Advantage and Disadvantage of Offshore Outsource

Benefit of the Offshore Outsource 1) Improve the customer service Using high-quality specialist external providers can allow companies to capitalize on their strengths and, indirectly, help to improve customers’ experience of using such companies’ products or services. External providers can help a company’s competitiveness by delivering greater flexibility and responsiveness than would be available in-house. 2) Swiftness and Expertise Most of the times tasks are outsourced to vendors who specialize in their field.The outsourced vendors also have specific equipment, technical expertise, better experience and skills. Most of the times better than the ones at the outsourcing company. Effectively the tasks can be completed faster and with better quality output. 3) Concentrating on core process rather than the supporting ones Outsourcing the supporting processes gives the company more time to strengthen their core business process. The company will have more time to put more effort, develop ideas and plan the strategies on the core business activity. ) Risk-sharing Usually the main factors to outsource the company is risk-analysis. Outsourcing certain business activity process helps the company to shift certain responsibilities to the outsourced vendor. Since the outsourced vendor is a specialist, they plan your risk-mitigating factors better and recommend several method to improve the operations. 5) Reduced Operational and Recruitment costs Outsourcing prevent the need to hire individuals in-house; hence recruitment and operational costs can be decreased to a great extent.This is one of the prime advantages of offshore outsourcing to make the company operation cost-effective. The Disadvantages/ Weaknees of Offshore Outsourcing Even though offshore outsourcing gives advantage mainly on cutting the cost site but the other way offshore outsourcing sometimes bring disadvantage to the company. A company must identify what is the risk to offshore ou tsourcing to avoid loss. The disadvantage are : 1) Loss of the managerial control Once a company sign a contract to outsource all or several part of the department, the company are turning the managerial function to other company.The managerial control will belong to the different company and its function will not be driven by the same standards and mission of the main company. The outcource company will only focus on how to gain profit rather than to meets the main objective of the management. 2) Loss of gain knowledge and information When a company outsourcing the business activity, the company will loss the opportunity to get knowledge and information that could benefit other company. Knowledge provide competitive advantage to sustain the strengthness of the company.As a result, when a business activity been given to the other company, the company will have more skills, knowledge regarding to manage the activity. 3) Threat to security and company secret Data and information relat ed to the company will given to the outsource company for the operation matter. The information can be threat to the company because the other company can use the information to compete with our company. Most of the outsource company their goals are only to make more profit rather than to follow the objective oforiginal company.At the end, both of the company compete each other to conquer the market. 4) Quality problem The outsourcing company will be motivated by profit. Since the contract will fix the price, the only way for them to increase profit will be to decrease expenses. As long as they meet the conditions of the contract, you will pay. In addition, you will lose the ability to rapidly respond to changes in the business environment. The contract will be very specific and you will pay extra for changes.

Retention Policy on BS Tourism

INTRODUCTIONThe impact of the world tourism had made a significant spearhead in these recent years due to the rise in world economies and upsurge in global domestic consumption, which resulted to higher domestic capacity of individuals to consume and purchase. One of the prime beneficiaries of this high purchasing power and consumption is the world tourism sector, which relies from the chain of global interdependency of its diversified and complex actors from the international and national down to the domestic and local level.The Philippines is one of the more diversified and intercultural countries in the world apart from the beautiful sceneries and beaches it could offer. It is one of the reasons that in the recent years, there is a consistent influx of tourists, whether local or foreign, to the world-renowned tourist spots in the country. Thus, there is a renaissance in the tourism sector and industry. Furthermore, the tourism sector had contributed 5. 9% to the country’s G ross Domestic Product in 2011 as per the National Statistical Coordination Board.The tourism sector had in its manpower   3.8 million employees, or 10. 2 percent of national employment in 2011, according to data gathered by the National Statistical Coordination Board. As a result on this on-going growth, the Tourism sector requires the qualified manpower, which would cater the demands of this sunrise industry. The requirement of skilled and qualified manpower in the Tourism Industry in the Philippines necessitates the importance of proper and appropriate skills and training for the trainees and students in the Vocational, Technical and Tertiary academe, who vie to enter the tourism and hospitality sector.One of these institutions offering the much needed education and training suitable for the requirement of the tourism sector is the Lyceum of the Philippines University. The Lyceum of the Philippines University is one of the premiere universities in the country and one of the prim e movers on the academe of global competitiveness. The university had appropriately seen the result in the upsurge in world and domestic tourism sector and recognized the importance of introducing formal education in the tertiary level, which caters the manpower needs of this growing sector.One of these courses offered is the Degree Bachelor of Science in Tourism, among others in the related field. Nonetheless, one of the focal point in the academe is the quality of graduates with the highly specialized field of expertise they may offer to their potential employers. Furthermore, the Lyceum of the Philippines University, through the College of International Tourism and Hospitality Management, had introduced the Retention Policy in the B. S Tourism course, in order to ensure, the academic excellence of their students in this particular course.This retention policy is the requirement of at least a general point average of 2. 75, in order for a student to remain in the course program. I f the students failed to pass the 2. 75 average, he or she is required to follow the following rules: all students’ GPA should be 78 (2. 75) or higher 1st offense = the student will be given a verbal warning 2nd offense = student’s maximum load will be reduced by 3 units 3rd offense = student’s maximum load will be reduced by 6 units 4th offense = the student will be expelledHence, this research question arises from the foregoing: What are the impacts, advantages and disadvantages of the University’s Retention Policy over the tourism students of Lyceum of the Philippines University. Background of the Study Lyceum of the Philippines University is one of the prime universities located in the heart of the Metro. The Retention Policy is designed to maintain the high standard of hospitality education in LPU in order to meet the requirements of the profession. This research study will provide vital information, on how the retention policy can affect the standar ds of students and the faculty in the university.This research would focus on the freshmen and sophomore students B. S. Tourism since they would be greatly affected by the Retention Policy as compared to the Junior and Senior students in the program. Firstly, since the first and second years in the tertiary level deals mainly on the General Subjects in the curriculum as compared to the third and fourth years, whom the student focus their attention with their major subjects and on-the-job training.Secondly, the first and second year students are in a situation when either they are  forced to enter the program since it is the â€Å"in-demand† and â€Å"fad† courses; or convinced by their parents and peers; or spur of the moment, as compared to the third and fourth years, where they had decided that this would be their career for life. Lastly, the subjects were chosen, since they comprise the bulk of the students in the course. There would be a comparative study in term s on the advantages and disadvantages of the retention policy. The comparison would be the advantages and disadvantages on the perspective of the students involved as opposed to the standing of LPU in the academic community.Statement of the Problem This study aims to answer this question: What are the advantages and disadvantages of Retention Policy of the Lyceum of the Philippines University on 1st year Tourism students in terms of: a. study habbit b. students perspective towards the new rules that the school will implement pertaining to retention policy Objectives of the Study This study aims to attain the following:To know the advantages of Retention Policy to 1st year Tourism Students To know the disadvantages of Retention Policy to 1st year Tourism Students To know the effect in study habbit of students regarding Retention PolicyHypothesis of the Study Lyceum of the Philippines University Manila will be implementing new selective Retention Policy starting First Semester of next school year. All students GPA should be 78 (2. 50) higher or else they have to follow some regulations regarding of the new policy. The action proposed by the participants is to have a better understanding about the impacts, advantages, and disadvantages of retention policy to the tourism students of LPU as perceived by the students. Significance of the Study Administrators of LPU-Manila.This study will be of significance to the Administrators of the university, for their better implementations of the rules and regulations within the campus, specially those that concerns the image of the institution and the welfare of their students. LPU-Manila Tourism Students. Awareness of this study would help the tourism students to be aware of their education and standards of the school. This study will also help them hone their skills and expertise in the field of Tourism Management. This research, in a way, can also inspire them on how they can be more productive and better citizens for the betterment of their future.Future Researchers. This research is important for those future researchers, who will conduct a study similar, or in relation to the above topic, for this to serve as their reference or guide. They can also improve other areas that will not be cover during the duration of this study. Scope and Limitations This study will embodies on the advantages and disadvantages of retention policy to the 1st year tourism students. Due to the limited time frame for this research to be conducted, this study will no longer dwell on other factors aside from those who mention in this study.Aside from the time frame, the researchers will also limit their respondents to 100 LPU-Manila Tourism Students especially the freshmen and sophomore since they would be greatly affected by the Retention Policy as compared to the Junior and Seniors students in the program for in-depth study, and a probable up close interview that will be relevant to this research Definition of Terms In or der to understand definitely what the researcher wants to convey in this work, the following terms and phrases are defined: Complex – a group of culture traits relating to a single activity, process or culture unit.Whole made up complicated or interrelated parts. Consumption – Major concepts in economics and also studied by many other social studies. The act or process of consuming resources. Diversified – reducing risk by investing in a variety of assets. One of the two general techniques for reducing investment risk. Any risk averse investors will diversity to at least some extent with more risk averse investors diversifying more completely than less risk averse investors. To increase the variety of the product. To balance defensively by dividing funds among securities of different industries or different classes.Influx – arrival or entry of large number of people or thing. A coming in examples : an in influx of tourists. Inter- cultural – form o f communication that aims to share information across different cultures and social group. It used to describe the wide range of communication process and problems that naturally appear with in a organization made up of individuals from the different religions, social, ethnic and educational background. Competence is the ability to communicate effectively and appropriately with people of other cultures.Inter- dependency – a relationship in which each member is mutually dependent on the others. This concept differs from dependence and some are not. Man power – the number of people working or available for work or service. Power available or supplied by the physical effort of human beings and the total supply of person available and fitted for a service. Renaissance – a cultural movement the spanned the period roughly from the 14th to 17th century, beginning in Italy in the Late Middle Age and later spreading to the rest of Europe.Contributed the development of th e conventions of diplomacy and in science an increased reliance on observation. Retention – the act of retaining. The conduction of being retained, capacity or power of retaining. An ability to recall or recognize what has been learned or experience. Spearhead – someone who leads or initiates an activity. Influence in an undertaking or development. To serve as leating element. Upsurge – the strength or quantity of something. A rapid or sudden rise. World renowned – widely know an acclaimed.

Digital Fortress Chapter 12

David Becker had been to funerals and seen dead bodies before, but there was something particularly unnerving about this one. It was not an immaculately groomed corpse resting in a silk-lined coffin. This body had been stripped naked and dumped unceremoniously on an aluminum table. The eyes had not yet found their vacant, lifeless gaze. Instead they were twisted upward toward the ceiling in an eerie freeze-frame of terror and regret. â€Å"?Donde estan sus efectos?† Becker asked in fluent Castillian Spanish. â€Å"Where are his belongings?† â€Å"Alli,† replied the yellow-toothed lieutenant. He pointed to a counter of clothing and other personal items. â€Å"?Es todo? Is that all?† â€Å"Si.† Becker asked for a cardboard box. The lieutenant hurried off to find one. It was Saturday evening, and the Seville morgue was technically closed. The young lieutenant had let Becker in under direct orders from the head of the Seville Guardia-it seemed the visiting American had powerful friends. Becker eyed the pile of clothes. There was a passport, wallet, and glasses stuffed in one of the shoes. There was also a small duffel the Guardia had taken from the man's hotel. Becker's directions were clear: Touch nothing. Read nothing. Just bring it all back. Everything. Don't miss anything. Becker surveyed the pile and frowned. What could the NSA possibly want with this junk? The lieutenant returned with a small box, and Becker began putting the clothes inside. The officer poked at the cadaver's leg. â€Å"?Quienes? Who is he?† â€Å"No idea.† â€Å"Looks Chinese.† Japanese, Becker thought. â€Å"Poor bastard. Heart attack, huh?† Becker nodded absently. â€Å"That's what they told me.† The lieutenant sighed and shook his head sympathetically. â€Å"The Seville sun can be cruel. Be careful out there tomorrow.† â€Å"Thanks,† Becker said. â€Å"But I'm headed home.† The officer looked shocked. â€Å"You just got here!† â€Å"I know, but the guy paying my airfare is waiting for these items.† The lieutenant looked offended in the way only a Spaniard can be offended. â€Å"You mean you're not going to experience Seville?† â€Å"I was here years ago. Beautiful city. I'd love to stay.† â€Å"So you've seen La Giralda?† Becker nodded. He'd never actually climbed the ancient Moorish tower, but he'd seen it. â€Å"How about the Alcazar?† Becker nodded again, remembering the night he'd heard Pacode Lucia play guitar in the courtyard-Flamenco under the stars in a fifteenth-century fortress. He wished he'd known Susan back then. â€Å"And of course there's Christopher Columbus.† The officer beamed. â€Å"He's buried in our cathedral.† Becker looked up. â€Å"Really? I thought Columbus was buried in the Dominican Republic.† â€Å"Hell no! Who starts these rumors? Columbus's body is here in Spain! I thought you said you went to college.† Becker shrugged. â€Å"I must have missed that day.† â€Å"The Spanish church is very proud to own his relics.† The Spanish church. Becker knew here was only one church in Spain-the Roman Catholic church. Catholicism was bigger here than in Vatican City. â€Å"We don't, of course, have his entire body,† the lieutenant added. â€Å"Solo el escroto.† Becker stopped packing and stared at the lieutenant. Solo el escroto? He fought off a grin. â€Å"Just his scrotum?† The officer nodded proudly. â€Å"Yes. When the church obtains the remains of a great man, they saint him and spread the relics to different cathedrals so everyone can enjoy their splendor.† â€Å"And you got the†¦Ã¢â‚¬  Becker stifled a laugh. â€Å"Oye! It's a pretty important part!† the officer defended. â€Å"It's not like we got a rib or a knuckle like those churches in Galicia! You should really stay and see it.† Becker nodded politely. â€Å"Maybe I'll drop in on my way out of town.† â€Å"Mala suerte.† The officer sighed. â€Å"Bad luck. The cathedral's closed till sunrise mass.† â€Å"Another time then.† Becker smiled, hoisting the box. â€Å"I should probably get going. My flight's waiting. â€Å"He made a final glance around the room. â€Å"You want a ride to the airport?† the officer asked. â€Å"I've got a Moto Guzzi out front.† â€Å"No thanks. I'll catch a cab.† Becker had driven a motorcycle once in college and nearly killed himself on it. He had no intention of getting on one again, regardless of who was driving. â€Å"Whatever you say,† the officer said, heading for the door. â€Å"I'll get the lights.† Becker tucked the box under his arm. Have I got everything? He took a last look at the body on the table. The figure was stark naked, face up under fluorescent lights, clearly hiding nothing. Becker found his eyes drawn again to the strangely deformed hands. He gazed a minute, focusing more intently. The officer killed the lights, and the room went dark. â€Å"Hold on,† Becker said. â€Å"Turn those back on.† The lights flickered back on. Becker set his box on the floor walked over to the corpse. He leaned down and squinted at the man's left hand. The officer followed Becker's gaze. â€Å"Pretty ugly, huh?† But the deformity was not what had caught Becker's eye. He'd seen something else. He turned to the officer. â€Å"You're sure everything's in this box?† The officer nodded. â€Å"Yeah. That's it.† Becker stood for moment with his hands on his hips. Then he picked up the box, carried it back over to the counter, and dumped it out. Carefully, piece by piece, he shook out the clothing. Then he emptied the shoes and tapped them as if trying to remove a pebble. After going over everything a second time, he stepped back and frowned. â€Å"Problem?† asked the lieutenant. â€Å"Yeah,† Becker said. â€Å"We're missing something.†

IT Trade Essay Example | Topics and Well Written Essays - 500 words

IT Trade - Essay Example The range of mobile apps necessary for enterprises includes native and HTML5 applications, hybrid apps, and special apps. However, companies need to understand their particular needs and pick apps that work best for them. HTML5 apps may be relevant where browser only solutions are required. Native apps may be significant in consumer-facing applications (High 1). As an IT manager, I would allow the use of mobile apps and devices, but only for business purposes. The Policies would be developed that only ensures that the apps used by employees during working hours help in achieving the company goals for the company. There are many benefits associated with the use of mobiles devices and the associated apps. Some of the apps are related to the different roles played by employees in the company. The IT manager should ensure that the employees understand and have relevant knowledge required to operate the different apps in order to enhance work performance and productivity for the enterprise.Mobile apps and devices may fit into the IT and communications sector of the enterprise. The various apps available in the mobile devices may help make work easier for the employees. Communication and sharing of information become easier if the employees understand the different mobile apps available for various uses in the organization. Cloud computing is also a common trend that may be helpful for a manager in ensuring that the company is leading in the IT sector. Cloud computing involves a model for ensuring that there is convenient network access with minimal management effort (David 8). Then shift to cloud computing services is already evident in many organizations as managers are investing a lot of money to develop cloud services for their organizations. The trend in cloud computing is shifting towards developing personal clouds and use them manage other internal platforms and services. Cloud computing may be helpful in companies with many

Wartime and Postwar British Cinema Essay Example | Topics and Well Written Essays - 2500 words

Wartime and Postwar British Cinema - Essay Example The aim of the pressure was also to restrict the growing impact of Americanism(Aldgate 1994). Anyway The Board of Trade was rather happy to have the opportunity to rely on USA import and American companies were of importance as they handle percentage of produced British films. Then the situation changed and British film-making industry became profitable (Warners, Twentieth Century Fox, Columbia, MGM, etc). The mentioned studios were allowed to produce British films at their British studios. The main British studios of that period were Ealing, Gainsborough and British National. All of them emerged in the 1930s and survived severe War, because of wealthy patriotic backers. Michael Balcon became Head of Production at Ealing Studio in 1938. The company was backed by the Courtlaud family. British National was found as it was mentioned by Arthur Rank (flour millionaire) and later took over Elstree. Gainsborough was backed by the financier Isidore Ostreer and the company had contacts with Twentieth Century Fox and MGM(MacKillap 2003). Ealing was under the influence of Michael Balcon who was the Head of Production since 1939. The company was dominating in the film production market. For the next years Balcon maintained a commitment to "British films", although the budget was very modest and poor. Balcon took a number of talented figures with hi such as Charles Critchon, Charles Frend, Robert Hamer, Henry Watt, Basil Dearden and Cavalcanti. The main war-time films of that period were "In Which We Serve", "The Big Blockade", "The Foreman Went to War", "Went the Day Well". However, then Ealing understood that British society was really tired of was films and the company responded to the new film movement for popular social change. That was rational decision influencing all its further film productions(MacKillap 2003). The early years of British cinema were dominated by Ealing, especially by Ealing comedies aimed at lower middle class, against bureaucracy and at celebrating brave community spirit. For example, films "Passport to Pimlico" and "Whiskey Galore" established the new trend to fight for anarchic libertarian rights. Nevertheless later that formula became also boring and conservative. In the result the Ealing comedy gave rise to the next generation of comedies(Street 1997). Ealing Drama and Comedy: Interaction Charles Barr (Ealing Studios, script writer) wrote (Lou 2003): "The drama is Ealing's picture of how things have to be in a society which rightly inhibits individual deems and desires for self-fulfillment. The comedy is a daydream, a fantasy outlet for those urges". It is a well-known fact that Ealing studios were built in 1932 by a theatre director Basil Dean who was the former of film production company Associated Talking Pictures (ATP) in 1929. The company made more than 60 films during the period of 1930s, but then its fortune significantly declined. It was phased out and then replaced by a production company which bore the studio's name. Michael Balcon, who earlier was the Head of Production at Gaumont-British, became the head of Ealing during 1930s. The style and ideology of the Ealing films were strongly influenced by ideas of national identity and national interests. All the films of that period were based on those ideas(Lou 2003). When Balcon was the head, the company's aim was to become the voice of social conscience and to

Analysis of Eisenhower's farewell adress Term Paper

Analysis of Eisenhower's farewell adress - Term Paper Example In itself, it is a vision and a masterpiece addressing the need for balance in all aspects of our undertakings. Today, we are going to go on an odyssey, exploring in detail the constituents of the Farewell Address – the words and thoughts of Eisenhower. Why? - The theme in the address The farewell speech delivered by Eisenhower on the last night of his post as president was centered on subjects vital for citizens of any country aspiring towards progress and better quality of life. He reflected on important issues like time, defense, intricacies between military and industries, vigilance and use of wise judgments pertaining to the need of time. But what underlined each arena of the subject that he touched was the counseling for balance as a common denominator. He emphasized on the need to weigh each matter in the light of priorities, need, necessity, consequences and its implications. Hence, laying stress on the prominence and demand of balance in each context. In his speech hi s concern for the threat to American liberty at the hands of Communism and Soviet Union was clearly discernible. He made reference to the four wars that took place in the twentieth century three amongst which involved the United States of America. His point was not only to have the ability to encounter such danger but also to do so in a manner that did not put American liberty in jeopardy. He also feared that in accordance with the progress in the modern age perpetual expansion of the federal state would pose a threat to the ideals along which the American society had worked for ages. He repeatedly accentuated the need to hold the precarious line of balance in regard while taking decisions that would not only affect domestic but also foreign policies, and reminded the listeners that proposals must be considered in a broader prospect. Prospects that would take into account the consistency, maintenance, efficiency and balance between as well as within national programs. The reason beh ind stressing repeatedly on the need for balance was essentially made because of potential threats inherent in a big government. However that was definitely not all. Eisenhower identified in his speech several other foci that could culminate in imbalance. One of many was to condemn the use of material assets belonging to the future generations as mortgage and hence desecrate the valuable elements and symbols of political history and spiritual heritage. Amongst his greatest concerns was to not become enslaved in the web created by â€Å"scientific- technological elite†. He also referred in his speech to another potential source of imbalance, the attainment of uncalled for and undesirable influence of the military-industrial complex, cautioning here on the misplacement of power and its potential to weave disasters. What? – The type of document The farewell speech of Eisenhower was a piece that issued caution to the nature while addressing matters of grave concern that we re controversial but significant to touch at that point in time. His speech centered on his concern regarding dissemination of peace in the world and the need to develop friendly international ties and relations. Furthermore, his calling of attention towards the military and the domestic arms industry and the possibilities and implications associated with it along with the need for surveillance demonstrated the need for judicious decisions. His address was not only limited to that point in time but was a vision that

Western Civilizations History Research Paper Example | Topics and Well Written Essays - 500 words - 1

Western Civilizations History - Research Paper Example Dictatorship is the opposite of the democracy, where the citizens are not allowed any freedoms. Hitler was a German leader who embraced the German People’s Party and later became an active member. When holding the party’s position of a spokesperson, he renamed the party the National Socialist German Workers’ party (NAZI). During this time, he was still employed by the army. Due to his excellent skills in speaking, he got the support of many people. Hitler was a great admirer of the Japanese leader Mussolini. When he rose to power in the early 1930s, both Hitler and Mussolini became allies. However, their friendship became a marriage of convenience and not that of sister states. Despite the earlier differences between the two countries, and those of the two leaders, they formed a formidable alliance. Germany under Hitler offered support to Rome during and after the Abyssinian crisis that the country was facing in the mid-1930s. The ambitions of Mussolini of building a new empire that would replicate the ancient Rome targeted Abyssinia. He invaded and occupied the state, and received a lot of criticism from the League of Nations. Hitler himself had pulled Germany out of the League of Nations in 21933. With the support of Hitler, he went ahead to carry out his plan. In 1936, Germany and Italy were involved in a civil with

Intellectual property law Essay Example | Topics and Well Written Essays - 3000 words

Intellectual property law - Essay Example With regards to a brief of this situation, it can be said that Trevor who was working as a laboratory assistant in the University of East shire’s Chemistry Department and his work involves assisting the PhD students in their experiments and also running the laboratory. Officially no project has been assigned to him, but the Head of the Department of Chemistry has permitted him to do research tasks if he intends to provided that they do not interfere with his routine tasks and responsibilities at the Department. An important fact of this case was that Trevor worked over the weekend beyond office hours with a PhD student into developing a cure for common cold. Since the student developed common cold, Trevor considers developing a cure for her problem. The student is working on a particular compound and Trevor decides to add the compound Millenniumium (Mil) to that compound. Mil is usually used to treat tropical diseases and in the past according to the author, the use of it for treating common cold has not been obvious to any body reasonably skilled in the art. Trevor immediately tests out the drug on his friend, and to his surprise the drug cures the common cold. Trevor immediately reports the invention to his boss the Head of the Department, who applies for a patent but does not put Trevor’s name in the application form. The head of the department does not offer credit Trevor. The facts of the other issues are that a professor from another rival university claims that Trevor’s invention may be obvious to a person skilled in the art and would not pass the non-obviousness test. The professor from the other university suggests that Trevor’s invention may have been found out by another person at some time as a lot of random testing had been going on with drugs. Trevor’s rights over the invention It may be difficult to ascertain the rights that Trevor would be having, but important facts of the case are that:- Trevor was the actual inventor of the drug combination containing Mil Trevor was using the resources of the university to test out the drug and develop the same Trevor was given permission by his HOD to carry out a research project he wanted provided that it did not interfere with his work in the organisation Trevor conducted the work beyond his work timings and hence it was not interfering with his work There were no efforts put by his HOD in developing the proposed combination of drugs that could be considered for the patent. Under Section 10(1), 10(2), 10(3) and 10(4) of the Patent Rules 2007, the Mention of the Inventor has been included. Under section 10(1), if the inventor has not been mentioned in the patent application, he/she has to be mentioned in the appendix or erratum. Under Section 10(2), if the inventor has not been mentioned, he can apply before the comptroller of Patents. Under Section 7(1) of the Patent Act 1997, there is a mention that any person can apply for a patent either alone or jointly. Under 7(2) it has been mentioned that person would include not only individuals but also corporate bodies including universities. The patent may be granted either to the inventor, joint inventor or to the successor/s of the inventor or inventors. Under section 7.06, the inventor has primarily the right to grant the invention to any person but this law may be overridden by legally enforceable

Marketing Essay Example | Topics and Well Written Essays - 500 words - 26

Marketing - Essay Example In the cut throat business of electronic goods, Sonic mission would be to capture the market segment that caters to the upcoming young executives who are looking for gizmos which are small enough to hold in their pockets but powerful enough to be used as computer, or phone or even as an entertainment device, as and when the need arises. Globalization has changed the dynamic of the business and today the professionals need to have all the information at their tip while following a hectic schedule. So the smaller the device which can pack such features, better are its chances of capturing this target group. PDAs from big companies like Hewlett Packard, Sony etc. have been in the market for the few years. Palm One, Blackberry etc. are PDAs that are well known. Over the years, these PDAs have evolved and new features have been incorporated. So Sonic 1000, would be competing with the companies whose PDAs, already have a market. Since the growing world economy has opened opportunities where new technology would be playing a very important role. Sonic, needs to come out with something which would be unique while having all the features of the currently popular PDAs, at no extra cost. After thorough analysis of the present market, the company proposes to give several value added services to its customers. The new Sonic 1000 would be a small hand held compact computer serving as a 3G camera phone with wi-fi features like Bluetooth, infra red technology thus facilitating easy internet connection. Sonic 1000 PDA would be equipped with a micro mini hard drive of 40 GB and USB connection that would make data handling easy, fast and efficient. 3G facility would enable video conferencing and the executives would be able to interact with their office and clients, while on the move. Looking at the vast potential for this type of gizmos, in the first year, the company proposes to sell 240,000

Exploring of Teaching Strategies for Diversity Essay

Exploring of Teaching Strategies for Diversity - Essay Example The efficiency of pedagogical intervention is differently designed for the teachers of low-income, multicultural and multilingual students who live in a big city with differences in economic status, the students who live in large districts who have limited resources but high mobility rates and the teachers who travel to their schools. â€Å"The instructional coaching intervention builds upon sociocultural theory†. The mixed method study explores the efficacy of results of instructional coaching of urban teachers by using the data of focused group discussion and the data of quantitative pre and post-invention. Five standard interventions are discussed in the article. The trained teachers took part in a workshop of 30 hours while targeting the principles of learning based on research. It also discusses the standards for effective pedagogy in order to teach the multicultural students. Pedagogical transformation and outlines of sustainability are demonstrated by the results of ins tructional coaching. The effects of the theory, its practice and research are acquired by the understanding of qualitative and quantitative results. A significant difference is indicated by the results. These results highlight the need of the continuing research that examines the influence of the composition of classroom based on the competency of cultural training in order to educate students. It helps new professionals to become culturally proficient and competent. The results show that the diversity in classroom composition affects the cultural competency.

Gun Control Essay Example | Topics and Well Written Essays - 1750 words - 1

Gun Control - Essay Example Advocates argue that pro-gun control laws such as implementing a complete ban on possession of assault weapons can play a key role in limiting and/or restricting access to such weapons and hence ultimately result in reduction of violent crimes and attacks (Moorhouse and Wanner, 2003; Hemenway, 2006). Critics, however, disagree stating that no amount of pro gun-control laws can prohibit violent attacks and crimes involving assault weapons and that there is lack of literature substantiating the relationship between gun prevalence and violence (Carter, 2006). Regardless of the immense and widespread debates and controversies centered on the policy of gun control and the hysteria, panic, and terror accompanying the same generating varied emotions across diverse sections of the society, the fact that it still remains one of the most pressing issues in modern day America cannot be denied. This essay aims to discuss, analyze, examine and understand the issue of gun control against the vario us arguments in favor of as well as against it. The essay essentially argues in favor of passing of legislation that outlaws assault weapons. Gun culture in the U.S.: Overview and implications Firearms have off late risen to an elevated status commanding a central position as a critical public policy issue. The long-running debates and controversies related to firearms and it’s impact and implications on the American way of life demand a permanent and effective solution in order to end the chaos and restore the instability and dent caused in the social structure. However the solutions offered so far appear bleak at best, largely because the issue of gun control is difficult to deal with given that the gun-culture is an inherent part of the American society. The politics of guns: The proponents of gun control have persistently and vehemently defended the right to bear firearms citing their democratic rights to do so, granted by the U.S. constitution. Ownership of gun has come to be the fundamental democratic right of citizens in the U.S over the years (Burbick, 2006). The National Rifle Association who are the staunch supporters and defenders of the possession of firearms have consistently defended the right to bear firearms and continues to do. In a recent move by the NRA, the association once again launched full-fledged efforts to counter President Obama's bold gun control plans (The Guardian, 2013). Various new laws have been passed over the years granting the citizens an exclusive right to hold concealed firearms as a response to cater to the epidemic-level fears and anxiety among the citizens concerning their safety. Such favorable laws have escalated the access to firearms to the common public which in turn paved way for the development of a lucrative firearms manufacturing market that are now found to strongly lobby against any policies aimed at restricting or banning the possession of firearms. Such efforts on the part of the pro-firearms and ant i-gun control lobbyists have essentially blunted the political efforts bringing the political momentum to a temporary halt (Squires, 2012). The gun control policy is perceived by the opponents as a conflict between the rural hunters and shooters of NRA and other pro-gun organizations versus the government and law enforcement officials (Bruce and Wilcox, 1998). Critics argue that the consistent efforts by such pro-gun organizations have made access to firearms easier, particularly among the children, youth and the mentally unstable sections

The Role of Superstition Essay Example for Free

The Role of Superstition Essay Superstition is a recurring theme in The Adventures of Huckleberry Finn. Superstition is defined in Merriam Webster’s Collegiate Dictionary, 10th Edition as â€Å"a belief or practice resulting from ignorance, fear of the unknown, trust in magic or chance. † Mark Twain effectively uses superstition to both foreshadow events and to contrast the personalities of the characters in the book. The â€Å"more sivilized† characters of the book do not believe in superstition, but the less educated characters, such as Huck and Jim, often make decisions based on their belief in superstition. While several of the lesser characters in The Adventures of Huckleberry Finn believe in superstitions, it is Huck and Jim, the two main characters of the novel, who reveal that they live according to their superstitions. For example, in Chapter 4, Huck, who is then staying at Widow Douglas’ house, sees a spider crawling up his shoulder. He flicks the spider and it lands in a burning candle, shrivels up and dies. â€Å"I flipped it off and it lit in the candle; and before I could budge, it was all shriveled up. I didn’t need anyone to tell me that was an awful bad sign† (p. 3). According to Huck, killing a spider can bring bad luck. In an effort to reverse the bad omen, Huck turns around three times, each time crossing his breast, and then ties up a little lock of his hair to keep the witches away. Huck isn’t even sure this ritual will work for killing a spider, as it was intended for another bad omen, but he feels compelled to try to do something, so strong are his superstitious beliefs. Huck encounters another superstition Chapter IV of the novel. Huck, who is living with the Widow Douglas, spills the salt and immediately tries to reverse the bad luck by tossing the salt over his left shoulder. Miss Watson, who has recently come to live with her sister, the Widow Douglas, stops him, however, and this causes Huck to worry because he cannot finish his ritual. â€Å"I reached over for some of it as quik as I could to throw over my left shoulder to keep off the bad luck†¦feeling all worried and shaky, and wondering where it was going to fall on me, and what it was going to be† says Huck (p. 13). Miss Watson, along with Widow Douglas, along with many of the more civilized people of the novel do not believe in superstitions the same way as do slaves and less civilized people. Miss Watson will not let Huck toss the salt over his shoulder because she is trying to provide him with a good civilized and educated upbringing. According to Jim, one of the worst things you can do is touch a snakeskin. Huck does just this after faking his death at the cabin and discovering Jim at Jackson Island. The first sign that the snakeskin is actually causing bad luck is when Huck decides to play a trick on Jim. Huck takes the dead rattlesnake that he has killed and put it near where Jim will be sleeping in the cave to scare him. Huck forgets that a snake’s mate curls up beside its dead mate. When Jim got into bed that night the dead snakes mate bites Jim on the heel, causing Jim to be unable to walk for a time. Touching a snakeskin is supposed to be so bad that Jim says that he would rather look at a new moon a thousand times over his left shoulder than touch a snakeskin. â€Å"I awluz ‘spected dat rattlesnake-skin waren’t done wid it’s work† (p.90) says Jim after his and Huck’s raft is torn apart by the steamboat. Jim, who tends to be more superstitious than Huck, introduces Huck to many superstitions he had never heard before. According to Jim, †¦you mustn’t count the things you are going to cook for dinner, because that would bring bad luck. The same if you shook the tablecloth after sundown. And he said if a man owned a beehive and that man died, the bees must be told about it before sunup next morning, or else the bees would all weaken down and quit work and die (p.39). When Huck decides to catch some young birds â€Å"flying a yard or two at a time and lighting†(p. 39), Jim will not let him because he says it will bring death. â€Å"He [Jim] said his father laid mighty sick once, and some of them catched a bird, and his old granny said his father would die, and he did. † (p. 39). It is generally believed that many of the superstitions found in The Adventures of Huckleberry Finn originated with the slaves and then spread throughout the South. Through his writing, Mark Twain infers to the reader that mainly the slaves, the uneducated, and the unreligious believed in the superstitions. Huck, being poor and uneducated, believed in them because his Pap, who was found with a cross in his boot to keep the witches away, raised him to believe that way. Likewise, Jim, who was a slave, also believed in superstitions. The theme of superstition in the book by Twain serves two purposes – it makes the reader wonder what will happen next and also accurately portrays the various levels of society of the time.

Impact of Adolescent Anxiety Disorders on Education

Impact of Adolescent Anxiety Disorders on Education An exploration of the impacts of adolescent anxiety disorders on secondary educational outcomes. The context and initial broad area / theme for study The board theme of this study is to explore the types of anxiety disorders experienced by adolescents and the impact this has on their education. The study will also look at implications of anxiety on classroom teachers looking at strategies in which they can try and reduce anxiety and improve educational outcomes. The research will then focus more sharply on school refusal. Considering the possible reasons and causes of school refusal and the impacts school refusal can have on educational, social and lifelong outcomes. The research will take a critical approach to literature already written in this area to draw out any common themes in cases of school refusal. The research will also analyse the literature to examine any practical approaches on how to encourage these pupils to attend school and improve their educational and life experiences. Review of key readings that underpin the investigation What is anxiety and what are the types of anxiety disorders? The Department of Education (2016) offers brief definitions of anxiety and the types of anxiety disorders experienced in childhood and adolescents. This is also supported by the World Health Organisation (2016) and the ICD10 diagnostic tool as well as the American Psychiatric Association Diagnostic and statistical manual of mental health (DSM-5). Anxiety is defined as an emotional disorder which has an array of symptoms including; breathlessness, fearful, irritability, panicky, fidgety, sickness, tense or having difficulty sleeping. These references will be used as a first point of call in defining and laying out the symptoms of the types of anxiety disorders experienced by adolescents and children. Criticisms of diagnostic tools mental health is a complex phenomenon in which we have relatively little understanding. The diagnostic tool is a classificatory system and Banzato (2008) states that the diagnostic categories failed to be validated and a large debate around the classifications descends around the separation of the boundaries between different disorders. This suggests that using the diagnostic tools on their own may lead to an over identification of mental health disorders, classifying behaviours that dont necessarily need to be classified will increase the diagnoses of disorders. Further criticisms as well as support of the DSM-5 has been offered by NHS England (2013) who state that there are two main interrelated criticisms, for example, during the revision process of DSM-V to the DSM-5 pharmaceutical industry had a large influence on what was to be included. In addition, the DSM-5 contributes to the medicalisation of behaviour and mood that would not necessarily have or need a diagnosis. Morris and March (2004) offers an in-depth discussion of childhood anxiety disorders including; Generalized Anxiety Disorder, Specific Phobia, School Refusal, Separation Anxiety Disorder, Social Anxiety disorder, OCD, Panic disorder and PSD. The discussions and findings in this book are supported by Beidel and Alfano (2011). These sources will also be used in the defining of mental health disorders in children and young people. These sources also provide useful information on prevalence rates as well as the treatment of childhood anxiety disorders. Prevalence and statistics around anxiety in childhood and adolescents Merikangas, Et al (2010) Anxiety disorders were the most common condition (31.9%) the median age of onset for this disorder was 6 years old. Lifetime prevalence 25.1% of 13-18-year-old. Statistical difference in sex with females at 30.1% and males at 20.3%. United States. Department of Health (2015) 3.3% or about 290,000 children and young people have an anxiety disorder. Exposure to bullying is also associated with elevated rates of anxiety, depression and self-harm in adulthood. Goodman and Scott (2012) anxiety disorders, affect roughly 4-6% of the general population. Roughly 5% of referrals to child and adolescent mental health services present with refusal to attend school associated with anxiety or misery. Around 4-8% of children and adolescents have clinically signià ¯Ã‚ ¬Ã‚ cant anxiety disorders that cause substantial distress or interfere markedly with everyday life. This makes anxiety disorders the second commonest group of psychiatric disorders among children and adolescents. The effects of gender and age on prevalence vary from one anxiety disorder to another. The three most common anxiety disorders are specià ¯Ã‚ ¬Ã‚ c phobias, separation anxiety disorder and generalised anxiety disorder. Social anxiety disorder and panic disorder are less common, as is post-traumatic stress disorder. Criticism of these statistics statistics such as these have played an important role in the development of mental health policies (Banzato, 2008). However, geographical and cultural variations in the use of the diagnostic tools means comparisons across/within countries, regions and cultures is difficult (Banzato, 2008). School Refusal What is it? What causes it? Statistics surrounding it. Thambirajah et al (2008) Most children and young people go through occasional, infrequent and temporary non-attendance in school at some point in their school career. School attendance (children can be educated at home if approved by the LEA education officer) in the UK is compulsory for all young people under the age of 16 (young people under 18 have to be in some sort of Education, Training or Work). The issue of school attendance is currently at the focus of intense activity in schools, LEAs and the press. The most recent media interest surrounds the removal of children and young people from school for family holidays. This, until recently, resulted in fines given to parents/carers of these children. The term school refusal has been used to refer to the group of children who are reluctant to or fail to attend school for emotional reasons (Thambirajah et al, 2008). Thambirajah et al, (2008) clarifies the different terms used to describe different groups of children who fail to att end school, these terms are based around the core characteristics as they are currently understood by authorities and researchers and include; truancy, parentally condoned absence, school phobia, separation anxiety and school refusal. Official figures do not take school refusal into account and therefore there are no official estimates of the extent of the problem. As well as this it is hard for professionals and teachers to be aware of the problem this is due to; lack of awareness of the extent and impact of school refusal, difficulties in distinguishing school refusal from other groups, invisibility of these children, excluding medical conditions, blaming parents. Kahn and Nursten (1968) also provide an in depth analysis of the psychosocial problems that can lead to school refusal. Kearney (2008) states that there are a range of contextual risk factors as well as psychological factors can lead to school refusal and high absent rates include; homelessness and poverty, teenage pregnancy, school violence and victimisation, school climate and connectedness, parental involvement, family and community variables. Lignefeller and Hartung (2015) Discuss various statistics surrounding school refusal in the US and the factors that surround school refusal. These can include; School safety, bullying, pressure of academic achievement. The article then looks into the problems that school refuser face due to the lack of attendance. Implications and treatments for school refusal are also discussed. The findings in this article are supported by Nuttall and Woods (2013). Kearney and Bates (2005) provides a summary of the characteristics of youths with school refusal behavior and explores the common assessment and treatment methods that have been designed to curb this behavior. Kearney (2006) evaluated The School Refusal Assessment Scale-Revised (SRAS-R). This is an instrument designed to evaluate the relative strength of four functional conditions of school refusal behavior in youth. Despite the presence of a small number of items that may detract from the scale, strong support was found overall for the four-factor structures of the SRAS-R-C and SRAS-R-P. These data provide support for the functional model of school refusal behavior in general and the discriminant validity of the SRAS-R in particular. School Refusal Implications Sewell (2008) states that school refusal can have significant short term and long term consequences, for example; poor academic performance, family difficulties, worsening peer relationships, academic underachievement, employment difficulties and increased risk of psychiatric illnesses. Supported by Maynard et al. (2015). School Refusal Interventions/treatments Lauchlan (2003) discusses the effectiveness of interventions and the reasons for successes and failures. There are a range of interventions and treatments for example; relaxation training, cognitive restricting or self-statement training, exposure, medication, social skills training, parent/teacher training etc. This articles provides a summary and critical analysis of the above interventions. Lingenfelter and Hartung (2015) provides a critical analysis of this and states that there is a strong focus on therapy and counselling with trying to treat school refusal behaviors. These can be supplemented with medication. Revised research question From my initial review of the literature there are clear and defined areas of research conducted in this area. However, due to the comprehensive nature of the research in this area, there seems to be a lack of clarity surrounding three particular areas. Therefore, my revised research questions are: What is known to be the main reasons behind school refusal in children and young people? What is known to be the implications for children and young peoples educational outcomes as a result of school refusal? What are the different treatment/intervention strategies for school refusers and how effective are these? Rationale for the research design For this research project I have chosen to do a systematic review of the literature. The main reasons for choosing this type of research design is the sensitive nature of the topic (anxiety disorders) and the barriers that would be placed in doing primary research with students with anxiety issues. In addition, there is already a wide selection of literature on this topic area however, there is a lack of drawing this literature together to critically analyses it from different perspectives. Systematic reviews are attempts to review and synthesis existing research in order to answer specific research/review questions (Andrews, 2005). This area has been the center of ongoing in depth research from early 1930s to the present day. The research looks into the various reasons for school refusal (although this has been acknowledged that each case is individual, there are a variety of common themes that have emerged). The research has also investigated several treatments or interventions of school refusal. However, there is little research that draws these ideas together and critically analyse them. The large amount of research in the area means that creating more primary research would be pointless, instead I believe that there is a need to draw this literature together to compare, co ntrast and analyse it and this would be more beneficial to this area of research. This idea is supported by Klaveren and Inge De Wolf (2013) who states that systematic reviews give structure to the findings of larger amounts of empirical studies and act as an informant to the reader on the results and effectiveness of previous studies. Systematic reviews are often viewed in a skeptical way, especially in the field of educational research. For example, Andrews (2005) questions the idea of reviewing research, he suggests that not all research is worth reviewing and therefore a systematic review can place importance on less significant research. In addition, Bryman (2012) states that there are suggestions of applicability of a systematic review to certain types of literature. This is due to early systematic reviews being concerned with the exploration of certain independent variables and their effects. However, Bryman (2012) also states that there has been a shift in the use of systematic reviews and that they are now considered useful tools in a range of research areas. In addition, Mulrow (1994) states that professionals, researchers and policy makers need systematic reviews to be able to efficiently integrate existing information and provide data for rational decision making. Mulrow (1994) also states that the expl icit methodology used in a systematic review limits bias and, hopefully, will improve the reliability and accuracy of the conclusions drawn. Bryman (2012) states that due to the transparency of the methodology adopted and outlined in the research, it provides a degree of replicability to the study and therefore increasing the validity and reducing the bias of the study. Due to the nature of this research, ethical issues are kept to a minimum. No human participants will be used in this research and participants from the articles analysed are already anonymised and informed consent was obtained. Additionally, there is no need to gain gatekeepers permission for the use of the articles in the study as they are available on the internet. The articles are accessed via institutional log-on but can be purchased by the public. To reduce ethical issues further I will take care to be professional in my writing/reporting for example by criticising the literature politely and in a constructive manner. References Andrews, R. (2005) The place of systematic reviews in education research, British Journal of Educational Studies, Vol. 53, No. 4, PP 399-416 Banzato, C. (2008) Critical evaluation of current diagnostic systems, Indian Journal of Psychiatry, Vol. 50, No. 3, PP 155-157 [accessed 21/12/2016 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2738361/] Beidel, D., Alfano, C. (2011) Child Anxiety Disorders: A Guide to Research and Treatment, Routledge: London Bryman, A. (2012) Social Research Methods, Oxford University Press: New York Department of Education (2016) Mental health and behaviour in schools: Departmental advice for school staff, Department of Education: London Department of Health and NHS England (2015) Future in mind Promoting, protecting and improving our children and young peoples mental health and wellbeing, Department of Health: London Goodman, R., Scott, S. (2012) Child and Adolescent Psychiatry, Wiley Sons: Chichester Kahn, J., Nursten, J. (1968) Unwillingly to School, school phobia or school refusal, a medico-social problem, Pergamon Press: Oxford Kearney, C., Bates, M. (2005) Addressing School Refusal Behaviour: Suggestions for Frontline Professionals, Children and Schools, Vol. 27, No. 4, PP 207-216 Kearney, C. (2006) Confirmatory Factor Analysis of the School Refusal Assessment Scale-Revised: Child and Parent Versions, Journal of Psychopathology and Behavioral Assessment, Vol. 28, No. 3, PP 139-144 Kearney, C. (2008) School absentesim and school refusal behaviour in youth: A contemporary review, Clinical Psychology Review 28, PP 451-471 Klaveren and De Wolf (2013) Systematic Reviews in Education Research: When Do Effect Studies Provide Evidence?, Working Papers 46, Top insitute for evidence based education research. Lauchlan, F. (2003) Responding to chronic non-attendance: a review of intervention approaches, Educational Psychology in Practice, Vol. 19, No. 2, PP 133-146 Lingenfelter, N., Hartung, S. (2015) School Refusal Behaviour, NASN School Nurse, Vol. 30, No. 5, PP 269-273 Maynard, B., Brendel, K., Bulanda, J., Heyne, D., Thompson A., Pigott T. (2015) Psychosocial Interventions for School Refusal with Primary and Secondary School Students: A Systematic Review, Campbell Systematic Reviews, Merikangas, K., He, J., Burstein, M., Swanson, S., Avenevoli, S., Cui, L., Benjet, C., Georgiades, K., Swendsen, J. (2010) Lifetime Prevalance of Mental Disorders in US Adolescents: Results from the National Comorbidity Study-Adolescent Supplement (NCS-A), Journal of the American Academy of Child and Adolescent Psychiatry, Vol. 49, No. 10, PP 980-989 Morris, T., March, J. (2004) Anxiety Disorders in Children and Adolescents, The Guildford Press: London Mulrow, C. (1994) Systematic Reviews: Rationale for systematic reviews, British Medical Journal, Vol. 309, PP 597-599 NHS England (2013) News analysis: Controversial mental health guide DSM-5, [ accessed 07/01/2017 http://www.nhs.uk/news/2013/08August/Pages/controversy-mental-health-diagnosis-and-treatment-dsm5.aspx] Sewell, J. (2008) School Refusal, Australian Family Physician, Vol. 37, No. 4, PP 406-408 Thambirajah, M., Grandison, K., De-Hayes, L. (2008) Understanding school refusal: A handbook for professionals in education, health and social care, Jessica Kingsley Publishers: London World Health Organisation (2016) International Classifications of Diseases ICD10, Neurotc, Stress-related and somatoform disorders (F40-F48) [Accessed 20/12/2016: http://apps.who.int/classifications/icd10/browse/2016/en#/F40-F48]

Themes of Slaughterhouse 5 by Kurt vonnegut and Catch 22 by Joseph Hell

Themes of Slaughterhouse 5 by Kurt vonnegut and Catch 22 by Joseph Heller In the books, Slaughter House 5 by Kurt Vonnegut and Catch 22 by Joseph Heller there are many themes that at first don’t appear to be related but once given a closer look have striking similarities. Both books are about one mans experience through World War II, one being a fighter pilot and another being a soldier. Each man is known as an anti-war hero. They do not agree with the war and do not find it appropriate to fight for it. Neither of the two men was the average â€Å"John Wayne† war hero that fights and dies for his country. This is what makes these two books stand out from other war books. Both of these books also were used during the Vietnam War as anti-war books denouncing the war. One major theme that comes up in both of these books is the theme of no free will. In Slaughterhouse 5 Vonnegut proclaims through the narrator that there is no such thing as free will and that all things in life are predestined. That no matter what we chose to do we really aren’t choosing to do it at all and that the choice was already made. In Catch 22 the theme is the same just brought to our attention in a different way. Catch 22 is a paradox, leaving no way of escaping from a dilemma. No matter what we do or say we can’t escape it thus leaving us with no free will. Catch 22 is best described in the book when Yossarian states, You don’t have to fly anymore missions if you’re crazy, but you have to ask first and if you ask than you’re not crazy because anyone that wants to get out of combat is not crazy (Heller 46). The utter simplicity of this â€Å"catch† at one-point makes Yossarian let out a whistle. So in essence both of these characters are plagued with the fact that they have no free will. Billy Pilgrim because everything in life is predestined so he has no say in what goes on and Yossarian because he has to keep flying more missions because of Catch 22. Another major theme that comes across in these books is the anti-war hero. Both main characters are the exact opposite of what we would consider war heroes. Yossarian has no intention of laying down his life for his country and thinks anyone that would is utterly stupid. He many times in the book tries to get out of flying more missions by admitting himself to the hospital although he is not sick and ... ...how the ridiculousness of war. They were written to share with everybody that sometimes it isn’t the soldier who kills the most enemy or the pilot who bombs the most targets that are the heroes of the war but it is those people that stand up and proclaim the utter stupidity of war. The heroes are those who stand up for what they believe is right even if that means disobeying an order. These books were written most of all to share with us that war is wrong and is a waste of valuable lives. They convinced us that all free will and sanity is lost in war and that it can destroy men not just physically but also mentally. I think Heller put it best when he described what Yossarian was going through when his friend was dying in his arms, â€Å"Yossarian was cold, and shivering uncontrollably. He felt goose pimples clacking all over him as he gazed down despondently at the grim secret Snowden had spilled all over the messy floor. It was easy to read the message in his entails. Man was matter, that was Snowden’s secret. Drop him out a window and he will fall. Set fire to him and he will burn. Bury him and he will rot, like other kinds of garbage. The spirit gone, man is garbage

Junk Food: Can What We Eat Change How We Behave? Essays -- Health Nut

Junk Food: Can What We Eat Change How We Behave? Ice cream, chocolate, McDonald’s hamburgers, potato chips, and hot dogs, all symbolize a taboo in our society. Honey, wheat germ, fruit juices, and sprouts, take on a certain manna in our society. For years, our society has been involved with a health food movement. We are carrying this movement with us to every new day, every new year, and now into a new century. As we go into the new century, "our emphasis, is on "wellness" and prevention rather than on illness and curing" (Dubisch, 1999, p.325). Nutrition plays a big role in our plan for preventing illness, and just not physical illness but psychological illness as well. As a mother, I know that nutrition plays a big role in my children’s lives. Did you ever look at a child who has just eaten two chocolate bars, a bag of chips, and drank a big glass of soda, to wash it all down with? They are terrible! If my children eat a well balanced diet throughout the day, they are mostly calm and rational children. They are eas y to talk to, and they listen to almost everything I say. On the other hand, give them a little extra sugar and they run around the house yelling and screaming, throwing things, fighting amongst themselves and in general are very anxious and agitated. It is because of this type of behavior that it is important to explore the possibility that junk food does have an adverse effect on our behavior. Bad eating habits not only affect our bodies physiologically but also can trigger psychological problems. One of the ways this has been evidenced is in an article entitled sugar neurosis. In this article it states "Hypoglycemia (low blood sugar) is a medical reality that can trigger wife beating, divorce, even suicide... ... no hard facts yet. Hopefully more research on this issue will be carried into the new century with us as well. References Burch, M.R. (1992). Behavioral treatment of drug exposed infants: analyzing and treating aggression. Child Today, 21(1), pp. 1-5. Dubisch, J. (1999). You are what you eat. In D.J. Hickey (Ed.), Figures of thought for college writers (pp.323-336). Mountain View, CA: Mayfield. Salzer, M.S. and Berenbaum, H. (1994). Somatic sensations, anxiety, and control in panic disorder. Journal of Behavior Therapy and Experimental Psychiatry, 25(1), pp. 75-80. Schoenthaler, S.J. (1983). The Alabama diet-behavior program: An empirical evaluation at the Coosa Valley Regional Detention Center. International Journal of Biosocial Research, 5(2), pp79-87. Whaley and Wong, D.L.(1999). Nursing care of infants and children. St, Louis: Mosby, p.871.

The Possibility of Justice for All Essay -- Justice Fair Society Essay

The Possibility of Justice for All Works Cited Not Included Can there be justice for all? To answer this question I must first define what justice is. Justice is ?the quality of being just, impartial or fair? in your dealings with others according to Merriam Webster?s Collegiate Dictionary. Keeping that definition in mind, I now must turn to the Voices of Wisdom in order to find an example of a situation in which all parties feel that they are being treated justly. After examining examples such as: Euthanasia, discrimination based on sexual orientation, and equal opportunity offered within the book, it becomes clear to me that there is in fact no possible way for there to be justice for all because everyone?s judgement is in some way or another clouded by their own self interests. Euthanasia, people can decide exactly how they want to live but should we as a society allow them the right to decide exactly how they want to die? On the one hand you have the question ?is it just to kill someone or allow them to die when help is available The obvious answer is no of course not. This is a prime example of why there can be no justice for all, because on the other hand you have the question ?is it fair to force someone to live through unbearable pain in anticipation of an agonizing death The obvious answer to that question is also no. This is where our self-interests come into play. It is in the patient?s own self interests to die because it will ease her pain, but is not in mine to alleviate her of her life ?because death is final and irreversible?, and because ?euthanasia contains within it the possibility that [I] will work against [my] own interest if [I] practice it or allow it to be practiced on [others].? (J. G... ...o that principle affirmative action should be considered just in relationship to minorities. As a result, because equal opportunity legislation is not in accordance with the best self-interests of most white males but it is in accordance with those of most minorities, this is another example of a situation in which injustice is inevitable. After closely examining these three specific situations in which injustice?because of our natural tendency to look after our own best self-interests?is certain, it can be concluded that it is hopeless to try to attain such an idea as a society that is just for all. Because these perpetually unjust situations such as euthanasia, discrimination based on sexual preference, ideas like affirmative action or situations similar to these will most likely permanently exist, a society in which there is justice for all is unreachable.

Diversity in the Early Childhood Classroom Essay

Diversity encompasses all of the differences that people possess as humans. It includes differences in race, language, gender, socio-economic status, ethnicity, nationality, abilities, exceptionalities, and geographical placement. Diversity consists of a quality that make individuals dissimilar and that brings to the classroom individuals existence experiences, abilities, talents, character traits, and preferences that enhance individuals being (Pearson, 2000). Children’s individual interests and capabilities, racial and cultural differences, age and gender difference and language differences play a part in classroom diversity. Diversity should be taught starting in the Early Childhood classrooms. The concept of diversity of the early childhood classroom includes the perspectives of multiculturalism and non sexist and antibias education. The classroom differences can also include the social realities that affect children and communities, including availability of economic resources, access to technology, and health and safety concerns. Another full and active participate in diversity are children with disabilities. In a number of the school settings today you can find a growing number of special needs children. These children have disabilities ranging from hyperactivity, attention deficit disorder, speech and language difficulties, blindness, deafness, mental retardation, and physical impairments. The Americans with Disabilities Act has better equipped society to meet the needs and challenges of special needs children, yet many teachers have little to no special training to deal with these students. The challenge of implementing training and proper classroom settings for special needs students falls on the fact that the school administrators and teachers encounter financial, cultural, and social obstacles. The many different problems that fall underneath the diversity category are growing each year and are becoming a growing factor for early childhood education. Teachers can help with diversity by bringing the positive side of it into the classroom. There are curriculums available that support diversity. Teachers should include classroom materials from many cultures that reflect the diversity within specific cultures as well as other cultures. Books should be chosen that reflect diversity. Teachers should choose books from many cultures to read to your children. Children should be able to see faces similar to theirs in  the books that are shared with them. Books should be examined for authenticity and true portrayals of diverse individuals and groups. Include diverse individuals in wall and room decorations. When children see themselves reflected in classroom materials, they understand that who they are is valued, accepted and deemed important. This simple act can make the difference in how well children are motivated to learn. Teachers should use language with children that demonstrate an acceptance of all cultures. Teacher’s word choices indicate acceptance of and often determine behavior in children. Teachers choose words carefully and avoid those that would convey a negative connotation when none is intended (Faber & Mazlish, 1999). Life is given to words when individuals speak them, and children usually try to live up to adults’ characterizations of them. Teachers can expect the best from all children and communicate that expectation to them in positive and motivating ways. Teachers should consider field trips that are taken and who the guest speakers are. If all field trips are reflective of one culture, students never have an opportunity to see themselves or individuals in their communities as something of value. Teachers can get guest speakers that represent as many diverse individuals as possible. When all speakers come from one group, the message sent to children is that individuals from their particular group have little to share with them. Teachers can look at cultural celebrations and when they are celebrated. Contributions of many cultures should be shared throughout the year and not only at specified times during the year. Each culture has its own beliefs, customs, rituals, religions, and business and academic achievements that make it both unique and great. Celebrate them. Teachers should challenge themselves to learn as much as they can about the children they teach. For many, this may mean moving outside of their comfort zones and exploring different ways of living. This knowledge helps to locate a point of identification with the student and will facilitate teaching and learning. Knowledge about children’s home lives and the ways in which they are being acculturated in this society can help a teacher be more effective in classroom instruction (Greenberg, 2002). This knowledge may also serve as a source of enrichment and enlightenment for all children. Good teachers claim that they do not see color in their classrooms. Teachers should plan to include on a regular basis topics that challenge yourself to think beyond your own way of living. Teachers should choose and encourage reading materials that will better prepare you other teachers and childcare workers to interact with a variety of individuals. These materials can serve as a common experience for them to draw upon in discussions at faculty and staff meetings. Through these discussions, teachers should feel free and open to discuss their own previously held biases and examine ways in which they can become more knowledgeable and accepting of diverse individuals. Choose to include professional faculty and staff of diverse backgrounds when hiring for various positions. It is not enough to talk about valuing diversity and then continue to hire only from within a certain group. Truly understanding diversity means that biases rooted in stereotypes have no place within the work environment. It also means that talents and abilities are recognized in all. Once hired, these individuals should have equal consideration for promotions within the organization. Teachers should establish positive relationships with diverse parents by communicating in ways that make them feel comfortable and accepted. Teachers need to use language that is plain, simple, and easily understood. Open and clear communication is the key in parent interactions. If there is a language barrier get the aid of someone who speaks that language. Learn as much as possible about the family language and culture and include appropriate aspects of that information in classroom instruction. Teachers should invite parents to their classroom to share various aspects of their lives with your children. Allowing them to share information and experiences will send a clear message to all that you value their differences and view them as an asset for your learning community. Their sharing will broaden and deepen mutual understandings with you, the family, and the child. Teachers need to respond to parents’ needs and concerns in an equitable manner, making sure that all voices are heard and not merely those with which you agree or those with which you are most familiar or comfortable. Teachers can choose to show parents that they are an important member of the team that is responsible for educating their child. Children are like little sponges that soak up everything that they hear and see. Children are around two or three years old when they begin to notice the difference among people. Children notice things like being short or tall, long hair or short hair, light skin or dark skin and different eye color. The way that children deal with the changes between people is influenced by what they see and hear at home (Williams, 1972). When the adults at home are speaking out loud about their bias opinions children hear that. The children then think that the adults are right and tend to form the same opinions. For some adults, biased statements are unintentional. The smallest things can spark this including gender statements, â€Å"Tommy, boys don’t play with dolls, they play with trucks. † This is implying that boys should play with boy things and girls should play with girl things. Adults should embrace the fact that boys want to play with dolls and look at it in the way of the child will grow to be a good father. The things people say can be the accelerator for children’s intolerance for certain groups of people or the underlying cause of children’s acceptance of individuals. Children will have a natural curiosity about the differences between themselves and others. This curiosity isn’t yet linked to any positive or negative thoughts about different groups of people (Williams, 2008). Teachers should consider when speaking to children to keep the child’s age and developmental stage in mind. Teachers should use words and descriptions they can understand. If a child asks â€Å"Why are Ming’s eyes funny? † you can respond by saying, â€Å"Ming’s eyes look different because different people have different shape eyes. Ming’s parents are Chinese and many Chinese people have eyes shaped like hers. Eyes can have many different shapes and can look different† (Kupetz, 2008). This type of response shows the child a clear answer that acknowledges the difference and clearly explains it to the child. Successful home-school relations and interactions are essential for positive learning experiences for children and their families. These interactions often determine the level of support that teachers and other professionals receive from parents. Positive home school relations are deeply rooted in teachers’ and parents’ willingness to step outside of their own comfort zones and to try to accept and respect the differences of others. Valuing diversity simply means that people are comfortable with who others are as individuals and are able to accept and appreciate the differences of ourselves and of others. Through valuing diversity, people learn to expect, respect and accept differences from others. By accepting the differences of others, people openly acknowledge and affirm the validity of those differences. Adults understand that all people have a heritage and that heritage is rooted in beliefs, customs and behaviors that shape who individuals are. Through acceptance, people learn to listen to every voice with the same level of interest until each voice is heard and every story is told. Teachers’ demonstration of how they respect differences in others is shown in how they respond to the difference they display. The varying perspectives that individuals bring to the classroom learning environments are assets in effective decision making, teaching and learning. Diversity in the early childhood classroom will teach the children at a young age how to accept each other. Teaching children what diversity is in the early childhood classroom will stick with them throughout their life. Teaching children at a young age how to respect one another will help the future of the world. There is so much hate in the world today. In the news you see children committing suicides over bullying. The community would love to see the future full of understanding that everyone is different and that it is accepted. Teachers want the children of the future to not be involved in hate crimes and by teaching them at an early childhood age the morals of acceptance just might be installed in their minds and hearts. References Faber, A. , & Mazlish, E. (1999). How to Talk So Kids Will Listen & Listen So Kids Will Talk. New York, NY: Harper Paperbacks. Greenberg, P. (Ed. ). (2002, October). Bringing Home Into The Classroom. Retrieved from http://www2. scholastic. com/browse/article. jsp? id=3746853 Kupetz, B. , Ed. D. (2008). Do You See What I See? Appreciating Diversity in Early Childhood Settings. In Earlychildhood News The Professional Resource for Teachers and Parents [Diversity in Early Childhood Settings]. Retrieved from http://www. earlychildhoodnews. com/earlychildhood/ article_view. aspx? ArticleId=147 Pearson, C. (2000, January/February). Diversity in the Early Childhood Classroom. The Fountain, (29), 1. Retrieved from http://www. fountainmagazine. com/article. php? ARTICLEID=642 Williams, D. (1972). The Preschool Years, Ages 2-5. In Beyond the Golden Rule (pp. 11-19). Retrieved from http://www. tolerance. org/sites/default/files/ general/beyond_golden_rule. pdf.

Workbook Role of the Health and Social Care Worker

Following extensive consultation with the public, the Department of Health published in 2007 the seven outcomes that people expect from their health and adult social care services. These are – Improved health and emotional well-being; Improved quality of life; Making positive contribution; Increased choice and control; Freedom from discrimination and harassment; Economic well-being; and Maintaining personal dignity and respect The role of the worker can be identified as: Assessment Skills usually the care plan. The aim of the care plan is to assess the needs and risks of the person concerned and make appropriate plans Reviewing/ Evaluating Skills Is a continual process as people's needs and wants change.You will be able to check / measure that the care plan objectives are being met by setting target dates to evaluate what the person has been able to achieve and what needs to be adapted in the care plan and objectives Listening Skills Listening is an important part of communica ting with others. To listen implies that the listener hears, pays attention to and responds to the person. Negotiating Ski ASS The purpose of negotiation is to resolve situations where conflicts have arisen. The aim of a win-win negotiation is to find a solution that is acceptable to both parties and leaves all involved feeling that they have won – in some way – once the negotiation has finished. It is important that the most vocal do not always have their way. Recording Skills Making notes, writing reports, emails, Effective Communication Most communication is non-verbal.People can read visual clues and rely on instinct even if you say the opposite, so if a service user asks you a question, e honest -? your body language will reveal the truth. Team Work Team work is essential in social and health work practice. No one can support someone effectively without others. There is no ‘I' in team Technical Skills These can range from using computers to craft work. Work practice can vary, you need to be flexible and constantly willing to learn Research Skills These skills are increasingly important. You will need them to continually develop your learning Organizational Skills A disorganized person may be creative but will not get very far if they miss the deadline (and visit time) or do not complete the work PersonalPresentation People do judge by first appearances! Always dress appropriately for work and be clean and tidy 4222-206/1 – Understand working relationships in Health and Social Care The working relationships between care staff and the people who they provide care for is critical for their health and wellbeing – Relationships come in very different shapes and sizes. There are relationships between friends, family members, colleagues in outside organizations and the professional relationship between colleagues and service users. The relationship between a worker and a service user should be a supportive professional relations hip. What does this mean?What are the differences between the personal relationships you have with close personal friends & family and those relationships you have with those people you provide care for and other professionals you work with. In some instances the relationships can be quite similar in that they involve helpfulness and working together. In a professional relationship you have a task/goal (I. E. Providing personal care etc. ) that you are working together to complete and achieve. In a personal relationship the ultimate goal is happiness and building that spiritual connection between yourself and your significant other. This is a topic you should discuss with others and relates mainly to what can be seen as the boundaries that you should not cross.The codes of practice for Social Care workers provides a list of statements that describes the standards of professional conduct and practice required for social care workers as they go about their daily work: Social Care work ers must: Protect the rights and promote the interests of service users and careers Strive to establish and maintain the trust and confidence Of service users and careers Promote the independence of service users whilst seeking to ensure hat their behavior does not harm themselves or other people Uphold public trust and confidence in social care services; and Be accountable for the quality of their work and take responsibility for maintaining and improving their knowledge and skills. Developing Relationships The first step in developing effective working relationships is identifying those people who you are dependent on to get your work done and those who are dependent on you. Where you are dependent on each other this is called interdependence. Working on these relationships will give you a big return as there is the likelihood that support provided will be reciprocated.Developing good working relationships relies on a number of things Good effective communication – an abili ty and willingness to talk and to listen with an open mind, what another person says if generally what they believe to be true, if you disagree ask questions to clarify Trust – This is crucial in developing long term relationships, how far do you trust the other person and what will need to happen or not happen for this to be developed? Mutual Expectations – What are the expectations each person has about the relationship, what mutual goals and targets does each person have? 4222-206/2 – Work in ways that are agreed with the employer In order to ensure that your employer is able to deliver the service they have agreed with the service user it is important that you understand what is expected of you. At evidence reference 2 you are asked to review your role and responsibilities and the policies and procedures which you need to operate by.Your employer is expected to: Provide flexible, personalized and responsive service Put people at the centre of everything you do Have high levels of specialist expertise and customer satisfaction Invest time in recruiting the right people for the right jobs Provide extensive staff training and support. If you feel that any Of the above is not in place which is inhibiting you doing your job you should talk to your employer to discuss how improvements can be made. Once set of guidelines that we can follow to guide the way we work is our values: Values guide your work, relationships and life. Values are a person's principles, beliefs or standards by which they live. They would consider these to be priorities for them in their lives, e. G. Pending time with people, being honest, being punctual, being conscientious, assisting people who are in difficulties etc. Everyone has different and attitudes which ill be important to them depending on their background and upbringing. We are not born with values/attitudes but acquire them throughout our childhood, I. E. Through school, friends, family peer group etc. Throu gh our life experiences we are more than likely to change our values. For example, we may have been brought up in a strict religious household taking on those values but as we grow and mature and think about those particular values we may not want them for our lives in the future and take on other values.On the other hand we may prefer to live by those particular values – We all have o make these sorts of choices / decisions for our lives. Enabling service users to make a choice for their lives means putting the Health and Social Care Values into action. As workers everything we do is influenced by our own values. There are a number of Health and Social Care Values detailed below which you must adhere to, if any of your own values conflict with these it is important that you do not allow these to influence how you work. If you have conflicting values take an opportunity to talk to you manager and / or colleagues to find out how these can be reconciled. Health and Social Care Values Value What this means IndividualityNeeds of service users should be tailored specifically for their circumstances / needs / wants / dreams / aspirations, for example, if a person requires a particular meal associated with their beliefs these should be provided. However do not make assumptions always check. Identity Recognize that service users have their own opinions / thoughts / views about things. They will have had many life experiences and these should be acknowledged and valued Rights and Responsibilities Each service user has rights for example to attend their own place of worship, just because it may be ‘inconvenient' is not a reason why We shouldn't meet their rights. They also have rights to change their mind about something.Workers need to encourage them to exercise these rights and encourage responsibility to act within the law and moral responsibilities. Choice There needs to be recognition of the service users ‘right to make their own choices', to exp ress and select what they want and the benefits of this. That everyone is entitled to be given full and thorough information in order to make an ‘informed choice' as to what they want / need. Privacy Every worker needs to understand how to avoid intrusion such as the need for permission to enter the room of a service user and to protect their arsenal space. If visitors arrive at the residential / nursing home they do not have the right to see the resident's room without permission from the service user – it is their home.Inclusion Being part of the mainstream of society is something most of us take for granted. We go to work, look after our families, visit the general practitioner / dentist, use transport, and go to the swimming pool or cinema. Inclusion means enabling and encouraging the service users to do the ordinary everyday things in life, making use of the mainstream services and for them to be fully included in the local community. Independence Recognition that the service user should be encouraged and enabled to do things for themselves. This will enable them to feel involved and continue to practice their skills. The result of this would give them a feeling of being involved.If everything is done for the person they lose their skills, self- confidence and sense of self Dignity Every worker needs to have an understanding of importance Of preserving the service users dignity especially when intimate tasks are being provided. Dignity is closely connected to a person's sense of self-worth. For example, if someone is being assisted to have a bath then the bathroom door should not e left open and as soon as the person is out of the bath, towels need to be put around them so they are not left feeling vulnerable. Respect Every service user of whatever age, disability, race, gender, class, sexual orientation, belief system, etc. Needs to be treated with respect, fairness and dignity, for example, demonstrating to the person that they are very imp ortant and that you value them.This means that they are spoken to as an adult with a kind and thoughtful approach. Working in Partnership It is very important to work in partnership with the service user, their family / friends and with relevant agencies. Every worker needs to take on board the wishes of the person they are supporting, their family / friends and other agencies but the wishes of the service user is the most important. Citizenship The government is committed to enforceable civil rights for everyone in society in order to eradicate discrimination in society. Everyone has a right to a decent education, to grow up to vote, to marry and have a family and to express their opinions with the help and support to do so where necessary. 222-206/3 – Work in partnership with others One of the Health and Social care Values is Working in Partnership' which means that workers need to work in partnership and form effective working relationships with service users, careers, fam ily/friends, advocates, colleagues/ manager and staff from other agencies. ‘Unpaid careers' refers to family members who support a relative. ‘Significant others' means anyone who is significant to the service user they are supporting. Every worker needs to take on board the wishes of the person they are working with, their family and other agencies but the wishes of the person they are supporting should be the most important. It is very important that the service user maintains contact with their friends/ Emily, advocates who may speak on their behalf and significant others. If the service user is in residential/nursing home care/hostel etc. Then regular contact should be encouraged.The service user needs to know they are still part of a family, have friends and have not been abandoned, e. G. The need to belong (Moscow). The family may want to be involved in the support Of the service user, I. E. Personal care such as bathing or taking the person shopping, church etc. It is worth exploring with the service user and family members/friends about how they would wish to be involved and encourage this. Workers should assist the service users in any way possible to maintain these relationships by providing, for instance, a warm welcome and refreshments when visitors arrive etc. This will result in the service users feeling valued, as well as their visitors and also helping to maintain the relationships.

Godden and Baddeley (1975) Psychology Essay

Godden and Baddeley (1975) Godden and Baddeley under took a field experiment in which they investigated if being in the same environment when learning/remembering something affects their recall in appose to being in a different environment from where the words are learnt. They did using an independent group design. Godden and Baddeley found 18 deep-sea divers whom were given 38 unrelated two or three syllable words, they all had the same time to try and remember these words. They were then randomly allocated to 4 conditions, one being to learn and recall the words on the beach, the second being to learn and recall the words underwater, the third being learn on the beach and recall underwater and the last being learn under water and recall on the beach. The mean number of results recalled for dry land learning and recall were 13.5, the mean number of results recalled for underwater learning and recall was 11.4, the mean number of results recalled for under water learning and dry land recall was 8.4 and the mean number of results recalled for dry land learning and under water recall was 8.6. The results of this experiment resulted in proving that when learning something in a certain environment, that when recalling/being tested on in that same environment, the results will be better than recalling in a different environment. Godden and Baddeley’s experiment had many strengths, one being that the experiment had ecological validity, meaning the experiment can be generalised to real-life situations, another being that order effects are limited, as the participants are less likely to suffer boredom as they were each assigned 1 condition therefore the validity of the test is not affected, a final strength being that Godden and Baddeley randomly allocated the divers to their conditions making the experiment unbiased. With much strength, the experiment had a few limitations, these being that the participant variables may have affected the experiment as some divers may generally be more intelligent or have good memory, therefore their results would be better than most in either environment, also, when divers were travelling to a different environment from which they learnt their words, they may have been distracted causing them to forget. Finally, the results cannot be applied to the whole population, only divers as the test was specifically done on divers, and not average people.