities Essay example639 Words   |  3 PagesProviding services for young students with disabilities is not negotiable. This is because, these young learners requires special care and services in their day to day activities. Developmental disability has become a common diagnosis in children these days. This disability starts during a child’s development period and may last for a life time. Special educational programs are available for children with development disabilities. The diagnosis of developmental disabilities can be done at an earlyRead MoreIdentify the Current Legislation and Codes of Practice to the Promotion of Equality and Valuing of Diversity.1402 Words   |  6 Pagesguidelines and procedures for ensuring equality. These policies must take account the rights of all children and young people. The policies in place work to ensure equality and inclusion; this can be conducted through the teaching and learning that occurs in the setting. However, the policies must also pay regard to the values and practice which are part of all aspects of school life. All work with children should be underpinned by the principles and values as stated in the National Occupational StandardsRead MoreSpecial Educational Needs And Disability887 Words   |  4 Pages(SEND) stands for Special Educational Needs and Disability. QUOTE A learner’s needs may be too complex for a class teacher to fully cater provide for. It is possible that more support and even specialist help maybe needed for example speech and language therapy. â€Å"This is usually when a child is described as having ‘special needs†. (Somerville Primary School, 2016). It is true that having SEND can affect a learner’s capacity to learn. A Send learner may show inappropriate behaviour, find it hardRead MoreNew Send Code Of Practice And How It Affects Schools And Teaching Practices1295 Words   |  6 Pagesthe new legislation that the government had put into place last year. The key piece of legislation is The Children and Families Act 2014. †¢ The SEND Code of Practice is part of the wider plan to improve outcomes for disadvantaged children. †¢ Feb 2011 – the DfE published its Green Paper titled ‘Support and Aspiration’ a new approach to special needs and disability. †¢ March 2014 – Children and Families Bill received Royal Assent. †¢ 22nd April 2014 – The statute came into force †¢ June 2014 – FinalRead MoreEquality Diversity and Inclusion in Work with Children and Young People956 Words   |  4 PagesEquality diversity and inclusion in work with children and young people: Alison Brooks Assessment of how own attitude values and behaviour could impact on work with young people and children. 2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children Rigid and divisive views from adults can be reflectedRead MoreEquality Diversity Inclusion1538 Words   |  7 Pages1.1 Explain what is meant by. Equality Equality is treating people fairly and making sure that everyone is given a fair chance and that their individual needs are met. It’s about giving all sections of the community equal access to employment, education and other services that are provided whilst valuing and respecting them. Recognising that different sections of the community require specific measures to make sure they receive equality. Recognising how and why some groups are underrepresentedRead MoreDiscrimination and Special Educational Needs Essay848 Words   |  4 PagesReform Act 1988 Introduced a national curriculum for all children, including those with special needs. Encouraged tendency towards in-class additional support rather than special classes for those with special educational needs. Sex Discrimination Act 1975 Outlaws discrimination on the grounds of gender or marital status in employment, education, transport and the provision of goods and services. Special Educational Needs and Disability Act 2001 Amended parts of the DDA (to include education

Utilitarianism The And Influential Moral Theories

Utilitarianism is one of the most renowned and influential moral theories. The basis of act utilitarianism is maximizing utility, that is, doing the things that maximize happiness over suffering. Utilitarians reject moral codes that are based on customs or traditions given by leaders or supernatural deities because they judge the truth or justifiability of morality as its positive contribution to all beings. Both act utilitarians and rule utilitarians concur that the overall aim in determining the morality of our actions should be to create the best possible results, but they differ in their methods. However, do the methods of act utilitarianism stand up to the traditional rule utilitarian style? Per say that a person maximizes the utility of each specific action that they do, then they have maximized the overall utility that is within their power. If a person occasionally choses options that produce less positive results than other solutions, the total positivity of their actions wo uld be less than the amount of positive than could have been created. This reason is what allows act utilitarians to argue that humans should apply the utilitarian principle to specific acts, not to classes of similar actions. Act utilitarianism is the most natural interpretation of utilitarian ideals, and elaborates further into what is morally correct, as opposed to the traditional rule utilitarian style. For instance, the Ten Commandments are a set of traditional rules that focus on generalShow MoreRelatedThe Most Influential Moral Theories : Virtue Ethics, Deontology, And Utilitarianism2412 Words   |  10 Pagesthe moral criteria that we as human beings have. They are the rules of the game that are supposed to guide us through our decision making in life and how to behave to one another as part of a society. However, there are different perspectives on how this criteria should be used, and when and whom they apply to. I will focus on the three most influential moral theories: virtue ethics, deontology, and utilitarianism. Although there are many great names of philosophers that fall in those theories, IRead MoreUtilitarianism Vs. Kantian Theory1100 Words   |  5 PagesMelanie Dolechek 3/30/17 PHI Essay #2 Utilitarianism vs Kantian Theory Morality is a complex subject and ethical dilemmas yield differing opinions and theories that have manifested through time by intelligent philosophers. There were two influential philosophers’ names Jeremy Bentham and Immanuel Kant, who formed differing theories, in an attempt to set a uniform approach to ethical dilemmas and morality. Bentham was a firm supporter of Utilitarian theory; which focuses on overall happiness andRead MoreUtilitarianism : Utilitarianism And Rule Utilitarianism871 Words   |  4 PagesUtilitarianism, which is also called consequentialism, is a theory in normative ethics. It is one of the best known and most influential moral theories. The main idea of utilitarianism is to determine whether actions are morally good or bad, right or wrong depends on their consequences rather than intentions. (Moreland 1) In order to understand utilitarianism, it is important to learn about Jeremy Bentham, who is the influential philosopher represented utilitarianism t he best. The utilitarianismRead MoreUtilitarianism Vs. Utilitarianism Theory909 Words   |  4 Pages In the history of philosophy Utilitarianism has been viewed as one of the best of the moral theories. It has become one the most powerful, influential, and most persuasive approach to normative ethics. The utilitarianism theory also has had a major impacts on approaches to economic, political, and social policy. The utilitarianism theory had originally had been created by Jeremy Bentham. His version of was that aggregate pleasure after deducting suffering of all involved in any action. HoweverRead MoreEthical Theories Supporting Different Moral Perspectives Of Human Actions871 Words   |  4 PagesThere are numerous ethical theories supporting different moral perspectives of human actions. The various theories differ according to the way in which they require people to act, and in their fundamental arguments. Because of different perspectives and philosophical views, no ethical t heory can be said to be superior to the other. The paper that follows describes and defends the ethical theory of utilitarianism. Reasons why Utilitarianism is the Correct Ethical Theory i. It reinforces rationalityRead MoreUtilitarianism, By John Stuart Mill And Utilitarianism880 Words   |  4 PagesMoral theories are sometimes hard to define, but with John Stuart Mill and Utilitarianism it is a little bit easier. Utilitarianism is an easy one, for the reason that it is defined by the greatest happiness for everyone involved. Sometimes it does not always make everyone content, but if you look at it as a whole it makes sense. Mill says that we have to look at the bigger picture. One person’s happiness affects another’s and so on. Utilitarianism is a moral theory that John Stuart Mill, the philosopherRead MoreThe Moral Theory Of Utilitarianism1725 Words   |  7 PagesNumerous moral theories have surfaced in the past years. They have been widely debated by philosophers and social reformers. It is important to understand what these theories are because of their influential tendencies in the way people act, especially in making morally right or wrong d ecisions. Utilitarianism is one of these many moral theories. Upon further analysis, problems with utilitarian thoughts are revealed. It has been widely debated by many philosophers, including G.E. Moore and ImmanuelRead MoreBroad-Based Blac Economic Empowerment996 Words   |  4 Pagesarticle is to discuss the ethical consequences of BBBEE and other affirmative action tools implemented by the South African Government, and the role of these measures in the present and future workplace. Stakeholder Theory Stakeholder theory states that managers within a company have a moral duty beyond merely maximizing profits and not involving potential role players (Beauchamp 2009). It says that a manager has ethical obligations to help all stakeholders within a company as well as external stakeholdersRead MoreThe Moral Problem Of A Moral Theory1450 Words   |  6 PagesSome people think that one aim of a moral theory is to give one a â€Å"decision procedure† to use when faced with moral problems. Decision procedures are defined as procedures that are similar to an algorithm for determining a finite number of specific steps that validate a particular proposition or argument. Well known examples of a decision procedure is the popular Venn-diagrams for aid in determining an interpretation of categorical knowledge and truth tables which are used in calculus problems. ButRead MoreThe Ethical Responsibilities Of Business Ethics Essay1737 Words   |  7 Pagesdilemma perspective with three different ethical theories, Kantian, utilitarianism and egoism. Based on the information from Jean’s case, the existence of an ethical dilemma is implied. Generally, ethical dilemma is defined as† a complex situation that often involves an apparent mental conflict between moral imperatives, in which to obey one would result in transgressing another.†(Allen, n.d., para. 1). Ethical dilemma refers to a complex situation of moral conflicts without clear guidance about how to

Capital Punishment deters murder, and is just Retr Essay Example For Students

Capital Punishment deters murder, and is just Retr Essay ibution. Capital punishment, is the execution of criminals by the state, forcommitting crimes, regarded so heinous, that this is the onlyacceptable punishment. Capital punishment does not only lower themurder rate, but its value as retribution alone is a good reason forhanding out death sentences. Support for the death penalty in theU.S. has risen to an average of 80% according to an article written byRichard Worsnop, entitled Death penalty debate centres onRetribution, this figure is slightly lower in Canada where supportfor the death penalty is at 72% of the population over 18 years ofage, as stated in article by Kirk Makir, in the March 26, 1987 editionof the Globe and Mail, titled B.C. MPs split on Death Penalty. The death penalty deters murder by putting the fear of deathinto would be killers. A person is less likely to do something, if heor she thinks that harm will come to him. Another way the deathpenalty deters murder, is the fact that if the killer is dead, he willnot be able to kill again. Most supporters of the death penalty feel that offenders shouldbe punished for their crimes, and that it does not matter whether itwill deter the crime rate. Supporters of the death penalty are infavour of making examples out of offenders, and that the threat ofdeath will be enough to deter the crime rate, but the crime rate isirrelevant. According to Isaac Ehrlichs study, published on April 16,1976, eight murders are deterred for each execution that is carriedout in the U.S.A. He goes on to say, If one execution of a guiltycapital murderer deters the murder of one innocent life, the executionis justified. To most supporters of the death penalty, like Ehrlich,if even 1 life is saved, for countless executions of the guilty, it isa good reason for the death penalty. The theory that society engagesin murder when executing the guilty, is considered invalid by mostsupporters, including Ehrlich. He feels that execution of convictedoffenders expresses the great value society places on innocent life. Isaac Ehrlich goes on to state that racism is also a point usedby death penalty advocates. We will use the U.S. as examples, sincewe can not look at the inmates on death row in Canada, because theirare laws in Canada that state that crime statistics can not be basedon race, also the fact that there are no inmates on death row inCanada. In the U.S. 16 out of 1000 whites arrested for murder aresentenced to death, while 12 of 1000 blacks arrested for murder weresentenced to death. 1.1% of black inmates on death row were executed,while 1.7% of white inmates will die. Another cry for racism, as according to Ehrlich, that is raisedby advocates of the death penalty is based on the colour of thevictim, for example if the victim is white, it is more likely thatthe offender will get the death penalty than if the victim had beenblack. This is true, if you look at the actual number of people whoare murder. More people kill whites and get the death penalty, thenpeople who kill blacks and get the death penalty. The reason for thisis that more whites are killed, and the murders captured. Now if welook at the number of blacks killed it is a lot less, but you haveto look at these numbers proportionately. Percent wise it is almostthe same number for any race, so this is not the issue. .u50ef99cdb42e45b284b5135c8758b4e5 , .u50ef99cdb42e45b284b5135c8758b4e5 .postImageUrl , .u50ef99cdb42e45b284b5135c8758b4e5 .centered-text-area { min-height: 80px; position: relative; } .u50ef99cdb42e45b284b5135c8758b4e5 , .u50ef99cdb42e45b284b5135c8758b4e5:hover , .u50ef99cdb42e45b284b5135c8758b4e5:visited , .u50ef99cdb42e45b284b5135c8758b4e5:active { border:0!important; } .u50ef99cdb42e45b284b5135c8758b4e5 .clearfix:after { content: ""; display: table; clear: both; } .u50ef99cdb42e45b284b5135c8758b4e5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u50ef99cdb42e45b284b5135c8758b4e5:active , .u50ef99cdb42e45b284b5135c8758b4e5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u50ef99cdb42e45b284b5135c8758b4e5 .centered-text-area { width: 100%; position: relative ; } .u50ef99cdb42e45b284b5135c8758b4e5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u50ef99cdb42e45b284b5135c8758b4e5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u50ef99cdb42e45b284b5135c8758b4e5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u50ef99cdb42e45b284b5135c8758b4e5:hover .ctaButton { background-color: #34495E!important; } .u50ef99cdb42e45b284b5135c8758b4e5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u50ef99cdb42e45b284b5135c8758b4e5 .u50ef99cdb42e45b284b5135c8758b4e5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u50ef99cdb42e45b284b5135c8758b4e5:after { content: ""; display: block; clear: both; } READ: Tess Of The DUbervilles EssayIn a 1986 study done by Professor Stephen K. Layson of theUniversity of North Carolina, the conclusions made by Ehrilich wereupdated, and showed to be a little on the low side as far as thedeterrence factor of capital punishment. Professor Layson found that18 murders were deterred by each execution is the U.S. He also foundthat executions increases in probability of arrest, conviction, andother executions of heinous offenders. According to a statement issued by George C. Smith, Director ofLitigation, Washington Legal Foundation, titled In Support of theDeath Penalty, support for the death penalty has grown in the U.S.,as the crime rate increased. In 1966, 42% of Americans were in favourof capital punishment while 47% were opposed to it. Since the crimerate United states has increased, support for the capital punishmenthas followed suit. In 1986, support for capital punishment was 80%for and only 17% against with 3% undecided, but most of the undecidedvotes said they were leaning toward a pro capital punishment stance,if they had to vote on it immediately. Let us now focus on Canada. The last two people to beexecuted, in Canada were Arthur Lucas and Ron Turpin. They wereexecuted on December 11, 1962. The executions in Canada were carriedout by hanging. The death penalty was abolished in Canada in thelatter part of 1976, after a debate that lasted 98 hours. The deathpenalty was only beaten by 6 votes. If we look back to 1976, the yearthe death penalty was abolished in Canada, threats of death, werebeing made to Members of Parliament and their immediate families frompro death penalty advocates. Most members of parliament, voted ontheir own personal feelings, as opposed to the views of their voters.2The same was the case in British Colombia, where accepting ofthe death penalty, if it was reinstated 1987 , by the federalgovernment was discussed. The M.P.s were split, 17 out of 29 were forthe death penalty. This showed, that even the majority of the M.P.swere in favour of the death penalty in B.C. Support for the deathpenalty in British Col umbia at the time was almost 70%, but the M.P.sfelt that it was up to them to vote how they felt was right, and notto vote on which vote would give them the best chance for a secondterm.3In 1987, the Progressive Conservative government wanted to holda free vote on the reinstatement of Capital punishment, but Justiceminister Ray Hnatyshyn, who was opposed to it, pressured the M.P.s,into voted against the bill. Ray Hnatyshyn, was the deciding factor,if not for him, it was widely believed that the reinstatement ofcapital punishment would have gone through, and the death penaltywould be a reality today.4Capital punishment is such a volatile issue, and both sides areso deeply rooted in their views that they are willing to do almostanything to sway all of the people they can to their side. We personally feel, and our views are backed up by proof, inthe form of studies by the likes of Isaac Ehrlichs 1975 and Prof. Stephen K. Laysons, that was published in 1986, and polls that havebeen taken both in Canada and the United States over the past fewyears. All of these studies and surveys show that capital punishmentis a valid deterrent to crime, and obviously the public, and societyas a whole are in favour of it. The death penalty makes would becapital offenders think about weather committing a crime is reallyworth their lives. Even if capital punishment did not deter crime,the simple fact that it will allow society to get even with murders. .u639213b5a87e854d4af6ecaefd53e485 , .u639213b5a87e854d4af6ecaefd53e485 .postImageUrl , .u639213b5a87e854d4af6ecaefd53e485 .centered-text-area { min-height: 80px; position: relative; } .u639213b5a87e854d4af6ecaefd53e485 , .u639213b5a87e854d4af6ecaefd53e485:hover , .u639213b5a87e854d4af6ecaefd53e485:visited , .u639213b5a87e854d4af6ecaefd53e485:active { border:0!important; } .u639213b5a87e854d4af6ecaefd53e485 .clearfix:after { content: ""; display: table; clear: both; } .u639213b5a87e854d4af6ecaefd53e485 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u639213b5a87e854d4af6ecaefd53e485:active , .u639213b5a87e854d4af6ecaefd53e485:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u639213b5a87e854d4af6ecaefd53e485 .centered-text-area { width: 100%; position: relative ; } .u639213b5a87e854d4af6ecaefd53e485 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u639213b5a87e854d4af6ecaefd53e485 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u639213b5a87e854d4af6ecaefd53e485 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u639213b5a87e854d4af6ecaefd53e485:hover .ctaButton { background-color: #34495E!important; } .u639213b5a87e854d4af6ecaefd53e485 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u639213b5a87e854d4af6ecaefd53e485 .u639213b5a87e854d4af6ecaefd53e485-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u639213b5a87e854d4af6ecaefd53e485:after { content: ""; display: block; clear: both; } READ: Methanol As Fuel EssayCapital punishment also insures peace of mind because it insures thatmurders will never kill again. Works Cited1 From: Take Notice, (Copp Clarke Pitman Ltd., 1979) page 1632 From: Article written by David Vienneau published in the March 24,1987 edition of the Toronto Star, titled, Debate Agonizing for MPs. 3 From: Article written by Kirk Makir, published in March 26, 1987edition of the Globe and Mail, titled, BC MPs Split on Death PenaltyDebate. 4 From: Article written by Hugh Winsor, published in April 29, 1987edition of the Globe and Mail, titled, Debate on Death Penaltyplaced on hold.

Automotive Industry in the United States

Abstract The main purpose of operating any business entity is to generate profit. As a matter of fact, expanding the revenue base and maximizing profits are key concerns of any business enterprise located in a competitive business environment.Advertising We will write a custom essay sample on Automotive Industry in the United States specifically for you for only $16.05 $11/page Learn More This implies that business organizations should create competitive advantages by developing viable marketplace strategies. The latter is necessary in order to outwit the stiff market competition. Hence, there is need to formulate a management process which is well structured in tandem with the market demands of an organization’s products. An attractive framework has been offered by Michael Porter in this analysis. From the Porter’s Five Forces framework, it is possible for business enterprises to survive and remain profitable even in highly competitive mar kets. For example, management teams in business organizations should not ignore to identify and manage the impacts of substitute products in the market. Any form of a substitute good or service is a real threat to the operations and sustained profitability of a firm. This analysis relates the Porter’s Five Forces framework with the growth prospects of the automotive industry in the United States. Introduction to the Auto Industry A number of factors have generally influenced the transformation of the automotive industry. For instance, manufacturing and assembling vehicle components, changes in the marketing of automotive products, development of supply chain, assembling practices, market fluctuation of fuel prices, development of infrastructures and the overall business structure of the industry have immensely evolved operations in the sector (Samuelson Marks, 2012).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Historical records attest to the fact that the invention and innovation of engines marked the humble beginning of the development of automotive industry. This early development was particularly agitated by the emergence of new forms of transporting energy. For instance, gasoline was used during the 19th century as an important source of energy. Hence, it experienced high demand in different locations. Therefore, new methods of transporting the product were necessary. Steam was also a crucial medium for fueling engines during the century. After the full development phase of various sources of energy, initial automobile firms began to take shape. It can be recalled that the earliest motor vehicle companies were established after full discovery of oil and gas resources. The development of other vital motor vehicle components such as the steering wheel and floor-mounted accelerators followed later towards the late 19th century and early 20th century (Sie miatycki, 2012). As a result, the automotive industry experienced rapid development in terms of both manufacturing technology and the speed of assembling parts. Contemporary vehicles have been made lighter, more fuel efficient, and simpler to use. Nonetheless, it is crucial to mention that the automotive industry is an equal opportunity employer in the United States and other manufacturing countries. In spite of the recent 2007/2008 global economic recession, the future outlook of the industry is still impressive.Advertising We will write a custom essay sample on Automotive Industry in the United States specifically for you for only $16.05 $11/page Learn More A considerable share of the market may not be guaranteed when substitute products enter the market. On the same note, it is inevitable for other competing firms to enter the same market. Managements in organizations should factor such risks when running their firms. Rivalry experienced from other c ompetitors can only be curtailed if thorough strategic planning is put in place. In regards to the buyers’ bargaining power, it is crucial to provide customers with a competitive pricing model that is more favorable than that of the immediate market rivals. Besides, the bargaining power of suppliers is fundamental because they are part and parcel of the profit optimization plan of a business enterprise. Industry Definition The automotive industry in America is specifically concerned with both manufacturing and marketing of various types of vehicles. In the course of this core function, the industry also designs the automobile products according to the tastes and preferences of the targeted market. Hence, this calls for continuous Research and Development (RD) in the sector (Siemiatycki, 2012). Both the local and overseas markets are supplied with motor vehicles manufactured from the US automotive industry. Statistical financial records indicate that over 70 million pieces of motor vehicles were manufactured during the 2008 fiscal year. These entailed both light and heavy commercial vehicles. Over the same period, the sales volume for brand new motor vehicles was about 80 million. However, the onset of the global credit crunch in 2007/2008 affected the buying power of customers and equally led to high cost of raw materials. Consequently, the industry was compelled to undergo pricing pressure for its products. As it stands now, intense external competition is a major threat to the industry.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In other words, private vehicle usage has declined considerably as part of cost cutting measures by consumers. Industry Profile Consolidations of the American automotive industry as well as the size and growth rate define the industry profile of the automotive sector in the United States. In addition, three leading manufacturers of light commercial vehicles (trucks) have punctuated the international investment portfolio of the automotive industry in the United States (Uzwyshyn, 2012). Individual companies within the industry are also experiencing significant employment shifts especially when some workers are compelled by situations to change their states of residence. The industry is also a key contributor to labor relations organizations and health insurance schemes (Siemiatycki, 2012). Industry Structure The equipment, parts and motor vehicle departments employ more than one million American citizens besides expatriates. Ever since Chrysler, Ford and General Motors diversified the ir production segments in the market, significant shifts in the industry structure have been recorded. For example, importation and local production of cars by other overseas firms were a common experience since the early beginning of the New Millennium. It is evident that the three main manufacturers diverted their attention in manufacturing light trucks instead of saloon cars (Uzwyshyn, 2012). The foreign manufacturers are a real sourceof competition for Ford, GM and Chrysler motor companies. Due to the desire to restructure the local automotive industry in the US, these firms have already shed off 700, 000 employees. On the other hand, foreign firms have hired close to 400,000 workers in order to meet their production demand. Future Outlook Data obtained from the CAR group indicate that the growth in the sale of motor vehicles will still stagnate in the near future until negative economic effects are phased out completely (McAlinden Chen, 2012). Hence, the future depicts a slow recovery rate of the automotive industry in the US. Even if the US economy begins to perform strongly, the record pent-up demand will be the main driving force in the growth of sales. However, this scenario will only be possible with new vehicles and not used machines. The industry is also expected to recover to the level it was immediately before credit crunch began in 2007. Nonetheless, the same level of recovery might not be attained in automotive employment (Gao, Hensley Zielke, 2014). After scrutinizing the US automotive industry, economic experts argue that this sector of the economy might not experience robust growth in the next few years. Nonetheless, the growth initiatives that have been put in place by the federal government are highly likely to accelerate growth in this industry. If the current innovations are effective enough, then the industry may begin to recover gradually from the year 2016. The double-digit growth in terms of sales may take quite a long time before it is realized. However, there is some hope that the industry will begin to gain momentum by increasing revenue base from 2016 onwards as shown in the graph below. Source: CAR Porter’s Five Forces Strategy Analysis as it applies to the Auto Industry Bargaining Power of Buyers It is critical for the automotive industry to establish a cordial relationship with consumers of its products. The decline of the buying power of consumers may spell doom to the industry (Mucheru, Mwangi, Mandere, Bichanga Gongera, 2014). In other words, the sector players should make sure that buyers receive the best bargain in the market. The latter should have a sensible and favorable power to bargain products manufactured by the industry. Since the automotive products are relatively standardized, consumers tend to control more power when it comes to making buying decisions. In addition, the competing brands within the same industry creates an impressive playground for consumers to bargain which pro ducts to buy and at what price. Nevertheless, the low production ratio compared to the high number of buyers will obviously make the industry relatively powerful (Porter, 2008). Bargaining Power of Suppliers The industry wields more power than suppliers in this case study. There are strong-willed buyers in the industry who are in a position to champion for their tastes and preferences when dealing with suppliers. This favors the industry players (Porter, 2008). Since major proliferation of automobile firms is absent, buyers will remain powerful at the detriment of suppliers. About 90 percent of value shipment in the US is held by the main automotive firms. Besides, backward integration occurrence will be the main source of power for the industry. Eventually, suppliers will experience a weak bargaining power (Uzwyshyn, 2012). Competitive Rivalry in the Industry Both the US and global automotive markets experience stiff rivalry. Chrysler, Ford and General Motors have apparently sought other external opportunities to sell their products instead of relying on local consumers. These firms have opted to globalize their competition arena as other foreign players take charge of the US market. Poor engagement of these firms in the US markets has led into slow growth of the automotive industry in the wider North American region (Uzwyshyn, 2012). It is apparent that the three rivals have decided to adopt a non-aggressive method of competing at the local market. Threat of New Entrants There are significant entry barriers into this manufacturing sector. The minimum amount of capital required to initiate an automotive firm is quite large. Hence, the latter is a major prohibitive factor. As a new entrant into the industry, specialized automotive manufacturing facilities are required. Nevertheless, old players in the industry are keenly expanding their operations through strategic partnerships (Uzwyshyn, 2012). The significant setbacks to venture into this sector have enhance d the profitability of existing firms in the industry owing to lack of perfect competition. The global markets have provided a lot of success to most automotive firms. Threat of Substitutes Although there are substitutes to automobiles in the United States, the impacts have not been felt. As much as the American population may opt to travel using airplanes, trains or ships, none of these modes of transport is universally convenient like motor vehicles. The latter offers the best independence and utility for most travelers within the US borders (Uzwyshyn, 2012). Additional time may be required when travelling using trains and ships. Nonetheless, trains and ships are relatively cost effective and may provide a better substitute for travelers who are not in a hurry. A high elasticity of demand is common with substitute automobiles such as airplanes and trains especially in regards to price factor. Conclusion In spite of profitability, the automotive industry in the United States still faces numerous operational challenges. The aforementioned challenges in this industry can be effectively addressed using the Porter’s Five Forces framework. As already discussed in the paper, the threat of new entrants is apparently the main advantage of the existing automotive firms in the US. Several barriers hinder new entrants into this industry and continue to guarantee high profitability for old firms. In addition, substitutes in this industry do not pose any substantial effects as discussed in the paper. However, the bargaining power of customers and competitive rivalry are major issues that still impede the operations of firms in this industry. References Gao, P., Hensley, R., Zielke, A. (2014). A road map to the future for the auto industry. Mckinsey Quarterly, 1 (4), 42-53. McAlinden, S.P. Chen, Y. (2012). After the Bailout: Future Prospects for the U.S. Auto Industry. Retrieved from https://www.cargroup.org/ Mucheru, C.M., Mwangi, S., Mandere, E.N., Bichanga, J.M . Gongera, E. G. (2014). The Application of Porter’s Five Forces Model on Organization Performance. European Journal of Business and Management, 6(16), 75-86. Porter, M. E. (2008). The Five Competitive Forces that Shape Strategy. Harvard Business Review, 86(1), 78-93. Samuelson, W. Marks, S. (2012). Managerial economics. New Jersey, US: John Wiley Sons, Inc. Siemiatycki, E. (2012). Forced to Concede: Permanent Restructuring and Labour’s Place in the North American Auto Industry. Antipode, 44(2), 453-473. Uzwyshyn, R. (2012). The US Auto Industry in 2013: Five Forces to Consider. Automotive Industries, 192(11), 221-223. This essay on Automotive Industry in the United States was written and submitted by user Mekh1 to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on The Highest Divorce Rate Is In Teen Marriages

In today’s society more and more teenagers are getting married every day. Marriages involving teenagers are more likely to end in divorce than those in any other age group. According with the U.S. Census Bureau, 59 percent of people that married under the age of 20, eventually get divorced within 10 years period; and almost 15 percent of teen-age couple divorce before the husband and wife turn 20 year old. This statistics will increase by every generation, due to the teenagers getting married at an early ages, and the number of children living in single-parent homes. One of the reasons that many teen marriages often fail is because they’re in disadvantage with today’s society. When people with 21 years old and below get married, they have to deal with different challenges in their lives. This is a new life style away from parents, families, and many times without friends. The aspect to get a job is one of the most important things to be successful, as a married person. Every one know that to get a job with just high school ( if really have high school diploma ) is though enough to get stress-out, depress, and frustrated; in addition most of the time we carry those problems at home. Depression will affect the couple, feeling their self unarmed to find the best way, to solve their problems, with the proper resources. Most teen marriages has problems in establish priorities and responsibilities like: pay rent, utilities, car, and attend their own spouses. The part that really is per judicial is pregnancy and childhood at this level. Some times, I ask to myself: â€Å" who kids can raise kids?†. Definitely, be a responsible parent involve certain grade of economic status, mature, knowledge ( about children and live ), patience, love, and sense of responsibility. Certainly, there is when most of teen marriages often fail. Is too â€Å"stressful† for a young person taking care of a spouse, all the responsibilities, ... Free Essays on The Highest Divorce Rate Is In Teen Marriages Free Essays on The Highest Divorce Rate Is In Teen Marriages In today’s society more and more teenagers are getting married every day. Marriages involving teenagers are more likely to end in divorce than those in any other age group. According with the U.S. Census Bureau, 59 percent of people that married under the age of 20, eventually get divorced within 10 years period; and almost 15 percent of teen-age couple divorce before the husband and wife turn 20 year old. This statistics will increase by every generation, due to the teenagers getting married at an early ages, and the number of children living in single-parent homes. One of the reasons that many teen marriages often fail is because they’re in disadvantage with today’s society. When people with 21 years old and below get married, they have to deal with different challenges in their lives. This is a new life style away from parents, families, and many times without friends. The aspect to get a job is one of the most important things to be successful, as a married person. Every one know that to get a job with just high school ( if really have high school diploma ) is though enough to get stress-out, depress, and frustrated; in addition most of the time we carry those problems at home. Depression will affect the couple, feeling their self unarmed to find the best way, to solve their problems, with the proper resources. Most teen marriages has problems in establish priorities and responsibilities like: pay rent, utilities, car, and attend their own spouses. The part that really is per judicial is pregnancy and childhood at this level. Some times, I ask to myself: â€Å" who kids can raise kids?†. Definitely, be a responsible parent involve certain grade of economic status, mature, knowledge ( about children and live ), patience, love, and sense of responsibility. Certainly, there is when most of teen marriages often fail. Is too â€Å"stressful† for a young person taking care of a spouse, all the responsibilities, ...

The Process of Industrialization Research Paper

The Process of Industrialization - Research Paper Example Some feel that the amount of income increased, but this was easily offset by the repercussions of those earnings. It is critical to weigh the merits of each proposition in order to effectively assess the effects of industrialization on worker’s conditions of living. Marxists and their attack on industrialization Marxists were the most predominant opponents of the industrial revolution. They believed that capitalism was an unjust system in which controllers of capital took advantage of the masses for economic gain. Therefore, to adherents of this school of thought, industrialization spelt nothing but gloom and doom for the group. Marxists could not fathom a situation where workers were better off in the industrial era than they were in previous economic periods. The very fact that factory owners were trying to squeeze out as much surplus value as possible from their employee was reason enough to oppose it. Members of this school did not really care whether workers could purchas e more goods or access more products than they had initially accessed in previous regimes. Their concern was the injustice that was meted against these persons. To the Marxist, controllers of capital simply paid workers seemingly higher wages in order to compensate for the exploitative work conditions in their factories. Industrialization took away workers’ control over resources and put it in the hands of a few people. Wages may have been lower in the pre-industrial era but at least resource ownership was less concentrated than during the industrial revolution. However, these arguments may not hold water when one examines the rate at which incomes rose between 1820 and 1860. Even though Marxists make a strong point when highlighting the ills of industrialization, their assertions must be compared to the conditions of living before the industrial era. These theorists still have a problem with the system of land ownership and mercantilism in pre-industrial Britain. Therefore, they seem to object to almost every method of economic control. In fact, their ideal society was one in which equal distribution of wealth existed; that is the communist society (Jessop and Wheatley 55). The point of this paper is not to determine whether industrialization was exploitative; it is to decipher whether it had a positive or negative effect on the population. Positive outcomes can arise even in exploitative conditions. Some gains occurred in workers’ lives but one must asses whether those gains were sufficient enough to warrant a change in their standards of living. It is for this reason that other elements of history must be examined. Liberalists and the consumer revolution Another school of thought emerged concerning the living conditions of persons in the industrial revolution, and this was the liberalist school. Followers of this theory asserted that industrialization was a beneficial occurrence in the lives of these workers because it ushered in the consumer revolution. These rapid changes in production processes enabled the creation of mass consumer goods at affordable prices. Therefore, for the first time, the average laborer could afford such things. At the theoretical level, it can be deduced that industrialization led to an expansion of markets, which sold manufactured goods. Additionally, the industrial re

Napolean's Defeat Term Paper Example | Topics and Well Written Essays - 1500 words

Napolean's Defeat - Term Paper Example The Aim of his reforms was to consolidate whatever was good in the Revolution and to conciliate those who had suffered at its hands without compromising the essential principle of Equality, Liberty and Fraternity. His conciliation of the Church and migrs did not restore their pre-Revolution privileges or power. Napoleon as a emperor of France and 'Son of the Revolutionary' he launched a new offensive against the absolute monarchies of Europe with the main purpose of spreading the Revolutionary principles to other countries and to glorify himself and France. There was a fundamental difference between the character of the wars waged by Revolutionary France from 1792 to 1802 and the Napoleonic Wars from 1803 onwards. The former were wars of liberation; they carried the message of the Revolution to the down-trodden people of foreign countries; they roused in them hopes of deliverance from the tyranny of absolutism, and hence wherever the French soldier went they were regarded by masses as helpers, friends and saviors of the underprivileged classes. But the Napoleonic wars did not rouse any such popular fervor. They were waged by an Imperial Despot to achieve glory and therefore instead of rousing sympathy, in the long run, they roused antagonism. The national self respect of the countries invaded by Napoleon was roused against him and was, in the end, one of the most important causes of his downfall. Napoleon trampled on the national sentiments of vanquished people by placing his brothers and sisters on their thrones. He was no longer regarded as a deliverer from the tyranny of absolute rulers; he was hated as a usurper and tyrant. Causes of Downfall of Napoleon Napoleon, 'the man of Destiny' and the 'son of the Revolution' had a phenomenal rise. The forces of the Revolution threw him into the limelight from the comparative oblivion, and once he had grasped the public gaze in dispersing the Paris mob with great alacrity and success in 1795, he continued to climb higher and higher till he became the Emperor of France in 1804. He so dominated the French and European stage that the period of his ascendancy - the years 1799-1815 -- is called the 'Napoleonic era.' His hold on Europe during this period was complete and the destiny of Europe depended on his whims and fancies. Napoleon was a genius both an administrator and as a general. His finest qualities of leadership and generalship always came to forefront in time of adversity. He was a master of strategy and brilliant campaigning. He was essentially a soldier and his inherent love of conquest and domination in the long run alienated the whole Europe and roused bitter national animosity against which he could do nothing. The whole of Europe was arrayed against him and finally was responsible for his overthrow. 1. Military Causes (i) Enormous losses in the Peninsular War, the Russian Campaign and the War

Humanistic Theory According To Abraham Maslow Education Essay

Humanistic Theory According To Abraham Maslow Education Essay This is the psychological perspective popularized by Carl Rogers and Abraham Maslow that emphasizes the human capacity for choice and growth. The overriding assumption is that humans have free will and are not simply fated to behave in specific ways or are zombies blindly reacting to their environment. The humanists stated that the subject matter or psychology is the human subjective experience of the world how human experience things, why they experience things, etc. Humanistic psychologists look at human behavior not only through the eyes of the observer, but through the eyes of the person doing the behaving. Humanistic psychologists believe that an individuals behavior is connected to his inner feelings and self-image. Unlike the behaviorists, humanistic psychologists believe that humans are not solely the product of their environment. Rather humanistic psychologists study human meanings, understandings, and experiences involved in growing, teaching and learning. They emphasize characteristics that are shared by all human beings such as love, grief, caring and self worth. Humanistic psychologists study how people are influenced by their self-perceptions and the person meanings attached to their experiences. Humanistic psychologists are not primarily concerned with instinctual drives, responses to external stimuli, or past experiences. Rather, they consider conscious choices, responses to internal needs, and current circumstances to be important in shaping human behavior. Humanistic theory is based upon the idea that everyone has the potential to make a contribution to society and be a good and likeable person if their needs are fulfilled. Abraham Maslow and Carl Rogers led the humanistic theory movement and it was Maslow who developed the pyramid of needs. Maslow believed that fulfilling the needs in the correct order would allow individuals to become self actualised, fully able persons. So only after the basic physiological needs such as food, shelter, warmth are met can individuals move on to the next stages; the need to feel secure, to be loved and accepted etc. Maslow developed his theory not by studying mentally ill patients, which is where much psychological knowledge had derived from up to that point, but by studying healthy, productive, creative individuals lives and careers. He concluded that there were common characteristics which were shared by successful individuals including self acceptance, openness and respect for other individuals. Carl Rogers felt that, in addition to Maslows hierarchical needs, in order for a person to develop fully that they needed to be in an environment which would provide them with genuineness, acceptance and empathy and that without such a nourishing environment healthy personalities and relationships would be unable to flourish. Humanistic theory is basically about the development of the individual. It was very popular in the 1970s but seems to be slightly out of favour today as Western nations have generally moved slightly towards the political right and there is more emphasis on conforming and contributing to, a slightly more conservative society. Of course, whilst humanistic theory does have a very strong focus on the individual, it is based upon the belief that well developed, successful individuals are best placed to make a positive contribution to society. Humanistic theory suggests that the achievement of happiness is frequently dependent upon achieving, or giving yourself the licence to, investigate and pursue your own deepest interests and desires. Humanistic Theory according to Abraham Maslow Abraham Maslow has been considered the Father of Humanistic Psychology. Maslows theory is based on the notion that experience is the primary phenomenon in the study of human learning and behavior. He placed emphasis on choice, creativity, values, self-realization, all distinctively human qualities, and believed that meaningfulness and subjectivity were more important than objectivity. For Maslow, development of human potential, dignity and worth are ultimate concerns. Maslow rejected behaviorist views and Freuds theories on the basis of their reductionistic approaches. He felt Freuds view of human nature was negative, and he valued goodness, nobility and reason. Also, Freud concentrated on the mentally ill, and Maslow was interested in healthy human psychology. Maslow and his colleagues came to refer to their movement as third force psychology, the first two being psychoanalysis and behaviorism. The third force is based on philosophies of existentialism and humanism. He is famous for proposing that human motivation is based on a hierarchy of needs. The lowest level of needs are physiological and survival needs such as hunger and thirst. Further levels include belonging and love, self-esteem, and self-actualization. From Maslows perspective, the drive to learn is intrinsic. The purpose of learning is to bring about self-actualization, and the goals of educators should include this process. Learning contributes to psychological health. Maslow proposed other goals of learning, including discovery of ones vocation or destiny; knowledge of values; realization of life as precious, acquisition of peak experiences, sense of accomplishment, satisfaction of psychological needs, awareness of beauty and wonder in life, impulse control, developing choice, and grappling with the critical existential problems of life. Maslows theory of learning highlighted the differences between experiential knowledge and spectator knowledge. He regarded spectator, or scientific, knowledge to be inferior to experiential. Properties of experiential learning include: immersion in the experience without awareness of the flow of time momentarily not being self-conscious transcending time, place, history, and society by being beyond and unaffected by them merging with that which is being experienced being innocently receptive, as a child, uncritical suspending temporarily evaluation of the experience in terms of its importance or unimportance lack of inhibition, subsiding of selfishness, fear, defensiveness experience unfolds naturally without striving or effort suspending criticism, validation, and evaluation of the experience trusting experience by passively letting it happen; letting go of preconceived notions disengaging from logical, analytical, and rational activities Maslows Hierarchy of Needs Physiological Needs They consist of needs for oxygen, food, water, and a relatively constant body temperature. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the persons search for satisfaction. We need these for basic survival. Maslows theory said that you need to satisfy first the basic needs like Physiological needs and Safety needs, to get motivation to truly attain the higher-level needs like social needs and esteem. Safety Needs When all physiological needs are satisfied and no longer dominating our thoughts and behaviors, we progress to safety needs. A persons attention turns to safety and security for himself/ herself to be free from the threat of physical and emotional harm. Such needs might be fulfilled by: Living in a safe area Medical insurance Job security Financial reserves These include the need for security. We often have little awareness of these, except in times of emergency disorganization in social structure (war time, terrorist acts, domestic violence, natural disasters). Maslows hierarchy said that, if a person feels that he or she is in harms way, higher needs would not be attained that quickly. Belongingness Love needs When a person has attained the lower level like Physiological and Safety needs, higher level needs become important, the first of which are social needs. Social needs are those related to interaction with other people like: Need for friends Need for belonging Need to give and receive love When safety and physiological needs are met, we desire, to be loved by others and to belong. Maslow states that people seek to overcome feelings of loneliness alienation. This involves both giving receiving love, affection the sense of belonging (family, friends, social groups). Esteem Needs After the first 3 classes of needs are met, the needs for esteem can become dominant. These involve needs for both self-esteem for the esteem a person gets from others. Esteem needs may be classified as internal or external. Self respect and achievement are some examples of Internal esteem needs. Social status and recognition are some examples of External esteem needs. Some esteem needs are: Self-respect Achievement Attention Recognition Reputation Humans have a need for a stable, firmly based, high level of self-respect, respect from others. When these needs are satisfied, the person feels self-confident valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak, helpless worthless. Need for Self-Actualization When all of the foregoing needs are satisfied, then only then are the needs for self-actualization activated. The last necessity is the Self Actualization or Fulfillment Needs. This includes purposed, personal growth, and the full realization of ones potentials. This is the point where people start becoming fully functional, acting purely on their own volition, and having a healthy personality. Maslow describes self-actualization as a persons need to be do that which the person was born to do. A musician must make music, an artist must paint, and a poet must write. These needs make themselves felt in signs of restlessness (person feels edgy, tense, lacking something, restless.) The person must be true to his or her own nature, be what you are meant to be. Maslow believed that very few people reach the state of self-actualization. Although we all have the need to move toward the goal of reaching our full potential, other needs may get in the way. Misconceptions about Maslows Hierarchy of Needs Maslow himself agreed that his 5-level need hierarchy oversimplifies the relationship between needs behavior. The order of needs makes sense for most of us, though there may be some notable exceptions (e.g., some people need to satisfy their needs for self-esteem respect before they can enter a love relationship). We may so desire fulfilling a need that we sacrifice others below it. For example, a person with a passion for acting might sacrifice his or her hunger, which is one of physiological needs, to pursue a career in acting even though the payment is barely enough and struggling to live while trying to make a name for themselves in the business. Maslow was interested in studying people who are psychologically healthy. These were people who had become self-actualized. He interviewed these people to see how they were able to satisfy all of the needs on the hierarchy. He conducted what he called a holistic analysis in which he sought general impressions from his efforts to understand these people in depth. What are Self-Actualized People Like? They tend to accept themselves for what they are. They freely admit their weaknesses, but do make attempts to improve. They dont worry excessively over the mistakes they have made, but instead focus on improving. They respect feel good about themselves. However, this self love is healthy not narcissistic. They are less restricted by cultural norms than the average person. They feel free to express their desires, even if contrary to the popular view. These people have frequent peak experiences, in which time place are transcended, anxieties are lost, a unity of self with the universe is obtained (birth of a child, marriage, deciding to go to school). Humanistic Theory according to Carl Rogers Carl Rogers was a central figure in the humanistic movement of personality psychology. He lived from 1902 till 1987. In the span of his life, he was an instrumental figure in the understanding of the individual as a central point of the study of human potential. He believed that within each individual lies an innate desire and motivation to learn in order to progress to a higher level of achievement and self-development. Both Abraham Maslow and Carl Rogers work became popularly known in the mid-1980s as the human potential movement. This categorization of their work became the ground where psychologists used their conceptual framework to study the impact on ones personality as well as in the field of education, among others. One of his famous quotes epitomized his conceptual framework, The only person who is educated is the one who has learned how to learn and change. This quotation reflected his theoretical conception that people must be able to create a learning curve that will enable them to change towards a new chapter in their self-development. According to Rogers (1951), people can be tuned to learn to unlock themselves from an environment that constricts their potential because of preconceived notions of how they should be. Rogers believed that people who are restricted by their perception of the environment in which they exist in have a debilitating effect on how they may view their potential. However, if an individual is able to overcome the faulty perception(s) of the environment, and learn to acknowledge the potential to grow, then the individual may initiate steps as well as processes towards this end. Rogers strongly advocated that a growing individual is on where he or she is aware of a progress of ongoing internal change, and an acceptance of oneself. Rogers further emphasized that individuals will inevitably experience positive development if they are exposed to supportive environmental condition. By his understanding of supportive environmental condition, Rogers believed that social factors contribute to positive development. Rogers (1982), quoted by Pfaffenberger. A, 2007, p 508, emphatically stated that in his opinion, all humans will display compassion and cooperation if they are provided with the appropriate environmental supports. Therefore, Rogers was of the view that learning in a supportive environmental condition was crucial to the development of oneself. In a much later publication, Rogers (1982) also placed emphasis on growth-enhancing relationships that facilitate inner awareness and congruence which allowed motivation of effort towards a certain objective. Rogers postulated that relationships that provide for an awareness of oneself in differing situations can lead to personal growth. For example, if a child learns that he or she is nurtured in a caring family and with acceptance (relationship factor), he or she is more adapted to see situational variables (such as studies, or skill based acquisition) as motivation towards achieving objectives. However, it is notable that this presumption of Rogers may be faulty because it is argued that situational variables can also work to the detriment of the individual. In contrast, Abraham Maslow (1968) explicitly acknowledged that difficult circumstances can also be growth-enhancing. Much research had been conducted to investigate how growth-enhancing relationships and situational variables may trigger different affect. One of the more definitive studies was conducted by L. King (2001), (quoted by Pfaffenberger. A, 2007, p 510). In this study, King investigated the influence of challenging and limiting life events on personality development as measured by Loevingers (1976) SCT Sentence Completion Test. The study concluded that cognitive abilities and personality structures interact with life circumstances, and that the nature of this interaction is relevant to whether growth occurs (p, 511). This study also supports Rollo Mays (1958) theory of existential therapy, where clients are taught to constructively work with their limitations and to create freedom so that they can choose values, meanings, and their levels of commitment. Theoretical orientations of Rogers humanistic concept: The humanistic orientation of Rogers theory can be essentially encapsulated using two (2) theories. The two (2) theories are the person-centred personality theory and the self-determination theory. Person-centred theory For almost fifty (50) years since his earlier publication of A Theory of Therapy, Personality and Interpersonal Relationships, developed under the Client-centred Framework, Rogers (1959), the person-centred movement and client-centred approach towards counselling and psycho-therapy are also generalized to other fields of knowledge. The crux of the person-centred personality theory is the assumption that human beings have an inherent tendency towards growth, development, and optimal functioning. According to Rogers (1959), quoted by Patterson and Joseph, 2007, p 120, the person-centred approach offers a dynamic, process-focused account of personality development and functioning,à ¢Ã¢â€š ¬Ã‚ ¦ What this means is that, every human is born with an innate motivational drive, known as the actualizing tendency. Actualizing tendency is defined by Rogers (1959) as, the inherent tendency of the organism to develop all of its capacities in ways which serve to maintain or enhance the organismà ¢Ã¢â€š ¬Ã‚ ¦development towards autonomy and away from heteronomy, or control by external forces. (p 196) (Quoted by Patterson and Joseph, 2007, p 120) Every individual possesses some capacity that allows him or her to realize the inherent potential within. One of the key implications of Rogers actualizing tendency lies in how individuals undertake to bring out the potential. According to Rogers, the impact of the environmental conditions is a determining factor. Under favourable social-environmental conditions, Rogers proposed that the individuals self-concept actualizes in accordance with his or her organismic valuing process (OVP). The OVP refers to the evaluation of experiences in a manner consistent with ones intrinsic needs: Rogers summed it by declaring that, the human infant is seen as having an inherent motivational system and a regulatory system (the valuing process) which by its feedback keeps the organism on the beam of satisfying his motivational needs. (Rogers, 1959, p 222). Even from young, every individual is keen to fulfil some of his or her intrinsic needs; those that are not dependent on externalities or due to any prior learning. An example is how children recognize the importance of exploration whilst learning and/or playing. In the process, children discover more about themselves, about the environment, about others and about life in general. As children learn to correlate these experiences into their organization of self-concept, they begin to instil a sense of their OVP learning to evaluate the experiences based on their intrinsic needs. The concept of OVP is important to the central theme of Rogers theoretical framework. Important to Rogers understanding is his (1957) terminology of a fully functioning person an ideal of autonomous psychological functioning that occurs when self-actualization is organismically congruent. This concept is similar to Maslow (1970) and presupposes that individuals must firstly satisfy their most fundamental needs. In his later works, Rogers (1963 and 1964) proposed that the attitudes and behaviours of more fully functioning individuals are consistent with certain internally generated value directions. The value directions include moving toward increasingly socialized goals, where sensitivity to others and acceptance of others is positively valued and where deep relationships are positively valued, and moving in the direction of greater openness to experience, where the person comes to value an openness to all of his or her inner and outer experience ( Rogers, 1964, p 166). Rogers acknowledged that conditions or the social-environmental factors are not always ideal for the emergence of a fully functioning person. Situations like this give rise to a state of incongruence. There is a state of tension and internal confusion. When an unfavourable social environment is present, the actualizing tendency is thwarted, Rogers (1959). The actualizing tendency is compromised by the conditions of worth. Conditions of worth are conceptualized as the values that are introjected by the individual from his or her social interactions and that stem from the developing infants need for positive regard from significant others in his or her social environment. In this respect, if an infant receives positive regard that is conditional, then he or she learns to evaluate experiences according to whether or not they satisfy the externally imposed conditions. As the child develops, the conditions of worth are introjected, meaning that they act as an internalized social order and replacing organismic valuing as the principle governing the individuals attitudes and behaviour. Self-Determination Theory This is a contemporary organismic theory formulated by Deci, E.L and Ryan, R. M, (1985, 1991, 2000) that focused on motivation and personality functioning that emphasizes the central rule of the individuals inner resources for personality development and behavioural self-regulation. This theory is similar to the person-centred theory in that self-determination theory views the individual as an active growth-oriented organism, attempting to actualize his or her potentialities within the environment in which he or she functions. A summary of the self-determination theory carries the following elements: Human beings are inherently proactive; have potential to act on and master both the inner forces and the external, Human beings, as self-organizing systems, have an inherent tendency toward growth, development, and integrated functioning, For people to actualize their inherent nature and potentials, people require nutrients from the social environment. Adapted from Deci and Vansteenkiste, 2004, pp 23-24, (quoted by Patterson and Joseph, 2007, p 124) In self-determination theory, one of the major sources of motivation and/or OVP is the recognition whether the behaviour is intrinsically or extrinsically motivated. Intrinsic motivation/regulation is equivalent to acting in accordance with OVP. At the same time, there are three (3) subcategories of extrinsic motivation that may account for extrinsic regulations. Perceived locus of causality/ Locus of evaluation describe the individuals perception as to whether the motivation is located internally or externally = person-centred construct of locus of evaluation (Rogers, 1959), Basic needs/ Necessary and Sufficient conditions need for competence, relatedness, and autonomy; essential for facilitating psychological growth and integration, social development, and personal well-being. Competence refers to our need to control outcomes, and to be efficacious in our environment, autonomy refers to the individuals attempts to be a self-determining agent of his or her own attitudes and behaviour, while relatedness describes the urge to be in relationship with others, caring for others, and being cared for by others. Self-determination theory hypothesized that, for the individual to experience an ongoing sense of integrity and well-being, each of these three basic needs must be met throughout the life-span. This hypothesis supports the contention that certain, social-environmental conditions nurture self-regulation based on organismic valuing and lead to a process of growth and change in the direction of healthy functioning and psychological well-being. Contingent Self-Esteem/Conditional Self-Regard refers to the influence of people viewed as significant others (Deci Ryan, 1995; Ryan Brown, 2003). This is similar to the person-centred view of conditional self-regard. There exists a great amount of similarities between the person-centred and the self-determination theory. Both theories postulate that the path to psychological well-being involves following an innate guidance mechanism. This understanding is important to the field of learning because each individual has a different subset of characteristics that may promote and/or hinder learning. In this respect, knowing what triggers effective learning, providing conducive environment, taking into account an individuals OVP, social factors, as well as structuring the curriculum are necessary to enhance the optimal level of learning. Humanistic theory proposed understanding humans as a state of being, a dynamic and ever-changing situation where each individual is seen as always striving to fulfil the potential within. APPLICATION IN EDUCATION In the field of education, humanistic theory grants educators important conceptual understanding about the role of learners. From Maslow and Rogers, educators have a better insight into the elements of learners style and dimensions of absorption of knowledge and utilization of skills and abilities. In his paper, Humanistic Self-Instruction, the author, R. Craig Hogan (1978) suggested that instructors/educators should demonstrate their appreciation and value of the individual learners by viewing them as objects that have unique and specific needs. The negative implications of treating the learners as empty jars or blank slates is that many instructors/educators feel that learners are passive receivers only; filling the learners as the instructors/educators wish. This negative implications are serious to warrant attention as instructors/educators may force learners to be receptive and have no obligation whatsoever to consider his or her individuality and autonomy in learning. According to Chris Argyris, in his book, Intervention Theory and Method: A Behavioural Science View, 1970, pp 15-16, we see them (learners) and they see themselves as autonomous, responsible individuals committed to the direction the intervention is taking, making free choices based on sufficient valid information about the means and ends. It is a common error that most instructors/educators as well as educational institutions assume that learners need to be instructed as to their learning. This assumption works on the premise that effective learning must follow certain syllabus, instructional method(s) and assessment grading. The education system in most countries is mostly rigid; built along the tried and tested formula of the existing structure of instructed teaching. In cases such as these, the classroom may contain students of varying levels of interest, self-management skill, independence versus dependent minded, industrious versus sluggard and bright as well as lesser bright ones. The methodology of teaching would be uniform across all All are fed the same the same fare at the same rate in the same way. The classroom atmosphere suppresses individuality, autonomy, and freedom by stifling students initiative to manage their own learning at every level of responsibility. Self-directed learning is minimized (Hogan, 1978, pp 262-263) Combination of group contingencies and cooperative learning in adopting humanistic principles The conceptual understanding of group contingencies is that it is primarily derived from behavioural learning theory (Bandura, 1969). The theory behind group contingencies is that a group is rewarded if it collectively meets some standard; and the members of the group apply social sanctions to one another to encourage group members to do what is necessary to ensure that the group will be successful (Slavin 1987). Group contingencies are also workable if the reward/sanction is used in tangent to the efforts of individual member of the group. This creates a situation where each individual makes him or herself liable and responsible for the success of the group. In this, the humanist tendencies are activated in each of the individual. Cooperative learning refers to a set of instructional methods in which students are encouraged or required to work together on academic tasks. Cooperative learning methods may be as simple as having students sit together to discuss or help one another with classroom tasks. Rewards may be offered; as in group contingencies but are not essential (Slavin, 1987, p 31). An aspect of cooperative learning that is vital is the element of peer interaction. The quality of the peer interaction determines the extent of the learning and the success of the completion of tasks. The effectiveness of cooperative learning is best seen in two (2) studies (Hulten DeVries, 1976; Slavin, 1980) which found that providing recognition to student teams based on the sum of their individual learning increased student achievement even if students were not permitted to interact in class. In the same vein, a German study, (Huber, Bogatzki, Winter, 1982) found that providing students an opportunity to study together did not increase their achievement, but adding group rewards based on individual learning did lead to enhanced achievement. (Slavin, 1987, p 33) Therefore, the researches listed above clearly supports the position that cooperative reward structures, or group contingencies, based on individual learning of group members are necessary for the success of these methods in improving student achievement. Peer interaction is also found to be important to the success of cooperative strategies. [Webb, (1985), Peterson Janicki, (1979)] Students are motivated to engage in elaborated, cognitively involving explanations and discussions if the learning of their group mates is made important by the provision of group rewards based on individual learning performances (Slavin, 1983). One of the important findings of Slavins study has found positive effects of cooperative learning non race relations, attitudes, self-esteem and other non-academic outcomes (1983). Humanistic understanding of education is not specifically confined to the individual per se but rather emphasizes on how learners/students are able to gain the right concept of themselves and pursue towards growth. In this, cooperative learning has a major role if the outcomes point to similar outcomes. Humanistic theory and learning in Adult Education Humanistic application is most seen in adult learning. For most adults, the adage of more is caught than taught is true. According to a paper presentation by Jackson, Sanetta. George, Cooks, Alyce; Hackney, Darwyn; Stevens, Claude; and Zumwait, Dave, (2002), this adage refers to the informal and incidental learning that takes place on a daily basis and in most situations. In these situations, the learning revolves around human relationships. It is common knowledge that the psychological learning environment of adults and non-adults are significantly different. By virtue of adults ability to make decisions regarding their personal growth and development; especially in learning, humanistic theory provides for a deeper insight into understanding the psychological learning environment of adults. The psychological learning environment is defined as creating a climate in which both learners and teachers are able to engage in genuine exchange. (Jackson, et.al) For teachers, this means that learners need to feel a sense of welcome and at ease, attending to the fears and doubts that adult