Types of Research Methods Essay Example | Topics and Well Written Essays - 1500 words - 1

Types of Research Methods - Essay Example The paper tells that the factors that govern the methodology employed include; subtype of research necessary, subject selection for the research study, a decision on how to sample, a possibility of a pilot study to ensure the validity of the process through various research methods. Singh agrees that central to literature, research methodology is the type of research to be undertaken. There are two key types of research. They are qualitative research and quantitative research. Research methodology is dependent on these two factors. Qualitative research seeks to investigate intangible aspects of literature; especially about emotions, meanings, and descriptions. The intangibles under investigation are values, beliefs or ideas. Quantitative research seeks to verify existing explanations, regarding etiological aspects of a story, through measurement of variables. When reporting a researcher applies a number of research methods that are specific to certain techniques of research. The type s of research methods applicable include observation, survey, contact method and experimental method. Each of these methods has strengths and limitations. In essence, to indulge inaccurate data collection, one needs to be aware of the said aspects of the data collection methods to make the necessary adjustments to the data that result whenever warranted. This refers to the research method that employs the use of researcher’s eyes, watching the study area to gather information. Data collected by observation is primary data. The data collected is complete since the researcher knows what he is looking for when he goes to the field to observe. The research techniques influence the subtypes of the observation method that will be applicable. The first subtype is the structured observation. This is the main subtype employed for descriptive purposes of observation. Unstructured observation, on the other hand, is employed with a view of formulating explanations to a research question and validating it given hypothesis or otherwise.

Kenneth Burke’s Dramatism Essay Example for Free

Kenneth Burke’s Dramatism Essay Life is drama; playing roles in relation to other people. Interest in the interaction of language and action. Symbolic Interactionist—Language is symbolic action. â€Å"Verbal symbols are meaningful acts from which motives can be derived (Griffin, p. 329).† â€Å"Human beings†¦are a symbol-creating, symbol-using, and symbol misusing animal (Littlejohn, 1978, p. 69).† A theory of Motives—why do people act (particularly rhetorically) the way they do? Assess motives. Texts/Speeches created by people to â€Å"DO SOMETHING.† Can be analyzed to determine what it is they are trying to do. Distinguishes human â€Å"Action† from Animal â€Å"Motion† Action Motion Done on purpose;Behaviors that are non- voluntary behavior purposeful/non-meaningful e.g. DramatismïÆ' ª ïÆ' ªAll animals and objects Peoplehave motion ïÆ' ªÃ¯Æ' ª Forms of ThoughtThe study of motion is ïÆ' ªmechanism Understood through motives ïÆ' ª Pentad (tool for understanding motives) Motive: Linguistic Product of Rhetorical Action Created a Grammar of Motives (â€Å"grammar† meaning rules, principles, elements, structure and/or book) Motives are viewed by Burke in terms of internal sources of action; but rather in terms of how language and terms are used to make actions understandable. Guilt as Motive: guilt is an â€Å"all-purpose word for any feeling of tension within a person—anxiety, embarrassment, self-hatred, disgust, etc. (Littlejohn, 1978, p. 70).† We communicate to purge ourselves of guilt. Guilt arises out of language. Three sources of guilt: 1. The Negative: Language allows for rules, morals, etc. that surround us and we can’t escape violating. 2. The Principle of Perfection: Language allows us to â€Å"imagine† the ideal (should). 3. The Principle of Heirarchy: Structure society with competing class and group distinctions We seek redemption (reduce or eliminate guilt) through communication/rhetoric/dramatism 1. Mortification: self-blame 2. Victimage: external enemy is the source 3. Scapegoating: blame other(s) Substance: general nature of a thing Consubstantiation: (shared substance, commonality) Identification: (same as consub) degrees of; conscious or unconscious; 1) material identification—goods, possessions, things 2) idealistic identification—values, ideas, feelings, attitudes 3) formal identification—form or arrangement of act/conventions; roles, customs, etc. Division—differences with others (source of guilt) PENTAD Tool for understanding motives Act SceneAgent Agency Purpose (Hexad: Attitude: delayed or incipient action) Statement of motives will answer: What was done (act), when or where it was done (scene), who did it (agent), how it was done (agency), and why it was done (purpose).

Ethnic Conflict Or Insurgency In Nepal Politics Essay

Ethnic Conflict Or Insurgency In Nepal Politics Essay Although the unification of Nepal began in the later-half of the eighteenth century, integrating many small principalities and emerging as a nation state of the Westphalian model, Nepal always remained a multiethnic, diverse country without having any core ethno-federal region.  [1]  While Nepal did not experience any significant ethnic problem for almost two and half centuries after it came into being, some of its ethnic groups enjoyed more privilege in the socio-politico-economic sector than others. Yet, after the establishment of a democratic system in 1990, grievances of underprivileged groups surfaced. As the ethnic grievances were burgeoning, the abrupt start of the Maoist insurgency in 1996 overshadowed all ethnic movements, assimilating them into the large-scale Maoist rebellion. Thus, it is difficult to classify the Nepalese ethnic problem and perceive it either as an ethnic conflict, ethnic violence, or a rebel movement. Prior to the initiation of the Maoists armed move ment, ethnic problems in Nepal were based on political, economic, social, and cultural issues, limited, to the level of conflict but did not escalated to the level of violence. However, with the beginning of the Maoist insurgency, the Nepalese conflict turned into an ideological based violent political power struggle against the existing government by a rebel organization. While there may be different interpretations and perceptions regarding whether the Maoist movement was successful or not; one thing is clear, it was successful in outmaneuvering the then governing regime becoming the largest political party bloc in the Constitutional Assembly election. The puzzle remains why the ideological conflict was successful despite the proclamation of end of the history by Francis Fukuyama and a Clash of civilization as a form of future conflict by the eminent political scientist Samuel Huntington after the end of the Cold War.  [2]  My purpose in this paper is to analyze this divergent outcome in Nepal. There has a been a nascent ethnic awareness after the establishment of a democratic system in Nepal, yet, the political mobilization of ethnicity by elites would not have been possible without the political incentives to activate it. I argue that the intervention by the Nepalese Maoists mutated the nature of the ethnic conflict into a fusionist one. Before addressing the core question, I attempt to analyze the Nepalese ethnic conflict through different theoretical lenses. Nepalese Conflict from a Broad Perspective Generally, any ethnic conflict can be explained in the light of three broad approaches -situational, instrumental, and primordial. While explaining the various motivations of conflicts in Nepal, the situational and instrumental approaches seems to be more convincing than a primordial one.  [3]  However, some dimensions of primordial force cannot be ruled out; especially a rise of grievances caused by taking the lid off after the collapse of the monarchy in 2006. When the authoritarian Panchayat system ended in 1990, it had created a power vacuum in Nepalese politics. When political and ethnic entrepreneurs rushed in to fill the void, namely vested, as well as parochial interests weakened the state and formed new democratic institutions. Manipulating these opportunities of political chaos and ethnic grievances, the Maoists came entered the scene with a strategic objective of establishing a totalitarian communist regime. They divided the country into their own administrative units and subunits to consolidate and advance their struggle more effectively and efficiently. Their administrative division of the country based on ethnic lines validated their excessive reliance on ethnicity to achieve ideological strategic objectives.  [4]  According to Michael E. Brown, a single-factor explanation cannot fully explain the evolution and intensity of internal and ethnic conflict, rather he advances multiple arguments derived from in theory existing, causes of internal conflict. Therefore, the Nepalese conflict can also be analyzed by means of three main arguments underlying factors, catalytic or proximate factors, and a role played by domestic elites.  [5]   Underlying Causes of the Nepalese Conflict Four underlying factors suggest why the Nepalese situation and its geography contributed to ethnic conflict. First, the structural factors explain the likelihood of ethnic conflict in terms of weak states, intra-state security concerns, and ethnic geography. While other symptoms of weak states are also more or less prevalent in Nepal, where the political institutions remained in a rudimentary state. Some of the reasons for such an existence of rudimentary political institutions in Nepal are explainable by unhealthy inter-party political rivalry after the establishment of the multiparty democracy in 1990, and the legacy of 104 years of the Rana oligarchic, political system from 1846 through 1950. Some other endogenous factors such as endemic corruption, administrative incompetence, and inability to promote economic development also have contributed immensely as precursors to the conflict. When the Nepalese state became weak, the power struggle between and among various political parties increased. The two major political parties, the Nepali Congress and the Communist Party of Nepal United Marxist Leninist (CPN-UML), and other political parties formed different alliances to claim paramount state power. Most of the time, during the multi-party democratic period, the Nepali Congress was in power; nevertheless, it could not complete even single full term of its tenure in the government following a split in the party. Because of this power struggle among the major political forces, ethnic groups such as Rai, Magar, Limbu, Tamang, Sherpa, Newar, Tharu, and Madhesi, which formerly had been oppressed by the center, were able to assert themselves politically. The weakening state structure also resulted in a less effective control of the Nepal-India border. Such a less effective control rapidly increased cross-border movements of arms, ammunitions, explosives, and other smuggl ed goods. This was a fertile environment for the Maoists to launch their violent ideological struggle. Many people from rural areas moved to neighboring India for greater security and employment. This situation also created a huge number of Internally Displaced People (IDP) within different parts of Nepal When the state grew further weaker, different groups and individuals started arranging for their own security. This also provided incentives to the Maoists for military preparations. The establishment of a Maoist Militia to defend themselves and fight against their enemies threatened the states security apparatus and other groups at community level, resulting in doubling the size of Nepals military and lead as well to the formation of anti-Maoists community defense forces at the local level. This again galvanized an upsurge of the Maoists military structure and a resulting armed violence creating a vicious cycle of security dilemma. At times, community defense forces exhibited offensive capabilities, even if they were formed for defensive purposes. This intensified the security concern caused by the Maoists.  [6]   Nepal was a multi-ethnic fabric woven by a thread of a common language, religion, and tradition obtained through the unification process. During some thirty years of authoritarian rule, from 1960 through 1990, the Panchayat system was relatively successful in consolidating a nation-state based on a single language, religion, and culture; intermingling various ethnic groups throughout the country. However, the melting pot did not completely melt everything in the pot and Nepalese leaders were unable to produce a homogeneous mixture. Some ethnic groups such as the Brahmins and Chhetries intermingled with other ethnic minorities throughout the country while some other ethnic minorities existed in a separate ethnic-geography. Many ethnic groups did not raise secessionist demands; whereas other ethnic non-integrated groups were on and off raising their secessionist demands. At times, these secessionist demands weakened because of the some effects of intermingling with other ethnic communi ties. After establishment of the multi-party democracy in 1990, as a result of a third wave of democratization, ethnic minorities started to demand their rights in a now more liberal political, social, and economic environment. Among various ethnic groups, the Magars in the western part of Nepal became more aggressive and consequently were effectively utilized by the Maoists to initiate their armed struggle. Second, political factors such as the dimensions of discriminatory political institutions; exclusionary national ideologies; inter-group politics; and elite politics serve to explain the Nepalese conflict. The closed authoritarian Panchayat system generated much resentment over time because many minority ethnic groups viewed the system serving primarily the interests of higher caste groups, such as Brahmins and Chhetries. The perceived disproportionate representations of ethnic minorities in government, the military, the police, the political parties, and other state and political institutions created substantial grievances in them. The ethnic conflict grew especially during the political transitioning from authoritarian rule to democracy in the early 1990s. The states repressive attitude during the democratic transitioning as well contributed to propagate insurgency in Nepal. While there were no exclusionary national ideologies per se, the lack of pragmatic implementation of egalitarian principles enshrined in the constitution and civil code contributed the outbreak of the conflict. Although the Nepalese people usually demonstrated civic-nationalism while protesting against foreign interference, the ethno-nationalism prevailed when the institutional vacuum occurred due a drastic political change. But, so far, the ethno-nationalism has not progressed towards an intense secessionist movement. It is pertinent to mention here that the Nepalese exclusionary practices were based on the caste system rather than on religious or ethnic grounds. Occasionally, Nepal experienced inter-group politics especially between Madheshi and non-Madheshi groups, but elite politics played a dominant role most of the time. Desperate and opportunist politicians always tried to take advantage of political and economic turmoil. For instance, the Maoists took advantage of fragile pol itical and economic situations to start their armed revolution. Third, economic and social factors also played important roles in initiating conflict in Nepal. Nepal remains an agrarian society and lacks an infrastructure for a market-based economic development in most parts of the country. Tourism is one of the important sources of income and employment, after agriculture. Over the last decades, foreign employment and remittance have become the main sources of national revenues. After the establishment of a democratic system in 1990, the aspirations of people for economic development went up astronomically. Nevertheless, peoples aspirations could not be met because of the lack of political stability, clear vision, commitment, and political consensus. Rather, unemployment, inflation, and resource competition provided the breeding ground for the conflict. Failure to jump start economic development by the new political elites contributed to an ever deepening political crisis. The failure to adopt an all-inclusive economic policy widened the gap bet ween rich and poor. Peoples from the oppressed community, scheduled caste, and minority ethnic groups did not have a stake in the countrys economic activities. Corruption, mismanagement, nepotism, and bribery moved the economic situations from bad to worse. Although there was no profound discriminatory economic policy, unequal economic opportunities, unequal access to resources, and vast differences in the standard of living were seen as unfair and illegitimate by the disadvantaged members of the society. Lastly, cultural or perceptual factors also had a considerable impact on the evolution of ethnic problems. Cultural discrimination against minorities was one of the principal, contributing cultural factors for ethnic conflict. The people from different ethnic groups found the educational opportunities inequitable; especially, teaching in minority languages became problematic because of lack of resources and investment. The Madheshi felt the compulsory Nepali language in school as languistic colonialism. Ethnic groups such as Magars, Gurungs, Rai, Limbu, Tamang, Newar, Maithili, and Bhojpuri wanted teaching in their own languages. Group histories and group perceptions also played a role in triggering conflict. Brahmin, Chhetrie, Thakuries and some other martial castes considered themselves the creators of a unified Nepal and took great pride in their nationalist feelings; whereas, other ethnic groups such as the Newar, who were defeated and subjugated during the unification process, c onsidered themselves apart from such glory. Proximate Causes of the Nepalese Conflict While the aforementioned underlying factors have been essential to explain what situations and conditions led to ethnic conflict in Nepal, the proximate causes of internal conflict are more convincing in explaining the ultimate triggers. One of the major proximate causes of Nepalese conflict was the persistent, internal problem of governance after the establishment of democracy in 1990, such as rampant corruption. The power vacuum created by removing the king from the center of state power galvanized many political parties to rush for power. The political parties created various alliances to remain in power in order to serve their personal or partisan interests. This situation made the government unable to cope with societal demands and ameliorate peoples stark challenges. However, a threatening security dilemma did formerly not exist in Nepal; however, as Nepal was not created from the rubble of a larger entity or gained independence from a colonial power. Rather, the government dee mphasized the military structure inherited from the previous Panchayat system, considering it unimportant in the new democratic environment. The government clearly showed skepticism to take ownership of the military. The deemphasizing of the military on one hand, and the emergence of a power struggle between, and among, elites on the other hand, triggered the initiation of ethnicity-based movements all over the country by desperate and opportunistic politicians thereby, preparing the ground for insurgency. As there was a lack of coordination and cooperation between the civilians and the military, the growth of ethnic movements and ineffectiveness of states mechanisms provided the breeding ground for the onset of the insurgency. The Maoists were able to transplant their communist ideology effectively into the ethnic movement. Thus, the energy created by the ethnic movement proved to be a force multiplier for the Maoists to advance their communist agenda. The issues, especially relate d to the inequality, exclusiveness, and discrimination formed basic grievances for different ethnic groups.  [7]  Despite the global declining trend of ideology as a source of conflict, the Maoists were successful in creating a fusionist violent movement by ingeniously combining ethnic conflict and communist ideology. Social and economic problems such as sharp competition for the scarce resources, the increasing divide between the poor and rich, and social, caste-based, inequalities and exclusiveness were the catalyst for the initiation and the growth of the internal conflict in Nepal. The Roles of Elites in the Nepalese Conflict While social and economic problems provided the underlying causes, the internal and external elite-level and mass level factors were more responsible to trigger the conflict.  [8]  External mass-level factors influenced especially the Terai region of the country. The many people of Indian origin that migrated to the plains area of Nepal along the border compounded ethnic tensions with the other non-Terai population. Although there were bad domestic problems and some bad neighborhood effects, the elite-level factors seemed more responsible than mass-level factors. Internal elite-level factors such as power struggles between different political parties; power struggles between political parties and the king; and ideological contests over how to manage the countrys political, economical, and social conditions among different political parties, played important roles in escalating the conflict. The bad leaders problem, created, in turn, an ethnic problem and subsequently lead to open conflict between, and among the government and different minority, ethnic communities. The major political parties were in the government most of the time, yet they could not lead the country towards a positive direction. Instead, the political leaders split the parties to fulfill their vested interests. The political opportunism led to the creation of many undesirable alliances. Such alliances kept on making, and breaking, government power. Some alliances lasted about a year, where some lasted just a few months. This situation created a fertile environment for an insurgency. The external, elite-level contentions, also played an important role in generating ethnic tensions. The foreign powers attitude towards Nepal, intermingling with domestic politics, covert cooperation with disgruntle political parties triggered the conflicts. These countries always had an interest in Nepal for their own security and not least for the vast water resources available in Nepal. The external powers also wanted to maintain their market monopoly in Nepal to pursue their own economic interests. Although they advocated promotion of democracy in Nepal publicly, claiming themselves as promoters of democracy in the world, democracy never remained a real priority in the face of their own national interests. Their indirect interventions became successful because of the attitude of the pro-foreign power political leaders in Nepal. They overtly did not support the Maoists, but the proxy war launched by them effectively paralyzed the states mechanism and contributed to the conflict in tensification. The bad neighbor effects may not have happened without the discrete and deliberate support by these countries. Although neighboring countries meddling in the Nepalese domestic affairs played an important role for the conflict, without the decisions and actions of the Nepalese domestic elites, the conflict could not have been sparked. The domestic elites conflicts were mainly power struggles and were ideological in nature. However, before the emergence of the Maoist Party, the conflict that erupted between competing elites was in effect only a struggle for power. The burgeoning political parties in the new democratic milieu contended for power and forged alliances between one another for one purpose to become the principal national power. Even within the political parties, the leaders competing and forging alliances were numerous, which contributed frequently to making and breaking of governments. This led to aspirations and grievances of underprivileged and minority ethnic groups, to go unheard and unaddressed, causing serious frustrations and dissatisfactions among these groups. These frust rated ethnic groups as well as some political opportunists unable to grasp power through democratic elections, started movements for the rights of ethnic minorities to gain power by another venue. Analysis of ethnic conflict in Nepal At some point, the ethnic self-images and the images of others played important roles to shape ethnic conflict in Nepal. During the monarchical period, the different ethnic groups co-existed because they shared the mutual history of unification of greater Nepal, and converged into a unified language and national character.  [9]  The Chauvinist mythmaking by the Shah dynasty was a hallmark of civic nationalism that contributed to overshadow the ethnic nationalism to some extent. Until the state was strong, no significant ethnic conflict existed in Nepal; however, the ethnic groups started devising mechanism to protect their groups after the state became weak. In certain degrees, the rise on the ethnic conflict was the result of the self-help mechanism employed by ethnic groups to protect their groups interest when the state failed to provide security. However, the decision to adopt a federal system in Nepal by amending the interim constitution acted as an important confidence building measure to promote the rights and positions of minorities by mitigating the strategic dilemma that would have produced violence.  [10]   The third wave of democratization changed the Nepalese political system and institutions as it swept throughout the Middle East, Africa, Latin America, and South Asia. The establishment of a liberal democratic institution and globalization changed the social structure in many of the countries around the world. The drastic change in political and economic structure broke existing social contracts resulting in resentment as well as opportunity, and provided fertile ground for the Nepalese political entrepreneurs to mobilize support around ethnic and sectarian identities leading to ethnic conflict.  [11]  Before the beginning of democratization, the ethnic issues were weak and limited among the people at large in Nepal. The political transitioning and democratization in 1990 provided elites ethnicity as a tool to harness popular energies for securing state power as more voters began to play a larger role in politics.  [12]  This led to ethnic conflict when contested elections we re held and varieties of political groups criticized the governmentand each other. Although the new constitution addressed the issue of minority rights, they did not feel their rights guaranteed because the privileged groups showed reluctance to surrender real political authority enjoyed by them versus that of the average Nepali citizen. Thus, initial steps in the rocky transition to democracy increased the risk for ethnic conflict when the immature political parties indulged simply in parochial party politics. Although many ethnic groups were demanding an ethnically-based federal state, only some sections of Madheshi had occasionally demanded an autonomous state with the right of self-determination. This section of the Madheshi people felt that the control of Terai region ensures their survival by protecting group identity. Since the Terai region was populated with Madheshi people and was considered their homeland, they launched a violent conflict when their interests clashed with those of the Maoists. Yet, some of the non-Madheshi groups and some factions within the Madheshi community heavily criticized this idea. Also, for the state, the control of territory was vital for physical survival.  [13]  However, after realizing the state would oppose their sovereignty demands with violence if necessary, these Madheshi backed down from their demand and contended for an autonomous region. It appears that Indian interests also might have played an important role to forgo the right for self-de termination, because such an action might lead to an intensification of a similar demand in an already contested situation in India. The Terai region being the breadbasket and strategically vital Nepal tract of land, the State was likely to use any means and level of violence to secure its control. The Madheshi uprising gained momentum after the Maoists entered the political main stream. The uprising was widely believed to be covertly backed by India primarily for two reasons. First, India wanted to counter the Maoists growing influence over the Terai region. Second, India wanted to exert its influence and control on the Terai region so that it could influence Nepals internal politics. When the Maoists tried to counter the Madheshi activities in the Terai, they faced fierce opposition, and violence broke out. Hostilities targeted the non-Madheshi people living in the Terai region, and many people fled to other areas leaving their homes. The mix of Madheshi and non-Madheshi populations raised the risk of inter- communal conflict during the violent Terai movement started in Gaur.  [14]  However, the rejection of secessionist demands by Madhesh-based political parties and patience from non-Madheshi groups, controlled violence from spreading further. The risk of communal violen ce was not observed in other multi-ethnic parts of the country. The two centuries of cordial intermingling among diverse ethnic groups and three decades of consolidation of civic nationalism under the Panchayat system based on single language and tradition, hardly left any room for a bottom-up demand for ethnic mobilization in Nepal. Certainly, there was ethnic awareness in Nepal, but it would, most likely not have evolved into organized political competition without being capitalized on by the political elites. As Jessica Pimbo asserts, Enduring ethnological cleavages were not likely to occur in the absence of political parties that attempt to mobilize ethnicity.  [15]   The dynamics of massive mobilization of ethnic groups for group-level purposes is not very clear. Altruistic and chauvinist leaders identified with specific groups seem to forgo their individual self-interests while seeking group interests. The subjective identity seems to go along with group identity rather than objective identity, which may only deal with an individuals life history. According to the logic of collective action, the group interests and the personal interest cannot progress concurrently, and most of group-oriented activities do not commensurate with group interests. Thus, alignment of group and self-interest leads to spirals of violence, and a groups betterment comes only at the cost of others. This leads invariably to zero-sum, or even negative-sum, situations in which nobody gains from the conflict.  [16]   The presence of rightist, centrist, and leftist ideologically-based political parties, such as the Rastriya Prajatantra Party (RPP), the Nepali Congress (NC), and various Communist Parties created tension over the organization of political, economic, and social affairs in Nepal. The ideological tensions existed between hardline communist parties and other political parties. The ideologies were mainly based on economic and class terms, creating struggles over how political, economic, and social affairs should be organized to create a New Nepal.  [17]  Although class-based movements with communist agendas were dwindling in many parts of the world, the Nepalese rebel movement transplanted into the political agendas of indigenous people and ethnic minorities was burgeoning. The Nepal Communist Party (Maoists) emerged because of political, economic, and cultural discrimination; widespread dissatisfaction, inequitable distribution of resources and disproportionate economic development. The Maoists effectively and efficiently utilized the energy and momentum gathered by the different ethnic groups political movements and gave voice to those ethnic minorities agenda with their own. As the amalgamated movement was progressing under the leadership of the Maoists, the government started repressing the movements rather than addressing the underlying causes for the conflict. This approach further propagated the movement and finally resulted in political negotiations; and, ultimately resulted in establishing the Maoists as a largest political party in the country. This movement attempted to shift civic-nationalism to ethno-nationalism in Nepal, and provided the political elites with powerful incentive to play the ethnic card. The mounting economic problem constituted the main reason for people to initially follow an ethnic movement and subsequently as well, a Maoists agenda which in turn had successively taken over many ethnic groupings. Although there were some traces of inter-group grievances, yet the existence of significant antagonistic group histories did not exist. Existing economic problems such as unemployment, increased inflation, and intensifying resource competitions forced more people to join the armed movement for a radical change in the countrys political course. It is evident that the emergence of elite competition was a major proximate cause, where as the socio-economic problems constituted the core for conflict in Nepal. Intensifying elite competitions and mounting economic problems played a crucial role promoting a strong political movement in Nepal; nevertheless, the movements would not have been successful, had there been homogenous populations and fewer ethnic grievances. In other words, had there been economic advancement like in Malaysia, Indonesia, or Thailand, which had ethnic grievances with a similar intensity as in Nepal, the ethnically energized Maoist conflict would not have occurred or succeeded so easily. Michael E. Brown and et. al assert: Sustained economic growth, which gives groups, even relatively disadvantages groups, incentives to avoid conflict and destruction of a system that is bringing more and more economic benefits.  [18]   With the Maoists armed movement causing the death of more than 13,000 human lives, and the ethnic mobilization as part and parcel of the Maoist insurgency, the Nepalese conflict graduated from an ethnic conflict to a hybrid conflict. It was a fusion of ethnic grievances of various ethnic groups and the ideological movement of the Maoists. This hybrid conflict was successful mainly because of the Maoists stratagem to combine ethnic movement with their ideological precepts acquiring the energy of a fusionist movement to fuel their ideological movement. Since this marriage of convenience was primarily focused on achieving success for the Maoists rather than to take on seriously solutions to existing ethnic issues.

The Great Potato Famine :: Essays Papers

The Great Potato Famine The Great Potato Famine was a huge disaster that would change Ireland forever. The people in Ireland were extremely dependent on potatoes and when the blight came the economy went down. When the fungus attacked the potato crops slowly crop by crop throughout Ireland, people began to lose their main source of food. With the people in Ireland’s huge dependency on the potato, people began to starve or get sick from the potatoes. No one had any food to eat. The potatoes were black inside with molds through out it that came from the fungus from something in nature. The weather that brought the blight also was one of the causes because they could not control how the weather was bringing the fungus. Ireland was under the British government and did not help Ireland when they needed Britain. The aftermath of the Great Famine was not only a huge drop in population, but emigration, and much more. The potato famine killed many people. â€Å"The famine brought starvation and disease which claimed 1 million lives† (Jackson 69). The death toll from the Great Famine took a good portion of the Irish population and left a landmark as being one of the most costly disasters of modern times. â€Å"Additionally, over 50,000 people died of diseases: typhus, scurvy, dysentery [†¦] Within a decade, the population of Ireland plummeted from over eight million to less than six million† (Irish Potato). Either the people that died during the famine were forgotten about from the surviving relatives, or there were no remaining survivors in a household there for, no was there to report it (Mokyr and O Grada 343). Sadly, death was one only of the effects of the Great Potato Famine. Another thing that was an effect of the Great Famine was emigration. Many people moved to different countries, mostly America, to find new land and get away from the horrible famine. Soon the government passed the Poor Law Extension Act of 1847, which was approved to refuse any farmer help with over a quarter acre of land. This Act influenced emigration, increased land clearance, and the structure of rural society slowly decreased.

Questionner on Recruitment and Selection Process

Questionnaire Name: Gender: M/F Occupation: Contact number: 1. Does the organization clearly define the position, objectives, requirements and candidate specification in the recruitment process? oYes oNo 2. Which source is used by Zydus to hire new employees? oInternal oExternal oBoth 3. If internal, how they got their current position? oPromotion oTransfer oUp gradation oRetired employees 4. If external than which sources used by Zydus? oCampus interview oEmployees referrals oConsultant oAdvertisement oWalk ins oWebsite 5. Which type of interview method does company usually follow? Structured Interview oUnstructured Interview 6. What is the focus of interview? oPersonality oIntellectual ability oQualification oTechnical proficiencies oKnowledge oExperience 7. Treatment given to you when you came for interview at Zydus oVery satisfied oSatisfied oAverage oDissatisfied oVery dissatisfied 8. How well were the organization’s affirmative action needs clarified and supported in the selection process? oExcellent oAdequate oPoor 9. Where you provided appointment letter on the 1st day of the joining? oYes oNo 10. Was orientation/induction program provided to you? oYes oNo 11.Has your induction program helped you to understand your job, responsibilities, and performance standard? oYes oNo oNot Applicable 12. What type of induction training would you prefer? oOn job oOff job 13. How Induction is conducted? oBy Presentation oBy Premises oBy providing Manuals oAll Above 14. Explanation of norms, values and department policies and procedures oVery satisfied oSatisfied oAverage oDissatisfied 15. After recruitment and selection process have you under gone the period of probation? oYes oNo 16. How would you rate the HR department’s performance in recruitment and selection? oExcellent oGood oPoor

FCS 3215: Observation Assignment Essay

Dr. Isabella, this project requires that you observe two preschool-age children in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a particular aspect of their development. In the following pages, three options will be presented–you may focus on either language development, play, or emotional behavior. Thus, the option you select will determine the nature of the observation you conduct, but it is also true that all projects must follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as well as any reading from the textbook that would prove useful in this regard). Third, you should begin planning your observation; this should include decisions regarding what you will focus on during your observations (e.g., behaviors, specific features of the physical and social context), what kinds of things you will try to take notes on in the course of your observation, which preschool class you will observe, and when you will plan to conduct your observation to assure that you will leave yourself enough time for a second chance should you fail to gather all of the necessary information on your first observation attempt. Fourth, you should conduct your observation, paying very careful attention to the behaviors and situations that you have (beforehand!) decided are most importan t–in all cases, you will have to observe two children for 15 minutes each. Take notes and remember that these notes are all you will have to work from when writing your paper. I also would recommend that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the children in it and to identify the two children you will observe; ample time to observe each child for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour); and even some time to make up for observations that don’t result in any useable information. Fifth, you must rely on your notes and the details of the assignment to  prepare your paper. In all cases, I am asking that you provide some general, objective information about what you observed in each child, and that you interpret your observations in terms of what youâ₠¬â„¢ve learned about preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. The preschool schedule is as follows: There are three different preschool classes (children ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will need the permission of the head teacher. Simply tell them about the project, mention the class and instructor’s name, and there should not be a problem (do this ahead of time!). Following are descriptions of the three options, each focusing upon a different feature of preschoolers’ development. [Adapted from Bentzen, W.R. (1985). Seeing your children: A guide to observing and recording behavior. Albany, NY: Delmar Publishers Inc.] I. LANGUAGE DEVELOPMENT A. Background Information Language is one of the more prominent behaviors in the preschool child. The preschooler is rapidly acquiring speech vocabulary and is refining his grammar to conform more closely to adult speech patterns. For many people, language is an indication of intellectual and social progress. In this exercise, you will be concerned with describing and analyzing the child’s speech and determining such things as the depth and variety of his/her vocabulary. 1.It is important to look at the child’s speech in terms of Piaget’s concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the other person into account; it is speech that, for all practical purposes, is private. There is no real effort to communicate with the other person; therefore, whatever is said is meaningful only to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the individual talks only to himself and with no other persons present; (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together but none of them is paying attention to what the others are saying. Each â€Å"conversation† is independent of the other conversation. Socialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1: 2.Does the child engage in egocentric or socialized speech? What are the circumstances under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the number of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to others. Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence; thus, there are rules of grammar and syntax. Q2: What do you observe about the child’s vocabulary? In particular, examine the child’s speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the child’s vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a means of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges. Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language appears to be influenced by the setting in  which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small group setting–free-choice periods are probably best. (Do not try to observe two children at the same time!). As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the child’s specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an interpretation of each child’s language behavior in terms of what you’ve learned about development during the preschool years. II. PRESCHOOLERS’ PLAY A. Background Information Play is considered by some psychologists to be the most important activity in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the child’s observation of adults; other play seems to stem from the child’s fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. Play can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes i nto the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying list (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Parten’s Six Classifications of Play or Social Interactions 1. Unoccupied Behavior: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not  enter into play. The child remains within speaking distance so that what goes on can be seen and heard; this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play This is play activity that is conducted independently of what anyone else is  doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance, and she makes no effort to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play Here the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play The key word in this category is â€Å"organized.† The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,† whereby one definitely belongs or does not belong to the group. There is also some leadership present–one or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles  by the group members, and the support of one child’s efforts by those of the others. C. Observational Objectives To learn about the distinguishing characteristics of different forms of play, specifically according to Parten’s classification of play behaviors. D. Procedure Familiarize yourself with Parten’s classifications of play as described above. Select two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time!) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each child’s play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what you’ve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our psychological beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion another person is feeling. She   must tell us, or we must infer the emotion on the basis of the individual’s behavior, facial expressions, and the event that preceded and might have caused the feeling. A child’s emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some understanding of the child’s emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the child’s obvious behaviors and the contexts in which they occur. 1.There are several emotions that are commonly found in preschool children: aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the â€Å"victim† and must derive satisfaction from hurting the victim. This kind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. Q1: Q2: 2.Observe the child’s behavior for instances of aggression, either toward  another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the character istics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3: 3.Fear is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4: 4.In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e.g., by withdrawing, confronting the fearful situation, seeking help)? In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the child’s affective states as possible. For example, there are the feelings of pleasure and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5: What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure? Q6: What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7: Are all or most of the child’s feelings expressed with equal strength, or does their intensity vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in children’s emotional behaviors and the range of emotional responses in preschool children. C. Procedure Select two children, observe and record each child’s behavior for a 15-minute period (do not attempt to observe both children at the same time!). Record behaviors in as much detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING. Your paper should include a brief description of each child’s behavior (including the different kinds of emotions, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.

Was There Cheating on the August 2018 SAT

Was There Cheating on the August 2018 SAT SAT / ACT Prep Online Guides and Tips Shortly after the conclusion of the August 2018 SAT, rumors started to circulate that there was a problem with the test that gave some students an unfair advantage. The basic gist of the complaint is that the test given on August 25 in the United States was actually the same exact exam that had been given internationally in October 2017. This accusation raised the concern that some students would have had a leg up on others, since they may have seen the questions before, either because they took the exam when it was offered internationally or because they used the previous exam’s questions to study for the August 2018 test. Let’s take a look at what really happened with the August 2018 SAT and what that means for you as a test-taker. Was There Actually Cheating on the August SAT? Students in the United States took the SAT on August 25. Almost immediately after that test was over, messages started to circulate across social media. These posts basically said that the questions given on the August 25 SAT were the same as those questions that were on the international SAT delivered in October 2017. Since then, angry students and parents have taken to Reddit and started a petition asking for College Board to invalidate the scores from the August 2018 test. People are worried that certain students had an unfair advantage for the most recent SAT, since there’s a chance that they either took the given test once before or accessed a leaked test for practice. For its part, College Board hasn’t come out and acknowledged whether or not the tests were duplicates, but did state that it is taking â€Å"quality control steps† to make sure cheating hasn’t occurred. Has Cheating on the August SAT Happened Before? If this situation is your first experience with potential SAT scoring drama, it may seem really shocking and scary. You might be wondering how big of a deal this score discrepancy actually is. There’s actually a lot of precedent for SAT scoring controversy. Sections (or entire tests) of the SAT have been reused before. Oftentimes, international SATs are recycled versions of tests that were previously given in the United States. While there are lots of security measures in place to make sure that no students have an unfair advantage, there have been times when students and teachers have tried to learn about the questions on the US SATs to get a leg up on their test prep. When College Board discovers this cheating, the scores are invalidated. There’s also been talk about College Board reusing whole sections on different US tests. One poster on Reddit suggested that College Board reused June 2017 questions on the November 2017 test. These scores weren’t invalidated, however. According to College Board, it’s really expensive to produce a validated SAT. Before each exam is released to the public, it goes through rigorous quality control tests, which take a lot of time and effort. Reusing a test that has already passed these markers saves College Board time and money. Similarly, reusing tests helps to calibrate scores. The more students that are able to take a specific SAT, the more College Board is able to tell the true difficulty level of questions, as well as what below-average, average, and above-average scores are. It’s fairly common that SAT questions get reused and repurposed. This incident is, however, the first time that international tests were used in the US, rather than the other way around. What’s Going to Happen With the August 2018 SAT Scores? Now that we know that test question controversy has happened before, you might be wondering what happens next. While College Board hasn’t yet acknowledged that there was an issue with the tests or indicated what its actions will be, we have a pretty good idea of what will occur. If we had to guess, though, here’s what we think will happen: We doubt that College Board will cancel any US test taker scores. The August SAT is a hugely important part of the admissions process. Canceling those scores will cause a big disruption for tens of thousands of students. Not to mention, canceling that many scores would also be pretty embarrassing for College Board. College Board may take steps to crack down on international student cheating, particularly if it sees scores that don’t make sense because they’re too high. We just have to wait and see what College Board decides as it tries to determine unfair advantages. What Should I Do If I Took the August 2018 SAT? If you took the August SAT, don’t panic! The best thing to do right now is just to wait and pretend like this whole thing didn’t happen. College Board knows that it needs to make a decision soon to give students the time to prepare for the October test, so you can expect to hear something in the next few weeks. In the meantime, work on the other parts of your college application, like your college essay, while you wait to hear. What's Next? Interested in learning more about cheating on the SAT? We've broken down the past SAT cheating controversies several times on our blog. You can read about the time SAT scores of students in South Korea were invalidated or about an SAT cheating scandal that swept across the US in 2015. If you're worried about your August 2018 SAT scores being invalidated, don't panic. College Board will announce its decision soon. In the meantime, we recommend focusing on other parts of your application, like your college essay. Click here to learn how to write a strong college essay. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Free Essays on Treating Fragile X Syndrome

Treating Fragile X Syndrome Individuals with Fragile X may have a cluster of physical, behavioral, mental, and other characteristics. These symptoms may vary in number and degree among affected children. In the best of circumstances, early identification of a child with Fragile X and subsequent treatment involves a team of professionals. These might include a speech and language pathologist, an occupational therapist (perhaps even a specialist in sensory integration), a physical therapist, a special education teacher, a genetics counselor, and a psychologist. Behavioral Characteristics The most prevalent behavioral characteristics of children with Fragile X are attention problems and hyperactivity, known as attention-deficit hyperactivity disorder (ADHD). ADHD is frequently treated with medication, generally central nervous system stimulants such as methylphenidate (Ritalin ®), pemoline (Cylert ®) and dextroamphetamine (Dexedrine ®). Because these drugs have side effects that include irritability and poor appetite, alternatives such as amantadine and clonidine may be appropriate. Amantadine has been used with surprising success to treat hyperactivity and attention difficulties in children with low IQs, for whom stimulants are generally less effective. Fragile X children with ADHD may benefit from the addition of tricyclic antidepressants or a major tranquilizer such as thioridazine (Mellaril ®). Because mood swings and temper tantrums present major difficulties for children with Fragile X, psychotherapeutic medications such as Lithium and more recently fluoxetine (Prozac ®) have helped control aggression and outbursts. Anticonvulsants such as carbamazepine or valproate, used if seizures are present, can also help treat behavior problems, including aggression in males with Fragile X. Children with Fragile X have strong reactions to changes in their environment, and their heightened anxiety can compound their behavioral difficu... Free Essays on Treating Fragile X Syndrome Free Essays on Treating Fragile X Syndrome Treating Fragile X Syndrome Individuals with Fragile X may have a cluster of physical, behavioral, mental, and other characteristics. These symptoms may vary in number and degree among affected children. In the best of circumstances, early identification of a child with Fragile X and subsequent treatment involves a team of professionals. These might include a speech and language pathologist, an occupational therapist (perhaps even a specialist in sensory integration), a physical therapist, a special education teacher, a genetics counselor, and a psychologist. Behavioral Characteristics The most prevalent behavioral characteristics of children with Fragile X are attention problems and hyperactivity, known as attention-deficit hyperactivity disorder (ADHD). ADHD is frequently treated with medication, generally central nervous system stimulants such as methylphenidate (Ritalin ®), pemoline (Cylert ®) and dextroamphetamine (Dexedrine ®). Because these drugs have side effects that include irritability and poor appetite, alternatives such as amantadine and clonidine may be appropriate. Amantadine has been used with surprising success to treat hyperactivity and attention difficulties in children with low IQs, for whom stimulants are generally less effective. Fragile X children with ADHD may benefit from the addition of tricyclic antidepressants or a major tranquilizer such as thioridazine (Mellaril ®). Because mood swings and temper tantrums present major difficulties for children with Fragile X, psychotherapeutic medications such as Lithium and more recently fluoxetine (Prozac ®) have helped control aggression and outbursts. Anticonvulsants such as carbamazepine or valproate, used if seizures are present, can also help treat behavior problems, including aggression in males with Fragile X. Children with Fragile X have strong reactions to changes in their environment, and their heightened anxiety can compound their behavioral difficu...

Career profile research assignment

Career profile research assignment I chose to be a social worker. I chose this job because, in social work, every day is completely different.You may try and plan exactly what you want but you can bet that there will be many unexpected challenges to deal with each week. Social work constantly keeps you on your toes. It’s not a regular job because at any point during the day, you may receive a phone call that requires you to drop everything and go to the scene of a emergency. You visit homes, schools, hospitals and community centers. Being a social worker means engaging with the community and this cant be done from behind a desk. This job would be a good fit for me because I’m very interested in it and what they do help our community. I have a strong passion for this because just hearing about global issues and the struggles some people go through just makes me want to help them and try and find ways to make their lives better. Social work officially originated in the 19th century as a movement primarily experienced within the United States and United Kingdom. After the collapse of feudalism, people in poverty were seen as a direct threat to the social order, so the government formed something called Poor Law and created a system to provide care to them. As the Industrial Revolution sparked great leaps in technological and scientific advancements, the migrations to urban areas throughout the western world led to increased social problems and social activism. During this time, rescue societies ( later known as social workers), were to provide support to resolve the problems of poverty, disease, prostitution, mental illness, and other issues. Social workers identify people and communities in need of help such as veterans, the elderly, the mentally ill, and abused children They assess the needs, situations, strengths, and support networks of various individuals to find solutions to their problems Social worker s help clients adjust to changes and challenges in their lives, such as illness, adoption, substance abuse, grief, divorce, or unemployment. Social workers respond to crisis situations such as mass shootings, disasters, child abuse, and mental health emergencies. They follow up with clients to ensure their situations have improved. Social workers help individuals, families, and groups manage difficult and stressful situations. A group of social workers often meet to have a â€Å"case consultation† regarding a child in care. Social workers meet with clients and others involved in a case to assess the situation and select a plan of action. Staying on top of new policies and laws is important, social workers meet together and with other colleagues to discuss updated government policies and review reports. Social workers often have to hear and observe sensitive material and situations. Making visits and phone calls to foster homes, parents, the police, and other agencies is commo n for social workers. It is important that social workers keep accurate records and detailed notes about each case. Filing these documents is all in a day’s work. Some disadvantages of being a social worker are investing your feelings in a case/client could have you feel emotionally dead, this happens if you find it difficult to separate your personal life from your job. Social workers are not one of the top-earning careers, you have to really, really do it for the love of it, it is a secure income but many social workers live an average financial life. With all the paperwork and difficult cases, many social workers are overworked. Combined with low pay, that’s a very big con for this job. Some advantages are social workers can choose among a variety of specializations, such as child and family, schools, health care, mental health and substance abuse. They select among employers, including hospitals, nursing homes, clinics, the military, mental health clinics and substance abuse clinics. Social workers help people cope with mental or physical illness, unemployment, divorce, poverty, addiction, abuse, and discrimination, according to the National Association of Social Workers. Sample tasks including helping clients get access to support groups, healthcare and government assistance, such as Medicare and food stamps. Most social workers get a full-time income, but their wages vary with the specialty and type of employer. The number of jobs for all social workers will grow by an average of 25 percent between 2010 and 2020, faster than for most jobs. Some possible issues that come along with this job are some social workers tend to mix their personal life with their job. The average salary for a Social Worker is C$49,949 per year in Canada. Some locations of where social workers usually are and their employer include government departments, school boards, mental health clinics, and community health and social service agencies They also work in offices, but travel to meet with clients and attend meetings. Usually, on a regular week, they work 40 hours, sometimes including evenings and weekends. Social work license requirements vary on where you live. Most places require the licensure exam and follow up social work license verification. Also requires a criminal background check during the application process. The Social Service Worker Certificate program is designed if you want to acquire the knowledge and skills necessary to enter the field of social services or to upgrade your current position in the social work field. This program offers courses in social work theory and practice, counseling skills, lifespan development, social services and social science. Through a combination of online theory courses, you learn about situations to prepare yourself for possible experience’s throughout your career. Algoma University , Carleton University, Lakehead University, Laurentian University – School of Social Work, Laurentian University – School of Indigenous Relations, McMaster University , Ryerson University , University of Ottawa, University of Toronto, Univ ersity of Waterloo, University of Western Ontario – King’s College, University of Windsor, Wilfrid Laurier ,University and York University are all universities in just Ontario that have a social work program available. Empathy, mentoring, inclination and ability, interpersonal skills, self-direction, initiative, flexibility, and adaptability are all skills valued by employers. The work that social workers do is hard because you interact with so much pain and sadness. Whatever field the social worker is in, they end up connecting with a lot of difficult experiences. Also, some kids may not want to open up to a social worker, or anyone for that matter, about their problems. This is a huge issue because some social workers don’t open up a good environment or they don’t present themselves as caring and ready to help . This is rare, but still a problem. As a secondary student, I can prepare myself by taking courses that will help me get into certain University programs and what they look for. Also when looking at programs, I can make sure the courses that are being looked at, have high grades. Participating in school activities help me for the future, it looks good on a resume and also it gives you experience. In conclusion, after researching about this career, I have decided to continue on this path because social work allows you to go after a passion for social justice. If you feel like helping people or you start to see those who have not been born with the privilege that others have from a different point of view, becoming a social worker is one of the most effective ways of doing something to help. Working with all kinds of people who struggle for rights and resources, from the poor and homeless to immigrants to the LGBT community, social workers speak and have a voice for those who can’t make decisions, or aren’t prepared financially or children who’ve had a rough life. Social work is honestly just putting people who have been through a lot more than you, above your issues and helping out in your community and the feeling that YOU helped have a positive impact on someones life is probably the most amazing feeling in the world. I want to do this so I can wake up a nd think â€Å" Today I’m gonna save someones life† or â€Å" Today I am going to help someone through their tough times.† Everyone has problems in their life, but putting others in front of yourself doesn’t just show that you care, but it also shows that want to see others happy.Average monthly caseload of a case manager- about 1-49 cases come in each month.This graph shows the percentage of Glasglow’s child population supported by social workers.

Post Isometric Relaxation Essay Example | Topics and Well Written Essays - 2250 words

Post Isometric Relaxation - Essay Example In this context, a distinction must be made between muscle relaxation techniques and muscle stretching techniques. These techniques are usually applied on the muscles that are hypertonic, and before application of these techniques as modes of manual therapy, it is important to demonstrate muscle tightness. In the muscles, there are stretch receptors called Golgi tendon organs, located in the tendons of the agonist muscles (Schwellnus, 2009). These receptors limit overstretching of the muscle bundles through their reactions to inhibit muscle contractions beyond a certain limit. It is known physiologically that these organs react through inhibition of efferent motor neurons impulse transmission, preventing further contraction of the muscles. This leads to reduction of the muscle tone, which results in agonist relaxation and lengthening. It is important to note that the Golgi tendon organs react to both passive and active movements. This leads to an important therapeutic physical princi ple of passive mobilisation of a joint, since these Golgi tendon organs respond to both active and passive movements. ... prudent to find out the gaps in research, so a discernible research design can be crafted in order to find out whether post-isometric relaxation alone or combined with massage may be more effective in treating hamstring tightness in order to result in better flexibility in this group of muscles (Prior et al., 2009). As has been elucidated earlier, muscle hypertonicity may be viewed as a physiologic condition leading to increased sensitivity of the stretch reflex, hyperactivity, and muscle shortening. Clinically, although there is no evidence of fascial hypertrophy and shortening, it can be determined during the muscle length assessment, where the muscles feel resilient with a restricted, end-range feel leading to a resistance to stretch with minimal involvement of the fascia (Clark et al., 2000). When there is involvement of the fascia, the muscle may appear less resilient and hence tight due to shortening of the fascia. Due to this noncontractile component of the muscle dysfunction, restoration of the function would need stretching of the muscle along with its fascia (Koulouris and Connell, 2005). Further to this research has shown that stretching may impair balance, reaction, and movement times (Winters et al., 2004). Muscle energy technique is in frequent use that aims normalise skeletal muscles and somatic tissue dysfunctions. Application of this technique needs appropriate training. A basic approach is postisometric relaxation which can be easily integrated into the massage therapy, and this can be effectively applied for enhancing relaxation of muscles (Roberts, 1997). The term muscle energy technique covers a number of procedures, of which postisometric relaxation is most frequently used, and it can be accomplished through incorporation of a massage therapy.

Economics of crime Essay Example | Topics and Well Written Essays - 500 words

Economics of crime - Essay Example This can lead to more crimes. Soros, G. (2010). â€Å"Why I Support Legal Marijuana: We should invest in effective education rather than ineffective arrest and incarceration.† Wall Street Journal. Retrieved from: http://www.wsj.com/articles/SB10001424052702303467004575574450703567656 Svrakic, D.M. (2012). Legalization, Decriminalization & Medicinal Use of Cannabis: A Scientific and Public Health Perspective. Missouri Medicine 90 109:2. Retrieved from: http://www.msma.org/docs/communications/momed/Medicinal_Use_Cannabis.pdf Morris R.G., TenEyck M., Barnes J.C., Kovandzic TV (2014) The Effect of Medical Marijuana Laws on Crime: Evidence from State Panel Data, 1990-2006. PLoS ONE 9(3): e92816. doi:10.1371/journal.pone.0092816. Retrieved from: http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0092816 d. Both qualitative and quantitative data would be required for conducting this particular research. Qualitative data will involve the views of the people towards this topical subject. Interviews can be conducted in order to obtain first hand information about the perceptions of different people pertaining to the use of marijuana in different circumstances. Secondary sources such as published literature including peer reviewed journals would be used for this particular task. Newspapers containing information related to the topic would also be used. Official data from different organizations and governmental departments related to this subject area would also be used for the purposes of conducting this research. Quantitative data can be obtained through the use of questionnaires in order to establish the number of the people who support the idea of legalizing marijuana and those against it. The number of selected participants will represent the whole population. e. The likely difficulties to be encountered in

Science Fiction Essay Example | Topics and Well Written Essays - 500 words

Science Fiction - Essay Example It’s so damn boring.† I wonder whether it is a custom among students to speak in slang or is it a part of university curriculum. I also saw some girls and boys sitting together on some benches sharing notes with each other. I ask myself, â€Å"It might be so that students on Earth share their things with each other but why do they do so when they should hide things?† I cannot come up with an answer since on my planet we hide notes from each other. I see many customs in this campus which are quite surprising for me and which I am sure I will keep on thinking about till many days to come. I see some parents coming into the campus too. One of them is carrying a magazine which says, â€Å"Parent Times†. A magazine for parents? What do parents have to do with a college magazine? And specifically written for them? Too surprising, I must say. And the parents are coming in for the family weekend! That was too hilarious! So, the parents are also involved in the univ ersity activities. â€Å"I will take this idea to my planet†, is the first thought that comes into my mind. The most obvious custom that I observe among students is that female students are being seated in the residence hall while males are standing.

Study of Factors and Approaches Influencing Implementation of ERP Essay

Study of Factors and Approaches Influencing Implementation of ERP Systems - Essay Example It is unclear from both the text and the table, what the source of these tables is. It is important to refer to, explain and even evaluate these tables in your text. | 7) In chapter 5, you must include a proper conclusion. Does your research answer the research questions you posed in chapter 1? Have you fulfilled your research objectives? Please be explicit in stating the extent to which you are satisfied with your work. It is okay to say that some elements did not work as you expected. If you were to do this research again, in what way would you do it differently? We are not looking for à ¢Ã¢â€š ¬Ã‹Å"rightà ¢Ã¢â€š ¬Ã¢â€ž ¢ answers as we assess your work. We are looking for a critical, justified, evidenced, coherent evaluation of the research study and its process. Chung, B. (2007). An Analysis of Success and Failure Factors for ERP Systems in Engineering and Construction Firms. Retrieved December 19, 2010, from Digiral Repository of University of Maryland: http://drum.lib.umd.edu/bitstream/1903/7644/1/umi-umd-4917.pdf Srivastava, R. (2003). Learning from Failed ERP implementation or How to make em Successful. Retrieved December 19, 2010, from Apps to Fusion:

Nursing Assignment Example | Topics and Well Written Essays - 750 words - 3

Nursing - Assignment Example While some people may question the effectiveness of using group decision making in management, others have used it with the results being quite impressive. When members of a team are allowed to get involved in the decision making process, they can share various ideas, some of which are usually excellent for management. However, there are some situations in which decisions made in a group might not be as effective as they ought to be. This happens when the group members making the decisions are biased or are polarized. They tend to be subjective and not critical enough of the decisions they make. Managers working in teams should ensure that the groups they involve in decision making are as objective as they can be. This will help them avoid making polarized decisions which might end up hurting their organization. In the nursing field, it is important to involve everyone in decision making as this is the best way to come up with best practices within an institution or community. When decisions are made by a team, everyone is involved in analyzing the benefits as well as the risks involved. They can also look at some of the alternatives that they have at their disposal if they think that the action they have decided to take is too risky. Managers who involve their teams in decision making have a better chance at success since their teams are normally supportive of decisions made. Conflict is a social trait that is unavoidable according to Rahim (2002). Conflict management is, therefore, an important skill that every manager should have. However, as much as conflict comes with a negative connotation, there are some positive aspects to it. It can stimulate creativity, create opportunities and in the long run, improve performance. The question that every manager has to deal with is how much conflict should be allowed within their teams. It is not easy to develop a formula of how much conflict should be allowed within a team in a professional set-up (Rahim, 2002).

Science Fiction Essay Example | Topics and Well Written Essays - 500 words

Science Fiction - Essay Example It’s so damn boring.† I wonder whether it is a custom among students to speak in slang or is it a part of university curriculum. I also saw some girls and boys sitting together on some benches sharing notes with each other. I ask myself, â€Å"It might be so that students on Earth share their things with each other but why do they do so when they should hide things?† I cannot come up with an answer since on my planet we hide notes from each other. I see many customs in this campus which are quite surprising for me and which I am sure I will keep on thinking about till many days to come. I see some parents coming into the campus too. One of them is carrying a magazine which says, â€Å"Parent Times†. A magazine for parents? What do parents have to do with a college magazine? And specifically written for them? Too surprising, I must say. And the parents are coming in for the family weekend! That was too hilarious! So, the parents are also involved in the univ ersity activities. â€Å"I will take this idea to my planet†, is the first thought that comes into my mind. The most obvious custom that I observe among students is that female students are being seated in the residence hall while males are standing.

Nursing Assignment Example | Topics and Well Written Essays - 750 words - 3

Nursing - Assignment Example While some people may question the effectiveness of using group decision making in management, others have used it with the results being quite impressive. When members of a team are allowed to get involved in the decision making process, they can share various ideas, some of which are usually excellent for management. However, there are some situations in which decisions made in a group might not be as effective as they ought to be. This happens when the group members making the decisions are biased or are polarized. They tend to be subjective and not critical enough of the decisions they make. Managers working in teams should ensure that the groups they involve in decision making are as objective as they can be. This will help them avoid making polarized decisions which might end up hurting their organization. In the nursing field, it is important to involve everyone in decision making as this is the best way to come up with best practices within an institution or community. When decisions are made by a team, everyone is involved in analyzing the benefits as well as the risks involved. They can also look at some of the alternatives that they have at their disposal if they think that the action they have decided to take is too risky. Managers who involve their teams in decision making have a better chance at success since their teams are normally supportive of decisions made. Conflict is a social trait that is unavoidable according to Rahim (2002). Conflict management is, therefore, an important skill that every manager should have. However, as much as conflict comes with a negative connotation, there are some positive aspects to it. It can stimulate creativity, create opportunities and in the long run, improve performance. The question that every manager has to deal with is how much conflict should be allowed within their teams. It is not easy to develop a formula of how much conflict should be allowed within a team in a professional set-up (Rahim, 2002).

Trifles Case Essay Example for Free

Trifles Case Essay Having to play a certain character’s role in any story or play we should know how to act and especially how to put ourselves in the situation where the character we play is into. We should know how to put ourselves in the position of the character we are playing. We can only play a great role for our character if only we will be able to picture out what is happening in our character and if we can only know what the character is suffering, feeling and all about the character we are playing. Also, a great factor for us to have a great performance in playing a certain character’s role is a great motivation towards the play. As an actor or actress we should be able to know how to motivate ourselves in different situations that the character is undergoing. We should have a great background of the character itself and the situations that the character will be encountering along the play. Different actors and actresses have different ways of motivating their selves depending upon the situation that their character is facing. They motivate their selves depending upon the feelings of the character they are playing. If the character they are playing needs to happy then they should be happily motivated in order to perform well and on the other hand if the character they are playing needs to be sad then they should be sad. Also they should know what struggles their character is facing and they should reflect this to the play by their acting ability. As to the play â€Å"TRIFLES†, the character of Mr. Hale is being played as he was being investigated or interrogated at the start of the play (Maillakais). As a character being interrogated then the one who plays his role must know how to act as a person under interrogation. Being under an interrogation then you should know how does it feel to be interrogated and how to act as one. Being under interrogation then you should know how to answer all the questions being asked by the one who investigates you. Also, you should know how to react as a person being interrogated. You should know how to show people the way you are being nervous under interrogation and how you manage to tell the interrogator what you know about the crime. On the other hand, the Sheriff, Henry Peters, have been motivated as a character that knows how to interrogate a certain suspect or any witnesses relevant to the crime (Maillakais). With regards to the character being played by the actor we can see that the Sheriff really wants to solve the crime and being the Sheriff in the place he shows that he should be respected by the people of the place and so he must be the one assigned and reliable to solve the crime. He as the one interrogating all the possible people who could be relevant to the crime and at the same time he was the one in charge to ensure that the place should be clear and in order as it was before and after the crime had happened. But let us evaluate the two of the more important characters in the play, Mrs. Hale and Mrs. Peters. Mrs. Hale is the wife of Mr. Henry Hale (Maillakais). She was the one who goes with Mrs. Peters upstairs to get something for Mrs. Wright. As they were upstairs they were talking about the battle of sexes. They also talk about how such crime had happened. Her instincts of being both a wife and as a lady have brought them to a more serious talk about the crime that had happened. Being a role player to such character the actress should be motivated as she knows how it feels to be a wife and hoe does it feel as a lady and how to act as both personas. Being a lady, the actress who plays the role of Mrs. Hale must be someone who have a great knowledge regarding the attitude of a woman and how they look forward to their duties as a woman. The actress should be motivated in a way that she knows how to value her role as woman and as a lady and on the other hand she knows her role as a citizen. Based from the characteristics of Mrs. Hale in the play, the actress should adapt her quality as being a woman who is strict in her gender and knows how to value herself. Mrs. Hale is a woman who has a very strong personality so the actress should motivate herself as being a woman who has a strong personality. Being an actress who will play the role of Mrs. Hale it should be clear to the actress that she has to be at the position of Mrs. Hale. She should know what Mrs. Hale feels as a woman regarding the topic about the idea of the crime which the suspect is a lady. The actress can use some self-made programs like thinking that the situation had happened in her real life before or maybe thinking the same situation that may be close to what had happened in the play. Being able to do such action can help the actress play the role of Mrs. Hale in a more prolific manner and still makes it easier for her to act. As an actress she had to device such plans or ideas where she can easily put herself in the position of the character she has to play. An example of such idea is what actresses usually do to make it easier for them to portray such roles. Actresses rehearse their selves as if they have personally suffered the same situations that the character had gone. They internalize the scene and try their best to put their selves in the mood of the character. As to Mrs. Peters, her characteristics as a character in the play are almost the same as to Mrs. Hale (Maillakais). She is a woman who has a very respect with regards to the dignity and role of a woman in the society they live. She thinks that women have different roles compared to men and that men do not have the right to do what a woman is doing because there are things that only women can do. She is also very bias and very protective when it comes to women’s rights. As to what the writer wants it to be, she have shown in the play the inequality of sexes and with regards to this idea only actresses who have the same point of view as the writer can portray a good acting to the characters in the play. In order to portray Mrs. Peters’ character the actress should motivate herself as a woman who seeks an unbalance treatment between men and women in the society. She has to be a feminist who wants women to be above men in different aspects. She must show in the play that she wants changes that will be an advantage to women. The actress must be very-well motivated to play a character that has a bias opinion upon the battle of sexes. The actress should also think the same as the how Mrs. Peters thinks. The actress should also be a feminist who will protect her fellow women even if it means to trick even your own husband. In the end of the story, Mrs. Hale and Mrs. Peters have found out what had really happened through the clues they find in the house of the Wrights. They have found several clues such as the dead bird and preserved fruits that may lead to their conclusion. That clues may be enough to tell them what had really happened and what brought them to these clues are their instincts of being women. The story shows that no man can ever figure out what had really happened because men do not have the ability to read what is in women’s mind. At the beginning of the story, the two ladies did not judge Mrs. Wright as how the men in the story think. They used casual talking with a bit of curiosity of what the things around them symbolize; while the men looked for clues to prove the guilt of Mrs. Wright for murdering her husband. And also the men in the play overlooked what they call small things such as knotting, worrying over preserved fruits, and household keeping. As what the story implies, the actor or actress that should portray a certain role must understand well how the character requires (Answers.com). They must show how the view of men regarding the case differs from the view of the women. The men should act as if they make conclusion hastily without understanding why the thing happened, while the women should act as if they were depending on feelings and instinct (Talley). Citations: Talley, Chinyelu. â€Å"Facts and Reason Matters.† Making Judgments: the Women vs the Men. 8 June, 1999. http://vccslitonline.vccs.edu/Trifles/women-men.htm Maillakais, Mikes. â€Å"A Woman’s Place: Literary Background for Glaspell’s Trifles†. 30 July, 1996. http://itech.fgcu.edu/faculty/wohlpart/alra/glaspell.htm#Literary%20Background Answers.com. â€Å"trifles†. 2007. http://www.ans