The Egyptian War of 1882 Essay Example | Topics and Well Written Essays - 750 words

The Egyptian War of 1882 - Essay Example According to the essay "The Egyptian War of 1882" findings, on January 8th, 1882, the French and the British signed a treaty known as the "Joint Anglo-French note" that initiated dual control of both France and England that was sent to the Egyptian government, declaring their recognition of Khedive Twefik’s authority. However, the nationalist opposition to Khedive (Lord) Twefik who was the current Ottoman ruler of Egypt was greatly increased when the European diplomats supported the agreement. Khedive Twefik, due to the opposition, was forced to appoint the nationalists as the prime minister and war minister on February 25th, 1882 (Cromer 359). Urbi Pasha organized a militia in protest against the wage difference between the Egyptian and the European army, which was exposed on April 12th, 1882, consequently on April 12th, and May 20th, 1882, France and Britain deployed small naval squadrons to the Egyptian coast, which resulted in the arrest of some of the militia members. Urb i Pasha, however, had not given up and he marched a troop of his militia to Alexandria on Sunday, June 11th, 1882 where they caused a riot against the Christian and the Muslim in the town resulting to the death of approximately 50 Europeans (Cromer 715). The British reacted to the attack and bombarded Alexandria, which resulted in the evacuation of the port. By this time, Urbi had begun taking control of the government and the British military initiated and intervention backed by Tewfik’s approval.

Strategic intent as an agent of change Essay Example | Topics and Well Written Essays - 3000 words

Strategic intent as an agent of change - Essay Example The concept of strategic intent also focuses on achieving the goal of the organization by the members who belong to it. Thus, it follows then that strategic intent focuses on exactly how to achieve the goal put forward by the company (Bartlett & Ghoshal, 1994). In order for this to happen, there is a need for all the members of a particular group or company to collaborate together, or work separately in order to achieve the objectives or goals set aside by the organization. In order for this to happen, there is a need for the members to act in such a way that their actions or tasks complement each other. Should this not be the case, instances of confusion may arise. Therefore, it is necessary that every member should be able to understand his or her own approach to any task assigned, and how this approach would be able to mesh with the approaches of the other members of the organization or group.

Assumptions Of The Heckscher Ohlin Model Economics Essay

Assumptions Of The Heckscher Ohlin Model Economics Essay Introduction Eli Heckscher (1919) and Bertil Ohlin (1933) found the basis for crucial and substantial theoretical developments of international trade by emphasizing the relationships between the composition of countries factor endowments and commodity trade patterns. The Heckscher-Ohlin (H-O) theory is the simplest explanation for why countries involve in trade of goods and services with other countries. Heckscher-Ohlin model, which is the general equilibrium mathematical model of international trade theory, is built on the Ricardian theory of comparative advantage by making prediction on trade patterns and production of goods based on the factor endowments of nations (Learner 1995). Assumptions of the Heckscher- Ohlin Model The following assumptions pertain to the 2*2 model of Heckscher-Ohlin. It is assumed that there are only two nations (1 and 2) with two goods for trade (X and Y) and two factors of production (capital and labour). For producing the goods, both nations use the same technology and they use uniform factors of production. In both countries, good X is labour intensive and Y is capital intensive. The tastes and preferences of both nations are the same (both countries can be represented in the same indifference curve). In both nations, the assumption of constant returns to scale is applicable for the production of goods X and Y. In both nations, specialization in production is not complete. Goods and factor markets in both nations are perfectly competitive. There exists perfect mobility of factors of production within each country though international mobility is not possible. There are no restrictions or limitations to the free flow of international trade. That is, there exist no transportation costs, tariffs, or like other obstructions either to control or to restrict the exports or imports. It is assumed that there exists full employment of all resources in both nations. That is, there will not be any under employed resource in either nation. The exports and imports between the nations are balanced. It means that the total value of the exports will be equal to the total value of imports in both nations. Implications of the Assumptions The assumptions are made in order to depict the theory in a two-dimensional figure. It is also implied that both countries have access to and use the same general production techniques. The labour-capital ratio (L/K) of commodity X is higher than that of Y in both countries with the same relative prices of factors. As constant returns to scale is assumed, increase in the amount of labour and capital will result in the proportionate increase in the output also. Another implication is that though free international trade exists, both of the countries produce both commodities and it can be presumed that both countries are not small in size. As the tastes and preferences related to demand are identical in both countries, if the relative prices of the goods are equal, the consumption of goods X and Y will be in the same proportion in both countries. Likewise, in both countries producers, traders and consumers are too small to affect the commodity prices. Mobility of factors of production implies that capital and labour are free to move from areas or industries of lower prices (earnings) to those of higher prices (earnings) until earnings become same equal in all areas or industries. That is, price equalization theory is implied here. International differences in the earnings exist because of the factor immobility in the absence of international trade. The assumption of incomplete production specialization implies that the process of specialization in production continues until the commodity prices (either relative or absolute) prices are the same in both countries. Again, if the transportation costs, tariffs or any other restriction are allowed, specialization will continue only until price differences by less than or equal to the costs or tariffs. The Heckscher-Ohlin Model Heckscher-Ohlin model is generally described as two countries, two goods and two factors model (2x2x2 model). This formulation of HO model was mathematically developed by Paul Samuelson. The goal of the model is to predict the pattern of international trade in commodities between the two countries on the basis of differences in factor endowments in both the countries. Definition: A nation exports the commodities which are produced out of its relatively abundant and cheap factors or resources and imports the commodity which is produced out of relatively scarce factors or resources. In another words, relatively labour abundant country exports relatively labour intensive commodity and imports the relatively capital-intensive commodity. Country 1 exports commodity X because X is the Labor (L) intensive commodity and L is relatively cheap and abundant factor in country 1. Country 2 exports commodity Y because Y is the Capital (K) intensive commodity and K is relatively cheap and abundant factor in country 2. The theory implicates two things: first, different supply conditions in terms of resource endowments explain comparative advantage and second, countries export goods that use abundant and cheap factors of production and import goods that use scarce and expensive factors. According to Heckscher-Ohlin theory, international and interregional differences in production costs occur due to the differences in the supply of factors of production. Under free trade, countries export the commodities whose production requires intensive use of abundant factors and import the commodities whose production requires the scarce factors. Hence, international trade compensates for the uneven geographic distribution of factors of production. The theory gives insight to the fact that commodities are the bundles of factors (land, labour and capital). Thus, the exchange of commodities is indirect arbitrage of factors of production and the transfer of services of otherwise immobile factors from regions where factors are abundant to regions where they are scarce. The H-O theorem identifies the basic reason for comparative advantage and international trade as the different factor abundance or factor endowments among nations. Because of this particular reason, the theory is known as factor proportions or factor endowment theory. The theory postulates that the difference in relative factor endowment and prices is the main reason for the difference in relative commodity prices between two countries. Factor Endowments Factor endowment can be defined as the ratio of capital to labour (K/L). If the capital labour ratio in country 1 is greater than in country 2, then country 1 is said to be relatively capital-abundant (and labour-scarce) while country 2 is labour abundant (and capital scarce). Symbolically, this can be represented as: (K/L) 1 > (K/L) 2 Important implication of different factor endowments is for autarky prices of factors of production (the autarky prices are implied in the figure represented below). For two countries with same demand patterns, relative factor prices leads to relative factor scarcities. Country 2 will have relatively inexpensive labour and country 1 is in a position to provide relatively inexpensive (abundant) capital. Factor Intensities, Factor Abundance and Production Frontiers under H-O Model Factor Intensity Commodity Y is said to be relative capital intensive and commodity X is relatively labour intensive if the capital labour ratio used in the production of Y is higher than that of the production of commodity X. That is, (K/L) y > (K/L) x If the for the production of commodity Y, the country use 2K and 2L, then K/L = 1 and if the production of commodity X requires 1K and 4L, K/L=1/4. In this case, it can be said that commodity Y is capital intensity and commodity X is labour intensive. Factor intensity depends on K/L rather than the absolute amount of K and L. At the equilibrium points, for producing the commodities, both countries choose capital-labour ration that minimize the factor costs at the prevailing relative factor prices. The relative factor prices are represented as W=w/r where w is the price of labour and r is the price of capital. Though in principle, the factor intensities can be reversed when factor prices change. But it is assumed that this does not exist in H-O model. There is no factor intensity reversal. Factor Abundance Factor abundance can be defined in terms of two ways:1) Physical Units and 2) Relative Prices of factors. In terms of physical units, the overall amount of capital and labour available to each country is taken into consideration (that is, TK and TL). As per this definition, country 2 is capital abundant if the ratio of total amount of capital (TK) to total amount of labour available in country 2 will be greater than that in country 1. The ratio of TK/TL is important rather than total absolute amount of K and L of the countries. Country 2 may have less capital than country 2 and still there may be the capital abundant country if TK/TL in country 2 exceeds TK/TL in country 1. In terms of relative factor prices, country 2 is capital abundant if PK/PL is lower in country 2 than in country 1. As the price of capital is taken to be the interest rate, r and the price of labour is wage, w, then PK/PL= r/w. The ratio of r/w is important, not the absolute level of r or w, in determining whether a country is capital abundant or labour abundant. The first definition takes only the supply of factors into consideration, while the second considers both supply and demand factors. Factor Endowments and Production Frontiers When country 2 is capital abundant and the commodity Y is capital intensive, country 2 can produce relatively more of commodity Y than in country 1. Similarly, if country 1 is labour abundant and commodity X is labour intensive, country 1 can produce relatively more of commodity X than country 2. This situation gives a relatively flatter and wider production frontier curve for country 1 than country 2. Diagrammatic Representation of H-O Model The following figure represents the Heckscher-Ohlin model diagrammatically. As it is assumed, two countries have same tastes and preferences for demand, both the countries are represented in the same indifference map. I is the highest indifference curve that country 1 and country 2 can achieve separately in the absence of international trade. The points A and A/ represent equality of production and consumption of both countries in the absence of trade. The tangency points of A and A/ determine the no-trade equilibrium prices of PA and PA/ in country 1 and country 2 respectively. When PA The right side of the figure shows that country 1 specializes in commodity X and Country 2 in commodity Y when both countries involve in international trade. Specialization proceeds at point where country 1 achieves the point B and country 2 reaches at point B/. At these points transformation curves are tangent to the common relative price line of PB. Country 1 exports commodity X in exchange for commodity Y and consumes at point E on the second indifference curve (IC II). Likewise, country 2 exports commodity Y in exchange for commodity X and the relative equilibrium point of country 2 is point E/ which coincides with point E. In this context, it is important to note that country 1s exports of commodity X equal country 2s imports of commodity X (that is, BC=C/B/). Similarly, country 2s exports of commodity Y equal country 1s imports of commodity Y (that is, B/C/= CE). When PX/PY>PB, country 1 wants to export more of commodity X than country 2 is able to import at this high relative price, and PX/PY tends to diminish to PB, which is equilibrium and normal price. Likewise, when PX/PY At point E, more of commodity Y and less of commodity X than at the point A are involved. However, country 1 will gain from international trade because E lies on higher indifference curve (IC II). Similarly, though at E/ more commodity of X and less commodity of Y are involved compared to the point of A/, country 2 gains from the trade because E/ lies on higher indifference curve, IC II. Prepositions of H-O theorem and other empirical Studies As a connotation of H-O theorem, three other prepositions or theorems are associated: Factor price equalization theorem 2) Stopler-Samuelson theorem and 3) the Rybcsynski Theorem (Jone 2002). The Factor Price Equalization Theorem Even though the national frontiers rule out the international mobility of factors, free trade in commodities leads to reduce the disparities in demand relative to supply of factor and thus to decrease the disparities in factor returns among different countries. International free trade leads to sharing of same technology by different countries and bringing of equality of factor returns if the factor endowments are similar and sufficient quantity of commodities are produced commonly (Samuelson 1992). The Stolper- Samuelson Theorem Changes in relative commodity prices as brought by free international trade have strong effects on the factor prices or rewards. If there is no joint production, some factors may raise their rewards uncontrollably and other rewards may be lowered unambiguously. If the number of factors equals the number of commodities and production is non-joint, the relative changes in commodity prices will raise the price of any particular factor (Uekawa, 1971). The Rybczynski Theorem If there is unbalanced growth in factor supplies, it may lead to stronger asymmetric changes in outputs also. If the quantity of factors of production and commodities are evenly matched and production is non-joint, this pattern of asymmetry may pertain to growth in some factors of production (if there is given commodity prices) and may lead to the reduction of outputs. Empirical Legitimacy and Leontiefs Investigation Leontief (1953) was the first to confront the Heckscher-Ohlin model with empirical investigation. He had developed a set of data in the frame of input-output accounts for the U.S economy and he computed the amounts of labour and capital used in each industry for 1947. Likewise, he made use of U S trade data for the same year to compute the factors of production (labour and capital) used in the production of $1 million of US exports and imports. Table 1 Leontief Test (1953) Export Import Capital ($million) $2.5 $3.1 Labor (Person-years) 182 170 Capital/labour($/person) $13,700 $18,200 Each column of the table shows the amount of labour and capital required to occur $1 million worth of international trade (exports or imports) to United States in the year 1947. Firstly Leontief measured the capital and labour required for the exports from US. This estimation required the labour and capital used in each and every exporting industry and from the first row of the table, it is seen that $2.5 worth of capital was used to export worth of $1million. For labour, 182 person-years were used to produce the same exports. Taking the ratio of labour and capital, it can be said as in the third row of the table, each labourer is working with $13,700 worth of capital. Turning to the import side of the calculation, there emerged a problem non-availability of data on foreign technology. Still Leontif managed to estimate the model assuming that same technology of US used in imports. The estimation on imports (i.e., $3.1 million of capital, 170 person- years and capital-labour ratio as $18,000) indicates that capital labour ratio of imports is higher than that of US exports. But US economy is found in 1956 as capital-abundant and this appears to contradict the H-O theorem. Thus the findings of Leontief came to be called as Leontief Paradox (Learner 1995). Under the framework of H-O theorem, many explanations have been proposed for the existence of this paradox. U S and foreign technologies are not same unlike the assumption of H-O theorem. The year 1947 was not usual year as World War II has just ended As H-O model assumes, the U S was not engaged in free trade. Other Empirical Estimations of H-O model By examining the limitations of Leontief s estimation, Bowen, Leamer and Sveikauskas (1987) estimated the H-O model by using data on a large number of countries. It was estimated to check whether countries are net exporters of the factors of production (which are relatively abundant) as factors of production are indirectly embodied in the trade. Cline (1997) suggested a more generalized H-O model by taking into account more and disaggregated factors of production. It was recognized that factor endowments change over a period of time as the investment and technological advances occur. Concluding Remarks H-O theorem has been vehemently criticized on many grounds including in terms of its basic assumptions. Some empirical studies even questioned the validity of the theory. Despite of the many criticisms and drawbacks, H-O theory has its own merits and contributions in the theoretical history of international trade. By taking both commodity and factor prices into consideration, H-O theory provides a more and satisfactory explanation of international trade. In comparative cost theory of David Ricardo, it was pointed that comparative cost difference is the basis for international trade. But H-O theorem better explains the reasons for these cost differences in terms of factor endowments. The price equalization principle, a concomitant of H-O theorem comprehensively explains the situation which is of course, superior to the previous theories of international trade.

Marlowes Doctor Faustus Essays -- Marlowe Doctor Faustus Essays

Marlowe's Doctor Faustus In Faustus' first speech in Act 1, my main feeling towards Faustus was not sympathy but irritation. I became aware of Faustus' arrogance and his impatience with ordinary learning, particularly with his referral to law as 'a petty case of paltry legacies.' He also constantly refers to himself as 'Faustus', reminding himself of his own importance. Other aspects of Faustus' character are revealed in the descriptive language he uses. He is 'ravish'd' by magic, and is 'glutted' with learning. These adjectives show a very sensual personality. The good and bad angels represent the two different sides of his personality, one side urging him to sell his soul for magic and the other urging him to remember that heaven is 'his chiefest bliss'. Faustus seems to be a very worldly character in his first speech but when he speaks of what he will do with his 'heavenly' powers, they are very small goals. Faustus shows his true colours as a student when he tells Cornelius and Valdes that he will 'fill the public schools with silk' and make 'the Rhine circle fair Wittenberg'. These aims show his loyalty to his home and to his students. In the first scene, the main thing I notice about Faustus is his naà ¯vety. He does not realise the horrors of hell, partly through his determination not to believe in it, and partly through Cornelius' and Valdes' influence, as they give him the magic books with no warning as to their power. After Faustus summons Mephostophilis, he seems to quite flippant towards holy things, and even orders the devils to change. He tells Mephostophilis to 'return and old Franciscan friar, that holy shape becomes a devil best'. The first thing Faustus does when he summons Mephost... ...s ironic as she is conjured, and a devil. Faustus' pleading becomes increasingly desperate and he says he would give up everything for being saved. Even 'that I had never seen Wittenberg, never read book'. His very last offer to Lucifer is 'I will burn my books!' This shows his desperation as this would be the ultimate sacrifice for Faustus, the ultimate scholar. Throughout the play, my sympathy for Faustus varies in intensity. I feel most sympathy in the final scene, when he wishes to repent, but cannot. However, it is difficult to conjure up much sympathy for Faustus as he brought his fate on himself. He had opportunities to redeem himself and rejected them time and time again. He cannot be classed as a tragic hero as he has too many faults. Faustus is arrogant, vain, materialistic, and naà ¯ve. All these characteristics eventually lead to his downfall.

Person Centered Theory Essay

There are numerous theories that can be used together to make an efficient therapist and provide results for the clients. The person centered theory is designed to focus on humanism, human potential, conditions of worth, orgasmic valuing, the fully functioning person, and phenomenological perspective (Seligman & Reichenberg, 2010). There are three core values in the person centered theory, these are extremely important in the output of clinician-client relationships and facilitating change for positive results in the client. Looking at the therapy universally, these core values can be connected to several other types of strategies and theories to hold a positive outcome for the therapist and client. The value of these aspects across all treatment approaches adds significant changes in a client’s attitude and behavior along with positive thoughts of hope. Theory and therapeutic strategy all leads into client care and outcome. There has been an increasing need of therapists and therapeutic strategy to accommodate the client and their mental health disorders. The existential therapy model will be discussed throughout the paper to distinguish whether psychological dysfunction exists. However, the core values of person centered therapy, assessing the values among all treatment approaches, and figuring whether psychological dysfunction exists in the existential therapy all will be further examined. The three core values that are pertinent to the person centered theory are congruence, unconditional positive regard, and empathy. They all supply a large role in therapy with clients to break the layered negative aspects and pessimistic thoughts. These core values allow for a relationship to be built with the therapist and client upon feelings of safety, warmth, understanding, which permits the client to lower his guard of defense (Seligman & Reichenberg, 2010). Therapeutically, congruence is considered genuine, authentic, well integrated, and aware of one’s self and how others perceive them (Seligman & Reichenberg, 2010). Congruence is a person in which portrays and submits clear and coherent messages that are consistent with the inner and outer core of themselves (Seligman & Reichenberg, 2010). The second core value is unconditional positive regard, this creates the rapport with the client in a sense of caring about, respecting, liking and accepting the person how they are (Seligman & Reichenberg, 2010). This allows for the client to act in their own nature without feelings or thinking in certain ways. Providing conditions of kindness and positive regard is essential to helping clients look into their own sense of optimism and positive emotions (Seligman & Reichenberg, 2010). Lastly, empathy is the sensitivity of moment to moment thoughts and feelings, having tenderness, being non-judgmental, and temporarily living in someone else’s life (Seligman & Reichenberg, 2010). Empathy is the exploration of understanding someone’s thoughts and feelings; to empower the client and delicately open doors to their life through communication (Seligman & Reichenberg, 2010). Seligman and Reichenberg explain that these core values seemingly pronounce optimistic therapeutic results applying these values universally throughout various therapeutic approaches (2010). Applying these values universally across other therapeutic approaches defines that numerous therapy strategies are co-existent together and enhance change. The person centered theory is used frequently with other therapy strategies because it promotes a healthy therapeutic relationship and increases the client’s awareness and creates a sense of empowerment as well (Seligman & Reichenberg, 2010). The person centered theory is extremely useful and intervenes well, due to the support of profound communication with the client and that mirrors the therapists compassionate, caring, and interest surrounding the clients. Clients are more opted to lower their defensiveness and become trusting to form a healthy balanced bond and rapport with their therapist; to discover and find confident, optimistic, hopeful outcomes. Positive outcomes are a large aspect in providing client care for the sake of the client’s well-being, hopeful change, self-worth, and confidence level. The values of applying the core aspects of person centered theory greatly outweigh any limitation to treatment due to the well established results of clients whom have utilized the aspects with other strategies. With that, psychopathology is a constant expression of new therapeutic strategies and outcomes that benefit the client. Moreover, psychopathology is the appearance of the mental health field. Along the same lines, psychological dysfunction is apparent and can be defined under various categories of mental health. By utilizing xistential therapy, clients with psychological dysfunction may overcome their issues. Existential therapy has an approach towards philosophy of human development, which concentrates on meaningfulness, authenticity, freedom, and responsibility (Seligman & Reichenberg, 2010). This helps clients to maintain purpose and meaning in life. Existential therapy may significantly increase a clients functioning due to the therapeutic strategy of focusing on the importance of choice, meaning, actualization, and the alliance between the therapist and client (Seligman & Reichenberg, 2010). This type of therapy can empower a client to become positive, increase their well-being, and create thoughts of hope and optimism for a healthy balanced life. Existential therapy concentrates on holistic and growth promoting approach; it embodies the cultural context of a client’s experiences, acknowledges the importance of client’s thoughts, values flexibility, and creativity in thinking (Seligman & Reichenberg, 2010). Overall, clients with psychological dysfunction incorporating existential therapy can gain feelings of safety, comfort, happiness, security, and a vigorous life. Conclusion All in all, person centered theory can be incorporated into several therapy strategies and the core values create a healthy balanced relationship between the therapist and client to better the outcome for the client. Person centered theory concentrates on the therapist making the client feel comforted, understood, accepted, and respected (Seligman & Reichenberg, 2010). Assessing the values of person centered theory among all treatment approaches seemed to co-exist and inter-relate due to all therapeutic approaches being client focused. Mostly, the core values are primarily designed to assist the client with their struggles, actively listen, and provide skills to create and maintain a healthy balanced life. Existential therapy also creates a healthy balance to clients, which also generates similar characteristics of the person centered theory. Existential therapy produces meaningfulness, freedom, authenticity, and responsibility (Seligman & Reichenberg, 2010). This may construct empowerment and productivity to engage in positive outcomes for clients with psychological dysfunction. Existential therapy can aid a client with psychological dysfunction by allowing the feelings of purpose and meaning in their life. It teaches a client how to manage their thinking, values, and cultural context (Seligman & Reichenberg, 2010). The outcome for the client is a healthy adaptive change and promotes feelings of worth and confidence. It seems that â€Å"therapy† has an overall goal and focus; the client, although, each approach may have its own focal points there is still one common goal.

Analysis of “The Author to Her Book”

What is the most useful thing you have learned about the teaching process? What would be your ‘top tips' to others? [Responses from 70 school librarians surveyed by Netskills in 2007] To introduce an element of fun into training. Happy people are more likely to learn plan your activities be flexible – if it doesn't work ditch it try not to do too much in one session review your session and adapt it some classes respond differently to others learners need to be involved and engaged with the learning process 1. Make the skill you are trying to teach relevant to the students at their point of need. . Don't underestimate the power of â€Å"†modelling†Ã¢â‚¬  a process. keep trying – don't give up be strong be assertive stay calm be helpful and work as part of a team It's not as difficult as some teachers make it look! Manageable bites – do not attempt to serve the whole in one ‘IT'. Fairness & honesty – sounds woolly but children spot a phony immediately. Also – we are here to educate not be their next best friend. Consistency – links with the above. Sense of humour! Teaching starts with the learner – they need to be engaged and understand what they are being offered is relevant and useful.Sessions need to be clearly structured in small steps so the learner can succeed and build confidence. Don't try to pack too much into one session – it's much better to cover the information carefully and allow time to recap at the end. Be well prepared Know your subject matter inside out Be able to ad lib if necessary Look at the broader aspects of the Curriculum including assessment. Education is our market so get involved with academic staff and what they do. With young people activities always take much longer to deliver than you expect.You need to be able to make learning available in different ways – some people will respond to a hands on approach – others want everything in hando uts to be able to refer back to – and others want demonstrations. Being flexible and not making people feel unsuccessful if they take a long time to learn something new or need to repeat activities is very important in helping people to learn. – not to try to do / teach too much at any time – that children have different ways of leaning so to make any input as varied as possible.Willingness to learn, make mistakes, review and revise, collaborate well with school staff and sustain motivation and a professional image seem to be very important. That people learn in different ways, and that you need to think about this when presenting materials – sometimes you can present the most important details more than once, using approaches to suit different learning styles (eg in a presentation, in a quiz, and in a handout) Try to forget how you might be teaching and to concentrate on what they are learning. Focus on 1 thing at a time, just because you don't get them for long, don't try to cram in everything possible.Have your 2/3 learning objectives spelled out at beginning (tell them what they are going to learn, teach it and then check understanding) Make sure that the information is accurate and appropriate to the level of the learner Try to make it as multi-sensory as possible to stop them getting bored – keep it short and useful Give handouts to assist further development Always check your timing is realistic and plan the lesson well Be aware of different styles of learning. Use the same structure for planning lessons as the teaching staff. Have a plan B in case of IT failure, over/underrunning time.Make it as relevant as you can, spend as much time as possible with the students so you know exactly what they are trying to research and what their strengths and weaknesses are. Try to meet as many learning styles as you can. Observe and learn from teachers in the classroom and follow same strategies and techniques e. g Starter activiti es Main body Clear aims and objectives Plenary Take account of different learning styles Mindmapping Differentiated work Listen. Don't expect everyone to understand first time. Pace yourself Change the way you present information eg practical, etcThe different ways in which children learn and the necessity to pitch lessons across a range of abilities. To listen and respond positively, encouraging rather than demoralising. Different people learn in different ways. Include a variety of strategies in each lesson. Make the content relevant to the context. Plan what you're going to do but be flexible enough to go with the flow. You need to understand your audience. Keep it SMARTER make it fun! Develop your own style of presentation and learn behaviour management â€Å"Remember that the members of any class will have a mixture of preferred learning styles-make sure there is variety.Do not be too dominated by your own preferred style Be well prepared, lack of organisation will show Have m ore material than you need: make sure there are extension activities available Make sure your audience think you are prepared to listen to them as well as teach them I used to be very concerned not to appear to patronise HE students and at first, tended to expect too much from them-then I discovered that actually they respond well to simple presentations with graphics etc, So, my advice would be: ‘Pitch your lesson to be simple and accessible, then differentiate the assessment challenge to the level(s) of ability/student expectation'.This works in school just as it did in HE Skills that have proved most useful have been to vary pace and delivery style. I would offer these ideas as top tips: Use the three part lesson – a clear opening giving objectives, body of what you want to convey and then a plenary to ensure the main points have been absorbed. Vary your delivery method and types of support material to address the different learning styles. Encourage student question ing at higher levels to improve their learning processes. Allow peer teaching to take place between the students – great way to cascade new knowledge.Use student evaluation to improve the lessons. Ask teachers for advice on planning activities, try and get to meetings on secondary strategy, etc Be flexible – what works with one class may not work with another. It is a waste of time telling students what they don't need to know at that time. You need to consider the different ways in which people learn and structure your teaching accordingly in order to ensure that as many people as possible benefit from your session. Students need to ‘have a go' themselves to make learning more relevant. Teaching is a two way process. planning is key ind out what students know beforehand/build on prior knowledge connect the learning cater for variety of learning styles focus on process as much if not more than content develop learner attributes allow time for practice/reflection on learning teach skills in relevant context offer extension activities for G and differentiate carefully for individual learning needs look confident even if you're not! You never stop learning. More teachers should know this, but they don't. Be aware of the level of work involved in teaching, especially creating classwork and assessment. Aim low – whoever you are teaching. Keep calmBe well prepared Keep it simple Try out any worksheets yourself to make sure they can be completed in the time available. Have extension activities ready for the more able who will finish early. Keep instructions/worksheets simple – too much text is a turn-off. Be aware of different learning styles – you'll naturally write things to suit your own style but not everyone learns the way you do! † Listen. Be well prepared. Continually assess if the pupils are understanding as you deliver the lesson. Preparation of materials [sometimes differentiated] is key and the willingness to be flexible and adapt materials as necessary.Be aware of your timing Match the activity/material(s) to the ability/age of the students† Keep it informal and use their individual interests to garner enthusiasm Different presentation styles for different audiences Don't talk too much Active participation of audience Know your audience's ability – don't use jargon they can't understand, don't patronise Think about different styles of presenting information – don't overuse PowerPoint. Be prepared to repeat yourself and back up the information you give in many different formats and on many occasions.Be passionate about what you are doing – students soon pick up if you are bored with the subject yourself. Be prepared to adapt to change within your organisation. Keep an open mind and be prepared to adapt the ways you can teach library inductions, information literacy and support whole school literacy in line with your school's priorities. Creativity is key! Be we ll prepared. It'll always take longer than you think. Never show fear! I have found observing, associating and learning from teachers (and sometimes their mistakes! ) has been the key element in the growth of my own understanding of teaching.It's an ongoing learning process! Ask for help/ advice/ support from sympathetic teaching colleagues &/ or Staff Development Coordinator. Starting in a new school – ask to shadow a form for a day & ask to follow up with occasional lesson observations of teachers with different teaching styles (& different year groups). Planning and preparation are key. Ensure you know what equipment you need before the lesson starts and that it works; arrange furniture in a way that you want it. Ensure that you know what outcomes you want from your lesson and how you are going to achieve them.Make sure that all pupils are involved. Don't just talk but make sure that each lesson has variety within it – questions and answers, worksheets etc. Ensure t hat you sum-up what you have covered at the end of the lesson. Make everything that you talk about relevant to the pupils. Teaching comes in a variety of formats and styles differ enormously among teachers. It is more difficult than we think and easier than teachers make us believe. Teaching is changing constantly. Listen to and learn from the children you teach. Teachers are learners themselves and good teachers know this.With their unique set of skills, most librarians would be very able to complete an equivalent to a PGCE. Be confident, assertive and fair. Be well prepared – plan effectively. Relax – pupils smell fear. Include variety in the lesson, don't talk for too long – pupil attention spans are limited. Liaise with teaching staff. be ahead of all requests – if possible. Be concise, but pertinent. patience! I was totally thrown in at the deep end in my first job as I was expected to teach with no training what-so-ever AND my teaching was OFSTED in spected that year (although I did point out to the inspector that I wasn't a teacher. Over the last 9 years I have taught myself by reading and watching other staff. I have written my own lesson plans and schemes of work. In my current role I am teaching a lot of IT and would like to train to be an IT teacher but can't afford to have the time off work to do the teaching practice. It would be nice to have some teaching qualification for school librarians taking this into consideration. Find an ally on the teaching staff and ask for help. Be prepared to ask for and accept guidance. Have a number of areas in the curriculum where you think teaching of research skills can be integrated and explain with a lesson plan.Have to be flexible. Teachers think on their feet! Need to have various ways of explaining- not all pupils learn in the same way. Use the same methods as teachers in your school: class line up outside, take register, require silence before speaking, students seated boy-girl. Adapt to how your school does these things. Vary methods – do not expect students to be able to sit still for a long time. Use music, get students to move around, use competition between groups of students, engage children with controlled use of ICT and encourage multi-media. Act like a member of teaching staff using school behaviour policy.Have high expectations of students in terms of their learning and behaviour. Get feedback from students and teachers and use this to improve your sessions for the next time. Learn from other librarians and share things that work. To teach something pupils actually want to learn, or show them how useful it will be to know more about the topic. With regards to library skills it should be within a course that teaches information skills, as that is essential. Adapting material to individual needs. Also using a variety of methods, particularly ‘hands-on' or kinaesthetic activities.

The hope hygeia essays

The hope hygeia essays Standing at about seven feet tall The Hope Hygeia, a Roman copy of an original Greek sculpture, holds a very commanding presences. When I looked into her eyes, for the first time, she held my glance in way that I found difficult to turn away from. I felt almost as though she was looking right though me, as if I was just an insignificant being passing by. With a strong presence like this, it suggest that she was originally placed in a public place, perhaps a palace. Hygeia is the Greek goddess of heath and healing. She focuses her healing abilities on the power of cleanliness. Although, she was not one of the twelve major goddesses, Hygeia was and still is a significant symbol of heath and cleanliness. The word hygeia is derived from the word hugies or hygies, meaning healthy, which is also the root word for hygiene. This sculpture was of the Goddess was found on Ostia, The Port of Rome, along with The Hope of Athenian in the year 1797. This copy was sculpted in the second century A.D., after the original form which was created in 360 B.C. The medium of The Hope Hygeia is pure smooth white marble. Her arms and nose are missing, probably broken of over time. Hygeia is the ideal form, she is healthy and virtually perfect. As a freestanding sculpture, she stands in a natural relaxed position. Her garment is draped over her body in a way that enhances the look of movement. It appears to be made of two or three thin clothes. The first, is a very sheer material and is draped over her right shoulder, and you can see her right breast though it. The second, is slightly thicker and more bulky fabric, this is draped over her left shoulder and falls around her mid thigh. The bulk of the second cloth falls behind her and rest on the back of right arm and lower back. Soft lines chiseled by the artist make this possible. Her garment covers her engaged right leg and foot, but he left leg ...

Why New England Lacked Diversity essays

Why New England Lacked Diversity essays Every human has their own preferences to their living environments and their own level of flexibility when it comes to adapting to a certain environment, or country. There can be many various reasons for a citizen who was born and raised in a country to move from there to a different one. Some of the main and most common causes could be the lack of food or nutrition that the people there are receiving. Oppression and oppressive governments are very popular causes for leaving a country. Some citizens leave because their government is not caring enough and not doing enough to help the people of that country. It could also be the opposite of that, and how governments are doing too much and the citizens cannot make their own choices and do not have freedom for themselves, which can also be known as communism. Opportunity is something that a lot of natives from various countries would do anything for and is an extremely common reason for natives to give up their country for another. Food or nutrition for people is a basic life need and necessity. The lack of food in a country, especially over time is life threatening. When your life may depend on leaving your native country to find nutrients for your body, youre basically forced to leave, not only to keep yourself alive, but also for the lives of your family members. An example of this would be the potato famine that occurred from 1845 to 1850 in the country of Ireland. During that tragedy 1.5 million Ireland natives left to come to America. Since that famine caused 1 million deaths it was an excellent idea to leave Ireland. Not only do natives of a country leave because their forced to from the lack of nutrition, but they can also leave for the purpose of buying specialties such as needed spices that serve as several different uses. The Europeans traveled around the world just to get their hands on various and unique types of spices. Oppression is a serious and depres...

World War II Memorial in Washington D.C.

World War II Memorial in Washington D.C. After years of discussion and over half a century of waiting, the United States has finally honored the Americans who helped fight World War II with a memorial. The World War II Memorial, which opened to the public on April 29, 2004, is located at what was once the Rainbow Pool, centered between the Lincoln Memorial and the Washington Monument. The Idea The idea of a WWII Memorial in Washington DC was first brought to Congress in 1987 by ​Representative Marcy Kaptur (D-Ohio) at the suggestion of World War II veteran Roger Dubin. After several years of discussion and additional legislation, President Bill Clinton signed Public Law 103-32 on May 25, 1993, authorizing the American Battle Monuments Commission (ABMC) to establish a WWII Memorial. In 1995, seven sites were discussed for the Memorial. Though the Constitution Gardens site was initially selected, it was later decided that it was not a prominent enough location for a memorial commemorating such an important event in history. After more research and discussion, the Rainbow Pool site was agreed upon. The Design In 1996, a two-stage design competition was opened. Out of 400 preliminary designs entered, six were chosen to compete in the second stage which required review by a design jury. After careful review, the design by architect Friedrich St. Florian was chosen. St. Florians design consisted of the Rainbow Pool (lowered and reduced in size by 15 percent) in a sunken plaza, surrounded in a circular pattern with 56 pillars (each 17-feet-high) which represent the unity of the U.S. states and territories during the war. Visitors would enter the sunken plaza on ramps which will pass by two giant arches (each 41-feet tall) that represent the two fronts of the war. Inside, there would be a Freedom Wall covered with 4,000 gold stars, each representing 100 Americans that died during World War II. A sculpture by Ray Kasky would be placed in the middle of the Rainbow Pool and two fountains would send water more than 30-feet into the air. The Funds Needed The 7.4 acre WWII Memorial was estimated to cost a total of $175 million to build, which includes future estimated maintenance fees. World War II veteran and Senator Bob Dole and Fed-Ex founder Frederick W. Smith were the national co-chairmen of the fund-raising campaign. Amazingly, approximately $195 million was collected, almost all from private contributions. Controversy Unfortunately, there has been some criticism over the Memorial. Though the critics were in favor of a WWII Memorial, they strongly opposed its location. The critics formed the National Coalition to Save Our Mall in order to stop the construction of the Memorial at the Rainbow Pool. They argued that placing the Memorial at that location destroys the historic view between the Lincoln Memorial and the Washington Monument. Construction On November 11, 2000, Veterans Day, there was a ground-breaking ceremony held on the National Mall. Senator Bob Dole, actor Tom Hanks, President Bill Clinton, a 101-year-old mother of a fallen soldier, and 7,000 others attended the ceremony. War-era songs were played by the U.S. Army Band, clips of war-time footage were shown on large screens, and a computerized 3-D walkthrough of the Memorial was available. Actual construction of the Memorial began in September 2001. Constructed of mostly bronze and granite, the construction took three years to complete. On Thursday, April 29, 2004, the site first opened to the public. The formal dedication of the Memorial was held on May 29, 2004. The World War II Memorial honors the 16 million men and women who served in the U.S. armed services, the 400,000 who died in the war, and the millions of Americans who supported the war on the home front.

Outline the polices that enable older people to remain at home as much Essay

Outline the polices that enable older people to remain at home as much is posible - Essay Example The objective of dignity to elders can be achieved only if the policies emphasise the concept of enabling older people to remain in a homely environment as much as possible, to usher in the safety and general welfare of senior citizens. The UK has been a pioneer in drafting many such policies that seek better avenues to channelize appropriate alternatives and resources for the elderly people, as discussed below. Though the concept of taking care of the elderly has existed even in the earlier civilizations, in the form of shelter for the old and community care centres, the idea of specific policies and laws to govern them began to manifest their presence from the beginning of the 19th century. The succeeding years after Second World War (WWII) saw the advent of demographic changes with a sharp rise in life expectancy and fall of fertility rates, with an unprecedented increase in the population of older people. The modern welfare state carried forward the policies and laws for the old and aged and institutionalized them. The prevailing â€Å"Poor Law† (Public Assistance following Local Government Act, 1929) (Thane 2009) where power was designated to public assistance committees of local council has given way in the 70s, 80s and subsequent years to the present policies, the focus shifting to enabling elderly peope to remain and be cared for at their homes. The spotlight being on the need for older people to stay at home for as long as possible (Department of Health, 1989), the White Paper on Community Care (1989) discussed about the society deliberating to see the roles of State, community, families and individuals in the rehabilitation and development of â€Å"independence, self fulfilment and participation (of elder) with assurance of care and dignity of who are most frail and vulnerable† (Leeson 2003). The resultant NHS and Community Care act-1990 has encouraged the development of community care provisions and implementation where present policies for older and disabled people should promote healthy independence, more carers, modernize and integrate service, provision of individual needs centred services, a feeling of belonging in the community, and a sense of money value. â€Å"Such policies rely high on availability of unpaid, informal typical family care from inside the community† (Harper and Leeson, 2002) and â€Å"current service models of distribution of specific factors in existing family care† (Leeson, 2004). Since the 90s, these policies and laws have undergone a sea change, with revisions and modifications of existing policies and besides implementing to new measures seeking to help community care, like â€Å"Disability Living Allowance from 1992’; the Carers (Recognition and Services) Act, 1995; the Mental Health (Patients in the Community) Act, 1995; the Disability Discrimination Act, 1995; the Community Care (Direct Payments) Act, 1996† (House of Commons Health Committee: Social Care 2008-09) etc which have enabled the local authorities to make payments to disabled people to assist them in buying community services according to their needs. The

Business-Level and Corporate-Level Strategies Essay - 13

Business-Level and Corporate-Level Strategies - Essay Example The operations carried out at America, China, and United Kingdom was very successful. It provides online shopping opportunity to its customers. Its main objective is to provide better life to its customers with the help of the donations in kind. Wal-Mart is managed by Walton family as it is a family owned business. It has around 2.2 million employees across the world. Corporate level mainly deals with framing the mission and vision of the organization and planning accordingly to reach the desired goal. It formulates different strategies which are required for attainment of objectives of the company. The Functional level objectives are derived from that of the corporate level. This level develops coordination between the corporate and business unit level. In this complex environment of the business, the strategies are required to be formulated. This strategy is very well defined as in this level the marketing strategy will be further divided between the sales. The strategy in this level helps in the attainment of functional objectives of the organization (Hoskisson, Hitt and Ireland, 2012). Strategic management is required for the growth of the organization. It helps in the formulation of effective business environment. Business strategy is compared and formulated with the five forces that build competition. The strategic position of the company can be determined by the business level strategy. Wal-Mart adopts competitive advantage by delivering unique product to its customers by providing a standardized product at a lowest competitive price. The company can select any one from the given strategies to gain competitive advantage by delivering uniqueness in the product and lowering down the cost. The retail industry focuses on the cost leadership strategy to sustain in the market and narrowing the competitive scope. When the company provides unique product the customers will be willing to pay a premium for the product. Corporate level refers to the strategy

Shakespeare's Sonnet 73 Essay Example | Topics and Well Written Essays - 750 words

Shakespeare's Sonnet 73 - Essay Example The first two metaphors refer to cyclical events: the speaker compares his old age to winter (1) and to twilight (5). The decrease in length of time – from a year to a day – has often been commented on as reflecting the speaker's gradual acceptance of his own death, but an equally valid interpretation is that neither of these metaphors appropriately address the finality of dying. Winter takes place not just at the end of the year, but also at its beginning: the Christian notion of an afterlife comes across at full strength, along with hints that even if the speaker does believe in a life after death, they do not fully realize that such a life would be far removed from an earthly one. The use of twilight as a metaphor does represent an evolving acceptance of the end of life, as 'twilight' refers specifically to the end of the day. It does, however, have a twin in dawn, and is also not a true ending because it is part of a cyclical event. It is only in the final quatrain, which portrays a â€Å"fire† (9), that the speaker comes to realize the extent of their own mortality. Although other fires will no doubt exist in the future, each fire is an entity of itself, feeding so voraciously off its own nourishment that it gutters out. The fire is not cyclical, and offers little hope of returning to life, just like the speaker. All of the metaphors use very sensory imagery to portray their meanings. The speaker draws attention to the visual, invoking a picture of a young and old man standing opposite one another, as the old intones that â€Å"thou mayst in me behold† (1) the winter of life; â€Å"In me thou seest† (5) the twilight of life; and â€Å"In me thou se'est† (9) a dying fire. It is a very visible poem, but this is not the only sense with which Shakespeare plays. The evocation of â€Å"Bare ruin'd choirs† (4) creates a vacancy of sound, the ringing silence that occurs once the echoes of a song have dissipated; a f eeling of shivering cold emanates from â€Å"those boughs which shake against the cold† (3). The final two metaphors conjure forth a sense of darkness, a tunnel which draws one imperceptibly into the â€Å"black night [which] doth take away† (7), hampering the visual images from the earlier part of the poem. The reader is overwhelmed with sensory experience. The final couplet of the sonnet draws on the strong manipulations of time and one's senses to impress the reader with the deep significance of the multi-layered command. The speaker makes reference to the visual imagery of the earlier metaphors with â€Å"This thou perceivest† (13); he also asks the listener to love with more intensity, given his own decrepitude and the listener's own similar fate. Calling upon his own, shortened time, and the extended time of bodily decay of â€Å"thou† (1, 5, 9, 13), the speaker imbues his sparse words with multiple intentions in order to make the most out of the so nnet. The line â€Å"To love that well which thou must leave ere long† (14) asks the listener to love the speaker, whose time on this earth is limited, and to love their own youth before ageing takes them. The speaker's own horror of old age is tinged with fear that their younger companion is not enjoying

Law report Essay Example | Topics and Well Written Essays - 750 words - 1

Law report - Essay Example However, these reports are restricted in that they provide little information about the characteristics of crimes, victims, offenders or arrests. Consequently, the use of these data in research and policy analysis is not adequate. According to Mawby (pg 38), burglary is a crime which involves entrance into a building for the purposes of committing an offence. In most cases the offence involves theft, but most field specify others which fall within the realm of burglary. For an offense to be classified as burglary, the use of force to gain entry need not have take place. In this relation, the uniform crime reports Program has three sub classifications for burglary which include forceful entrance, illegal entrance where no force is used, and attempted forceful entrance. The crime rate in New York has steadily declined over the past 10 years. As of 2009, New York City has the lowest crime rate among the ten largest cities in the United States. Since 1991, the city has seen a continuous nineteen year trend of decreasing crime. Neighboring cities that were once considered unsafe are now much safer. The largest reductions in crime rate were reported for motor vehicle theft and burglary. In general, the rate of crimes in New York per100, 000 occupant populations has gone down 33% since 1998. Overall, in about 84% of all burglaries, the offender gained entry into the victims' residence or other building on the property. According to the uniform crime reports, the New York burglary rates since 1960 to 2009 has gone down. In 1960, the number was at 183,443 which went on increasing until 1980 where it was at its peak (360,925). From then, the number started declining and was at 65,735 in 2008. However, given that crime is illegal, measurements of burglary i n New York City are likely to be inaccurate. In reference to a study carried out by Shadrack in 2009, most burglars in New York City are jobless and are males who engage in drug abuse. They are usually between the ages of 21-35 years. However, a few cases of female burglars have been reported. This is in support of the national data of The Uniform Crime reports which indicates 82% male burglars. Question 2: Robbery in Chicago and Detroit On the other hand, Chicago and Detroit have adversely been affected by various forms of robbery over the past years. However, the number has declined due to some strategic measures which have been put into place. In essence, robbery involves application of force or a real threat of force used to rob money or property from a victim (Zimring and Zuel 24). Robbery ranges from purse-snatch and heist in the street or home by hijacking and bank, it is therefore known as a versatile and multifarious crime. According to the Uniform crime reports, the robbery cases reported as of 2009 in Chicago (200,098) and Detroit (198,054) show a significant decline from previous years. This has also been attributed to policing forces which have been put into place. According to McClain (34), since robbery is an avaricious offense and one involving personal confrontation, both the law and criminal statistics show confusion in classifying it. Some penal classifications, such as the one used in federal statutes, place robbery among property offenses.

Company Law Essay Example | Topics and Well Written Essays - 1500 words - 2

Company Law - Essay Example However, advertisements are not always perceived to be offers that can legally bind the advertiser of a product. Advertisements are usually considered as invitation to treat. Miller and Jentz (2008), argue that advertisements are invitations for tenders or business deals and do not in anyway constitute a contract. Nonetheless, there are instances when an advertisement can constitute an offer. An advertisement becomes an offer when its terms are definite and the advertisement portrays the intent of entering into a legal relationship by the advertiser (Furmston, Tolhurst & Mik 2010; Miller & Jentz 2008). In such a case, the offeree has the power to transform the advertisement into a valid and binding contract through acceptance of the offer (Jennings 2013). The offer can however be terminated by the subsequent action of either the offeror or the offeree via rejection, revocation or even issuing a counteroffer (Miller & Jentz 2008; Evans 1995). As such, advising William necessitates dee p understanding of the elements that constitute to a legal and binding contract. ... William decided to advertise the vase on Monday offering it for sale for ?1500 or nearest offer. On Wednesday, Nigel, who did not contact William since their meeting on Sunday, posted a letter to William stating his acceptance of William’s offer of ?1200. Does a valid and legally binding contract exist between William and Nigel? In this case, there exist no legal contract between William and Nigel. As such, William is not in anyway liable to pay any form of damage to Nigel should Nigel decide to take the matter to a court. The advertisement put by William is merely an invitation to the public for a deal. It does not bind William to anyone who might be interested in buying the vase. If it were to be legally binding, it would mean that William is liable and legally bounded by the advertisement to all people with interest in the vase. This advice is based on the decision in the case of Partridge v Crittenden (1968). In this case, the defendant advertised in a section of a magazin e the sale of some bramble finches. Based on the provisions of Section 6 of the Protection of Birds Act 1954, the defendant was incarcerated for selling the birds for it was contravening the Act. However, he appealed his conviction. It was held that the defendant conviction was overturned arguing that the advertisement was an invitation to treat rather than an offer. Also, in the case of Harvey v Facey (1893), Privy Council, it was held that a mere statement of price does not amount to a contract. The court held that by stating the price, the defendant was merely providing information and that no valid and legally binding contract existed (Ibrahim, Ababneh & Tahat 2007; Moles n.d). Further, William’s advertisement is not definite in its terms, which would bind him to

Touched by a Vampire Named Angel by Lynn Schofield - The Appropriatene Personal Statement

Touched by a Vampire Named Angel by Lynn Schofield - The Appropriateness of the Science Fiction Genre to the Target Audience - Personal Statement Example The above-named program targets the teenagers and young adults rather than the blanket population. Historically, the westerns type of movies could only appeal to the older generation of the audience because they were the only group that had an idea about the culture that was depicted in the films. However, the science fiction likes the one under this discussion appeals to the teenagers and the young adult group because this group is highly liberal. The use of vampires in films has especially every now and then been criticized by the older generations specifically due to the strong connection that the older generation attaches between vampires and the end times as prescribed by most religions (Clark 3). The older generations often tend to be very religious and are also guided by various religious principles in their daily lives. The teenage and young adult group is however different. First of all, this group is liberal. Majority of teenagers and young adults hold liberal religious beliefs and therefore do not find science fiction films to conflict with their religious beliefs. Secondly, even among the very religious persons among the target group, they treat science fiction as just entertainment. This is important because they can, therefore, watch films with strong religious connotations without being offended or questioning the motives of the producers because they take films as meant for entertainment purposes. Hence, this ta rget group can watch films that have vampires as the heroes without taking it as being an abomination. Looking at the second question posed in the introduction regarding the significance of the vampire named â€Å"Angel†, one has to keenly follow the actions, the thoughts and words of the character. Although being a vampire, Angel is not wicked and his actions, thoughts and words are consistent with a being that is caring especially to the human beings who easily may be harmed by the vampire population.  Ã‚  

Company Law Essay Example | Topics and Well Written Essays - 1500 words - 2

Company Law - Essay Example However, advertisements are not always perceived to be offers that can legally bind the advertiser of a product. Advertisements are usually considered as invitation to treat. Miller and Jentz (2008), argue that advertisements are invitations for tenders or business deals and do not in anyway constitute a contract. Nonetheless, there are instances when an advertisement can constitute an offer. An advertisement becomes an offer when its terms are definite and the advertisement portrays the intent of entering into a legal relationship by the advertiser (Furmston, Tolhurst & Mik 2010; Miller & Jentz 2008). In such a case, the offeree has the power to transform the advertisement into a valid and binding contract through acceptance of the offer (Jennings 2013). The offer can however be terminated by the subsequent action of either the offeror or the offeree via rejection, revocation or even issuing a counteroffer (Miller & Jentz 2008; Evans 1995). As such, advising William necessitates dee p understanding of the elements that constitute to a legal and binding contract. ... William decided to advertise the vase on Monday offering it for sale for ?1500 or nearest offer. On Wednesday, Nigel, who did not contact William since their meeting on Sunday, posted a letter to William stating his acceptance of William’s offer of ?1200. Does a valid and legally binding contract exist between William and Nigel? In this case, there exist no legal contract between William and Nigel. As such, William is not in anyway liable to pay any form of damage to Nigel should Nigel decide to take the matter to a court. The advertisement put by William is merely an invitation to the public for a deal. It does not bind William to anyone who might be interested in buying the vase. If it were to be legally binding, it would mean that William is liable and legally bounded by the advertisement to all people with interest in the vase. This advice is based on the decision in the case of Partridge v Crittenden (1968). In this case, the defendant advertised in a section of a magazin e the sale of some bramble finches. Based on the provisions of Section 6 of the Protection of Birds Act 1954, the defendant was incarcerated for selling the birds for it was contravening the Act. However, he appealed his conviction. It was held that the defendant conviction was overturned arguing that the advertisement was an invitation to treat rather than an offer. Also, in the case of Harvey v Facey (1893), Privy Council, it was held that a mere statement of price does not amount to a contract. The court held that by stating the price, the defendant was merely providing information and that no valid and legally binding contract existed (Ibrahim, Ababneh & Tahat 2007; Moles n.d). Further, William’s advertisement is not definite in its terms, which would bind him to

Strategic risks †thinking about them differently Essay Example for Free

Strategic risks — thinking about them differently Essay One of the most important aspects to put into consideration when taking up a project is project risk management. A project risk is an event / condition, which is uncertain that, upon it occurrence brings either a positive or a negative impact on the project. A positive manager should consider this as one of the ten knowledge areas where competence is highly regarded. Risk management is critical, especially to organizations working in multi-project environments and the maturity for risk is high (Loftus, 1999). A wide range of risks is apparent when working in projects involving construction among other engineering work. These risks are mostly attributed to government policy, diversity in stakeholders’ aspirations and the challenges of adding multiple projects. For a good risk management process, there must be a clear statement and understanding of roles and responsibilities, proper skills on technical analysis and the prevailing organizational factors should support the project. Project risk management involves identifying, assessing and prioritizing of risks: and thereafter putting resources to use in order to reduce, monitor and control those risks that could affect the project negatively and increase realizing of opportunities (Jaafari, 2001). This report seeks to outline the knowledge acquired on management of risk in projects among other basic knowledge gathered on management of projects. Discussion             All organizations exist for their own different purposes, and that of public engineering organizations in the construction business, the purpose is to deliver a service, which brings a beneficial result in the public/ stakeholders interest (Harrison, 2004). Decisions to pump resources into investments on capital infrastructure are prompted by needs that are meant to enhance the achievement of the major purpose. According to Flanagan and Norman (1993), the benefits of efficient risk management are evident especially in projects involving capital infrastructure because they are dynamic in nature and bring positive cost implications from the construction related decisions. Risk management should be taken as an intrinsic part of capital infrastructure investment decisions mainly because, as project, ventures get more elaborate, the role of risk management is exemplified (Kutsch Hall, 2010). Regarding this realization, some countries have enacted government policies o n constructors emphasizing on the need to incorporate risk management in capital infrastructure schemes (Uher Loosemore, 2004). Risk is therefore, in many occasions, viewed as a condition or event whose occurrence will have adverse effects on the project and may hinder the attainment of set objectives. Hence, risk management relates decisions to such probable harmful effects (Chapman et al, 2012). This philosophical approach to risk management enables the process to be broken down into four fundamental sub-processes (Culp, 2001). These involve identification, analysis, response and monitoring. The former step of identification is the most critical step because it has the biggest effect on decisions emanating from the process of risk management. Reviewing risk management, in his article, Williams (1995), notes that there is little structured work in publication about typical risks. According to Chapman (1998), as much as risk identification is critical on the risk assessment and response phases, very little empirical evidence is available at this early phase. The heavier task in risk management remains in the analysis and response to the risk, yet the reasoning stands that unless the risks are identified, they cannot be analyzed and responded to. For most engineers, the need to have a set out program is critical for it provides an umbrella under which all current projects fall so that an outcome can be delivered massively in general, and greater than the total sum of all others. A program is usually temporary, and flexible; created to direct and oversee the implementation of a set of related projects and activities for the deliverance of beneficial outcomes that relate to the organization’s strategic objectives. Several projects are undertaken under this umbrella. This explicitly differentiates between program management outcomes and project management outputs. However, there is a link between projects and strategy through the program. Risk management is becoming an increasingly important process due to external pressures in existence. However, good risk management is seen as a critical attribute of organizational success in the field of engineering. The assumption that programs are merely extensions of projects should cease to exist because many will tend to reflect program risk management to project risk management (Allan, 2008). Program management is a broad extension of the varied, yet related, projects. On projects, it is important to define one or more objective functions like capital expenditure and completion time to represent it to measure the probability of achieving the set targets. Risk management then goes on to model the project’s objectives against the projects variables like costs and the quantity of inputs. These variables are usually uncertain as time goes on, hence the uncertainty of a hundred percent achievement of the objectives set. The most ideal situation would be identifying and characterizing the variables in advance providing that they will remain unchanged by time. This would make it easy to estimate the possible risks and the consequent variance of the project’s objective(s). However, not all project variables can be identified as new variables might surface as the project goes on while the probability of occurrence of the initial variables may vary (Kerzner Saladis, 2009). The impacts of the initial variables, both positive and negative, may c hange too hence making risk management even more hard (Drummond, 1999). Certainty and uncertainty of realizing a project’s objectives are measurable, only ideally. The possibility of a project not breaking even could be considered as a representative of the whole project: and then used in turn to evaluate against the variable and try to reduce the risks involved. This becomes a basis for decision-making. Some projects may proceed normally in a stable environment, hence making the uncertainty high at the time it is conceptualized. Pro-active planning and making prudent decisions will see the uncertainty reduce (Royer, 2001). However, uncertainty in complex projects within a changing environment will not necessarily reduce/ diminish as time goes by Chapman (1998). It is necessary to keep on checking on the project’s variables and re-evaluating of the objective function’s status to facilitate adjustments in the project’s strategies. Uncertainty surrounds many parts of a project; hence early resolution of variables may not be poss ible always. Variables change over time leading to exposure to new threats and risks along the way. This fact should not be refuted and a lot of work is required in the planning evaluating phases, where most of the critical work is done. In spite of all the uncertainty and complexity surrounding risk management and project management, it is important to seek methods of improving the project’s base value (Drummond, 1999). Conceptualization, planning, and implementation of a project are complex process that requires management based on set strategic objectives, which vary from time to time. The objectives should be integrative and holistic in the sense that it caters for social, political, environmental, and community aspects (Sears et al, 2010). Traditionally, planning in project management should form the basis of planning, alongside other functions of project management including; human resource, time, scope, integration, quality and procurement. These should be the fundamental factors f consideration along each phase. A variety of guidebooks, protocols and codes of practice in the engineering field have been made available for use in risk management in project management. In the United Kingdom, the ‘Orange book’ is a framework that is set to offer guidance on basic risk management concepts and as a resource for developing risk management processes and implementing them I the public sec tor (Aritua et al 2011). It is also aimed at using a risk based decision-making on investment. There have been many more publications and publications aimed at dictating hoe risk management should look like. These guidelines have offered a basis upon which projects are appraised and their investment viability tested. This has enhanced the process and shifted its reception and perception from project risk management to a risk management strategic level (Melton, 2011). In engineering and construction professions, program management and project management came to existence due to the changing procurement environment (Cox et al 2006). In the United Kingdom, procurement of infrastructural assets was done in a sequential manner, which involved a clear differentiation in the project life cycle phases. Currently there are three major procurement systems. These systems are prime contracting, Design and Build procurement and Private Finance Initiative (Aritua et al 2011). These methods were because of the need to adopt integrative and collaborative project delivery methods. The procurement systems have features like framework agreements, the use of specifications that are output based, and more importantly, emphasis on the lifelong value of the structures (Shehu and Akintoye, 2009). The office of Government Commerce has facilitated the change in construction procurement in the public sector too. The agency’s main agenda is to ensure that policies ar e followed and enhancing promotion of the best performance practices. These systems ensure that the project undertaken is of high quality and regard set policies and guidelines. These sanctions in the public works and construction sector have acted as strategic risk management tools for they ensure quality assurance as well as proper quality management. Project management should incorporate the use of a strategy-based management approach. This will facilitate the integration of planning, risk management and decision-making hence ensuring real time real time realization of an optimum of the project’s strategic objective against its variables (Schmidt, 2009). The project’s promoters are not always the investors. Investors are not always actively involved in the management of the project, but invest resources into the project hoping to get dividends. The promoters’ objective, on the other hand, is to deliver a facility that will ensure a long term balanced and financially viable business entity. The project is therefore a compromise between the attainment of investors’ interests and that of the community (Pinto Morris, 2010). Project development should be based on a set of strategic objectives, which stamp the project as a business and entwining project decisions to strategic business decisions (Wearne, 198 9). Amid all risks, the project should be planned proactively regarding its variables and with a focus on the life cycle objective functions (Westland, 2007). All life cycle functions should be observed. These are: financial functions, customer satisfaction, and policy observance/ adherence to statutory concerns. Statutory concerns could be like those regarding projects adjacent to ecological systems or highly populated areas (Jha, 2011). Proactive planning of the project ensures real time minimization of risk. Effective risk management ensures that there is typical conceptualization of projects and their subsequent implementation using strategic objectives. It also ensures any further variables are assessed and managed accordingly to optimize the project’s strategic outcome, that which of a business entity (Heagney, 2011). Since projects are subjected to changes in objectives and variables due to external factors, it is important to incorporate a continuous risk management p rocess that involves continuous risk and uncertainty management process conducted in real time to bring value to the project manager. Strategies made from risk analysis are a basis upon which decision-making is based going forward. Objectives of the life cycle are the vessel for analysis. Ethical practices are important factors to put into consideration when taking up/ procuring a project (Ralf et al, 2014). There exists codes of conduct and these codes may vary depending on the government regulations from one country to another. These codes guide management of projects, operations and supervision of work, and the technical aspect of the project, which is building. Since the work done is of great importance, the designed code of conduct and ethical measures should be used as they set standards for the output as well as achieving business objectives with the community in regard (Haukur et al, 2011). Reflective assessment Group activities that included vast research and group projects were vital in broadening my understanding of the project management theory, which of great importance to establishing and undertaking successful projects. According to Turner (1993), scope management is what the project management theory regards. Scope management involves three fundamental issues; ensuring that an adequate amount of work has been done, avoiding doing any unnecessary work and ensuring that the work done fulfills the intended business purpose as stated. The recognition of the sequential state in which activities are undertaken helped us as a group in determining what had to be done at a particular time and by what particular persons as well as accounting for what had been spent on completed work in anticipation of costs that would be accrued in the next steps. I came to understand project management by likening it to production operations management. The crystallization of project management theory to oper ations management theories made it easy for us to recognize the resounding reliance on the transformational theory, which is production oriented. This is because project management involves injecting inputs on which transformational processes occur to bring the result, which is the output (Nell, 1998). Goals are set on the output, upon which a basis for control is placed: control systems are put in place to ensure activities align with achieving intended goals and putting improvement measures in place. This deep understanding of the theory has been enhanced mainly by the critical analysis and discourse that we have engaged ourselves with in the group to widen knowledge on the process. Relevant knowledge on management theories on planning, execution and control has expanded from these activities as well as project theories pertaining flow of production (which projects have been likened with) (Sulliman, 2014). These productions method include incorporating techniques such as lean prod uction and just in time (JIT) (Gilbereath, 1922). Ethical practices in governance for contemporary organizations are also a major factor for consideration (Ralf et al, 2014). Conclusively, exploration on the area of project management has instilled in me management skills, which are very critical in handling projects and managing every aspect in them including risk. References Allan, N., Davis, J., 2006. Strategic risks — thinking about them differently.Proceedings of ICE 159 Aritua B., Nigel J. Smith, Denis Bower (2011) International Journal of Project Management. United Kingdom: University of Leeds Chapman, C. B., Ward, S., Chapman, C. B. (2012). How to manage project opportunity and risk: Why uncertainty management can be a much better approach than risk management : the updated and re-titled 3rd ed of Project risk management, processes, insights and technoiques. Chichester, West Sussex: Wiley. Cox, A., Ireland, P., Townsend, M. (2006). Managing in construction supply chains and markets: Reactive and proactive options for improving performance and relationship management. London: Thomas Telford. Culp, C. L. (2001). The Risk Management Process: Business Strategy and Tactics. New York: John Wiley Sons. Drummond H 1999. Are we any closer to the end Escalation and the case of Taurus? International Journal of Project Management Flanagan, R., Norman, G. (1996). Risk management and construction. Oxford [u.a.], Blackwell Science.Gilbreath, R. D. (1992). Managing construction contracts: Operational controls for commercial risks. New York: Wiley. Harrison, F. L., Lock, D. (2004). Advanced project management: A structured approach. Aldershot, England: Gower. Haukur, I. J., Ingason, H. T. (2013). Project ethics. Farnham, Surrey: Gower. Heagney, J. (2011). Fundamentals of Project Management. New York: AMACOM. Jaafari A. (2001) International Journal of Project Management. Sydney: University of Sydney Jha, K. N. (2011). Construction project management: Theory and practice. New Delhi: Dorling Kindersley. Kerzner, H., Saladis, F. P. (2009). Project management workbook and PMP/CAPM exam study guide. Hoboken, N.J: Wiley. Kutsh E. Hall M. (2010) International Journal Paper of Project Management. United Kingdom Loftus, J. (1999). Project management of multiple projects and contracts. London: Thomas Telford. Means, J. A., Adams, T. (2005). Facilitating the Project Lifecycle the Skills Tools to Accelerate Progress for Project Managers, Facilitators, and Six Sigma Project Teams. Hoboken, John Wiley Sons. http://www.123library.org/book_details/?id=9130. Melton, T. (2008). Real project planning developing a project delivery strategy. Amsterdam, Butterworth-Heinemann. Nell, E. J. (1998). The general theory of transformational growth: Keynes after Sraffa. New York: Cambridge University Press. Pinto, J. K., Morris, P. (2013). The wiley guide to project, program, and portfolio management. Hoboken, N.J: Wiley. Ralf M., Rodney T., Erling S.A, Jingting S., Oyvind K. (2014). Ethics, Trust, and Governance in Contemporary Organizations. Norway: Project Management Institute Royer, P. S. (2001). Project risk management: A proactive approach. Vienna, Virg: Management Concepts. Schmidt, T. (2009). Strategic project management made simple: Practical tools for leaders and teams. Hoboken, N.J: John Wiley Sons. Sears, S. K., Sears, G. A., Clough, R. H. (2010). Construction Project Management: A Practical Guide to Field Construction Management. New York: John Wiley Sons, Inc. Shehu, Z., Akintove, A., 2010. Major challenges to the successful implementationand practice of programme management in the constructionenvironment: a critical analysis. International Journal of Project Management Suliman Saleh Al Fredi (2014) International Journal of Science and Technology. Saudi Arabia: Al Qassim University Uher, T. E., Loosemore, M. (2004). Essentials of construction project management. Sydney: UNSW Press. Westland, J. (2007). The project management life cycle: a complete step-by-step methodology for initiating, planning, executing closing a project successfully. Williams, T., 1995. A classified bibliography of recent research relating to project risk management. European Journal of Operational Research Zhang Lianying et al (2012) Procedia Engineering. China: Tianjin University Source document

Impacts of Terrorism, Political Conflict and War on Children

Impacts of Terrorism, Political Conflict and War on Children Asrar Ali Abstract In the light of literatures, this paper will discuss the acute psychological responses of children during terrorism, the psychological impacts throughout the childhood period. The long term psychological effects of armed conflicts on the child’s life and personality and finally, exploring the important, resilient characteristics of children from the literature, to integrate them for the psychological well-being of victim children of Pakistan. Introduction to Pakistan’s Socio-Political Situation and The Rationales for Choosing the Topic Pakistan, the country with a very significant geographical location, is also a front line in the war against terrorism. The country allied with the USA in the war against the Soviet Union and then against the Taliban. The war resulted in drastic socio-cultural damage, economic loss, and destruction of schools and educational organizations. The people faced multiple forced internal displacements and also loss of thousands of innocent Pakistani citizens, including children (Khan, 2011). The country faces political issues and conflicts every day and the situations are still in a treacherous and unrest political condition. As a result, the country has faced multiple military takeovers in the past. These are open and obvious losses, but there is an additional cost that the country’s children are paying every day, a psychological cost. Children’s exposure to the severe traumatic situations cause toxic psychological shock. Loss of family members in the war field has left the c hildren in an insecure and hopeless position. The disabilities caused by the wars have lifelong social and psychological impacts. The rationales behind choosing this topic as a scholarly paper of psychology are: Firstly, political conflicts and terrorism are the priority and current issues of Pakistan, making the paper very relevant in the Pakistani context. Secondly, no doubt every individual citizen is suffering, but children are the most vulnerable group for the drastic psychological distresses caused by these situations. Thirdly, the literature states that during childhood, the brain develops rapidly and events in this period have immense effects on the psychological development. Lastly, exploring the resilient characteristics, which can protect the child from harmful psychological consequences of brutal terrorism and rough political conflicts. Acute Psychological Response of Children in Terrorism, armed Conflicts and War Children exposed to terrorist activities including bombing, slaughtering of human beings in front of their innocent eyes, killing of their family members, friends, or relatives, and the non-human brutal acts of terrorists can be toxic to child psychology. About 88% of children’s psychological reaction to traumatic events such as terrorism are signs of Acute Stress Reaction (ASR), including severe anxiety, low mood, irritability, emotional ups and downs, emotional numbness, and poor sleep and concentration problems (Moscardino, Axia, Scrimin Capello, 2007). As an Afghan citizen, I had harsh childhood experiences. During the Taliban regime, I have been exposed to severe terrorist activities. I have seen people being killed, bombed, executed in the streets, and my own house and neighbors have been hit by missiles, in the incident, I have almost lost my grandfather. I can deeply understand the psychological pain of children exposed to such a brutal non-human situation. In additio n to Acute Stress Reaction (ASR) signs and symptoms, I do remember, I had severe separation anxiety, I had fears of losing my significant figures and an intense feeling of uncertainty about death and life deep inside my heart. Children manifest anxiety in a variety of ways (Saraiya, Garakani Billick, 2013). Children may have difficulty in separating from parents, unrelated anxiety and they can develop somatic complaints (frequent headaches and stomach aches) due to anxiety. The literature further narrates that children develop a sense of hopelessness, loss of self-control and may develop difficulty in trusting adults. An 8-year old girl, M, said â€Å"My father died in the blast. I don’t want to live here any longer† (Aijaz Ambreen, 2014) Children develop complaints of unexplained low appetite, sleep disorders and nightmares. An 11-year old boy, who was at home when the blast (Abbas Town, Karachi) occurred, was crying when he told us, â€Å"I have been feeling reall y anxious since the blast. I cannot sleep† (Aijaz Ambreen, 2014). Psychological Impacts of Terrorism, Political Conflicts and War throughout the Childhood Period The psychological impacts of terrorism are not only limited to acute exposure to traumatic events but have effects throughout childhood. Regression manifests in children who witnessed or exposed to terrorism. Thumb sucking, bed wetting problems, lack of interest in play, increased fear of the dark and, greater difficulties in separating from parents have been noticed in children (Saraiya, Garakani Billick, 2013). Developmental delays, a state when a child cannot achieve appropriate milestones of age, have been recorded in children (Ullah, 2010). Academic and educational performances of children exposed to terrorism are highly suffered (Waheed Ahmad, 2012). I have noticed that, loss of parents, change in family structure and, low support from family result in poorer academic achievement. Development of learning difficulties and attention problems are other reasons for low academic performances, (Saraiya, Garakani Billick, 2013). I remember, when we migrated from Afghanistan to Paki stan for the search of peace and security, we got admission in the school. I, my siblings, and other Afghan classmates, exposed to extreme traumatic events of terrorism, had learning difficulties at school. Once, I failed grade 4 and had to work very hard to catch up with the studies. Children who experienced or witnessed violence acts of militants, developed phobias (Khan, 2011). The phobia can be related to animals, monsters, or any symbols not related to terrorism. Irritability, aggression and, an unusual outburst of anger has reported about children exposed to militancy. A mother complained about her son, ‘‘His character has changed. He generally reacts more strongly now, with much aggression. He thinks that someone wants to hurt him, he feels very offended if you tell him what to do’’ (Moscardino, Axia, Scrimin Capello, 2007). Long Term Psychological Effects of Terrorism, Political Conflicts and War on Personality and Life of Children A vast number of literatures support that, Childhood experiences have significant outcomes in the life and personality development. (Heckman et al., 2012; Black et al., 2007; Alderman et al., 2006; and Almond et al., 2005), as cited in (Kim Lee, 2013). The developmental Psychology shows that early childhood experiences are crucial for the personality development in the long-run. The study of the behavioral genetics shows that differences in temperament measured in the first few years of life do not entirely depend on hereditary factors, but also the environments (Emde, Hewitt Kagan, 2001). Terrorism and conflicts in the environment can be a serious issue for the child psychology. Children exposed to war, witnessed torture or killing of family members and those who lost significant figures in the act of terrorism, are at a higher risk of developing Post-Traumatic Stress Disorder (PTSD) (Ahmada, 2010). PTSD is an anxiety disorder that can be developed after exposure to one or more tr aumatic events that threatened or caused great physical harm (Widiger Costa, 2013; Brunet, Akerib, Birmes, 2007). It is a severe and ongoing emotional reaction to extreme psychological trauma. Individual with PTSD can have the signs and symptoms for up to 20 years after the traumatic event (Boscarino, 1997) cited in (Ahmada, 2010). Antisocial personality and aggressive behavior development are other long term psychological consequences of child exposed to terrorism. According to Qouta, Punamaki El Sarraj, (2008) aggressive and anti-social behaviors are more likely to develop if children are directly exposed to terrorism, including physical violence, being wounded, beaten, detained, or may have lost loved ones in the event. In another study by Yule et al., (2000) showed that survivors have a higher risk of developing specific phobias in the long-run. Ahmada (2010) explains that racial discrimination and blaming wording of society, leads to social isolation and drug abuse. If the w orld blames and discriminates a Pakistani child as a terrorist, the child may be isolated and may adapt drug abuse as an ineffective coping mechanism. Exploring Resilience in Children to Combat Adverse Psychological Effects of Terrorism, Political Conflicts and War War and terrorism adversely disturb the psychology of children, still many children survive and grow healthy, competent, well-adjusted and caring adults. Although many children succumb to serious psychological and physical problem, a substantial number manage to survive and thrive, despite facing adversities (Levine Ion, 2002). Many questions can be posed that, how these children were able to carry on healthy lives? Kanji Cameron, (2010) answer the question in their research, â€Å"exploring the experiences of resilience in Muslim Afghan refugee children†. Each child has unique stories to tell and within their experiential stories are essences of resilience. Drawing Strength from Family Support: In Kanji Cameron’s (2010) research, the Afghan refugee children confidently expressed that their strength came from their family’s enormous support. Family togetherness, not only instills courage, but also gives support and protection. Researcher (Garmezy, 1991; Luther et al., 2000; Masten Coastsworth, 1998) as cited in (Kanji Cameron, 2010) has also identified the presence of caring adults either during or after major stresses as the most important protective factors for children. The extended family structure in Pakistan can enhance more caring and supportive environment for the child. Therefore, families should be advised, to be more helpful, kind and caring during or after the traumatic events. According to Luther, Sawyer, and Brown (2006) as cited in (Kanji Cameron, 2010), their research review of over 50 years on childhood resilience showed that good positive parent-child relationships can generate â€Å"feelings of confi dence, security, and self-efficacy† in children. Community and Social Support: According to Garbarino and Kostelney (1996), as cited in (Kanji Cameron, 2010), in addition to children having individual strength, â€Å"successful adoption and resilience lies in the balance of social supports from and for parents and other adults. It is very important to attract social, governmental and non-governmental organizations’ support for the victim children. National and International media channels can play an important role in drawing attention of these organizations. The organizations can work on maintaining and improving daily activities of children (e.g. Schooling, etc.). Researchers found that, when displaced children attend school, it gives them stability and increase their confidence, self-esteem, problem-solving abilities, and career opportunities (Garbarino Kostelny, 1996; Hek, 2005; Machel, 2001) as cited in (Kanji Cameron, 2010). The support system from social worker and NGOs can have a positive impact on child psycholo gy. Drawing Strength from the Divine Support: The participants in Kanji Cameron’s research (2010), shared their experience of strength from the divine. They explained that they recited the name of Hazrat Ali (The First spiritual leader of Shia Ismaili) as a way of overcoming the fears. According to (Joseph, 1994; Ratrin Hestyani, 2006; Walsh, 2003) as cited in (Kanji Cameron, 2010), practicing faith is also a way of promoting and sustaining resilience within a person in the face of adversity. Personally, when I experienced traumatic terrorist exposure during the Taliban regime in Afghanistan, I recited Naad-e-Ali (Special Shia prayer for overcoming trouble) 3 times. The divine practice gave me a strong sense of resilience. Therefore, promoting divine and religious practices in children can be useful in psychological well-being. Conclusion The major acute psychological responses of children, when exposed to terrorism are Acute Stress Reaction (ASR), severe anxiety, emotional numbness and sleep disorders. Development of hopelessness and the difficulty in separating from parents are the main acute concern. The impacts are not limited to the acute phase of trauma, but the events have an effect throughout the childhood. Regression and developmental delays are noticed in children. The academic and educational performances of children are suffering. Low grades, avoidance of school, poorer academic achievements and learning difficulties are the major concerns. The literatures give evidence of long-term impacts on personality development of children. Development of Post-traumatic Stress Disorder (PTSD) was the most evident impact. The sign and symptoms of the disorder can be manifested for up to 20 years after the trauma. Anti-social and aggressive personality developments are vital long-term consequences. Furthermore, childre n develop specific phobias, social isolation, and involve in drug abuse, later in their lives. The literature explains that although terrorism and armed conflicts have adverse effects on children, still they can grow up as a healthy, competent and caring adult, by having certain resilient characteristics. The resilient characteristics are strengthened by support, love, kindness, and protective nature of family. At the last, the literatures and researchers showed that, during warlike situations, social support, religious and divine practices play an important role in children’s psychological well-being. References Ahmada, A. (2010). War and Post-Traumatic Stress Disorder in Children: A Review. Aijaz, A., Ambreen, U. (2014). Case Studies: Female and Child Survivors of a Bomb-Blast in Pakistan.J Trauma Treat S,4, 21671222. Emde, R., Hewitt, J., Kagan, J. (2001).Infancy to early childhood(1st Ed.). Oxford:  Oxford University Press. Kanji, Z., Cameron, B. (2010). Exploring the experiences of resilience in Muslim Afghan refugee children.Journal Of Muslim Mental Health,5 (1), 2240. Khan, Z. (2011). Military Operations in FATA and PATA: Implications for Pakistan.  Institute  Of Strategic Studies, Islamabad (ISSI). Kim, Y., Lee, J. (2013). The long-run impact of traumatic experience on risk aversion. Levine, S., Ion, H. (2002).Against terrible odds(1st Ed.). Boulder, Colo.: Bull Pub. Co. Moscardino, U., Axia, G., Scrimin, S., Capello, F. (2007). Narratives from caregivers of  children surviving the terrorist attack in Beslan: Issues of health, culture, and  resilience.Social Science Medicine, 64 (8), 17761787. Qouta, S., Punamaki, R., El Sarraj, E. (2008). Child development and family mental health  in war and military violence: The Palestinian experience.  International Journal Of  Behavioral Development,32(4), 310321. Saraiya, A., Garakani, A., Billick, S. (2013). Mental health approaches to child victims of  acts of terrorism.  Psychiatric Quarterly,84 (1), 115124. Ullah, J. (2010). The Life of Children After the War on Terror.  Pakistan Journal Of  Criminology, 2 (1). Waheed, A., Ahmad, M. (2012). Socioeconomic Impacts of Terrorism on Affected Families  in Lahore, Pakistan.Journal Of Aggression, Maltreatment Trauma,21 (2), 202222. Widiger, T., Costa, P. (2013).Personality disorders and the five-factor model of  personality(1st Ed.). Washington, DC: American Psychological Association. Yule, W., Bolton, D., Udwin, O., Boyle, S., ORyan, D., Nurrish, J. (2000). The long-term  psychological effects of a disaster experienced in adolescence: I: The incidence and  course of PTSD.Journal Of Child Psychology And Psychiatry,41(4), 503511.