Comparing Hobbes, Locke and Rousseau Essay Example | Topics and Well Written Essays - 1000 words

Looking at Hobbes, Locke and Rousseau - Essay Example One of the key issues engaged with the discussion on legitimization of political authority is the harmony between restrictions forced by any political power and individual opportunity. From one viewpoint, opportunity is uncommonly essential to the life of an individual in numerous faculties. Then again, an individual can not be permitted to act exclusively at their will: there must be sure principles for conduct. Building up this harmony between singular opportunity and interests of the network is the key errand of any state and government which acts like a stabilizer. In the event that this parity is set up, the most significant level of individual opportunity is accomplished while the danger of falling into all out political agitation is maintained a strategic distance from (Popper, 1985). As indicated by Thomas Hobbes, in ancient savage occasions before any kind of government developed, there was consistent war with â€Å"every man, against each man† (Hobbes, 1668, p.12). Therefore, Hobbesian legitimization of power legitimately followed from the all out ruthlessness of individuals in their regular state portrayed by prejudice: accommodation to power was the best way to dispose of the severity and narrow mindedness of the State of Nature (Hobbes, 1668). On the other hand, John Locke accepted that the first condition of man was not as unfriendly as Hobbes suspected. In Locke’s feeling satisfaction, reason and resilience were the center attributes of the common man, and all people, in their unique state, were equivalent and completely allowed to seek after things, considered as undeniable rights, in particular â€Å"†¦life, wellbeing, freedom and possessions† (Locke, 1990, standard. 6). Be that as it may, Locke’s State of Nature isn't turbulent with each individual seeking after its own proud objectives. Notwithstanding nonattendance of any position or government with the ability to rebuff the subjects for wrong activities, Locke accepted that the State of Nature was adequately managed by ethical quality. Since every person in the

Literature Review - How Sustainability Strategies can be measured A

- How Sustainability Strategies can be estimated An of GRI and RepRisk - Literature survey Example on what organizations over the globe can do to accomplish manageability and the significant job that supportability plays for them in their day by day corporate administration errands. This audit in this way investigates the meaning of maintainability just as the techniques that accompany manageability rehearses. In conclusion, there is an attention on supportability and trust and why it is significant that partners have adequate trust in organizations. Two significant hypothetical ways to deal with the meaning of supportability were recognized in the surviving writing. The first of these had to do with the perspective on supportability from the point of view of effectiveness, where organizations are relied upon to show most extreme desire in their way to deal with social, monetary and ecological usage of assets (Adams and Geoffrey, 2008). The individuals who contend for proficiency have for the most part discussed that organizations ought to have the option to take the negligible degree of social, financial and ecological assets and transform this into a suitable finished result that benefits a normal individual in the network (Nidumolu, Prahalad and Rangaswami, 2009). This implies such scholars accept that where there is the unreasonable utilization of asset, this can bring about waste. There is a second way of thinking that centers around adequacy point of view, contending that manageability ought to be a system of how well an or ganization can quantify what is adequate for its need in the creation of social, monetary and natural results (Sparkes and Cowton, 2013). This implies the issue of amount should possibly be factor when assets utilized are believed to bring about waste. The two definitions reprove maintainability to be a three-level idea having segments of financial, social and natural results. The principal way of thinking would anyway be noted to have neglected to value the way that amount is consistently comparative with a normal result (Szejnwald, de Jong and Levy, 2009). In this end, the second way of thinking on adequacy is received

Post-Thanksgiving Post-stuff and Foodstuffs

Post-Thanksgiving Post-stuff and Foodstuffs Since I last posted, I got one year older (waaaaay back in October). Also during that time, presumably because Ive gotten older and wiser, Ive learned a number of things: At MIT, the week of my birthday has always been busy, because its always right around midterms. Those not-quite-fun pset parties Ive typically blogged about in the middle of October? And the exams Ive had to study for? It wasnt to make my birthday not fun; it was because thats just how the cookie crumbled. That realization helped me beat myself up less over the idea of always doing at least a fair amount of work on my birthday, because now I know that its a sense of responsibility, not a crippling imbalance in work-life matters and how I deal with them, thats at the root of it. For what its worth, I enjoyed some Mediterranean for a birthday lunch at Vlora, right over in Copley Square. As its couched underneath a few other stores in the area, its hard to find, but very delicious! Id recommend trying the feta and watermelon appetizers it sounds like a weird combination, but it tastes good all the same. My neurobio lab is expanding my brain unlike anything else. 9.12, or my Neurobiology Lab class, is arguably one of the most oh-god-Ive-fallen-into-the-deep-end-of-knowledge classes Ive ever taken. And thats in both a good and a bad way. At times, theres quite a nice rush associated with it, like when a TA handed me an anesthetized mouse and had me conduct a perfusion to fix its brain, a surgical procedure that I internalized after waiting in line behind 5 or 6 students. There was also that time when one of our professors turned us loose on the internet to research our favorite microscopy method.  Mine was digital holographic microscopy, which combines lasers, holographs, and general optical coolness not all of which I completely understand to render images in three dimensions. If you think theres anything cooler than that, then Im sorry, but youre wrong. At other times, its quite a lot to handle, and I almost dont know how to get started with things. That same professor from the previous paragraph challenged our class to make cell membranes invisible for in vivo imaging. Thing is, weve gotten close to satisfying one part of that equation:  Scale, developed over a year ago, uses glycerol, urea, and a detergent to turn membranes transparent. However, its too toxic to do live imaging. Should anyone in my class overcome that problem, a bunch of biologists and neuroscientists would probably want to talk to them, as it turns out that nobody at all has nailed this one. On just a cursory glance at these papers Im using to orient myself, I can understand why: chemical tissue clearing doesnt look easy. SoMIT assigning students a problem that scientists the world over havent yet figured out yet? Yep. (Oy vey.) Cooking is basically culinary chemistry. (And that gives me a new appreciation for it.) (Well, I always sort of knew that, but only theoretically.) A few weeks ago, I wouldve relied on draining my wallet to get myself a decent lunch, like Chipotle or something frozen that you can microwave. If I wanted to be thriftier, well, I could either make a sandwich (which gets boring after a while), or I could eat snacks or scout for free food or something. On the whole, my options are limited if Im in a money-saving mood. That all changed when I started to pour more energy into cooking things more complicated than ramen or Pop-Tarts which, sadly, I didnt even always put in a toaster. Given the right ingredients, I can now vary up what I eat by whipping up the following: Scrambled eggs Omelettes Salads (I know, not incredibly hard by itself, but I did get pretty involved with preparing a dressing for a Waldorf salad I made for Thanksgiving dinner this week) Pizzas (From scratch! Except with pizza bases, not just dough) Soups For this years Thanksgiving dinner, my entire family pitched in some portion of the meal. My mom, seizing on an opportunity to get me into the kitchen, asked me to come up with two things to prepare and to send a shopping list. I fired up my Epicurious app and picked out a Waldorf salad and a delicious Butternut Squash Soup, and then I forwarded along my list of needed ingredients. When Thanksgiving Day came and it was time for me to whip up my dishes, I brought my Kindle to read off the recipes and stream some jazz from a music festival that was ostensibly going on somewhere in Iowa. The instructions for my dishes called for, among other things: cored Granny Smith apples, sliced radishes and red onions, grated lemon rinds and mayonnaise, a handful of cranberries, a puree of butternut squash, nutmeg, marjoram, cinnamon, broth, and cream. It was a medley of different flavors for some good fall-time grub. What I didnt expect was me flowing into it quickly, getting lost in the music, the dicing of vegetables, the whirring of the blender In the process of making all of the food, I started to think about how the process mirrored the protocols of 5.310, an organic chemistry lab I took last spring, and 9.12. Had you asked me before about following protocols to make cool stuff happen, Id definitely know that cooking and lab work are analogous in that regard. But its different to do it, and to thus to have some notion related to and affirmed by an experience in real time. Also, prior to then, it still seemed different on some level, because you cant eat a lot of the chemicals you work with in 5.310, and the  HEK cells that I transfect almost every other week in lab dont sound too tasty. Even still, I always thought that science and chemistry were cool. And I knew on some level that cooking was basically that. So why didnt I get into the habit of cooking for myself or for others before? Honestly, I have no idea. Inertia, I guess? (I can be pretty lazy sometimes.) But at least I got around to it. Thats why, this year, on top of the family, friends, and relative fortune Ive run into this far in life, Im also thankful for having stumbled upon a new way to break out of food-related ruts. This isnt to say that me and Chipotle are hitting some tough times that could never happen but if my wallet ever needs a break, I can eat like someone in the real world! Well, kind of. But Im getting there.

Many characters in movies, television shows, and novels...

Many characters in movies, television shows, and novels have been portrayed or have been hinted to have a psychological disorder. Some examples are Ariel from The Little Mermaid, who has obsessive-compulsive disorder and is a hoarder, and Mike from the animated series Total Drama, who has dissociative identity disorder. This phenomenon has become more prevalent in popular media. These characters appear in all types of genres: psychological thrillers, comedies, mysteries, musicals, and more. The Big Bang Theory is a television sitcom that features a character that has many symptoms of a psychological disorder called Asperger’s syndrome, and this character is Sheldon Cooper. Asperger’s syndrome is a psychological disorder that â€Å"affects†¦show more content†¦Due to his lonely childhood, he is very awkward and walks and talks in abnormal ways. He is completely oblivious to humor and once tries to create an equation for humor so that he could better under stand it. Sheldon also has obsessions with Star Trek, Star Wars, flags, comic books, and trains, his main obsession. Even though Sheldon is not confirmed to have Asperger’s syndrome, some of the myths about it have been incorporated into the show and Sheldon. Asperger’s syndrome and obsessive-compulsive disorder are similar, but they are not the same thing. People can have both Asperger’s syndrome and OCD. Asperger’s syndrome is more common in males, and OCD is more common in females. On The Big Bang Theory, Sheldon has obsessive-compulsive tendencies along with symptoms of Asperger’s syndrome. He has his designated spot on the couch, does laundry on certain nights, and knocks on people’s doors three times and says their name three times. Sheldon exhibits the myth that he makes people very angry and irritated when he interacts (Hutten). Because Sheldon is awkward or uninformed about social situations, he can easily upset and anger p eople. For example, in one episode Sheldon insults an African American woman, the head of the Human Resources Department at the university where he works, by calling her a slave and giving her the novel Roots. Because Sheldon Cooper is never confirmed to have Asperger’s syndrome, no specific treatments are explored for him forShow MoreRelatedEssay about Hollywoods Take on the Civil War1911 Words   |  8 Pagescommunity’s devotion to the confederacy. After its box office success, many historians believed that the film had a strong influence on America’s perception of the Civil War. That influence being a backing attitude towards the Lost Cause. The term Lost Cause refers to the white southerners admirable view towards the defeated confederacy. In Gone with the Wind, this idea was expressed in several scenes. For example, one of the leading characters, Rhett Butler, joined the confederate army after he witnessedRead MoreFrankenstein Study Guide14107 Words   |   57 PagesTHE GLENCOE LITERATURE LIBRARY Study Guide for Frankenstein by Mary Shelley i To the Teachern The Glencoe Literature Library presents full-length novels and plays bound together with shorter selections of various genres that relate by theme or topic to the main reading. Each work in the Library has a two-part Study Guide that contains a variety of resources for both you and your students. Use the Guide to plan your instruction of the work and enrich your classroom presentations. InRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. 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The bifurcated internationalRead MoreCase Study148348 Words   |  594 PagesWorld Wide Web at: www.pearsoned.co.uk ---------------------------------This edition published 2011  © Pearson Education Limited 2011 The rights of Gerry Johnson, Richard Whittington and Kevan Scholes to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Pearson Education is not responsible for the content of third party internet sites. ISBN: 978-0-273-73557-1 (printed) ISBN: 978-0-273-73552-6 (web) All rights reservedRead MoreOrganisational Theory230255 Words   |  922 Pagescomprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provid ed. They have done some sterling service in bringing together the very diverse strands of work that today qualify as constituting the subject of organisational theory. Whilst their writing is accessible and engaging, their approach is scholarly and serious

The Matter Of Gun Control - 846 Words

In Hitler’s Table Talk, 1941-1944: His Private Conversations, Adolf Hitler was recorded as stating â€Å"The most foolish mistake we could possibly make would be to allow the subject races to possess arms. History shows that all conquerors who have allowed their subject races to carry arms have prepared their own downfall by so doing. Indeed, I would go so far as to say that the supply of arms to the underdogs is a sine qua non for the overthrow of any sovereignty† (Hitler, Cameron, Stevens, Trevor-Roper, 2000). The matter of gun control in America has long since been a rather controversial issue, with individuals on the left and right passionately voicing their opinions for their cause. Gail Collins and Michael A. Schwartz both address the matter of gun control in their respective New York Times and San Diego Union Tribune opinion articles, but they each do so in drastically dissimilar approaches. Gail Collins, author of The New York Times opinion article â€Å"Wanted: Straight Shooters†, takes a rather straight forward, common sense tactic to addressing the issue of gun control. Collins’ main point is that, since our government can’t agree on controlling the sale of guns, requiring citizens who wish to purchase and carry weapons around to pass a firearms training course. She goes on to point out that, currently, most states don’t require a citizen to demonstrate knowledge of how to safely and properly operate a firearm before a concealed carry permit is issued. New York PoliceShow MoreRelatedThe Matter Of Gun Control1816 Words   |  8 PagesThe matter of gun control has become an increasingly controversial issue. Whenever, a nationalized tragedy ensues that involves gun violence, the question on what to accomplish regarding America’s gun control takes center stage. While exploring this topic, this essay will attempt to discuss the circumst ances that prohibit a person from possessing firearms, also regulations to prevent these persons from possessing firearms. Upon reflecting on the personal side of the gun control debate, stricter gunRead MoreEthnographers Relevance in Aiding the Understanding of Diverse Social Issues 927 Words   |  4 Pagesis facing several social issues that include the matter about gay rights, gun control, capital punishment, environmental pollution among others (Totten Pedersen, 2012, p. 465). The social issue adopted for discussion in this paper is the matter pertaining to gun control that has been very divisive in the nation. The debate about gun control remains a great social issue since it elicits mixed reactions. 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The history of gun control legislation started in the 1920s-1930, which made it so that the states and congress could make laws on guns, before this congress had no say on guns and this made it possible for them to create laws. The National Firearm Act of 1934 made it so that owners must register any sawed-off shotguns with the TreasuryRead MoreGun Control: Regulating Concealed Guns1025 Words   |  4 PagesIt is very important to notice that the matter of regulation, first of all, refers to concealed guns. Lott (2013) states that th e problem of allowing concealed handguns--but not openly carried handguns--is based on the argument that â€Å"when guns are concealed, criminals are unable to tell whether the victim is armed before striking, which raises the risk to criminals of committing many types of crimes.† The author also speculates that, on the other hand, when â€Å"open-carry† handgun laws are adopted,Read MoreGun Control859 Words   |  4 PagesScholarly Essay: Gun Control There has been considerable debate recently in Canada over the issue of gun control. The Canadian parliament enacted the Firearms Act to enforce gun control by requiring gun owners to register their firearms. Just recently, the government of Alberta lead in a charge, including five other provinces and numerous pro-gun groups, complaining that the law is unconst... Gun Control Gun control Gun Control Part I:Introduction The issue of gun control and violenceRead MoreGun Control And Its Effect On The Country1310 Words   |  6 Pagesbut guns are the instrument of death. Gun control is necessary, and delay means more death and horror† (BrainyQuote, n.d.). Many people say that gun control will not affect violence rates in a country. Also, they say that if everyone has a gun, then that will stop mass massacres. The people who believe that gun control is not needed are wrong. This is because gun control has been proven to improve the safety of a country. For example, In Australia and Britain reduced violence caused by guns by puttingRead MoreThe Constitutional Right Of The Second Amendment1714 Words   |  7 Pagesthere have been many stories of shootings taken place across various parts of the United States, all of which bring up the highly volatile topic of gun control. Unlike many other wealthy countries, such as the United Kingdom, Japan, Canada, and Australia , where gun ownership is strictly regulated, by in large-the US has very little universal gun control laws throughout the nation. This great controversy is based on the Constitutional right of the Second Amendment, stating, â€Å"A well regulated MilitiaRead MoreGun Control Vs. Gun Rights1099 Words   |  5 PagesReflection Paper One: Gun Control Vs. Gun Rights Whether you gather your information from the newspaper, radio, or a website, you have certainly been exposed to one of the most controversial, current debates. It seems that the media refuses to stop talking about this topic. In fact, as soon as the press over one event disappears another event seems to revive the debate. Some citizens say that we need more restrictive gun laws. Meanwhile, other Americans say that more guns are what is necessary.Read MoreThe Issue Of Gun Control1418 Words   |  6 PagesOctober 2014 Gun control has been a controversial issue in America for over a half-century. This issue has two sides. On one side, there are people who oppose gun control and believe that it is their right under the second amendment to own one or more assault weapons. Republicans such as Senator Ted Cruz of Texas, Governor Rick Perry of Texas and Senator Lindsey Graham of South Carolina are against gun control. On the other side of the issue, there are people who favor gun control and believe that

Irish English literature interaction Free Essays

The notion of Irish literature is often the subject of much critical contention. For some people Irish literature is reserved for works in the Irish language. The fact that the Irish language was almost eradicated during the nineteenth century is still, however few people actually now speak or write it in contemporary Ireland, an inescapable fact of Irish history and Irish literary history. We will write a custom essay sample on Irish English literature interaction or any similar topic only for you Order Now Its eradication was, in part, a matter of political compulsion and also, in part, a matter of the tragic history of the vast scale of emigration which followed on the Irish Famine of 1845-8. This is why, among Irish writers who write in the English language, language itself becomes the focus of their reflection. Literature in English in Ireland has been a literature in which ideas of Ireland — of people, community and nation — have been both created and reflected. To understand how it is true it is necessary to contemplate the conceptions of a distinctively Irish identity which have been articulated, defended, and challenged. Another point to consider is how the perception of alienation, felt almost by all Irish writers, influences their choice of themes for literary works. For the material of my study I have chosen the works of two great Irish writers, prose writer Joyce and poet Heaney and American writer who nevertheless is regarded as English writer, Thomas Stern Eliot. The reason I choose to include Eliot in this essay is that he is much like Joyce and the comparison between those two geniuses with help to trace the ways of intersection and similarity of two cultural traditions. Another reason for choosing to study Eliot, together with Joyce and Heaney is that all three writers were exiles, the fact that influenced their literary style and themes. They knew and influenced each other.. Eliot founded new literary movement, and Joyce’s technical innovations still occupy his followers like Heaney. The work of all three great moderns exhibits the characteristic features of modern art in being difficult to the point of obscurity, complex, allusive, experimental in form, and encyclopedic in scope. The work of all three writers, especially Heaney’s, is imbued with the modern attitude to the past–that the past was radically different from the present but eternally haunts it and so is inescapably past-present. Of the three writers, Joyce was clearly driven into exile in order to write. Joyce wrote with scrupulous naturalism with its fidelity to detail and habit of naming names, and satiric vein. Outwardly rootless Joyce was not inwardly so. His life and art were transfixed, rooted in the Dublin he had known as a young man, which was the subject of all his work. Joyce constantly carried feeling of alienation in relation to his homeland. Joyce rejected his home, family, society, nation, and religion. Alienation is explicitly detailed in Dubliners, the collection of short stories focused on the exploration of Irish theme. One of those stories Araby focuses on a vagrant boy energized by a desire for escape from the confinement of Irish culture. The desire for such escape appears already in the first story of collection, continues in the second and finally materializes in the third. The epiphanies at the end of first three stories metaphorize the promise of freedom. To gain clear understanding of this metaphor of the travel in quest of liberation we have to illustrate what was the place of Irish culture in the broader aspect of British literature and how it is reflected in Joyce’s literary work. This story is a metaphor for Joyce’s life too, for his search for place where he would have been able to work. Joyce’s issue is to present the lives lived by his people and their characteristic and characteristically Irish ways of trying to make sense of them. The image of Dubliners illustrates more than the human condition; it illustrates the Dublin condition, which may be defined as an excessive degree of susceptibility to decay and loss. It is a condition not of excess but of deprivation. The first three stories The Sisters, Encounter and Araby are connected by the common hero, a boy, who is looking for something that is not there. Araby opens with an inspection of the empty back rooms of an abandoned house on a blind street: An uninhabited house of two stories stood at the blind end, detached from its neighbors in a square ground (Joyce, 29), concludes with the lights going out in an emptied hall: The upper part of the hall was now completely dark. Gazing up into the darkness I saw myself as a creature driven and derided by vanity (Joyce, 36), and in between tracks the narrator as his money and the dreams built on it come, by degrees, to nothing. The story gives much attention to detail. In the scene at the marketplace, the narrator offers vivid metonymic of the boy’s world. The boy aspires to commence his journey to Araby, a journey which is metaphorized as chivalric quest. His destination is eastward, the East is even more important metaphorically to the boy: â€Å"The syllables of the word Araby were called to me through the silence in which my soul luxuriated and cast an Eastern enchantment over me† (Joyce, 32). Because he had thought the East would be the proper place in which his desire might be realized, he is disillusioned, as readers, of Araby by his encounter with the actuality of the â€Å"empty† bazaar with its â€Å"magical name. † On arrival to the Araby the boy discovers absolutely discouraging scene which makes him describe himself, in this confrontation with the real world, in one of Joyce’s most famous sentences: â€Å"Gazing up into the darkness I saw myself as a creature driven and derided by vanity; and my eyes burned with anguish and anger† (Joyce, 35). What the boy had expected as the completion of his traveling toward Araby, namely the validation of his mastery, ends by confirming, at least in his own eyes, his powerlessness. The wanted to find what the priest, the dead father, has lost: faith in the ability to liberate himself and thereby to make at least the journey, into the unknown. Furthermore, he must find a means of bringing that â€Å"poetry† found in the books into touch with the â€Å"prose,† or reality of ordinary Dublin life. Eliot, like Joyce, was an exile. He left United States and found in England an organic society which satisfied his hunger for tradition and order; society, politics, and religion were more closely related and institutionalized in England than in the United States. Unlike Joyce Eliot’s poetry is universal but there is little specifically local attributions, Eliot’s work is not as local as Joyce’s is. When we look at his poems for physical evidence of his adopted country, we find little. Such images as there are of city, village, church, or stately home are universalized, made symbolic. Eliot in his poetry tends to touch upon unconventional philosophical issues like what will happen if we lose the capacity to see the community between persons and lose the capacity to believe in any real community between persons. Such a hypothetical situation is exemplified in The Love Song of J. Alfred Prufrock where the â€Å"eyes that fix you in a formulated phrase† (Eliot, line 56) have made the community between persons unable to be seen. The climax is in the middle of the poem, where we see most clearly what the theme of this poem is; it is the peculiar affliction of our age — metaphysical blindness. The middle is the most intricate one in the poem, but if we concentrate on what is essential, following Prufrock as he struggles up the stairs, as he wrestles with the dead lumber in his head, and as he draws near to the person he has come to visit, there is a moment of suspended thought, a moment when Prufrock is his experience, a moment typical of in Eliot’s works, where the door out of the corridor suddenly opens, and we are invaded by a sense of reality. The opening here is not much more than a crack: the flash of light to light as the lamplight is reflected from the brown hair on the woman’s arms. But it is sufficient not only to throw Prufrock off his bent: â€Å"Is it perfume from a dress/ That makes me so digress? † (Eliot, line 65) but almost to bring him to act. His â€Å"Shall I say . . . ?† shows him on the verge of entering a real present. But then he falls back, and rejoins the arthropods, because he has nothing to act with, just as he had nothing to confront the streets with: here, for example, he did not see the light answering light. This scene illustrates what is meant by the theme of metaphysical blindness. The poetic collection Prufrock Other Observations had made Eliot famous in the English-speaking literary world. The interplay between Irish and English literature is continued by Joyce’s follower Seamus Heaney. This divided tradition states the essential condition of the modern Irish mind. The Irish literary tradition proffered a sense of identity which became the preoccupation of Irish writers of the early twentieth-century like Joyce; that identity still confounds contemporary poets like Seamus Heaney. Modern poetry in general is haunted by the divided mind, a reflection of man cut off from his past, confused about meaning, and attempting to reconcile himself to his solitude. In the Irish literary tradition that reconciliation is defined in cultural and national terms. The struggle for reconciliation becomes embroiled in the question of identity. Heaney wrote in the early seventies, his poems have as their focus the relation of England to Ireland which tends to be that of domineering male to helpless female. His was a witness of cruelty in Belfast when Catholic student arranged civil rights marches. Heaney moved from Belfast at the peak of this conflict, but his poem Punishment presents his experiences: â€Å"I can see her drowned / body in the bog, / the weighting stone, / the floating rods and boughs†. (Heaney, 1975) In this poem Heaney explores a theme of revenge for betrayal but admits his own feebleness when facing violence inculcated for ages: â€Å"I almost love you / but would have cast, I know, / the stones of silence. I am the artful voyeur / your brain’s exposed and darkened combs†¦ † (Heaney, 1975) This poem as other in collection North, are Heaney’s ‘bog poems’, in which he disturbs very dark emotions and appeals to the political and social situation in his native Northern Ireland. Heaney’s through the interpretation of the past gives his comments on the present in concealed yet strong manner. In conclusion, Heaney, Eliot, and Joyce all exemplify the case of the artist who due to various reason is forced to abandon his homeland. Eliot freed himself from America in order to transplant himself elsewhere. Joyce was trying to find a perfect place for his creative activity. Despite his love-hate relationship with Ireland Joyce remained faithful to Ireland in spirit. Heaney deserted North Ireland because of unstable political situation but often resorted to it in his works. Thus we see, beyond certain similarities in their work, striking contrasts in the lives of these three writers. Joyce preceded and prepared the way for Heaney, as an Irishman writing happily in English. These should enable us better to understand them and the general problem of the alienation of the modern artist. Works Cited List: Eliot T. S. â€Å"The Love Song of J. Alfred Prufrock† in Prufrock and Other Observations. New York: Bartleby. Com, 2000 Heaney, Seamus. â€Å"Punishment† in North. London: Faber and Faber, 1975 Joyce, James. Dubliners. London: Penguin Group, 1996 How to cite Irish English literature interaction, Essays

Gender Bias in Language Essay Example For Students

Gender Bias in Language Essay Language is a very powerful element. It is the most common method of communication. Yet it is often misunderstood an misinterpreted, for language is a very complicated mechanism with a great deal of nuance. There are times when in conversation with another individual, that we must take into account the persons linguistic genealogy. There are people who use language that would be considered prejudicial or biased in use. But the question that is raised is in regard to language usage: is the language the cause of the bias or is it reflective of the preexisting bias that the user holds? We will write a custom essay on Gender Bias in Language specifically for you for only $16.38 $13.9/page Order now There are those who believe that the language that we use in day-to-day conversation is biased in and of itself. They feel that the term mailman, for example, is one that excludes women mail carriers. Then there are those who feel that language is a reflection of the prejudices that people have within themselves. That is to say that the words that people choose to use in conversation denote the bias that they harbor within their own existence. There are words in the English language that are existing or have existed some of them have changed with the new wave of political correctness coming about that have inherently been sexually biased against women. For example, the person who investigates reported complaints as from consumers or students, reports findings, and helps to achieve equitable settlements is ombudsman Merriam Webster Dictionary Ombudsperson here at Indiana State University. This is an example of the gender bias that exists in the English language. The language is arranged so that men are identified with glorified and exalted positions, and women are identified with more service-oriented positions in which they are being dominated and instructed by men. So the language used to convey this type of male supremacy is generally reflecting the honored position of the male and the subservience of the female. Even in relationships, the male in the home is often referred to as the man of the house, even if it is a 4-year-old-child. It is highly insulting to say that a 4-year-old male, based solely on his gender, is more qualified and capable of conducting the business and affairs of the home than his possibly well-educated, highly intellectual mother. There is a definite disparity in that situation. In American culture, a woman is valued for the attractiveness of her body, while a man is valued for his physical strength and his accomplishments 50. Even in the example of word pairs the bias is evident. The masculine word is put before the feminine word. As in the examples of Mr. nd Mrs. , his and hers, boys and girls, men and women, kings and queens, brothers and sisters, guys and dolls and host and hostess 52. This shows that the semantic usage of many of the English words is also what contributes to the bias present in the English language. Alleen Pace Nielsen notes that there are instances when women are seen as passive while men are active and bring things into being. She uses the example of the wedding ceremony. In the beginning of the ceremony, the father is asked who gives the bride away and he answers, I do. The problem here is that it is at this point that Neilsen contends that the gender bias comes into play. The traditional concept of the bride as something to be handed from one man the father to another man the husband-to-be is perpetuated 52. Another example is in the instance of sexual relationships. The women become brides while men wed women. The man takes away a womans virginity and a woman loses her virginity. This denotes her inability, apparently due to her gender, to hold on to something that is a part of her, and enforcing the mans ability and right to claim something that is not his. .u83862f84fe96f9256d2e99b92eebdbcf , .u83862f84fe96f9256d2e99b92eebdbcf .postImageUrl , .u83862f84fe96f9256d2e99b92eebdbcf .centered-text-area { min-height: 80px; position: relative; } .u83862f84fe96f9256d2e99b92eebdbcf , .u83862f84fe96f9256d2e99b92eebdbcf:hover , .u83862f84fe96f9256d2e99b92eebdbcf:visited , .u83862f84fe96f9256d2e99b92eebdbcf:active { border:0!important; } .u83862f84fe96f9256d2e99b92eebdbcf .clearfix:after { content: ""; display: table; clear: both; } .u83862f84fe96f9256d2e99b92eebdbcf { 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; } .u83862f84fe96f9256d2e99b92eebdbcf:active , .u83862f84fe96f9256d2e99b92eebdbcf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u83862f84fe96f9256d2e99b92eebdbcf .centered-text-area { width: 100%; position: relative ; } .u83862f84fe96f9256d2e99b92eebdbcf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u83862f84fe96f9256d2e99b92eebdbcf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u83862f84fe96f9256d2e99b92eebdbcf .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; } .u83862f84fe96f9256d2e99b92eebdbcf:hover .ctaButton { background-color: #34495E!important; } .u83862f84fe96f9256d2e99b92eebdbcf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u83862f84fe96f9256d2e99b92eebdbcf .u83862f84fe96f9256d2e99b92eebdbcf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u83862f84fe96f9256d2e99b92eebdbcf:after { content: ""; display: block; clear: both; } READ: Comparing Sir Gawain and the Green Knight and The EssayTo be a man, according to some linguistic differences, would be considered an honor. To be endowed by genetics with the encoding of a male would be as having been shown grace, unmerited favor. There are far greater positive connotations connected with being a man than with being a woman. Neilsen yields the example of shrew and shrewd. The word shrew is taken from the name of a small be especially viscous animal, however in Neilsens dictionary, a shrew was identified as an ill-tempered, scolding woman. In the same light, the word shrewd comes from the same root; however, it was defined as marked by clever discerning aw areness. It was noted in her dictionary as a shrewd businessman 52. It is also commonplace not to scold little girls for being tomboys but to scoff at little boys who play with dolls or ride girls bicycles. In the conversations that come up between friends, you sometimes hear the words babe, broad, and chick. These are words that are used in reference to or directed toward women. It is certainly the persons prerogative to use these words to reflect women, but why use them when there are so many more to choose from? Language is the most powerful tool of communication and the most effective tool of communication. It is also the most effective weapon of destruction. There are times when people use the language to validate whatever prejudices they may harbor. For years, Merriam-Webster Dictionary held as their primary definition for the word nigger something to the affect of term used to refer to persons of darker skin. This proved to be true even after most other dictionaries changed the definition of nigger to mean an ignorant or uninformed person. Blacks directly felt this. The fact this notable dictionary continued to use as their definition this stereotype validated to the rest of the English speaking world that this was an appropriate reference to make when talking to or about Blacks. Even today, Merriam-Webster continues to use this definition as well as another that says that nigger means a black person, along with a definition that says a nigger is a member of a group of socially disadvantaged persons. But even in that, one cannot ignore the underlying prejudicial tones of that definition. Although there are biases that exist in the English language, there has been considerable change toward recognizing these biases and making the necessary changes formally so that they will be implemented socially. It is necessary for people to make the proper adjustments internally to use appropriate language to effectively include both genders. We qualify language. It is up to us to decide what we will allow to be used and made proper in the area of language.

Falcons In The Uae Essays - Falconry, Birds Of Prey, Falco

Falcons In The Uae Falconry is the upkeep of falcons. It is a very valued tradition in the UAE. Falconry is a sport that came to UAE many years ago. Poor people and rich people enjoyed it. It was a big part of their life in the desert. People think that it came by the muslim Arabs who went to Byzantine and Persia. The falcon is known as the Saqer. It is very loved by the people because of its beauty and lovely eyes. H.H. Sheikh Zayed Bin Sultan Al Nahyan loves falcons. Falconry is his favourite sport. He says ? falconry is a port that teaches endurance, strength, and patience.? The two main species used for hunting in the UAE are the Saqr falcons (Falco Cherruq) which are brought from other Middle Eastern countries and the Peregrine (Falco Peregrinus) The Saqr is the most popular because it is good for desert hawking. The female Saqr (Al Hurr), which is larger and more powerful is the one which is used more than the male (Garmoush). The female Peregrine (Shahin or Bahri Shahin) is also thought to be better than the male (Shahin Tiba) for hunting purposes. Training falcons requires both courage and patience and it is made possible by the trainer. Ronald Codrai in his book The Seven Sheikhdoms describes the training of falcons as follows: The key to success in falconry is the relationship of falcon and falconer who must exercise patience, skill, and devotion. The ability of a falcon to obey his master is what makes the Arabs like the sport a lot. In the training process, the falcon sits on a round wooden thing like a mushroom which moves. This is called Al Wakr. Or on the trainer's hand which is protected from the sharp nails of a falcon by a big cuff which covers his hand, this is called the Mangalah. This is usually made from material which is filled with straw or cloth. This is where the falcon sits. The falcon is held by a two braids of cotton, these are called Al Sabbuq, and they are attached to a leash to make the bird a free to move. Al Burgu is another piece that is used in this sport. It is put on the falcon's head too cover his eyes. This is because they have very good eyes and they could see very sharply. They also need to be slowly adjusted to any new environment. Their eyes are covered as a part of the training process. Then they are taken off slowly through showing them slowly the environment around them. Al Mukhlat is the bag in which the trainer hides wrapped up houbara wings or pigeons. These things which are in the bag are used to attract the falcon back to get them. This way of attracting the falcon back is called the tilwah. The wakir is the sitting place of the falcon. It is a long and decorated wooden Stand. On top of it there is a flat padded place for the falcons sharp claws to rest on. When the falcon flies away from the wakir, the end of the long stand, which is down is pushed into the sand where it stays upright. Controlling the falcon is very necessary, especially after making every catch. Light and also strong chains are put on its ankles. These things are called the subuq and are 30 centimeters long. They are very strong and flexible. They are made from nylon. The two ends of these chains are tied together into a short chain. This short chain is then attached to a small ball. These things make the falcon move easier and controls his flying. The whole piece is called the mursel. The falcon shouts ?yalla? and after a second, the falcon with all its power opens his wings and moves them very fast and powerful. Then moves quickly into the sky. As soon as it sees the animal which he is supposed to catch, he quickly chases it. This chase goes on for some time until the gets tired and slows down and at that moment, the falcon flies down quickly and pulls it to the ground. The main animals which the falcon is supposed to catch

foundation of nation essays

foundation of nation essays A formation of nation occurs when a state has a unified administrative reach over the territory over which its sovereignty is claimed. The development of a plurality of nations is basic to the centralization and administrative expansion of state domination internally. Therefore the nation-state, which exists in a complex of other nation-states, is a set of institutional forms of governance maintaining an administrative monopoly over an economic, political, social and cultural territory with demarcated borders, its rule being sanctioned by law and direct control of the means of internal and external violence exists when a state has a unified administrative reach over the territory over. Many states were formed at a point in time when people sharing a common history, culture, and language discovered a sense of identity. This was true in the cases of England and France, for example, which were the first nation-states to emerge in the modern period, and of Italy and Germany, which w ere established as nation-states in the 19th century. In contrast, however, other states, such as India, the Soviet Union, and Switzerland, came into existence without a common basis in race, culture, or language. It must also be emphasized that contemporary nation-states were creations of different historical periods and of varied circumstances. Before the close of the 19th century, the effective mobilization of governmental powers on a national basis had occurred only in Europe, the United States, and Japan. The truest symbol of its importance is the printing press. For one thing, this invention enormously increased the resources of government, which the fact that the printing press increased the size of the educated and literate classes. Renaissance civilization thus took a quantum jump, acquiring deeper foundations than any of its predecessors or contemporaries by calling into play the intelligence of more individuals than ever ...

Women in Islam Essay Example | Topics and Well Written Essays - 1250 words

Women in Islam - Essay Example According to Islam, in the eyes of Allah both men and women are equal. Before we can even begin to argue whether men and women are equal or not, we must define what we mean by equality. For depending on how one looks at it, one can easily argue that equality between men and women does not exist, or vice versa that it does. For instance from a physical and psychological point of view we can claim that the two are not equal. Due to their physical make up, women tend to experience more pain, especially during their menstrual cycles; a kind of pain that a man can never experience. Then generally men tend to be physically stronger then women, and as they grow old are faced with the prospect of balding, something that women rarely have to worry about. Thus if we were to look from this perspective we can claim that men and women cannot considered to be equal. That, "from the Islamic point of view, the question of the equality of men and women is meaningless. It is like discussing the equality of a rose and a jasmine. Each has its own perfume, color, shape and beauty. Men and women are not the same" (Jameelah, 5). However, such a view is ambiguous and misleading, and can be easily taken out of context to make the claim that men are superior to women. In general when we talk about equality, we refer to the rights of the individual, and in that sense Islam does states that both men and women are equal. To elaborate a bit further, "Islam adopts the perspective of gender equality, but it does not endorse the idea of gender equivalency. Islam affirms the difference between the natural dispositions and constitutions of men and women. Women have the ability to bear and nurse children, whereas men do not, so there is a lack of equivalency in regards to the physical and psychological make-up of men and women, but both enjoy rights and bear responsibilities, in which respect they are equal" (Gomaa, 1). The claim that Islam teaches all to treat women with respect and dignity and not to discriminate on the basis of gender, is made by both Gomaa and Jameelah in their articles. However, this point is more clear and more easily understood in 'Gender Equality in Islam', by Gomaa, when compared to 'The Feminist Movement and the Muslim Woman', by Jameelah. The reason for this is not because the topic of Gomaa's piece is about gender equality in Islam, it is because it is more focused, well thought out, when compared to Jamleeah's work. Furthermore, Gomaa provides more credibility to his article by using the Quran as his sole reference. It is common knowledge that the Quran is the most revered book in Islam, since that contains all the teachings of Islam in it. Furthermore, since Muslims also believe that the Quran was written by God himself, and hence a true devout Muslim cannot go against its teaching. If they do then they are not practicing Islam as it was meant to be. It is simply due to this fact that Gomaa has been able to add credibility to his article by using the Quran as his reference. Jameelah on the other hand, does not cite any references at all when she talks about women in Islam. She simply states either Islam says this, or that according to

Roper v. Simmons Essay Example | Topics and Well Written Essays - 500 words

Roper v. Simmons - Essay Example Virginia, 536 U.S. 302 (2002)). When Simmons became aware of this ruling, he submitted a petition for a writ of habeas corpus and requested post-conviction relief based on the assertion that the reasoning of Atkins established a Constitutional protection against the death penalty for a convicted individual who was a minor when the crime was committed. The Supreme Court of Missouri agreed with Simmons’ and Roper (on behalf of the State of Missouri) appealed to the United States Supreme Court. At 17 years of age, Christopher Simmons discussed the ideal of murdering someone as a â€Å"prank† with some friends. His reasoning was that they would not get caught and if they were, they were juveniles and there would be little consequence. At 2:00AM on the morning of the murder, he and his accomplice broke into the house of Shirley Crook. They used duct tape to cover her eyes, mouth, and hands and put her in her own minivan. They then drove to a state park, covered her head with a towel, and walked her to a railroad trestle spanning the Meramec River. At that point they, they tied her hands and feet with electrical wire, covered her entire face in duct tape, and threw her into the water. Approximately nine months later, at the age of 18, Simmons was convicted of first-degree murder and sentenced to death. His case was taken by the Supreme Court on the question of the constitutionality of applying the death penalty to criminals who were juveniles when their crime was committed. Yes. Executing convicted felons whose crimes were committed prior to their turning 18 years old is a violation of the cruel and unusual punishment clause of the Eighth Amendment as well as the equal protection clause of the Fourteenth Amendment. The Court recognizes the Eighth Amendment’s preclusion of cruel and unusual punishment, and has established the propriety of

Business Report On Marketing Intelligence

Business Report On Marketing Intelligence Market research helps the organization to bring the data which make sense of the organizational performance. Moreover, the successful marketer has focused on the market research to bring the information which is applied in the marketing activities. Therefore, the organization become becomes stable when the marketing activities are successful (Kumar, 2010).. However, the competitive advantage is increased due to the successful inauguration of the marketing plan. For an example, the Proctor Gamble is operating huge market research to strengthen the marketing activities which brought the larger market share. Through this paper the key concepts of marketing research will be merged with the different marketing activities. 1. Requirement One 1.1 Stages of Purchase Decision Making Process Here the purchase decision making process is directly concerned with the final consumer purchase decision making process and the consumer purchase decision is differs in the particular products to products. For example, the buying behavior of toothpaste is different from i-pod. However, the purchase decision process has five stages which are reflected in the following figure one. http://www.seo.com/wp-content/uploads/2012/01/Consumer-Research-Process1.png Figure One: Purchase Decision Stage, Source: Jeannet and Hennessey, (2011) This figure is suggesting that, consumers go through all of the stages when they need to purchase (Jeannet and Hennessey, 2011). For an example, when a customer need to purchase a Mobile phone, he/she needs to have need awareness, then move to the information search in the mobile market, then make evaluation between alternatives, then make purchase, finally he/she express the post purchase behavior which reflect the positive or negative feedback. 1.2 Theories of Buyer Behavior in Terms of Individual and Market The buying behavior of the consumers differs in the different market and for that reason exper developed different theories of consumer buying behavior. According to Czinkota and Ronkainen, (2012), there are four theories of the buying behavior which is listed in the following. Complex Buying Behavior: In this situation, consumers have higher involvement in the expensive, risky, purchased infrequently, and highly self-expressive product. Dissonance Reducing Buying Behavior: Highly involvement but seeks little difference between brands. Habitual Buying Behavior: Low involvement of consumers but little brand differences. Variety-Seeking Buying Behavior: Have low consumer involvement but brand difference is significance. 1.3 Factors Affecting Buyer Behavior In the modern market, consumers need to make different buying decision in different condition which is affected by the different factors. However, consumer purchase decision is affected by the culture, society, personality, and psychology. This is listed in the following figure. https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7xOzffIWyYc9YcGSMJ58hRxtsRat2CR-1II4tYycwJjBEukjblimGbz6vOARok7FjrGEniZl_0Hgqc3F5_9BGucDCX0QJKqZ1Ca537mzo40W2leTSYqTwJVCoT_nnE9bnE4ueNWRTZag/s1600/chart+1.jpg Figure Two: Factors affecting consumer buying behavior. Source: Craig and Douglas, (2009) Cultural: Human behavior is controlled by the culture that is followed by the people and this culture affects purchasing decision. Social: The social structure influences the purchasing behavior of the consumers. Personal: The personal characteristics influence the purchasing decision of the consumers. Psychological: The psychological factors influence the purchasing behavior of consumer like motivation toward purchasing. 1.4 Relationship among Brand Loyalty, Corporate Image, and Repeat Purchasing The brand loyalty, corporate image, and repeat purchasing have strong impact on the competitive advantage of a firm in the highly competitive market. The brand loyalty creates customer loyalty which is resulted the repeat purchasing of the customer Douglas and Craig, (2009). However, the brand loyalty, corporate image, service, price and service quality leads to increase the loyal customer and those loyal customer is the asset of a firm who enhance the brand loyalty and corporate image. The brand loyalty will authentic when the customers have true attitude to make the repeat purchasing. For example, the Pepsi is considered as the true brand loyalties which have the corporate image in the competitive market. 2. Requirement Two 2.1 Types of Market Research Techniques Generally, the market research or the marketing research is designed to collect information to implement in the marketing activities of the firm. Normally, the market research has the two techniques which are listed in the following. Primary Research: The primary research has two ways which is Qualitative and Quantitative research. In qualitative research the research can be designed through the open-ended question and focus groups. However this research technique is used to gather the descriptive information (Dodd, 2008). On the other hand, the quantitative research gathers numerical information to analyze the marketing techniques. The quantitative techniques are done through the surveys. Secondary Research: The secondary research gathers information on the topic which is already published. The secondary research information is gathered from the different institution like trade associations, chamber of commerce, universities, media like newspaper, magazines etc (Dodd, 2008).. 2.2 Source of Secondary Data The secondary data is collected from the different sources which are already published. The secondary research information is already exists. For that reason, the primary data collection is not needed and the secondary information can be gathered from the libraries, public information centre, books, business publication, magazines, newspapers, trade associations, NGOs, banks, real states, insurance companies, wholesalers, manufacturer, regional organsiation, media representatives and many others (Dodd, 2008).. 2.3 Validity and Reliability of Market Research Findings Every research does not require the high level elaboration of study. But, the marketing research needs to conduct the minimum level of study which makes the actual result of the study. The small and informal research background may bring the irrelevant or wrong result (Craig and Douglas, 2009). However, the research validity comes from the data gathering techniques, ethical consideration, and the claims that are done through during the preparation of the research. The research validity may influence greater techniques which mentioned the similarities of other research and opinions. Most of the cases the samples are too small which leads to the poor reliability of the research findings. 2.4 Preparing Marketing Research Plan The marketing research plan is designed to bring the information to implement the current marketing activities. For an example, the market research plan for the Proctor Gamble (PG) has developed to bring out the information of 4.2 billions of customer perception. However, PG has developed the marketing research to justify the brand equity in the market to provide the competitive advantage (Ahmed et al., 2010). For that reason, the company started to cater the consumer to find out the appropriate result and the company has spent tremendous amount of money, effort to bring the innovation. PG knows that, the consumers know about the products which are delivered for the development of the marketing research techniques. PG has successfully handled the market research which brought the appropriate result to determine the marketing result. Now, PG believes that was the only reason why the company is placed in the worlds top one of the brands. 3. Requirement Three 3.1 Market Size Trends within the Market The market size is calculated by the total volume or value of sales in the market and the total volume is calculated through the number of units sold and the amount spent by the customer to have the costs of goods sold. To illustrate this an example of UK book market can be considered, the UK book market is healthy and dynamic market which saw that the market size is upward. In this market, the consumers are the main driver and the publishers need to promote the new writers books rather the old writers (Ahmed et al., 2010). Because, the old writer already captured the market and new writers can expand the market which increase the market size. However, the book market size is also expanding due to non-fiction growth of the products and services which helps to expand the market size. 3.2 Competitor Analysis of Tesco Tesco is the biggest supermarket chain in the UK. The most significant issue is that, the UK supermarket and food retail market is considered as heavily consolidated. In the supermarket chain, the top five supermarket chain has the major market share which is minimum more than five and these companies are Tesco, Asda, Sainsburys, Wm. Morrison, and Somerfield. These five companies have more than 80 percent of the total market share in the UK. However, the competition between these companies is intense and dynamic (Henry, 2011). However, the competition is begins with plan which is set to position in the market, Tesco considers Asda and Wm Morrison low price group who has the strong market influence in the market and Asda is the second largest UKs supermarket chain. Whereas, the Sainsburys and Somerfield are considered as the smaller competitors, which have focus on the higher price. Tesco is the largest supermarket chain and consider all the competitors to set the marketing activities in the market to increase the sales of the product. In the UK supermarket chain, Tesco is holding the 30 percent market share and Asda and Sainsburys has the second and third position which belongs 16 and 17 percent market share respectably (Bagozzi Foxall, 2009). However, the Morrison holding the fourth position which has the 11 percent market shares with the acquisition of the Safeway. The competitor Somerfield has the 6 percent market share for the fifth position. 3.3 Opportunities and Threats for Asda Asda is a second largest supermarket of UKs supermarket chain, which have currently booming position in the supermarket chain. However, the company was taken over by the USAs biggest brand Wal-Mart. Though, it has been taken over by the Wal-Mart, the brand name didnt change and the old brand name successfully promoted by the Wal-Mart which is completely efficient strategic decision (Bagozzi Foxall, 2009). This strategy has brought some opportunities for Asda, as well as threats. This is relevant in all business practice that, the threats is existed in line with the opportunities. So the opportunities and threats need to identify to attempt for the best alternative action in the market. In the following the opportunities and threats is identified (Lewis and Slack, 2003). Opportunities Threats Sufficient Shareholder More brands but lower selling of high brand products. Currently second largest supermarket chain in UK Asda cannot be compared with TESCO(first biggest supermarket chain) Provides best value rather money to the retailer Focus on selling of Asdas product rather the big brand like Nestle, Cadbury, Proctor and Gamble, Unilever. Having high profit margin Less stores compared to the competitors Efficient procurement system Focus on great profit Table: Opportunities and Threats of Asda. 4. Requirement Four 4.1 Techniques to Assess Customer Response The assessment of the customer response is fully depends on the activities of the firms performance in the firms activity sector. Moreover, the techniques of the customer response are highly developed on the assessment and measurement of the financial planning in which the customer survey is considered as the best way to assess the customer response Doyle, P. (2008). Besides, the customer survey, an organization can assess the different yardsticks which are described in the following part of the paper. Productive Performance Indicator: The productivity of the organization will be increased when the customer response is developed. Because, the sales of the product is increased and the demand for the product also increased in line with the sales. Then, a company try to increase the productivity is increased. Then the organization can easily trace the customer responses. Financial Performance: when the customer response is positive the financial performance is upward. Because, the increased sales contribute to increase the profit margin which make the company profitable. The positive performance brings the customer response. Quality Performance: if the organization offers the better products in the market the customer try to take the full responsibility which increases the product sales. The quality performance is able when the continuous selling is running. Response Cycle Time: The customer who intends to response with the product quality then the repeat purchase increase. The sales volume represent whether the customer making the repeat purchase. This indicates the customer response of the organization. 4.2 Customer Satisfaction Survey To assess the customer satisfaction the direct survey is continued which has logical collaboration of the abandon item. But, most of the cases the survey questions do not matched with the customer satisfaction level and the perceived customer value are highly merged with customer experience (Catherine, 2011). Here, the questionnaire for customer survey is as follows. What is your gender? Which range indicates your age? How long the products are used? Which product and services is preferred by the organization to serve you. How frequent the purchasing of the products needs. The rating of the overall satisfaction level to customer level. Will you recommend to your friend and family to buy from this product. The brand attributes need to be argued or not? Rating the companys product. Which logo customer beliefs to make brand relation? How satisfied you overall with the products attributes? Is the firm is able to support your problems? If the product dont be able how the staff are offer to serve recent problems? How efficient the customer service system of the organization. This question is designed with the options which have the logical structure of the satisfied, strongly satisfied, not satisfied, and neutral. This survey result will help to find out the actual result of the survey. 4.3 Review of the Survey The survey questionnaire brings the data of specific problems and weaknesses of the organization. The term customer satisfaction will be measured when the result of the survey report will be submitted. Moreover, the actual results will carry the recent information which is carried by the research objectives (Catherine, 2011). Customer satisfaction will be brought when the result of the survey will be positive. However, the results may positive or negative both is expected. When the result will be positive the company will try to maximize the service components and features. On the other hand, if the result is negative the organization may take action to make the product development with the special feature comparing the competitors. The customer service provides the special features of the recommendation which develop the marketing activities. Training Plan The training session for the 10 mid level manage will be focused on the key procedures of the market research techniques. The market research techniques is designed to develop the authentic collaboration with the different techniques of research, how to bring the actual result, how to response with the negative result. This system will be enhanced when the research is designed to develop the specific actions of the research techniques. The ten midlevel manager will able to carry out the research of the organization. Conclusion In brief, the high level of value adds the high level of the organizations performance. The customer service is designed to provide the actual results which are demonstrated the individual customers (Bagozzi Foxall, 2009). However, the firms need to focus on the after sale service to bring the customer response which bring the brand equity in line with the corporate image. So, the research and development is the necessary part to know whether the customer is satisfied or not. Finally, the satisfied customer bring the huge benefit for the organization in long run with profitability and growth.

Health of Children

| |Healthy minds | | |Promoting emotional health and well-being in schools | | | | Contents Executive summary1 Key findings4 Recommendations6The role of schools in providing for pupils with mental health difficulties7 Whole-school approaches to promoting good mental health10 Recognising and providing for individual needs17 Working in partnership with other agencies17 Relationships with parents24 Informal arrangements27 Provision through professional referral31 Notes34 Further information35 Publications35 Websites36 Executive summary This report examines the vital role played by schools in promoting the emotional well-being of their pupils.It analyses practice based on evidence gathered from visits by Her Majesty’s Inspectors (HMI) to 72 schools and reports on the impact of the guidance provided to schools four years ago by the Department of Education and Skills (DfES) and the National Healthy Schools Standards (NHSS), agreed in 1999. [1],[2] Both clarify the importance of goo d provision to ensure that schools meet the needs of pupils with mental health difficulties. Schools’ lack of knowledge of the DfES guidance results from a missed opportunity to improve the quality of provision for pupils with mental health difficulties.The large number of schools visited for this survey who were not working towards meeting the NHSS is of serious concern. Only just over half of them were aware that such standards existed. Of these, only a very small minority of schools were working towards or had met the criteria for providing for pupils’ emotional health and well-being. One barrier was the low level of awareness of the importance of the issue. It is unsurprising, therefore, that training for staff on mental health difficulties was found to be needed in three quarters of the schools.Most training tended to focus on strategies for managing pupils’ behaviour rather than on promoting positive approaches to relationships and resolving conflicts. Des pite such a lack of awareness in schools of mental health issues, there was good practice in one third of the schools in the survey, including: †¢ an ethos which valued and respected individuals †¢ a serious approach to bullying and pupils’ difficulties with relationships, and swift resolution of problems †¢ good arrangements for listening carefully to pupils’ views †¢ the involvement of parents in identifying problems and making provision for their children.Good joint working between health services, social services and schools was at the heart of effective planning and provision for individual pupils. Although multi-agency working was becoming better established within local education authorities, it was unsatisfactory in a quarter of the schools. Schools, parents and pupils were not always aware of how they might gain access to services. The best arrangements included regular meetings attended by a range of professionals, where work was coordinat ed, referrals made and difficulties followed up.Health services, social services and schools used different terms to describe mental health difficulties. The lack of a common language added to difficulties in recognising and meeting pupils’ needs. Schools identified about one in twenty pupils with mental health problems, although the Department of Health suggests a figure nearer one in ten. Arrangements for pupils to refer themselves for support and help were popular with them, as well as effective. This was particularly so where a pupil was struggling emotionally but where the school had not noticed changes in the pupil’s behaviour.Mentoring and support from peers was also very effective at providing a listening ear and opportunities for positive friendships. The report concludes that schools should make the promotion of pupils’ emotional health and well-being a priority and ensure all staff are aware of the guidance available. Key findings were nearly all prim ary or special schools and pupil referral units (PRUs). Secondary schools found it most difficult to make arrangements for multi-agency working a priority and they rarely took the lead in improving this aspect of their work.The lack of common language between education, health and social services professionals contributed to the difficulties in establishing good partnership working. Recommendations Local authorities and other agencies should: †¢ ensure that services for pupils with mental health difficulties are co-ordinated effectively within their area and that access to services is clear to schools, parents, children, young people and other service users †¢ commission, where appropriate, the services of voluntary organisations. Schools and other settings should: use the DfES national guidance on mental health difficulties to develop clear procedures, that are known and used by all staff, for identifying and supporting pupils †¢ ensure that issues concerning mental health are tackled successfully, either through the National Healthy School Standard (NHSS) programme or the PSHE curriculum †¢ establish arrangements for preventing bullying and promoting positive relationships and monitor their effectiveness †¢ work together to ensure that the DfES guidance is disseminated to all staff.The role of schools in providing for pupils with mental health difficulties 1. Many services play an important role in promoting pupils’ emotional health and well-being, including health services, social services, voluntary organisations, early years provision and schools. However, the notion of mental health difficulties carried a considerable stigma for many pupils and their parents. This, together with the need to attend a clinic, created difficulties for Child and Mental Health Services (CAMHS) in working with young people and their parents.A few pupils in the survey said that they did not wish to attend clinics for their appointments and did no t want to be labelled as mentally ill. Schools, therefore, play an important role in supporting children and young people in this area. 2. Guidance provided by the DfES in 2001 aimed to help teachers and others, working alongside mental health professionals, to promote children’s mental health and to intervene effectively. [3] It provides a useful description of the nature of pupils with mental health difficulties and a thorough overview of the issues relating to joint working between health services, social ervices and education. It suggests helpful strategies for schools to use. Few schools, however, were aware of the guidance which should have provided a good opportunity to improve the quality of provision for pupils with mental health difficulties. 3. A survey referred to in the DfES guidance indicated that about 10% of pupils experience clinically defined mental health difficulties. The schools visited, however, identified only between 4% and 6% of pupils overall with so me form of mental health difficulty, indicating some under-identification.This might go some way to explaining why schools struggle to manage the behaviour and attendance of some pupils, if they are not correctly identifying their difficulties and providing for them. 4. The 1999 Mental Health Foundation publication Bright futures defined children who are mentally healthy as able to: †¢ develop psychologically, emotionally, intellectually and spiritually †¢ initiate, develop and sustain mutually satisfying personal relationships †¢ use and enjoy solitude †¢ become aware of others and empathise with them †¢ play and learn develop a sense of right and wrong †¢ resolve (face) problems and setbacks and learn from them. [4] 5. Health services, social services and schools all use different terms to describe pupils and their conditions. There are many definitions of the term ‘mental health difficulty’ ranging from the highly categorised, commonly u sed by many health services, to those based on more descriptive terms which are prevalent in schools and other educational settings. 6. ‘Mental health’ and ‘mental health difficulties’ are more commonly used terms within health and social care.Schools and local authorities are increasingly using the term ‘emotional health and well-being’ in relation to both the care they take of pupils and the curriculum they provide. 7. The lack of shared definitions and understanding of mental health problems, however, makes it difficult for schools to identify and discuss these pupils. In a small proportion of primary schools, boys were pinpointed as more likely to exhibit mental health difficulties, but most schools reported no pattern. Some secondary schools identified more girls who were depressed, self-harming or who had eating disorders.However, no real gender differences were apparent and boys and girls were equally likely to have mental health problem s which were evident in school. Whole-school approaches to promoting good mental health 8. The best schools promoted good emotional health and well-being by valuing and respecting every individual. In the schools visited, those which embodied a value system that embraced all children identified fewer children with mental health problems. These schools promoted many and varied opportunities for pupils to share their thoughts and feelings.They used the curriculum to develop pupils’ listening skills and an understanding of other people’s points of view: this culture permeated school life. Case study A primary school in a disadvantaged area had a caring and supportive ethos in which the personal development and emotional well-being of pupils was very effectively promoted. There was a strong emphasis on developing all pupils’ self-esteem and ensuring that they had the language and opportunities to express their feelings and emotional needs.The school council and staf f were concerned that some pupils did not have friends to play with at break time. Very good initiatives, including ‘Playground Buddies’ and a ‘Friendship Area’, were introduced in response to these concerns. The school worked very hard to build up and maintain supportive relationships with parents and guardians, who felt that the school was a very safe and caring place for the children. The whole staff, including teachers, teaching assistants, administrative staff, catering staff, the site manager and cleaning staff contributed to this whole-school thos. 9. Pupils interviewed for the survey identified a lack of friendships and bullying as reasons for emotional difficulties in school. In all the schools with good arrangements for promoting health and well-being, bullying was not tolerated at any level. Pupils were able to discuss any incidents where they felt bullied and matters were discussed sensitively and resolved speedily. In these schools the pupils s pecifically commented that they were happy at school because they could talk to an adult if they had problems and know that action would be taken. 10.All schools taught a programme of personal, social and health education (PSHE). Nearly all primary and special schools discussed some elements of anger management, conflict resolution, bullying and friendship difficulties through such programmes. The provision was always at least satisfactory, and was good in over half of all schools visited. 11. Very few of the schools, however, tackled mental health difficulties specifically. These were missed opportunities to promote pupils’ general emotional well-being, particularly so in secondary schools where there were generally fewer opportunities to explore such issues.Only a third of the secondary schools visited taught PSHE programmes which included topics such as bereavement, stress and bullying. 12. The Primary National Strategy has provided training and curriculum materials for sc hools which focus on the social and emotional aspects of learning. At the heart of the materials is the belief that positive behaviour requires an active, whole-school approach to developing children's social, emotional and behavioural skills within a community that promotes the emotional well-being of all its members.A few of the schools visited were involved in the pilot stage of this work to very good effect. These schools were teaching pupils how to understand their own feelings and those of others, persevere when things became difficult, resolve conflict and manage worries. Staff found the training helpful and were in a good position to ensure their pupils learned how to take responsibility for their relationships and their learning. Following successful piloting, the Social and Emotional Aspects of Learning (SEAL) curriculum resource was made available to all primary schools in June 2005. [5]Case study A Year 5 class explored what it felt like to join a new group. Pupils talke d freely about their own experiences of joining clubs, moving to a new school and trying to make new friends. They used a good range of vocabulary to describe the feelings associated with newness and change, ranging from ‘scared’ and ‘excited’ to ‘apprehensive’ and ‘excluded’. Groups then planned what they would put in a welcome pack for a newcomer to their school. They gave careful thought to the kinds of information that would be helpful and to the ways in which they, as individuals, could be supportive. 3. No similar national programme was observed in secondary schools although one is currently being developed. Overall, secondary schools were less successful than primary and special schools at tackling issues of emotional health and well-being through whole-school initiatives. 14. In over half of the secondary schools visited, behaviour policies created stress or tensions for pupils. For example, in one school, exclusion was a c ommon response to difficult behaviour; as a result, the pupils felt under-valued.Schools made only very limited efforts to provide a suitable curriculum to meet these pupils’ emotional and learning needs. In one learning support centre within a school, pupils were taught by unskilled staff in poor surroundings which contributed to their low self-esteem. In a PRU, Year 11 pupils involved in a transition programme jointly run with the youth offending team reported that they were sent home on study leave two months before their official leaving date, even though they were not taking any formal examinations. They felt unwanted and this has had a negative effect on their self esteem, behaviour and attendance. 5. A significant minority of the secondary schools found ways to promote emotional well-being through their behaviour policies. For example, one large secondary school was developing ways to ensure that older pupils remained engaged with their school, even though they were so on to leave. A group of Year 11 pupils received two days’ training to develop skills of listening and helping pupils to find their own solutions to problems. The pupils subsequently provided a non-threatening opportunity for pupils who were experiencing difficulties to confide in someone and share their problems.The trained listeners received an external accreditation award for completing their training. 16. One barrier to improving provision for pupils’ emotional well-being was the low level of awareness amongst staff of its importance. Hardly any schools were aware of the comprehensive guidance issued by the DfES in 2001. [6] Even fewer schools had provided any staff training to raise awareness of the issues and the strategies described in the guidance. 17. Training for staff on mental health difficulties was unsatisfactory in just over a third of the schools visited and good in only just under a quarter.Most training tended to focus on managing pupils’ behavi our rather than on promoting a positive approach to relationships and resolving conflicts. However, a few secondary mainstream and special schools were developing an approach to conflict resolution based on ‘restorative justice’. This ensured that, where there were conflicts, all points of view were aired and discussed. The pupils valued this: they felt they could ‘have their say’ and that their views were respected. The training programme for staff was effective: teachers and support staff felt able to implement the programme successfully. 8. The National Healthy Schools Standard (NHSS) is at the core of the government’s healthy schools programme. [7] It was introduced in October 1999 to support the teaching of PSHE and citizenship in schools and to provide schools with practical ways to create a safe and productive learning environment and minimise potential health risks. One of its eight key areas of activity is emotional health and well-being (in cluding bullying). Of serious concern, however, was the large number of schools in the survey who were not working towards meeting the standard. Only just over a half were ware that the NHSS existed and, of these, only a very small minority were working towards or had met the criteria for emotional health and well-being in their school. 19. Small schools often had informal but effective arrangements for recording and discussing concerns about pupils’ well-being. Staff quickly perceived changes in pupils’ behaviour, demeanour or progress. An important feature of these effective schools was the quality of the communication between staff, for example between class teachers, teaching assistants and the special educational needs co-ordinator.Recognising and providing for individual needs Working in partnership with other agencies 20. All schools and LEAs recognised the importance of working well with professionals from the health and social services. Joint working with thes e other agencies was crucial in planning and providing for pupils’ individual needs. The challenge, however, for professionals from a range of disciplines was to achieve a common understanding of the problems of pupils with mental health difficulties. The following case study shows the benefits of effective joint working. Case studyA counsellor in a secondary school was working with a pupil who had referred herself for support. The pupil’s mother did not know this. A mental health worker from CAMHS, who worked in a local clinic, was also working with the pupil and approached the counsellor to see if they could work together with the pupil and parent. The counsellor discussed this with the pupil who gave permission for her mother to be contacted. Both professionals became engaged in supporting the parent and child. The consistent approach agreed between the adults ensured more straightforward discussions and properly agreed resolutions to problems. 1. Many of the local authorities visited were in a period of reorganisation as they set up Children’s Services to meet the requirements of the Children Act 2004. Practice is beginning to develop to establish the joint planning and working at the heart of this legislation. For example, one LEA was developing multi-agency patch teams and common referral procedures were being considered. Despite this, the survey showed that there was a long way to go to ensure that the legislative intentions result in better practice in schools. 22.Partnerships with external services were unsatisfactory in nearly a quarter of the schools visited and significant improvements were required in two thirds of them. Only a few of the secondary schools had good arrangements for multi-agency working. Relationships between schools and social services were particularly variable. 23. Unsatisfactory relationships between schools and other agencies were typified by: †¢ the unavailability of social workers, even for urgent c ases †¢ schools’ inflexibilities in approaching the planning of programmes to meet the needs of some of their pupils †¢ frequent staff changes long waiting lists for referrals †¢ reliance on personal informal contacts rather than agreed systems †¢ issues relating to geographical boundaries which remain unresolved. In the third of schools where multi-agency work was good, all the agencies had found ways of resolving such difficulties. 24. The most effective strategies which promoted good joint working included regular, frequent meetings attended by all agencies. Pupils’ needs were discussed and plans agreed and recorded. Case study A Vulnerable Students’ Panel effectively identified students xperiencing emotional health difficulties and provided appropriate multi-agency support for them. The panel met monthly and included representatives from a range of agencies. It was chaired by a deputy headteacher and a psychiatric nurse who was the manage r of the school support centre. All school staff were informed confidentially about the students who had been discussed and this dissemination aided further identification. Decisions made by the panel ensured that agencies were deployed to work most effectively in their areas of greatest competence and avoided unnecessary duplication of effort.Importantly, the school and agency representatives were charged with taking action and reporting back on its success at the next meeting. In this way each organisation was accountable to the panel. 25. Identifying one person to be responsible for co-ordinating and liaising with health and social services helped communication and ensured important information about pupils was disseminated effectively. 26. In a few LEAs, networks of professionals working in the same area met regularly to share effective strategies.They learnt about each other’s working practices and this promoted a shared understanding of issues. There was good practice i n schools where a wide range of professionals including counsellors, therapists, social workers and psychologists were employed by the school. Case study A primary school had formal procedures for logging concerns about a child’s academic, personal, social or emotional development. A nurture group also provided a way of identifying pupils who might have mental health difficulties. The school used short-term charitable funding to employ a family officer.She maintained close links with families identified as being in crisis and was therefore easily able to identify pupils at risk of developing difficulties in their emotional health and well-being. This approach encouraged partnership working so that parents referred their child to the family officer, headteacher or special educational needs coordinator if they had concerns. 27. Regular visits by other professionals helped schools to identify pupils who might be experiencing mental health difficulties. Case study The headteacher attended the school’s breakfast club every day and a mental health worker attended once a week.The club provided an effective method of identification through direct observation of children and regular communication with parents. 28. Sometimes other agencies initiated the joint working and the schools grasped the opportunity to participate. Case study A consultant paediatrician at a local hospital initiated collaboration amongst different schools to promote emotional literacy amongst pupils. The initiative was inspired by an attempt to deal with bullying, cited as a problem by many children who attended the hospital.The project, now in its fourth year, involved pupils from a primary school, special school, high school and the local tuition service. The project’s activities were based on posters which depicted problems faced by pupils. They were encouraged to develop listening skills, understand the perspective of others and to negotiate and compromise. Hospital staff encouraged the use of a common language by colleagues and the project fostered strong links between the health and education services. The result was fewer individual referrals to the hospital. Pupils who experienced bullying were usually referred directly to the project for support. 9. The pupils who were least mentally well were those who were withdrawn or depressed and who were underachieving as a result. Schools commonly identified pupils whose attendance was unsatisfactory and who did not participate fully in school life. Typically, these pupils had few or no friends and were isolated in the play ground. However, they presented few challenges to teachers and, too often, their problems were not followed up. Few schools saw non-attendance, lateness or falling behind in course work and homework as indicative of deeper problems. 30.Schools relied too much on informal methods to identify vulnerable pupils. Primary schools, particularly, insisted that they were able to identify such pupils easily because they knew their pupils very well. 31. Only a minority of the secondary schools used information from pupils’ previous schools to help recognise those who might experience mental health difficulties. Relationships with parents 32. A key to effective identification and provision lay in schools’ relationships with parents. Links with parents and other agencies were closest in the early years.Home visits, where parents could talk openly about their concerns and their children’s behaviour, and initiatives such as parenting classes, supported the identification of any problems or difficulties. As pupils grew older, schools found it harder to sustain such relationships, although there were examples of very good practice in primary, secondary and special schools. The main characteristics of good practice were: †¢ home visits by teachers and other support staff †¢ training for parents in developing healthy minds †¢ parental support gr oups †¢ regular meetings and telephone contact co-ordination with other agencies so that parents had to attend only one meeting. 33. Parental support groups were particularly common in the schools visited. In the following case study, the support groups were run by a local CAMHS team based in the school. The workers were able to talk to teachers while they were in the school and to ensure that information about individual pupils was discussed with them when appropriate. Case study A group of six parents met for ten two-hour sessions. The aim of the group was to help parents enjoy rather than simply manage their children.Parents learned how to play games and stimulate their children, thus strengthening their relationship. They particularly appreciated the opportunity to share their concerns with other parents who understood the problems. One parent reported, ‘You realise you’re not on your own; you don’t feel so bad’. The project was in its infancy, bu t there were signs that it was helping parents to develop confidence and to help each other do better. 34. Difficulties in working with parents stemmed from: †¢ late diagnosis of a pupil’s problems †¢ uncoordinated support from a range of agencies poor information provided for parents about whom to contact †¢ inadequate account taken of parents’ childcare arrangements, so that they sometimes had difficulties in attending meetings †¢ negative feedback to parents about their children †¢ parents’ perceptions that the school had ‘given up’ on their child. One parent observed, ‘Nobody ever said what was available; you had to find out for yourself or hear it from someone else’. 35. Most, but not all, of the pupils identified with mental health difficulties also had emotional, social and behavioural difficulties (EBSD).Some had more than one such difficulty. Ofsted has reported recently on the provision for these pupil s and its effectiveness. [8] This report focuses on the provision required for pupils who do not necessarily have special educational needs but who require additional emotional support to succeed at school. Informal arrangements 36. Half the schools in the survey operated self-referral or drop-in schemes run by peer counsellors, youth and community workers, school nurses, in-school counsellors and those from voluntary organisations.These arrangements enabled the pupils to identify themselves and seek the help they wanted and needed. Case study A secondary school appointed a health practitioner who dealt with a wide range of issues: developing self-esteem, anger management, relaxation and stress management. Pupils were able to make their own appointments and the work was completely confidential. She also did some teaching. This made her more accessible and reduced the stigma for pupils of ‘knocking at the door’. 37. A very small minority of primary schools offered pupils opportunities for self-referral to staff.In these schools, pupils could draw or write about themselves in a ‘reflections book’ or a ‘feelings book’, make use of a ‘bullying box’, and write or talk directly to the headteacher or the PSHE co-ordinator. Pupils who had such opportunities reported that this was supportive and gave them confidence. A Year 6 pupil said of her ‘reflections book’: ‘It helps me to have a confidential conversation with my teacher about things that are worrying me. ’ 38. A programme of education about values also helped pupils to talk freely and openly about their feelings.Each pupil was given a book in which they could write or draw a picture about the things that had made them happy or sad. Teachers monitored the books regularly to ensure that a pupil’s personal difficulties were identified early; they were powerful additions in a school where the ethos was already strongly supportive of pupils’ emotional well-being. 39. Clubs and after-school activities also enabled schools to support vulnerable pupils in a way which reduced the stigma of referrals. 40. In one primary school, 50 pupils regularly attended the ‘happy/sad’ club, where they talked about positive or negative experiences that concerned them.Clear ground rules had been established, which were understood by pupils, such as respecting what had been discussed and not gossiping. Pupils could put a photograph in a scrapbook of people that were special to them. The teacher usually led a short, directed session based on an appropriate text and provided an opportunity for meditation and reflection. The high number attending reduced the possibility of negative labelling and pupils had good opportunities to share their thoughts and feelings openly with their peers. 1. Pupils often commented that they particularly valued opportunities to talk and be listened to. The extent to which pupils with m ental health difficulties have problems in making and sustaining friendships may explain, to some extent, the success of peer support schemes. 42. Nearly half the primary schools visited had effective initiatives which were based on pupils helping each other to resolve difficulties. One school focused on socially isolated pupils by appointing ‘playground angels’.The ‘angels’ had weekly meetings with a teacher and were also represented on the school council. Pupils involved in these activities felt that they helped them to show responsibility towards younger children and to develop into mature and sensible people. 43. Others schools focused on the difficult point of transition between primary and secondary school. Pupils who struggled to make friends were considered by a few primary schools to be particularly at risk of experiencing problems. These schools developed a range of peer support programmes, as in the following example: Case studyA group of Year 4 pupils were considered to be at risk of difficulties on transition and the school decided to make provision in collaboration with the local secondary school. Year 8 pupils were invited to apply for posts of pupil mentors. They were interviewed and successful applicants were trained. Over two years, the primary pupils visited the secondary school at least once each half term for lessons, lunchtimes and social activities. On each occasion they were met by their individual mentor and had time to discuss issues with them. Primary pupils really enjoyed the programme.They were very clear how the transitional programme had helped them to prepare for secondary education. 44. Two thirds of the secondary schools visited had good peer counselling, support and mediation systems. Peer mentors who had themselves experienced difficulties in the past commented on how much they valued helping younger pupils who were also experiencing problems. The most successful schemes provided thorough training f or the pupils offering the support, as well as careful monitoring from the teachers responsible for it. Provision through professional referral 45. Referral systems differed widely.In one area, the consultant psychiatrists responded to requests for information about pupils; the service accepted referrals from any involved professional. More commonly, however, panels of professionals considered referrals. The latter arrangement had some advantages in that there was discussion and agreement on the type of intervention which was most likely to succeed. However, this arrangement also tended to create delays in responding to pupils’ needs. 46. Not all professionals were clear about how referrals should be made, and who ought to make them, for particular types of provision.This lack of clarity meant that pupils who might have benefited from services were not given access to them since the school was unaware that it could make such a referral. 47. Schools and pupil referral units (P RUs) did not always receive an equitable service from other agencies, especially where education, social services and health services had not agreed how resources should be allocated and work prioritised. It was common to find that a CAMHS worker was based in a school in one part of a local authority, while, in the same authority, another school had to make referrals to a panel.The schools were unaware of why these differences existed. 48. The most common types of provision were: †¢ counselling †¢ family work †¢ mentoring and support workers who visited the pupils regularly and provided advocacy and support through discussion and activities †¢ a modified curriculum and timetable †¢ nurture groups and sanctuary space. 49. This provision was largely effective when it was matched well to the assessment of the pupils’ needs. However not all schools were able to attract the additional resources required to provide these types of opportunities.Larger school s had more funding to be able to establish support centres specifically for pupils with mental health problems. 50. Local and national voluntary organisations played an important role in working with schools and local authorities to provide services for children and young people with mental health difficulties, and they were often represented on local CAMHS strategy groups. In some local authorities, partnerships with voluntary organisations provided helpful services for schools and parents, such as counselling and family therapy.Voluntary groups were often better at monitoring and evaluating the impact of their work since they depended on such evidence to attract further funding. Case study In one local authority a charity had been working in some schools for five years. For an annual fee, the school received a large amount of support from the charity which provided an art therapist and a dance instructor who worked with pupils identified by the school and provided counsellors, sup ervised by team leaders, from the charity. NotesThis survey is based on the findings of a survey of 72 settings in eight local authorities. The settings and almost all the authorities were selected randomly to represent a mixture of shire and unitary authorities. One authority was chosen because of known good work in the area of mental health. Her Majesty’s Inspectors (HMI) visited early years settings, primary and secondary schools, pupil referral units, hospital schools and settings, maintained and independent schools for pupils with EBSD and learning difficulties, and specialist provision for pupils who had been bullied.HMI observed lessons and other activities, scrutinised policies and records and held discussions with 269 pupils and 115 parents. Discussions were also held with a range of local authority staff, headteachers and senior managers, teachers, teaching assistants, learning mentors, and representatives of voluntary organisations. They also met CAMHS regional dev elopment workers. Further information Publications Promoting children’s mental health within early years and school settings, (DfEE 0121/2001), DfEE, 2001. SEN and disability: towards inclusive schools (HMI 2276), Ofsted, 2004.Managing challenging behaviour (HMI 2363), Ofsted, 2005. Mental Health and Social Exclusion, Social Exclusion Unit Report, Office of the Deputy Prime Minister, 2004. http://www. socialexclusionunit. gov. uk/downloaddoc. asp? id=134 Promoting social, emotional and behavioural skills in primary schools, Primary National Strategy, DfES, 2004. Developing emotional health and well-being: a whole-school approach to improving behaviour and attendance, Key Stage 3 National Strategy, DfES, 2004. Behaviour and attendance toolkits, Key Stage 3 National Strategy, DfES, 2005. http://www. standards. fes. gov. uk/keystage3/respub/ba_toolu Promoting emotional health and well-being through the national healthy school standard (NHSS), NHS Health Development Agency, 2004. http://www. hda-online. org. uk/Documents/promoting_health_wellbeing. pdf Guidance on new ways of working for psychiatrists in a multi-disciplinary and multi-agency context: national steering group interim report, NIMHE, CWP, Royal College of Psychiatrists and Department of Health, 2004. http://www. dh. gov. uk/PublicationsAndStatistics/Publications/PublicationsPolicyAndGuidance/PublicationsPolicyAndGuidanceArticle/fs/en?CONTENT_ID=4087352=01RXVr Effective joint working between child and adolescent mental health services (CAMHS) and schools, Research report no. 412, Bridget Pettitt, Mental Health Foundation, DfES, 2003. Websites www. dfes. gov. uk/mentalhealth DfES Mental Health www. rcpsych. ac. uk Royal College of Psychiatrists www. socialexclusionunit. gov. uk Mental health and social exclusion www. standards. dfes. gov. uk/primary DfES guidance on developing children’s social, emotional and behavioural skills www. teachernet. gov. uk/management/atoz/n/nhss/ National Heal thy Schools Standard ———————– 1] Promoting children’s mental health within early years and school settings (DfES 0121/2001), DfES, 2001. [2]Promoting emotional health and well-being through the national healthy school standard (NHSS), NHS Health Development Agency, 2004. [3] Promoting children’s health within early years and school settings, DfES, 2001. [4] Bright futures: promoting children and young people’s mental health, Mental Health Foundation, 1999. [5] The SEAL resource box can be ordered from Prolog, Tel. 0845 602 2260, [email  protected] uk. com (ref: DFES 0110 – 2005 KIT), or viewed and ordered from the Teachernet website: www. eachernet. gov. uk/seal. [6] Promoting children’s mental health within the early years and school settings, DfES, 2001. [7] The NHSS is funded jointly by the DfES and the Department of Health, hosted by the Health Development Agency (HDA). It forms part of the government’s drive to reduce health inequalities, promote social inclusion and raise educational standards through school improvement. [8] Managing challenging behaviour (HMI 2363), Ofsted, 2005. ———————– Primary and SecondaryJuly 2005 HMI 2457 ———————–