PESTLE Analysis Template Essay Example for Free

PESTLE Analysis Template Essay Your notes Potential Impact: Implication and importance The list below is just to get you started. Remember to put these, and others that you add in the context of your organization or business. For example if you are a small private company the behaviours of a Wall Mart / Tesco or other large international player may well impact on you.If you are a local authority, government changes will change your priorities. In the NHS changes to treatments and public attitudes will also impact etc. About your organization.How might the factors listed on the left impact your business or part of the organization? H – HighM – MediumL – Low U – Undetermined Time Frame:0 – 6 months6 – 12 months 12 – 24 months 24 + months Type:Positive +Negative Unknown Impact:Increasing Unchanged = Decreasing Unknown Relative Importance:Critical Important Un-important Unknown Political – SWOT Trading policies Funding, grants and initiatives Home market lobbying/pressure groups International pressure groups Wars and conflict Government policies Government term and change Elections Inter-country relationships/attitudes Terrorism Political trends Governmental leadership Government structures Internal political issues Shareholder/ stakeholder needs/ demands ___________________ ___________________ ___________________ ___________________ ___________________ Economic – SWOT Home economy situation Home economy trends Overseas economies and trends General taxation issues Taxation changes specific to product/services Seasonality/weather issues Market and trade cycles Specific industry factors Market routes and distribution trends Customer/end-user drivers International trade/monetary issues Disposable income Job growth/unemployment Exchange rates Tariffs Inflation Interest and exchange rates Consumer confidence index Import/export ratios Production level Internal finance Internal cash flow ___________________ ___________________ ___________________ ___________________ ___________________ Social – SWOT Consumer attitudes and opinions Media views Law changes affecting social factors Brand, company, technology image Consumer buying patterns Major events and influences Buying access and trends Ethnic/religious factors Advertising and publicity Ethical issues Demographics (age, gender, race, family size,) Lifestyle changes Population shifts Education Trends Fads Diversity Immigration/emigration Health Living standards Housing trends Fashion role models Attitudes to work Attitudes to people doing certain types of work Leisure activities Occupations Earning capacity Staff attitudes Management style organizational culture Changes to education system ___________________ ___________________ ___________________ ___________________ ___________________ Technological – SWOT Competing technology development Research funding Associated/dependent technologies Replacement technology/solutions Maturity of technology Manufacturing maturity and capacity Information and communications Consumer buying mechanisms/technology Technology legislation Innovation potential Technology access, licensing, patents Intellectual property issues Global communications Inventions Innovations New discoveries Research Energy uses/sources/fuels Communications Rate of obsolescence Health (pharmaceutical, equipment, etc.) Manufacturing advances Information technology Internet Transportation Bio-tech Genetics Waste removal/recycling Email M-learning E-learning Collaboration tools Software changes RSI ___________________ ___________________ ___________________ ___________________ ___________________ Additional split of information if doing a PESTLE analysis rather than a PEST analysis: Legal – SWOT Current legislation home market Future legislation European/international legislation Regulatory bodies and processes Environmental regulations Employment law Consumer protection Industry-specific regulations competitive regulations ___________________ ___________________ ___________________ ___________________ ___________________ Environmental – SWOT Ecological Environmental issues International National Local Environmental regulations Customer values Market values Stakeholder/ investor values Staff attitudes Management style organizational culture Staff morale Staff engagement Global factors EU based factors ___________________ ___________________ ___________________ ___________________ ___________________ top Remember this is only a tool. Call it what you like – use whatever factors you feel are appropriate. Other variations include: PEST analysis (STEP analysis) Political, Economic, Sociological, Technological PESTLE/ PESTEL analysis- Political, Economic, Sociological, Technological, Legal, Environmental; PESTEL analysis PESTEL analysis- Political, Economic, Sociological, Technological, Environmental, Labour (Labor) related; PESTEL analysis (rare no references available) PESTLIED analysis- Political, Economic, Social, Technological, Legal, International, Environmental, Demographic STEEPLE analysis – Social/Demographic, Technological, Economic, Environmental, Political, Legal, Ethical SLEPT analysis – Social, Legal, Economic, Political, Technological STEPE analysis – Social, Technical, Economic, Political, and Ecological ETPS analysis – Economic, Technical, Political and Social – Scanning the business environment PESTLE Analysis on an HR department or other internal function While the PEST or PESTLE analysis is primarily aimed at looking at the external environment of an organization, many HR courses ask students to use the PEST or PESTLE analysis model to look at their own function. In this context we need to imagine that the department (HR) is an organization in its own right and look outside. Factors to include in your analysis may include the following: Political What is the culture of the organization, How is the HR function viewed by other functions? Who are the political champions of HR (or its adversaries)? Shareholder views Economic What is the budgetary position of the department, Is more money available? Are our customers likely to spend more or less money on the services we offer? What is happening to the financial status of the organization Interest rates Inflation Salary trends in the sector Sociological Other departmental attitudes to HR Population shifts (age profile) Education Fads Diversity Immigration/emigration Health Living standards Housing trends Fashion role models Age profile Attitudes to career Technological What changes may be coming our way? What new technology/ systems, How do we record attendance, performance? how might this change? Use of and encourage home working? Communications technologies changes of technology that will increase/ reduce the need for recruitment changes to HR software Legal What is happening in our sector that will impact what we do? Minimum wage, Working time, Food stuffs, Under 18 working, Occupational/ industrial Training etc. What changes will impact the services of the organization Environmental Staff morale Staff engagement Need to reduce storage needs Management attitudes (inside dept/ function) Organizational culture PESTLE Analysis for Schools or Education By rapidbi Last updated: Sunday, April 19, 2009 Save Share 2 Comments A PESTLE analysis is a tool that can provide prompts to the governors, management and staff involved in the analysis of the changes in the school’s environment that could impact future finance, planning and management decisions. It can enable them carry out a more comprehensive analysis. A PESTLE is usually used in commercial organisations as a part of the strategic development of a business and marketing plan, however a PESTLE analysis can be used as part of identifying the opportunities and threats (swOT) for operational planning within educational and school environments. The PESTLE provides a simple framework within which to consider external factors. PESTLE is used as part of a SWOT for identifying the external factors (OT) Political Schools being privatised (like the NHS) A government initiative creates the risk that the school may fail to deliver the policy or be diverted away from local priorities etc. Changes to the skills required to be a teacher/ tutor Changes to curriculum with short lead times Requirement to be self managing Requirement to be self financing Economic Central or local government funding decisions may affect school/ establishment finances Closure of a local industry may affect fund raising plans etc. Ability of parents to raise funds for optional activities The need to run breakfast/ after schools clubs Ability to invest ‘savings/ surpluses’ Cost of providing resources: Staff – teaching support Basics – books/ paper Technology solutions laptops etc Interest rates Shortages of materials on national/ international markets Over provision of school places in the area resulting in competition from neighbouring schools The risk of highly valued, key staff moving on to more ‘up and coming’ schools/ academies Social Decline in birth rate, reflecting national trends Local population changes (increasing/ decreasing numbers) Demographic changes may affect likely pupil rolls or the nature of pupils needs e.g. pupils with English as a second language etc. Closure of local firms providing employment Inability to attract staff Social networking – blogs, facebook, twitter Changes to qualifications expected Integration with local community Integration of students with special needs parental preference – an increase in ‘parent power’ has allowed parents more freedom of choice over their child’s school the risk of highly valued, key staff moving on to more up-and-coming establishments Information is accessible to staff anywhere in the world via the Internet Staff were not given enough training or access to effectively change their habits and how they expected information to be made available Technological Changes to standards/ equipment required Risk of selecting the wrong technology at times of change (i.e. windows -v- open source) New computer viruses may affect school/ college operations, Disturbing/ illegal images on the internet may affect ICT security measures etc. Move from paper based books to e-book readers Computer hardware being out of date Computer software being out of date Time to manage IT systems Legislative new legislation may create risks of non-compliance with the law, create new administrative burdens etc Changes to child protection legislation Raise the age of school leaving age Raise/ lower the age of starting school. Nursery/ kindergarten Change to school opening hours Changes to funding of charity based organisations Health safety legislation Environmental A new highway layout near the school may create new dangers for pupils etc Waste disposal Reduction of green space available for activities Changes to local bus routes Using a significant amounts of paper and photocopier toner to produce printed information. For a more comprehensive PESTLE article see our pain page. A PESTLE Template: Area being reviewed Factor: Is factor positive or negative? Political P – N P – N P – N P – N Economic P – N P – N P – N P – N Social P – N P – N P – N P – N Technological P – N P – N P – N P – N Legislative P – N P – N P – N P – N Environmental P – N P – N P – N P – N Remember this is only a tool. Call it what you like – use whatever factors you feel are appropriate. Other variations include: PEST analysis (STEP analysis) Political, Economic, Sociological, Technological PESTLE/ PESTEL analysis- Political, Economic, Sociological, Technological, Legal, Environmental PESTEL analysis- Political, Economic, Sociological, Technological, Environmental, Labour (Labor) related PESTLIED analysis- Political, Economic, Social, Technological, Legal, International, Environmental, Demographic STEEPLE analysis – Social/Demographic, Technological, Economic, Environmental, Political, Legal, Ethical SLEPT analysis – Social, Legal, Economic, Political, Technological STEPE analysis – Social, Technical, Economic, Political, and Ecological ETPS analysis – Economic, Technical, Political and Social – Scanning the organizational environment Choose the acronym that most suits you or your organization. http://www.familybunker.com/forums/students-workshop/11967-swot-pest-analysis-part-ii.html Examples of SWOTs Strengths and weaknesses à ¨ Resources: financial, intellectual, location à ¨ Cost advantages from proprietary know-how and/or location à ¨ Creativity (ability to develop new products) à ¨ Valuable intangible assets: intellectual capital à ¨ Competitive capabilities à ¨ Effective recruitment of talented individuals à ¨ Competitive Advantage à ¨ Brand reputation à ¨ New product Opportunities and threats à ¨ Expansion or down-sizing of competitors à ¨ Market trends à ¨ Economic conditions à ¨ Expectations of stakeholders à ¨ Technology à ¨ Public expectations à ¨ All other activities or inactivities by competitors à ¨ Criticisms by outsiders à ¨ Changes in markets à ¨ All other environmental condition à ¨ Global Influences à ¨ Nothing PESTEL Analysis for Macro-Environment http://accalecturenotes.blogspot.com/2011/01/pestel-analysis-for-macro-environment.html PESTEL Analysis is used for the assessment of macro-environment (environment which indirectly affects business decisions) in which the business operates. Managers have to identify changes in macro-environment that influence their business decisions. These can be identified using PESTEL analysis. In exams, using this framework ensures that we have gathered sufficient information necessary to analyze the scenario. Other frameworks used are equally acceptable. Below discussed factors are interrelated, points discuss in one factor can be included in other. 1. POLITICAL. The following points to be considered when evaluating the political environment of the industry or business. 1. Availability of government grants or assistance in the form of cash or other asset perhaps upon fulfillment of some conditions. 2. Award schemes to enforce quality standards. 3. Stable or dynamic political environment i.e. is the government changes frequently resulting in changing policies being implemented by every new government or the country are under martial law or war? 4. Rules and regulations are polite or stringent. This indicates the venerability of the business to legal risk i.e. fines (can be discussed under legal also). 5. Barriers to entry and exit. Example by imposing licensing requirements. 6. Provision of training to workers. 7. Provision of infra-structure, includes sewerage, transportation and energy. 2. ECONOMICAL 1. Business cycle, identify the stage from which the business is suffering. The stages are depression, recession, recovery and boom. 2. Industrial cycle, identify the stage from which the industry is suffering. The stages are introduction, growth, maturity and decline. 3. Access to resources, finance at reasonable cost, workers at reasonable rates, material economically and easily and equipment with maintenance and spare parts. 4. Customers suppliers, their availability and bargain power should be assessed. 5. Taxation policies i.e. direct or indirect taxation and rates 6. Inflation, interest and exchange rates. 7. National income can also influence demand for the firms product. 8. Level of unemployment in the country, high unemployment may suggest that employer has dominant position and can negotiate low wage rate with workers 9. Stock market condition rising stock market index means rising demand of shares in the stock market may suggest easily availability of finance at cheaper cost. 3. SOCIAL 1. Stakeholders demand, taste and behavior. Example customer, financers and supplier who may not support if your business conflicts their principles. 2. Increasing or decrease population. Increasing population may suggest that higher demand for younger people products e.g. toys while decreasing population suggests opposite. 3. Attitude to work. Are people committed to their work or they just comply with standards. Healthy workers are more productive than overstressed workers. 4. Income distribution, how wealth for the country is scattered among individuals, even distribution may suggest that majority of the people can buy our product while uneven distribution may suggest that majority is poor and minority is rich which create demand for high volume and low priced and low volume high priced products respectively. 5. Social footprint. Impact that business leaves on the society 6. cultural change should be identified e.g. identifying societies leisure activities, changes in customs. 4. TECHNOLOGICAL 1. Stable or robust. Stable environment may suggest longer product life cycle and low level of obsolesces while robust environment suggests otherwise. 2. New product developments may permit doing business more efficiently, cost-effectively and effectively. Employer may move towards automation, this is turn may affect other factors of the framework 3. Innovation leads to break-through in economy and it may affect society as well. Example facebook, youtube are the products which affecting youths behavior. 5. ENVIRONMENTAL 1. Green house effect has affected the way business trades. There are increasing demands of environment friendly products. Example using hybrid cars and paper bags instead of plastic bags. 2. There are increase emphasis on environmental footprints and sustainability. 3. There are legislations being enacted related to environment. This forces the business to change its policies (the way they do business) and disposal costs to business like restoration of site. 6. LEGAL 1. Competition law imposes restriction of mergers and acquisitions to promote efficiency gained through competition. 2. Employment legislation protects rights of workers by setting minimum wage requirements, anti-discrimination and anti-harassment legislation. 3. Health and safety legislation to protect workers. 4. Imposition of high import duties to protect home industries. 5. Licensing requirement as discussed above Students are advised to think as many points as possible so they can quickly identify if they come in the exam scenario. Having thought its impact on business activities can save you lot of time. PESTEL ANALSIS is frequently used framework in exams and in practice. It is worth spent some time on it.

Concepts of Abnormal Behaviour

Concepts of Abnormal Behaviour 1.1 Normal behavior is known as behavior that is widely accepted as the prescribed norms of a particular society. For example, it is normal for an American to greet someone by shaking hands. Adhering to normal behavior satisfies individuals’ need to fit into society. The ability to behave normally also allows one to fulfill the innate need to interact with others. Abnormal behavior contrasts normal behavior in that it is unacceptable behavior which is outside of the norm of functioning behavior. Abnormal behaviors could range from minor deviations from societal norms to very severe behaviors that are considered taboo, or forbidden. There is a dilemma in defining how these concepts are defined in that behaviors which are known to be acceptable in one culture may not be tolerated in another. No single culture can determine a paradigm for normalcy within another society, since this would imply that another culture’s societal rules are incorrect. Instead, it is necessary to consider behaviors in the appropriate cultural context, as suggested in an article entitled, Epidemiology of major depression in four cities in Mexico. [1] 1.2 To effectively treat the underlying pathological disorders that cause abnormal behaviors, researchers have created paradigms that describe possible explanations for psychopathology. The Biological Paradigm of abnormal behavior states that mental disorders are the result of biological processes. For instance, research in the field of Behavior Genetics describes how genes play a significant role in individuals’ behavior. Also, irregularity in the amount of neurotransmitters released between neurons is the root of some disorders, such as Depression and Manic Disorder. Another model is the Humanistic and Existential Paradigm. It holds that people who suffer from abnormal behavior lack insight into their life issues (Davison et. al., 2003). [2] Paradigms such as the ones described above are invaluable in working with individuals who suffer from pathological behavior. The Diagnostic and Statistical Manual of Mental Disorders (DSM) is a universal diagnostic tool that categorizes models of abnormal behavior and provides clinicians with information about a client’s mental functioning (American Psychiatric Association, 2000).[3] The DSM lists specific criteria that are required for an individual to either have features of a particular mental disorder or further, be diagnosed with one. The DSM also incorporates portions of the International Classification of Diseases (ICD) manual that pertain to mental disorders. The ICD is typically used by medical professionals. The Diagnostic and Statistical Manual of Mental Disorders (DSM) outlines categories of disorders according to the Multiaxial Assessment Model, which breaks up disorders into five axes of functioning. Axis I includes clinical disorders such as Depression, Manic Disorder and Schizophrenia. Axis II encompasses personality disorders such as Histrionic Personality Disorder and Borderline Personality Disorder. It also includes Mental Retardation. Axis III is comprised of medical disorders. Axis IV contains Psychosocial and Environmental Problems such as life problems not attributed to a clinical, personality or medical disorder. The last axis encapsulates an individual’s Global Assessment of Functioning, which is a rating system that represents a person’s overall level of mental health. The classification system for mental disorders is comprehensive in covering various areas of mental disorders and symptomology. However, most studies that have assisted researchers in gathering the information included in the DSM were performed by homogenous researchers and did not include diverse study participants. Thus, applicability of the DSM to other cultures is disputed by professionals. Details about the inapplicability of Western cultural values upon other cultures are displayed in an article titled, Mental health issues for Asian Americans, by Lin and Cheung.[4] In order to attempt to deflect this shortcoming, DSM collaborators decided to include popular disorders of other cultures within the DSM. For example, the DSM incorporates Taijin kyofusho, a Japanese disorder described in an article titled, The place of culture in psychiatric nosology: Taijin kyofusho and DSM-III-R.[5] Although this approach is somewhat helpful, results of a study titled, The place of culture in DSM -IV, focused on better integrating diverse populations encourages statisticians to integrate multicultural issues into diagnostic systems.[6] 1.3 One of the greatest struggles a mental health professional faces in diagnosing a client is differentiating which disorder a client may potentially have. Spitzer portrays this difficulty through research titled, The DSM-III-R field trial of disruptive behavior disorders.[7] The difficulty lies in categorizing symptoms into only one disorder. For example, â€Å"sleep disturbance† is both a symptom of depression and anxiety. Although there are notable difficulties in diagnosing a client, differentiation is an important component of diagnosis, and eventually in administrating the appropriate treatment. If a client is misdiagnosed due to lack of scrutiny during the assessment and diagnosis period, the results could be detrimental. 2.1 Mental illness is a complex subject with various facets. However, there is a major similarity in the mode of treatment options allowed to people suffering from mental illness. In many cases a person’s quality of life can be sustained by managing the illness through therapeutic means and possibly psychotropic medication. Regrettably, however, there are a percentage of people who may not receive the full benefits of treatment. An examination of the differences within mental illness is required in order to grasp a better understanding of why this is so. Mental illness is divided into two major categories: neuroses and psychoses. Neuroses represent those mental illnesses that cause a person distress; however, there is opportunity to remedy the source of distress based on a person’s level of insight into the illness. Mood, anxiety, attachment, eating, and personality disorders are some of the illnesses encapsulated under the category of neuroses. Psychoses are similar to neuroses in that they also cause a level of distress that hampers daily functioning. Conversely, however, psychoses also encompass disorders that include delusional and hallucinatory features. In result, a person suffering from a psychosis lacks the insight to understand that these psychotic features are of a pathological nature (American Psychiatric Association, 2000). Disorders under the neuroses category include schizophrenia, delusional disorder, and psychotic disorder. While treatment options for neurotic disorders are vast and prognosis for long-term ment al health possible, the outlook for treatment and prognosis of psychotic disorders is not optimistic in many cases, as suggested in the article, Recovery from mental illness.[8] 2.2 Several types of psychopathological disorders have been identified over time. These disorders are now categorized in the DSM according to what areas of functioning are affected and symptomology. For instance, one category includes mood disorders. Bipolar Disorder, Anxiety Disorder and Depression are found under this heading because all of them affect mood. A second category, eating disorders, includes anorexia and bulimia. Psychotic Disorders are most severe and include disorders such as Schizophrenia and Delusional Disorder. Schizophrenia is one of the most studied psychotic disorders and deserves further explanation. Based on the DSM, criteria for diagnosing a person with the disorder are that it last for at least six months and contain at least one month of active-phase symptoms. These symptoms include one or more of the following: delusions, hallucinations, disorganized speech, grossly disorganized or catatonic behavior, and negative symptoms (such as affective flattening). Other symptomology that is common with Schizophrenia is severe social and occupational dysfunction, which incapacitates important daily living skills. Additionally, there are three subtypes that more clearly identify which symptoms are most prominent within individual sufferers: Paranoid Schizophrenia causes the sufferer to experience delusions and hallucinations in a paranoid state. In result, the person may accuse another entity or person of wanting to harm the sufferer. Disorganized Schizophrenia is diagnosed when a client is ha ving difficulty expressing himself properly. Both thought and speech may be disorganized and incomprehensible. A person with Catatonic Type Schizophrenia displays very little facial expressions, body movements or other normal physical movements and speech. Every client’s symptoms and any applicable subtype may vary. This variation within the disorder makes diagnosis and treatment a difficult task. 3.1 Based on the severity of symptomology, the forecast for effective treatment is not hopeful. However, some treatment options are available. One approach is called Psychosocial Rehabilitation, and is a popular form of treatment for sufferers of schizophrenia, as described in the study, Psychosocial rehabilitation services in community support systems.[9] This model consists of reintroducing clients to basic living skills in order to function in society and in effect, avoid being institutionalized, as stated in the study, Psychiatric and social reasons for frequent rehospitalization.[10] Additionally, the Humanistic Theory is utilized often with this population due to its introspective nature. Theorists who utilize this modality attempt to teach the client to become increasingly self-aware and gain insight into their behaviors and illness. The irony in using this approach is that it is precisely the type of treatment the client needs but has most difficulty applying. Medication is also used as a mode of treatment, mainly to decrease psychotic symptoms. In The Texas medication algorithm project, a study by Chiles et. al, the researchers created an algorithm for administering medication to patients with Schizophrenia.[11] The article details the type of psychotropic medication that should be used, including a â€Å"decision tree† model for administration. The article also details various types of medication used with patients with Schizophrenia. Medication such as Risperidone and haloperidol is mainly used for psychotic symptoms while __________ is used for symptoms related to depressive symptoms as a result of the schizophrenia. 3.2 The types of therapy outlined above can be relatively effective for clients with schizophrenia based on extensive research and application. However, some important factors regarding the implications of therapies and treatment should be considered, particularly due to the nature of the client’s symptoms. Most importantly, it is crucial that there be a positive client-therapist match. The therapist should have the ability to build rapport with the client, be knowledgeable about Schizophrenia, and remain professional in spite of irrational thoughts and processes displayed by the client. Moreover, the therapist should be invested in the client long-term, due to the nature of this type of therapy. There is no timeline for resolution of the client’s problem in the case of Schizophrenia, but rather maintenance of well-being and management of symptoms. This tedious therapeutic process could become increasingly frustrating. However, the onus is upon the therapist to handle this frustration with a sense of beneficence, thereby, remaining emotionally available and dedicated to the client. Once a trusting relationship is established, it is important for the therapist to consider what therapies will realistically be effective. Many modalities can be used, such as group, family and individual therapy; support groups; and various others. However, great importance must be placed on the individual client’s needs. As stated earlier, people who suffer from schizophrenia have very little insight into their behaviors and symptoms. It is important to address the client’s current stressors in a practical and resourceful manner. For instance, if a therapist is dealing with someone who suffers from paranoid schizophrenia, a group setting may be difficult for this client. In many cases, medication is also applied as a treatment approach, although carefully. Though many of the recommended medication that exists for schizophrenia seems to work quite effectively, there are long-term side effects. Because schizophrenia is a life long disorder, medication may only make matters worse by igniting damaging side effects. Additionaly, it is important to know whether clients can accurately assess whether a certain medication is helping or hurting. At times, they may not be able to determine this objectively. Professionals have the responsibility of advocating for their clients so that clients are not misled or disadvantaged. Also, both clinicians and psychiatrists must collaborate closely due to for client’s need for both medication and long term therapy. As several studies show, any of the two given alone would not be as effective (Chiles, 1999). Ultimately, professionals must make decisions that are most beneficial for the client. There is opportunity for this population to be taken advantage of quite easily due to their lack of understanding about their circumstances. Unfortunately, sometimes therapists decide not to terminate therapy even though they believe the client has learned appropriate life skills and does not need therapy at the time. Psychiatrists can prescribe medication to a client only because they are promoting a certain type at the time, although the medication might not be the most compatible. Due to disheartening situations such as these, it is important for professionals who are dedicated to the field to work beneficently for the client while considering the most practical and ethical modalities of treatment (Davison, 2003). Bibliography American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC: American Psychiatric Association. Anthony WA. (1993). Recovery from mental illness: the guiding vision of the mental health system in the 1990s. Innovations and Research 2(3):17-24. Chiles, J, Miller, A., Crismon, M., Rush, A., Krasnoff, A., and Shon,S. (1999). The Texas Medication Algorithm Project: Development and Implementation of the Schizophrenia Algorithm. Psychiatric Services, 50:69-74. Davison, G; Neale, J., Kring, A. (2003). Abnormal Psychology with Cases, 9th Edition. California: John Wiley Sons, Inc. DeSisto MJ, Harding CM, McCormack RV, et al. (1995). The Maine and Vermont three-decade studies of serious mental illness. British Journal of Psychiatry 167:331-342. Harding CM, Zahniser JH. (1994). Empirical correction of seven myths about schizophrenia with implications for treatment. Acta Psychiatrica Scandinavica 90:140-146. Kent S, Yellowlees PM. (1994). Psychiatric and social reasons for frequent rehospitalization. Hospital and Community Psychiatry 45:347-350. Kirmayer L.J. (1991). The place of culture in psychiatric nosology: Taijin kyofusho and DSM-III-R. Journal of Nervous Mental Disorders. 179(1):19-28. Lin, K., Cheung, F. (1999). Mental health issues for Asian Americans. Psychiatric Services 50:774-780. Mezzich JE, Kirmayer LJ, Kleinman A, Fabrega H Jr, Parron DL, Good BJ, Lin KM, Manson SM. (1999). The place of culture in DSM-IV. Journal of Nervous Mental Disorders, 187(8):457-64. Rogler LH. (1996). Framing research on culture in psychiatric diagnosis: the case of the DSM-IV. Psychiatry, 59(2):145-55. Roshel Lenroot, M.D., Juan R. Bustillo, M.D., John Lauriello, M.D. and Samuel J. Keith. (2003). Integration of Care: Integrated Treatment of Schizophrenia. Psychiatric Services 54:1499-1507. Slone LB, Norris FH, Murphy AD, Baker CK, Perilla JL, Diaz D, Rodriguez FG, de Jesus Gutierrez Rodriguez J. (2006). Epidemiology of major depression in four cities in Mexico. Journal of Depression and Anxiety. Spitzer RL, Davies M, Barkley RA. (1990). The DSM-III-R field trial of disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 29(5); 690-7. Thakker J, Ward T. (1998). Culture and classification: the cross-cultural application of the DSM-IV. Clinical Psychology Review, 18(5):501-29. Footnotes [1] Slone LB, Norris FH, Murphy AD, Baker CK, Perilla JL, Diaz D, Rodriguez FG, de Jesus Gutierrez Rodriguez J. (2006). Epidemiology of major depression in four cities in Mexico. Journal of Depression and Anxiety. [2] Davison, G; Neale, J., Kring, A. (2003). Abnormal Psychology With Cases, 9th Edition. California: John Wiley Sons, Inc. [3] American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC: American Psychiatric Association. [4] Lin, K., Cheung, F. (1999). Mental health issues for Asian Americans. Psychiatric Services 50:774-780. [5] Kirmayer L.J. (1991). The place of culture in psychiatric nosology: Taijin kyofusho and DSM-III-R. Journal of Nervous Mental Disorders. 179(1):19-28. [6] Mezzich JE, Kirmayer LJ, Kleinman A, Fabrega H Jr, Parron DL, Good BJ, Lin KM, Manson SM. (1999). The place of culture in DSM-IV. Journal of Nervous Mental Disorders, 187(8):457-64. [7] Spitzer RL, Davies M, Barkley RA. (1990). The DSM-III-R field trial of disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 29(5); 690-7. [8] Anthony, W. (1993). Recovery from mental illness: the guiding vision of the mental health system in the 1990s. Innovations and Research 2(3):17-24. [9] Barton, R. (1999). Psychosocial rehabilitation services in community support systems: a review of outcomes and policy recommendations. Psychiatric Services, 50:525-534. [10] Kent S, Yellowlees PM. (1994). Psychiatric and social reasons for frequent rehospitalization. Hospital and Community Psychiatry 45:347-350. [11] Chiles, J, Miller, A., Crismon, M., Rush, A., Krasnoff, A., and Shon,S. (1999). The Texas Medication Algorithm Project: Development and Implementation of the Schizophrenia Algorithm. Psychiatric Services, 50:69-74.

Internet - Cybersex and the Online Gender Gap :: Exploratory Essays Research Papers

Cybersex and the Online Gender Gap    Introduction of a New Concept Sex. This is one of the most commonly discussed topics face-to-face and online that stirs up controversy. The introduction of the Internet and its mass appeal and use has only kindled the flame of the ever-burning fire of the controversy of sex related material and the ever-present gender battle between men and women. Victor J. Vitanza’s Cyberreader contains a section entitled â€Å"Sexual Politics† that explores the issues of computers and sex, and the gender gap in the cyber world between men, women, and computers. After viewing these materials, I would like to discuss the behavior patterns of men and women when it comes to talking and learning about computers, the stereotypes with computers, and sex in the virtual/cyber world. Men and women are capable of learning the same subject matter, but apparently neither gender wants to admit or state the obvious. The genders separate themselves in the computer/cyber world like they do in the real world. The predetermined stereotypes and prejudices that began with the invention of the computer and Internet are still the standards we hold today; men dominate the computer/cyber world. Another log on the fire of the gender battle is sex and the Internet. The behaviors displayed by men and women both bring the two genders together and split them apart. Gender shouldn’t matter online because it can be hidden in the sense that screen names don’t always hold a gender related characteristic. The Gender Gap Computers and everything that relates to them has always been perceived as â€Å"a man’s job† or a male dominated field. This so called gender gap got its roots from this misconception, and the following essays give some insightful information to help clear up these misunderstandings in the computer/cyber/virtual world. According to Barbara Kantrowitz the gender gap begins at an early age when children begin learning about computers. â€Å"Girls get subtle messages--from society if not their parents--that they should keep their hands clean and play with their dolls. Too often, they’re discouraged from taking science and math†¦Ã¢â‚¬  (Kantrowitz, 177) Kantrowitz goes on to discuss how around the fifth grade these subtle little messages kick in with girls because computers are â€Å"not quite feminine topics†, so girls don’t dive into the computer world like boys do.

Patagonia Clothing Company

BUSN 119Fundamentals of BusinessFall 2010 Instructor: Drew Smylie [email  protected] centennialcollege. ca Assignment worth 5% Type your answers onto this document. Drop into Digital Dropbox before class on Monday, Nov 29/10 ____________________________________________________________ ___________________ Patagonia Clothing Company Watch this video: http://www. youtube. com/watch? v=O3TwULu-Wjw Answer these questions: 1. What series of events caused Yvon Chouinard, the CEO of Patagonia, to switch to using organic cotton in their manufacturing facilities? 2.Patagonia stresses the importance of hiring employees with passion – a passion for anything, not just sports. Why do they place such importance upon passion? Yvon Chouinard believes that there are two kind of thinking approach of people, these are as under :- 1)Western Approach :- People used to bye every stuff. 2)Eastern Approach:- People believe in oneself and create a new thing. So, they are giving so much intension to p assion 3. What effect do you think that Patagonia’s practice of donating to environmental groups has upon employee productivity and retention? . Name 4 ways Patagonia is reducing environmental impact and demonstrating social responsibility.Patagonia has a great technique of reducing environmental impact and demonstrating social responsibility. These ways are as below:- 1) Reduce: – To get by with fewer clothes they have to be an excellent quality so workers can get paid, customer can satisfies and cost may be maintained. 2) Repair: – all garment facility of repairs are provided. 3) Reuse :- By re use of garments like donation etc. , ) Recycle: – cloth can be recycle. 5. Describe Patagonia’s â€Å"One % for the Planet† program. Ans: – It is the proportion to the NGO from the company. One type of social responsibility. The company has already donated 30 million to such organizations. It is a one type of environment program. It is a busi ness alliance who believes that profit and loss are directly linked to the health of our environment. Apart of this, this business also related with social & environmental effect of the industry.

Responsibilities and Boundaries Essay

Roles, responsibilities and boundaries are evolving qualities within a teacher that are assessed through the teacher/training cycle. To become a successful tutor you will need to understand this cycle and include it in your daily teaching routine. The role of every tutor is to value all their learners individually and equally. A tutor has a duty of care towards learners, implicating they should carry out initial assessments of every learner, to understand their learning abilities. Every learner should be provided with any additional support they require. The learner has the responsibility to tell the tutor of any additional support they need, and the tutor should act upon this information at once to ensure the support is provided. Every organisation has different methods of teaching and providing support for learners. The tutor should know how to get access for additional support the learner needs. As learners develop a better understanding of the aims and objectives, their needs and requirements change. This should be reflected in continual reassessment. An organisation has many different initial assessments; it is the tutor’s job to know all of these. So the work can be based upon the needs of the organisation, the syllabus and the learners. As a tutor I must keep all records of teaching, plans and progression reports. I need to understand the different abilities each learner has. When I plan a lesson I must entail all the various learning methods are included, thus all learners gain some knowledge from the course. I will need to plan the lesson appropriately including the different learning styles; auditory, visual and kinaesthetic. The most common way a tutor understands the learning styles of a learner is to present them with a quiz, to analyse their own learning style. As a result the tutor will have a better understanding of the learners learning styles. To provide effective teaching I shall have to assess myself. I can do this by asking learners to fill out a questionnaire about the presentation and efficiency regarding my teaching techniques. With this information I can evaluate my teaching methods, so as to modify or make changes in the future. I shall know which new activities to plan and find the correct resources for them. Furthermore I will know what the learners expect of me and how I can stimulate their learning forward to help them reach their full potential and progress further. It is the tutor’s responsibility to make sure they have gained skills they need for the subject area they wish to teach. They are aware of all the learner abilities and to certify the learners have gained necessary skills and knowledge. The tutor has to make sure all handouts and presentations are thoroughly checked, as any mistake can have a lasting effect on the individual learner. Additionally to keep all learners engaged on the subject the tutor must use variable tactics of teaching. The boundaries of a tutor are placed to maintain a friendly but professional environment, so that the tutor or the learner cannot take advantage of either position. ‘Boundaries allow you to express your limits and to communicate the conditions or availability of certain privileges that your students desire’ (B. Jane 2010). The tutor can phone the learner, for delay of coursework or continuous absences, but it is prohibited for the teacher to harass the learner. As a tutor it is unacceptable to get emotionally involved with a student. If they require any counselling, it is the tutor’s job to reflect upon what is being said to them. As a responsible tutor it would be my utmost priority to signpost them to a counsellor within the organisation, without betraying their trust. In consequence maintaining contact on professional grounds.

Top Essay Topics about Media Tips!

Top Essay Topics about Media Tips! Essay Topics about Media: No Longer a Mystery If you become stuck thinking of words, you can discover some ideas here and here. As a consequence, there are various suggestions to select from, based on style of writing. Your essay might incorporate the factors for teen pregnancy and talk about the recent rates of teen pregnancy and potential solutions. No surprise, the essays from their hands are only an ideal mix of knowledge and writing skills they've acquired within the field. Ruthless Essay Topics about Media Strategies Exploited Following that, a thesis statement ought to be developed and written in the introduction portion of the paper. There are plenty of steps, which ought to be taken by means of a student aiming to deliver a superb essay. Consider the sort of essay that you're assigned to write. The art essay writing guide may also be utilized to find more on the subject of art essay writing steps. Media is the one most important sources of information. Social networking encourages the false images of how everything ought to be in an ideal world. They has revolutionized many aspects of the modern world. Social networking is the main reason for a lot of the world's problems and solutions. You still have to compose a mass media essayand you must begin on it pretty soon in case you need to have it done before the deadline! Because of numerous reports such networks have a severe influence on youth. Now days a one may use the social media and receive any kind of data he or she requires. At exactly the same time, media like television enhances our knowledge by giving access to information all around the world. The media landscape will get digital. Especially, it's important that we understand and regulate using social networking by young children. Everyday there's a new type of digital media emerging. How to lower the damaging impact of social media to make it even more subtle. Type of Essay Topics about Media Moral argumentative essay topics are a few of the simplest to get carried away with. At a specific point, you will have to compose an essay utilizing satire essay topics. An argumentative essay requires you to choose a topic and have a position on it. Recent argumentative essay topics that are related to society is going to do. You don't need to acquire super technical with legal argumentative essays, but remember to do your homework on what the present laws about your preferred topic actually say. At first you ought not relate to a single source only. As tempting as it might appear to skip past the extra info and go right to the list of persuasive essay topics, don't do it. You ought to back up your viewpoint with well-researched facts and data also. Perform extensive research on the subject of your choice and make an impressive persuasive speech that individuals will remember for long. You are able to also restate the ideas you have discussed in the body paragraphs in order to make your point valid. It's important to select debatable argumentative essay topics as you need opposing points that you could counter to your own points. Such social networking essay can be not a simple undertaking to cope with, particularly if your reader has absolutely various point of view than yours. Primarily, you have to choose a topic from a selection of social media research paper topics. Firstly, it's tough to think of unique topics for research. It's well-known that topic of on-line networking is full of cliches and it is not difficult to get trapped when quoting someone or repeating well-known facts.

Michel Foucault Biography and Intellectual History

Michel Foucault (1926-1984) was a French social theorist, philosopher, historian, and public intellectual who was politically and intellectually active until his death. He is remembered for his method of using historical research to illuminate changes in discourse over time, and the evolving relationships between discourse, knowledge, institutions, and power. Foucault’s work inspired sociologists in subfields including sociology of knowledge; gender, sexuality and queer theory; critical theory;  Ã‚  deviance and crime; and the sociology of education. His most well-known works include Discipline and Punish, The History of Sexuality, and The Archaeology of Knowledge. Early Life Paul-Michel Foucault was born to an upper-middle-class family in Poitiers, France in 1926. His father was a surgeon, and his mother, the daughter of a surgeon. Foucault attended Lycà ©e Henri-IV, one of the most competitive and demanding high schools in Paris. He recounted later in life a troubled relationship with his father, who bullied him for being â€Å"delinquent.† In 1948 he attempted suicide for the first time and was placed in a psychiatric hospital for a period. Both of these experiences seem tied to his homosexuality, as his psychiatrist believed his suicide attempt was motivated by his marginalized status in society. Both also seem to have shaped his intellectual development and focus on the discursive framing of deviance, sexuality, and madness. Intellectual and Political Development Following high school Foucault was admitted in 1946 to the École Normale Supà ©rieure (ENS), an elite secondary school in Paris founded to train and create French intellectual, political, and scientific leaders. Foucault studied with Jean Hyppolite, an existentialist expert on Hegel and Marx who firmly believed that philosophy should be developed through a study of history; and, with Louis Althusser, whose structuralist theory left a strong mark on sociology and was greatly influential to Foucault. At ENS Foucault read widely in philosophy, studying the works of Hegel, Marx, Kant, Husserl, Heidegger, and Gaston Bachelard. Althusser, steeped in the Marxist intellectual and political traditions, convinced his student to join the French Communist Party, but Foucaults experience of homophobia and incidences of anti-semitism within it turned him off. Foucault also rejected the class-centric focus of Marx’s theory, and never identified as a Marxist. He completed his studies at the ENS in 1951 and then began a doctorate in the philosophy of psychology. For the next several years he taught university courses in psychology while studying the works of Pavlov, Piaget, Jaspers, and Freud; and, he studied relationships between doctors and patients at Hà ´pital Sainte-Anne, where he had been a patient after his 1948 suicide attempt. During this time Foucault also read widely outside of psychology into shared interests with his long-term partner, Daniel Defert, which included works by Nietzsche, Marquis de Sade, Dostoyevsky, Kafka, and Genet. Following his first university post, he worked as a cultural diplomat at universities in Sweden and Poland while completing his doctoral thesis. Foucault completed his thesis, titled â€Å"Madness and Insanity: History of Madness in the Classical Age,† in 1961. Drawing on the work of Durkheim and Margaret Mead, in addition to all of those listed above, he argued that madness was a social construct that originated in medical institutions, that it was distinct from true mental illness, and a tool of social control and power. Published in abridged form as his first book of note in 1964, Madness and Civilization is considered a work of structuralism, strongly influenced by his teacher at ENS, Louis Althusser. This, along with his next two books, The Birth of the Clinic and The Order of Things showcase his historiographical method known as â€Å"archaeology,† which he also used in his later books, The Archaeology of Knowledge, Discipline and Punish and The History of Sexuality. From the 1960s on Foucault held a variety of lectureships and professorships at universities around the world, including the University of California-Berkeley, New York University, and the University of Vermont. During these decades Foucault became known as an engaged public intellectual and activist on behalf of social justice issues, including racism, human rights, and prison reform. He was very popular with his students, and his lectures given after his induction into the Collà ¨ge de France were considered highlights of intellectual life in Paris, and always packed. Intellectual Legacy Foucaults key intellectual contribution was  his deft ability to illustrate that institutions--like science, medicine, and the penal system--through the use of discourse, create subject categories for people to inhabit, and turn people into objects of scrutiny and of knowledge. Thus, he argued, those who control institutions and their discourses wield power in society, because they shape the trajectories and outcomes of peoples lives. Foucault also demonstrated in his work that the creation of subject and object categories is premised on hierarchies of power among people, and in turn, hierarchies of knowledge, whereby the knowledge of the powerful is considered legitimate and right, and that of the less powerful is considered invalid and wrong. Importantly, though, he emphasized that power is not held by individuals, but that it courses  through society, lives in institutions, and is accessible to those who control institutions and the creation of knowledge. He thus considered knowledge and power inseparable, and denoted them as one concept, knowledge/power. Foucault is one of the most widely read and frequently cited scholars in the world.

Early Head Start Is A Federally Funded Grant Program

Early Head Start is a federally funded grant program. Women can apply when they are pregnant and the school is for ages six weeks up to three years old. It helps out the families who are lower income to get their children the education that they need for the early years of their lives. In Early Head Start there are 48 children that are enrolled in school. Before going out to Early Head Start, I had never heard of it before, so I wasn t sure what to expect. While I was driving to the school I could see that the neighborhood that the school was in was lower income. Once I saw the school building it looked like it was an older building on the outside. On the inside it looked very similar to the elementary school that I went to which made it feel more welcoming. When I got to the school I just thought that it was just a elementary school, like the others that are around town, but it is so much more than that. Once the director started to talk more about the program I thought it was an am azing thing that was offered. The director of the center is Denise Stovall. Denise started her job seven years ago in 2009. Denise is in charge of everything that goes on in the building with help from the teachers, the people who work in the office, and volunteers. She does the interview process with the families who want to enroll their children in the program and she makes sure that everything is working the way that it should be. There are different components that Early Head StartShow MoreRelatedChildren s Academic And Social Competencies1549 Words   |  7 Pagesfamilies, communities, and the economic future of the United States is reinforced. 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