Walmart Companys Problems

Free Essays on Tuesdays Wtih Morrie

Mitch Albom’s, Tuesdays With Morrie, is a sentimental story full of life lessons. The story touches your heart with the meaningful conversations between Morrie and his former student Mitch. Mitch has just found out that Morrie is dying. In the final months of Morrie’s life Mitch visits Morrie every Tuesday, just as he had done in college. Morrie is one of my favorite characters yet. He is a kind, sweet, and gentle man. He’s also a very smarty and educated man who in is age has become wise. Morrie has found out that he is dying and wants to share everything he’s learned in life with someone. That someone is his favorite student, Mitch. On the first Tuesday they meet they talk about the world. Morrie states in the conversation that, â€Å"Love is the only rational act.† It’s funny how things like love; family, friends, and a sunny day take on new meaning at the end of your life. Morrie was dying from Lou Gehrig’s disease, a brutal, unforgiving illness of the neurological system. This disease has no cure and becomes very painful. Still even in the worst stages of the disease Morrie never feels sorry for himself. Some people spend their whole lives feeling sorry for themselves. Always dwelling on things they didn’t succeed at or didn’t get. Morrie wants Mitch to know the importance of not feeling sorry for yourself. Just move on and don’t worry about it is Morrie’s advice. No one likes people who are full of self-pity, they are no fun. Throughout the book Morrie’s health declines and his conversations with Mitch became more personal and heartfelt. On the sixth Tuesday Morrie and Mitch talk about emotions. This is a topic men don’t usually discuss. Morrie is not your ordinary man though. Morrie explains to Mitch how important it is to completely feel and go through every emotion you feel. This is in Morrie’s opinion, the only way you can deal with anything your feeling. Like the hear... Free Essays on Tuesday's Wtih Morrie Free Essays on Tuesday's Wtih Morrie Mitch Albom’s, Tuesdays With Morrie, is a sentimental story full of life lessons. The story touches your heart with the meaningful conversations between Morrie and his former student Mitch. Mitch has just found out that Morrie is dying. In the final months of Morrie’s life Mitch visits Morrie every Tuesday, just as he had done in college. Morrie is one of my favorite characters yet. He is a kind, sweet, and gentle man. He’s also a very smarty and educated man who in is age has become wise. Morrie has found out that he is dying and wants to share everything he’s learned in life with someone. That someone is his favorite student, Mitch. On the first Tuesday they meet they talk about the world. Morrie states in the conversation that, â€Å"Love is the only rational act.† It’s funny how things like love; family, friends, and a sunny day take on new meaning at the end of your life. Morrie was dying from Lou Gehrig’s disease, a brutal, unforgiving illness of the neurological system. This disease has no cure and becomes very painful. Still even in the worst stages of the disease Morrie never feels sorry for himself. Some people spend their whole lives feeling sorry for themselves. Always dwelling on things they didn’t succeed at or didn’t get. Morrie wants Mitch to know the importance of not feeling sorry for yourself. Just move on and don’t worry about it is Morrie’s advice. No one likes people who are full of self-pity, they are no fun. Throughout the book Morrie’s health declines and his conversations with Mitch became more personal and heartfelt. On the sixth Tuesday Morrie and Mitch talk about emotions. This is a topic men don’t usually discuss. Morrie is not your ordinary man though. Morrie explains to Mitch how important it is to completely feel and go through every emotion you feel. This is in Morrie’s opinion, the only way you can deal with anything your feeling. Like the hear...

REGULATION, COMPLIANCE AND GOVERNANCE Essay Example | Topics and Well Written Essays - 2000 words

REGULATION, COMPLIANCE AND GOVERNANCE - Essay Example When the derivatives were distributed, it created an opportunity of basic training and helped in exploiting the difference in prices in future and spot markets. The gas trading of Enron had allowed it to be a market maker and acted as counterparty by trading on both sides and made profits as spreads between the offer and the bid price. Enron was under residual risk after it accessed both the markets and was able to overcome the same by entering into swaps and other such arrangements with dealers. As Enron owned physical plants and took charge of operating those, it had a comparative advantage over the competitors. The company was also able to protect itself from the market price movements for the same reason. Being an industry insider, it also had advantages of acquiring information needed for forecasting shocks related to particular region or sector. Therefore, besides being a market maker, Enron was also a creator of new products. The business strategy used by Enron, in 1990s, was asset light and vertical integration, after it became too leveraged due to the merger. The asset light approach indicates combination of the development of sophisticated risk management techniques with the least amount of ownership and operation of plants. Virtual integration system helps to maintain the reliability of a product with less capital investment. Enron took advantages of deregulation of the US energy markets, as later on, it can be noticed that they enjoyed the experience of steadily rising profit from merger of two utility based companies. Additionally, besides owning several gas pipelines, it also ran a natural gas as well as electricity transmission business. After 1985, Enron even started trading in gas and offered various types of derivates to interested customers, when the gas pipelines business met an end. When the derivatives

HRM450-0704B-02 Organizational Change - Phase 1 Discussion Board Essay

HRM450-0704B-02 Organizational Change - Phase 1 Discussion Board - Essay Example to change model of change management, a leader’s job is be foresighted and bring the change in their organizations through informing and educating the employees about the change and finally committing them to the changing process. By informing the employees of such a change, it prepares them for changing their behavior and makes them aware of change and the reason for its occurrence. Education about the change is an understanding process and helps employees to make decisions whether to accept or reject the change. An important thing here is to portray a positive perception to the employees about the change so that they finally commit to the change and act upon it. The Elizabeth Kubler-Ross Model of change management describes that employees of an organization may differently react to the change initiation process. In extreme cases employees may deny that any change can take place and show anger and depression to ward off the change. Leaders must give enough time to such employees so that change can sink in the employees’ minds and their routine. In some cases employees may bargain or even accept the change without any problems especially if the employees are new and young as they are in the case of the Tech department. But in organizations that have decade full of history, change may not be only difficult to implement, it might just become more of a problem just like in the case of CF&F. The cultural indicator tree model looks to identify the core beliefs and commonly held assumptions of the employees working in the company so that leaders can focus their attention to the roots of change management. Cultural indicators like values, beliefs, stimuli, legends etc. all need to be identified to give a chance to the leaders to properly understand the reasons behind change acceptance. Custom Food and Feed Corporation has been a major player in the industry for quite a few years. Overtime in has built on its name and reputation however with recent allegations this

Denali National Park Essay Example | Topics and Well Written Essays - 1000 words

Denali National Park - Essay Example It was renamed as Denali National Park and Preserve in 1980, when under National Interest Land Conservation Act, another 4 million acres were added to it. It exemplifies interior Alaska’s character as one of the world’s last great frontiers, its wilderness is largely unspoiled. (nps). It is an internationally acclaimed biosphere reserve under United Nations Man and the Biosphere Program. Wilderness value is an intrinsic part of this park The region is conspicuous by long cold weather followed by short growing seasons. The unpredictability of the weather condition, with unexpected snowfall, is another feature that makes it highly interesting biosphere. The climatic conditions of the park are mostly controlled by the Alaskan range. While the Gulf of Alaska brings in moisture and cold winds from the south, the mountain blocks it, resulting in drier and erratic climatic conditions to the northern parts of the park. It is for these reasons, the south of the park has cool and pleasant summer and relatively warm winters as against the widely fluctuating temperature with long cold winters and short summers of the north. ‘Moist foothill tundra comprises cottongrass (Eriophorum sp.) with dwarf shrubs, green alder (Alnus crispa) and dwarf birch (Betula nana). Drier tundra has mats of mountain avens (Dryas spp.), grasses and sedges. Above the alpine tundra, rock, snow and ice dominate’ (UNESCO). The geological aspect of the park is highly significant to study evolution of the species and understanding the complex ecological principles that are responsible for the extreme weather conditions and huge climate change of the modern times. The park abounds with huge paleontologic resources like fossils of extinct species. The park is part of Morrison Formation Ecosystem which undertakes ecosystem studies. The evidenced of the presence of dinosaurs and other extinct species have made the park extremely popular amongst the students’ community and public.

Sciatica Following a Repeat Epidural Blood Patch

Sciatica Following a Repeat Epidural Blood Patch We hereby present a case of sciatica following a repeat epidural blood patch for post dural puncture headache (PDPH). A 27 year old fit and well para 1 female (BMI 33) had an attempted difficult lumbar epidural during labour. Epidural was abandoned as the patient felt an urge to push. She had an uneventful spontaneous vaginal delivery within one hour. She developed PDPH which was treated with an epidural blood patch (EBP) 48 hours post delivery. She felt immediate improvement with some right sided headache which resolved spontaneously. A second EBP was performed 72 hours after the first EBP for recurrent PDPH. Following the EBP she developed transient right sided headache with hypertension (Blood pressure 145/90) which resolved spontaneously. On day five after the 2nd EBP she was readmitted with three days history of low back ache with severe shooting pain radiating to the back of left thigh up to her knees which was worse on standing tenderness over lumbar area along with tenderness over epidural site. Her symptoms got worse over next 48 hours with shooting pain to the back of both thighs, left side worse than right. Her infection markers were within normal limits. A contrast MRI showed blood clot in subarachnoid space from L5 to sacral canal and no mass effect or dural leak. Discs, para-spinal spaces and subcutaneous space were normal. She was diagnosed having sciatic possibly due to direct irritation with blood in Intrathecal space in absence of any nerve compression. After ruling out any surgical intervention she was started on Gabapentin titrating up to 900 mg per day and advised further follow-up and MRI. Her symptoms completely resolved over next ten days. Discussion Placing autologous blood in the epidural space for PDPH was first described by Gormley in 1960 using just two to three mL, with a reported 100% success rate [1].Since then epidural blood patch is a widely used technique to treat PDPH and persistent leak of cerebrospinal fluid (CSF) from the subarachnoid space. It is probably the most efficacious of therapies, although this is unproven, and plays an important part in the management of this condition. It is reported that between 61% and 85% of patients will have complete and permanent recovery from headache in less than24 h [2, 3]. Physiologic mechanisms by which the EBP is effective include a physical â€Å"patch† effect, in which injected blood directly forms a seal over a dural leak, a â€Å"pressure† effect, in which increased epidural pressure is transmitted to the cerebrospinal fluid (CSF) space, thus alleviating a component of intracranial hypotension and the attenuation of initial cerebral vasodilatation.[2] When a complication occurs after EBP, it is occasionally difficult to determine the causative factor. It is possibly related to the initial epidural placement, a result of the EBP, or the result of both procedures. Although complications from EBP are rare, they can potentially be quite serious. The most common complaint following EBP is transient low back pain [4]. Rare complications include radicular pain [5]. Possible mechanism of low back pain includes Compression, irritation, infection and arachnoiditis [6]. Increasingly severe back or radicular pain after EBP is always abnormal, and should be thoroughly and promptly evaluated to exclude neuraxial hematomas and other serious etiologies. In patients with unresolving or worsening neurological symptoms, lumbo-sacral MRI should be performed to assess for any surgical intervention. MRI may demonstrate collections of iron-laden hematomas. Unlike previous case reports of radiculopathy, where large volumes of blood was used for EBP, in our case, we used only 20ml autologus blood at a time and our patient did not have a haematoma or compressive myelopathy. However the cumulative volume of blood used over 72 hours was 40ml which may have contributed to the development of symptoms even though there is not enough evidence to suggest this on MRI. Based on the MRI findings, other possible mechanism of pain in our patient would have been blood in the intrathecal space causing irritation and pressure effect even thought there were no signs of nerve root compression in MRI. But a retrospective study by Arpino I et al in 94 cases failed to demonstrate a correlation between Intrathecal spread of blood and radicular pain [7]. In summary, EPB is not without serious complications and indication for EBP should be considered case by case. Patients should be followed up for any adverse incidents up to one month as per OAA recommendations. Persistent radicular symptoms in post-EBP patients act as warning signals for compressive lumbar radiculopathy that requires active interventions including analgesics, Urgent MRI and neurosurgical consultation. It may be worth considering CT or MR myelography to confirm the ongoing CSF leak before performing the second EBP or cases where diagnosis in doubtful(8). Clinicians are urged to educate patients regarding unusual risks prior to performing EBP and to be aware of symptoms of serious injury should they arise. EBP is an invasive procedure with the potential for serious morbidity. References 1) Gormley JB. Treatment of post-spinal headache. Anesthesiology 1960;21:565-566. 2) Duffy PJ, Crosby ET. The epidural blood patch. Resolving the controversies. Can J Anaesth. 1999; 46: 878–886. 3) Tarkkila PJ, Miralles JA, Palomaki EA. The subjective complications and efficiency of the epidural blood patch in the treatment of postdural puncture headaches. Reg Anesth. 1989;14: 247–250 4) Abouleish E, Vega S, Blendinger I, Tio TO. Long-term follow-up of epidural blood patch. Anesth Analg 1975; 54: 459-63. 5) Cornwall RD, Dolan WM. Radicular back pain after lumbar epidural blood patch. Anesthesiology 1975; 43: 692-3 6) Gupta D et al. Transient compressive lumbar radiculopathy following post epidural blood patch. J Anaesthesiol Clin Pharmacol 2014 Jan;30(1);112-4. 7) Arpino I et al. Intrathecal blood spread after epidural blood patch: can it give arachnoiditis? EJA. June 2012; 29; 118 8) C.M. Wendl et al. CT Myelography for the Planning and Guidance of Targeted Epidural Blood Patches in Patients with Persistent Spinal CSF Leakage. Am J Neuroradiol 2012 mar; 33; 541– 44. My Learning Points EBP can lead to potential serious and permanent neurological complications. Hence we should consider confirming the diagnosis of PDPH with appropriate radiological investigation such as CT or MR myelogram if diagnosis is doubtful. Possible risk factors for neuropathy may be related to increasing volume of blood used for EBPor a repeat EBP. Hence diagnosis of PDPH should be reassessed before considering a second blood patch. Patient should be clearly explained about high incidence of backache following EBP. Patient should be informed to seek medical help promptly, should she develop adverse neurological signs. Prognosis and recovery following neuropathy is quite variable. Clear communication with the patient is the key in managing these cases and appropriate long term follow up at high risk clinic and pain clinic should be organised.

Trickery and Deception in Much Ado about Nothing :: essays research papers

Incomplete An exploration of Shakespeare’s presentation of trickery and deception in his play ‘Much Ado about Nothing.’ In William Shakespeare’s play ‘Much Ado about Nothing’, there are many instances of trickery and deception, which seem to surround the whole of the play. These instances are as follows: Don Pedro wooing hero for Claudio, Don Pedro wooing hero for himself, Claudio pretending to be Benedick to find out information from Don John and Borachio, Don John and Borachio both know that Claudio is not Benedick but trick Claudio into thinking that they believe that Claudio is in fact Benedick, Benedick pretending to be somebody else whilst talking to Beatrice, Beatrice pretending to believe that she is in fact talking to Benedick, Beatrice having romantic feelings for Benedick, Benedick having romantic feelings for Beatrice, Beatrice not having romantic feelings for Benedick, Benedick not having romantic feelings for Beatrice, Hero is unfaithful with Borachio, Hero is dead, and Antonio having another daughter. Don John plays an essential role for nearly all of the trickery and deception in this play. He acts like a catalyst and an instigator for trouble, whose sole aim is to marmalize the love and happiness between Claudio and Hero. Shakespeare uses foreshadowing of Don John’s villainy to display the trickery and deception: ’It better fits my blood to be distained of all than to fashion a carriage to rob love from any, in this, though I cannot be said to be a flattering honest man, it must not be denied but I am a plain-dealing villain. I am trusted with a muzzle and enfranchized with a clog: therefore I have decreed not to sing in my cage. If I had my mouth, I would bite, if I had my liberty, I would do my liking. In the meantime, let me be that I am, and seek not to alter me.’ - Don John. o (Act I, Scene III: Lines: 22-30). The first instance of trickery and deception is when Don Pedro tells Claudio that he will woo Hero for Claudio to marry her in Act I Scene I. Tricking her to believe that Don Pedro himself has feelings for Hero: ‘I will assume thy part in disguise, and tell fair Hero that I am Claudio, and in her bosom I’ll unclasp my heart, and take her hearing prisoner with the force and strong encounter of my amorous tale. Then after, to her father will I break: and the conclusion is, she shall be thine.’ - Don Pedro. o (Act I, Scene I: Lines 276 - 282). It is reported to Don John by Borachio that â€Å"†¦The Prince should woo Hero for himself, and having obtained her, give her to Count Claudio.

Contex and Principles for Early Year Learning Essay

Question: An explanation of the legal status and principle of the relevant Early Years Framework and why the early year frameworks emphasise a personal and individual approach to learning and development 1. 1 The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006. This Act, which regulates the childcare in England, formalise the important strategic role local authorities play, through a set of duties. These duties require authorities to †¢ work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them †¢ secure sufficient childcare for working parents †¢ provide a parental information service †¢ provide information, advice and training for childcare providers. The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. This is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will continue to seek to reduce burdens and remove unnecessary regulation and paperwork, which undermine professionals’ ability to protect children and promote their development. The new EYFS framework makes a number of improvements: †¢ Reducing bureaucracy for professionals, simplifying the statutory assessment of children’s development at age five. †¢ Simplifying the learning and development requirements by reducing the number of early learning goals from 69 to 17. †¢ Stronger emphasis on the three prime areas which are most essential for children’s healthy development. These three areas are: communication and language; physical; and personal, social and emotional development. †¢ For parents, a new progress check at age two on their child’s development. This links with the Healthy Child review carried out by health visitors, so that children get any additional support they need before they start school. †¢ Strengthening partnerships between professionals and parents, ensuring that the new framework uses clear language. The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR for people caring for children aged from birth to 31 August after their fifth birthday and the GCR for childcare over this age. The GCR has two parts: the compulsory part (for providers of childcare for children aged five to seven) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has replaced three precedent frameworks: Curriculum Guidance for Foundation Stage, the Birth to Three Matters frameworks, and the National Standards for Under 8s Day-care and Childminding. The EYFS is given legal force through an Order and Regulations made under the Act. From September 2008 it will be mandatory for all schools and early years providers in Ofsted registered settings attended by young children – that is children from birth to the end of the academic year in which a child has their fifth birthday. All early years providers are required to meet the EYFS requirements. From September 2008 it is the legal responsibility of these providers to ensure that their provision meets the learning and development requirements, and complies with the welfare regulations. The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS seeks to provide: †¢ quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; †¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; †¢ partnership working between practitioners and with parents and/or carers; †¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: †¢ the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; †¢ the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and †¢ assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers). The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare. Four guiding principles should shape practice in early years settings. These are: †¢ every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured; †¢ children learn to be strong and independent through positive relationships; †¢ children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and †¢ children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: 1. setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings. 2. providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. Practitioners should focus on each child’s individual learning, development and care needs by: removing or helping to overcome barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and appropriately, stretching and challenging children because all of them should have the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. Working with children means working in partnership with a lot of people, for this reason is important that practitioners ensure continuity and coherence by sharing relevant information with each other and with parents. Parents and families are central to a child’s well-being and learning’s needs. For this reason practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which apply to all settings and providing the basis for the inspection and regulation regime. 5. laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment. It is important to their future success that children’ earliest experience help to build a secure foundation for learning throughout their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they undertake are suitable for the stage that they have reached. Children need to be stretched, but not pushed beyond their capabilities, so that they can continue enjoy learning. Practitioners must observe assessment planning for each child’s continuing development through play-based activities, and respond quickly to children’s learning and development needs. There are a lot of important aspects on the early years’ provision in the EYFS framework. These principles are: 1. There should be a variety of provision for children under five in any locality. 2. All groups should operate in safe, healthy premises and should register with the local social services department. 3. Groups should be of manageable size and have a high adult to child ratio. 4. Groups should comply with al employment legislation and pay adequate salaries and expenses to volunteers. 5. Staff should be trained and experienced, and with volunteers and parents, should be given the opportunity to further their learning. 6. Groups should have opening times that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should consider children’s dietary needs to ensure that any food or drink provided is appropriate, acceptable and nutritious. In the provision of any refreshment, groups should respect individual, cultural, religious and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have contact with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including â€Å"children in need† as defined by the Children Act 1989. 14. Groups should be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the group’s work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week. After the age of 16, students can attend sixth form colleges or other further education institutions. There are different types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers: †¢ not to treat a disabled child ‘less favourably’ †¢ to make ‘reasonable adjustments’ for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have fixed opening times and are usually open all day and during the school holidays to meet the needs of working parents. They may also offer before and after school childcare and holiday care for school aged children. Local authority nursery schools and nursery classes They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. Some nursery places are for a half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years. They usually offer half day sessions, term time only, although some may offer extended hours. Primary school Primary schools are for children aged from four or five until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but often also include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of special educational need. Childminders Provide care, play and learning opportunities within the childminders own home. They may be able to work flexible hours and periods. Will often take or collect children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play space available, but no more than three under 5 years of age and not normally more than one under 12 months Question: An explanation of how national and local guidance materials are used in setting 1. 2 UK’s current provision to work with early years children has been influenced by many different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840. He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued symbolic behaviour through play: this is where children understand that they can make one thing stand for – or symbolise – something else – for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through imaginative play. He was also well known for encouraging block play which he called gift – encouraging children to understand a variety of mathematical concepts and relationship through play with various wooden blocks. His theory start with the concept that humans are creative beings, for this reason true education must help children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought to harness this impulse and focus the child’s play energy on specific activities designed to lead them to create meaning from this experience. In his opinion children can only learn what they are ready to learn. Each child is unique and develops according to their own schedule. Nothing can be more wasteful or frustrating than to try to force a child to march to a different beat. Froebel works with each child’s own rhythm but makes it purposeful and guides the child toward the group. Froebel recognized that you cannot control the child so he controlled everything else. A prepared environment provides the teacher with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the child’s mind to the subject at hand. It feels less structured or forced, but it is actually extremely efficient. After his death the idea of his child-centred kindergarten became popular in both Germany and the rest of Europe. MARIA MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed children’s development and saw them as active learners. She did not believe in imaginative play but she felt that children needed to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these. Montessori believed that children would become independent learners if they worked on their own. She did not encourage sequence of exercises often using specifically designed didactic (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were developed by Maria Montessori to help children develop organization. Montessori believed that the environment should be prepared by matching the child to the corresponding didactic material. The environment should be comfortable for children (e. g., child-sized chairs that are lightweight). The environment should be homelike, so child can learn practical life issues. For example, there should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed beauty helped with concentration, the setting is aesthetically pleasing. The â€Å"Montessori method† consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization. Over sixty years of experience with children around the world proved Dr. Montessori’s theory that children can learn to read, write and calculate as easily and naturally as they learn to walk and talk. Her methods are still popular in Montessori schools around the world. The High/Scope approach The High/Scope Approach has roots in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning process. Although both Constructivism and the Montessori Method involve learning by doing, there are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, instead of by trial and error. The role of pretend play is also different in the two methods. In High/Scope, children’s creative exploration is encouraged, and this sometimes leads to pretend play, while in Montessori, â€Å"practical life work† that relates to the real world is stressed. Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/Scope has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through active involvement with people, materials, events, and ideas. What Are High/Scope’s Main Components? Social †¢ One of the fundamental points in the High/Scope approach is that children are encouraged to be active in their learning through supportive adult interactions. †¢ The High/Scope approach includes times for various grouping experiences in the classroom. There are specific periods in each day for small group times, large group times, and for children to play independently in learning centres throughout the classroom. †¢ Children are encouraged to share their thinking with teachers and peers. †¢ Social interactions in the classroom community are encouraged. Teachers facilitate work on problem resolution with children as conflicts arise. †¢ When a child talks, the teachers listen and ask open-ended questions; they seek to ask questions that encourage children to express their thoughts and be creative rather than a â€Å"closed† question that would elicit more of a yes/no or simplistic answer. †¢ Each day the High/Scope teacher observes and records what the children are doing. During the year, teachers complete a High/Scope Child Observation Record from the daily observations they have collected. Curriculum †¢ â€Å"Key experiences† were designed specifically for this approach. The following is a brief summary of key experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are: -Creative representation -Classification -Language and literacy -Seriation -Initiative and social relation -Number -Movement -Space -Music -Time. †¢ â€Å"Plan-do-review† is another major component of the High/Scope framework. Children are encouraged to: 1) plan the area, materials, and methods they are going to work with; 2) do, actually carry out their plan; and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. †¢ Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children return materials to appropriate places (Roopnarine & Johnson, 1993). †¢ The High/Scope classroom has a consistent routine. The purpose of the resulting predictability is to help children understand what will happen next and encourage them to have more control in their classroom. Environmental Set-Up †¢ The High/Scope ® classroom is a materials-rich learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. †¢ Materials are set-up so that they are easily accessible at a child’s level. This helps facilitate children’s active exploration. †¢ Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attention to co-construction. What Are the Reggio Emilia Approach’s Main Components? Social †¢ Cooperation and collaboration are terms that stress the value of revisiting social learning. First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). †¢ Co-construction refers to the fact that the meaning of an experience often is built in a social context. †¢ An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. †¢ Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that strive to implement the philosophy of the system and advocate for seeing children as the competent and capable people they are. They also make critical connections between families, schools, and community. Curriculum †¢ One of the special features of the Reggio Emilia approach is called â€Å"documentation. † Documentation is a sophisticated approach to purposefully using the environment to explain the history of projects and the school community. It does not simply refer to the beautiful classroom artwork commonly found throughout schools following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a child’s education, it is more than just that. It is a fundamental way of building connections. Documentation is discussed in more detail in the next section that describes the uniqueness of the Reggio Emilia Approach. †¢ Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to explain ideas to someone else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise. Thus, to facilitate co-construction, teachers need to â€Å"aggressively listen† and foster collaboration between all the members of the community whenever possible. Real learning takes place when they check, evaluate, and then possibly add to each other’s work. †¢ Long-term projects are studies that encompass the explorations of teachers and children. †¢ Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. †¢ Portfolios are a collection of a child’s work that demonstrates the child’s efforts, progress, and achievements over time. Environmental Set-Up †¢ In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a â€Å"third teacher† has been enhanced and extended in the Reggio Emilia approach. †¢ Like Montessori, it is believed beauty helps with concentration; the setting is aesthetically pleasing. †¢ Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. †¢ Each child is provided a place to keep her own belongings. †¢ Documentation is a major part of the environmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question: An explanation of how different approaches to work with children in early years have affected current provision. 1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally important and inter-connected. Another reason is that experiences during the early years strongly influence a child’s future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs. Therefore, all practitioners should look carefully at the children in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience across all the areas of learning and development. In fact EYFS’s aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs. Question: An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child setting’s staff and parents/carers. For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for: †¢ mutual respect and trust †¢ a recognition of equality between parents and professionals †¢ awareness of cultural and ethnic diversity †¢ partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. †¢ an acknowledgement and sharing of feelings †¢ all parties to play a role in the decision making process. Question: A review of the Potential barriers to participation for carers, and an explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. Here are some of them: Time and availability. †¢ Finding a mutually convenient time and venue to meet †¢ Other demands from family and work †¢ Access and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability †¢ Language barriers (there are no words for Down’s syndrome in Punjabi or Urdu) †¢ What is culturally acceptable Parents own education †¢ Negative feelings towards school and authority †¢ Feelings of inadequacy †¢ Fear of being judged Communication †¢ Poor communication channels (e. g. through the child only) †¢ Poor information sharing (what does go on in school? ) †¢ Automatic use of jargon. †¢ Shyness †¢ Lack of confidence School and staff †¢ Personal relationships between teacher and parent †¢ Limited facilities for meeting with parents †¢ Lack of empathy with the role of parent †¢ Lack of staff skills and confidence †¢ Access to relevant information †¢ An unwelcoming environment Parent and school †¢ Who to talk to? †¢ Lack of acceptance or awareness of child’s difficulties †¢ The value placed on education †¢ Young people not wanting parents involved †¢ Lack of information around transition periods (from one school to the next) †¢ Disinterest/lack of clear responsibility. †¢ Lack of consensus between parents Previous experience †¢ Negative previous experience †¢ Feelings of being judged †¢ Lack of action or follow up †¢ Being patronised Some ideas for overcoming barriers Communication †¢ Use regular newsletters to improve information flow †¢ Have a central information point e. g. regularly updated notice board †¢ Have a central contact point †¢ Exploit technology – web sites, email, blogs, text messaging †¢ Provide up to date information and a jargon buster. Create regular meeting slots †¢ Create opportunities for informal as well as formal contact e.g. parents assemblies, social events †¢ Collect parents views e. g. suggestion box, parent forum, parents’ spokesperson †¢ Involve parents in school activities †¢ Use home/school books and diaries †¢ Use email or phone if there is sensitivity about keeping a written record School and staff †¢ Develop staff skills in communication and listening †¢ Increase availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings †¢ Improve the range of activities in which parents can participate †¢ Make direct personal contact with parents †¢ Provide creche.

Hemingways Novels essays

Hemingways Novels essays Frederic Henry, an American serving as an ambulance driver with the Italian army during the First World War, meets Catherine Barkley, an English nursing aide whose fianc was killed in the war in France. At first he considers their relationship a game; after he is badly injured and taken to Milan for surgery he falls deeply in love with Catherine. Catherine becomes pregnant, but they are unable to get married in wartime Italy. Frederic returns to the front, where he takes part in the retreat of the Italian army from Caporetto, in which there is much confusion and demoralization. Separated from his unit, Frederic is arrested by a military patrol and about to be shot for desertion as an officer when he escapes by jumping into a river. Realizing that the war no longer matters to him, he rejoins Catherine; to avoid arrest, they escape to neutral Switzerland in a small boat. After living happily together in the mountains for several months, they move to Lausanne before Catherine is to del iver their child. She has serious difficulty in labor. The child, delivered by a Caesarean section, dies; shortly afterwards Catherine dies. Frederic is left alone, with the realization that one is always 'trapped', that his search for happiness has been doomed by the nature of life. High in the pine forests of the Spanish Sierra, a guerilla band operating behind the lines of Franco's army prepares to blow up a vital bridge. Robert Jordan, a young American volunteer, has been sent from the Republic to handle the dynamiting. In the mountains he finds the dangers and the intense comradeship of war - and he discovers Maria, a young woman who has escaped from Franco's rebels... The Sun Also Rises was Ernest Hemingway's first big novel, and immediately established Hemingway as one of the great prose stylists, and one of the preeminent writers of his time. It i ...

Human Growth Journal Entries

Human Growth Journal Entries Gender Role Socialization The construction of roles based on one’s sex through socialization in the family setting has shaped up the understanding of gender in the society (Else-Quest et al. 947). Gender socialization concerns the process through which children of varying sexes acquire the norms and customs that portray their gender roles (Berns 49).Advertising We will write a custom assessment sample on Human Growth Journal Entries specifically for you for only $16.05 $11/page Learn More In this case, interviewing a parent on the activities that demonstrate the socialization of gender roles in their children would provide valid insights into understanding human growth and development. Evidently, from the interview, parents play various roles that influence the child in a manner that inculcates the roles expected of their sex. Parents, in their caregiving roles, expose children to what it implies to be a boy or a girl early in their life. The differen t treatment experienced by boys and girls from their parents has a significant impact on gender socialization at a very young age. For instance, differentiated dressing according to gender particular colors introduces children to their gender roles. Further, parents influence children’s internalization of messages pertaining role differences early in their life thereby they generate stereotypes at a young age. In this case, for instance, children understand that men have an edge in negotiating compared to women and thus, start stereotyping the two sexes. Further, participating in sex-type games like housekeeping and doll playing fosters gender socialization. The aspects of femininity and masculinity instilled through gender socialization influence the educational outcomes of both boys and girls. Overall, boys achieve better results in the natural sciences as compared to girls while the latter excels in arts and social sciences. Therefore, the influence of the parent that inst ills a sense of stereotype in children affects their educational performance and career choices later in life as boys pursue the technical and natural sciences while girls prefer the humanities career path. Peer Influence The school setting provides a thriving environment for peer influence as children between the age of 6 and 11 years seek to establish a sense of identity (Stewart 182). Particularly, observing school-going boys in their peer groups demonstrate aspects of development in their cognitive, physical, social, emotional, and language use aspects of growth. In this concern, the behaviors depicted in their interactions uncover the level through which they influence each other’s undertakings thereby affecting their academic performance. Notably, the children relied on each other more as compared to their parents, thus demonstrating their confidence. Additionally, the boys know what tallies as â€Å"appropriate† for them as they mostly interacted with fellows of the same sex and played games considered boyish.Advertising Looking for assessment on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Further, the boys’ self-esteem is influenced by the perceptions of their peers about them thereby determines their behavior and attitude in the school setting. Additionally, peer influence determines the child’s perceptions regarding ethical behavior and moral understanding. As such, the rebellious and conforming behaviors portrayed by the boys reveals their approach to ethics and authority. Instructors should consider the impacts of peer influence among school-aged children to tailor the curricula in a way that facilitates their steady growth and development. In this case, the teacher could plan the lesson with the aim of inculcating the essence of upholding ethical behavior as children interact with their peers. Further, engaging the peers in group assignments would also e nhance their cognitive development collectively thereby boost their educational performance. Moreover, upholding the significance of inclusion in the learning activities of children would further foster their academic success. Challenges in Adolescence The adolescence phase of an individual’s process of growth and development presents various challenges that could affect them considerably. The onset of adolescence subjects teens to changes that pose adjustment difficulties, and thus they struggle with the unfamiliar issues occurring to them (Garcia 168). The interview with the adolescent revealed that they experience stress from family life, the school setting, to the global social issues. As such, the stressors required the consideration of various coping strategies that would facilitate the restoration of emotional equilibrium amid the inevitability of the changes. The adolescent interviewee identified the school, family members, and friends as the key stressors challenging them. Mainly, the increasing pressure pertaining academic excellence, conflict with siblings and parents, peer pressure, and problems associated with romantic relationships affected them significantly. In response to counter the stressors, adolescents embrace adaptive mechanisms of coping that include emotion- and problem-focused approaches. The emotion-centered coping strategies entailed relaxation, seeking distractions, helplessness, withdrawal, and escape. Moreover, the adolescent embraced the problem-centered aspects of coping including seeking support and solving problems.Advertising We will write a custom assessment sample on Human Growth Journal Entries specifically for you for only $16.05 $11/page Learn More Comparing the interviewee’s experiences to my own during adolescence, I could identify some similarities with respect to the stressors and coping mechanisms. Specifically, I experienced more stress from the school setting as pressure for academic success piled up and the issues associated with romantic relationships. The support offered by my older brother reduced the stress emanating from the family setting and thus, helped me to cope with the academic and romantic relationship stressors. In this regard, the environment plays a significant role in determining an adolescent’s stressors and coping mechanisms as seen in the comparison between the interviewee’s and my experiences during the transition. Employment Caregiving Balance Striking a balance between employment commitments and caregiving has been challenging thereby influencing the growth and development course of the child besides causing stress to the parent (Hilbrecht et al. 460). Since upholding quality parenting holds relevance, career demands could jeopardize the successful development of the child’s emotional, cognitive, physical, and social life aspects of growth. Creating adequate time for realizing equilibrium in handling the emp loyment and caregiving obligations posed a great challenge as per the interviewee’s situation. In this concern, the working caregiver needs to develop strategies that would create time for the fulfillment of their caregiving obligations (McPherson et al. 194). The interviewee said that she would talk to the Human Resources manager in a bid to make them understand her situation and options. Therefore, altering the working hours allowed her to attend to her parenting responsibilities in the mornings as she reported to work in the afternoon or evening schedules. Further, she could also take leave to achieve a balance between employment and caregiving duties. Full-time employment endeavors of the caregiver before the first birthday of the child could affect their development to a significant degree. As such, poor caregiving patterns subject children to weak cognitive development thereby undermine their intellectual capabilities, thus undesirable performance at school. Additionall y, poor parenting due to employment commitments could induce behavioral problems in the children resulting in unethical practices at school thereby affecting their academic achievement negatively.Advertising Looking for assessment on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, when the caregiver engages in full-time work commitments when the child is still an infant, a period considered crucial for emotional attachment and cognitive growth, the likelihood of the child performing poorly in academics heightens. Berns, Roberta. Child, Family, School, Community: Socialization and Support, Scarborough: Nelson Education, 2012. Print. Else-Quest, Nicole, Ashley Higgins, Carlie Allison, and Lindsay Morton. Gender Differences in Self-Conscious Emotional Experience: A Meta-Analysis. Psychological bulletin 138.5 (2012): 947-54. Print. Garcia, Carolyn. Conceptualization and Measurement of Coping during Adolescence: A Review of the Literature. Journal of Nursing Scholarship 42.2 (2010): 166-185. Print. Hilbrecht, Margo, Susan Shaw, Laura Johnson, and Jean Andrey. ‘Im Home for the Kids’: Contradictory Implications for Work–Life Balance of Teleworking Mothers. Gender, Work Organization 15.5 (2008): 454-476. Print. McPherson, Christine, K eith Wilson, Livia Chyurlia, and Charles Lecrerc. The Balance of Give And Take in Caregiver–Partner Relationships: An Examination of Self-Perceived Burden, Relationship Equity, and Quality Of Life from the Perspective of Care Recipients Following Stroke. Rehabilitation Psychology 55.2 (2010): 194-198. Print. Stewart, Endya. School Structural Characteristics, Student Effort, Peer Associations, and Parental Involvement the Influence of School-and Individual-Level Factors on Academic Achievement. Education and Urban Society 40.2 (2008): 179-204. Print.

Illustrating your answer with specific examples, evaluate the impact Essay

Illustrating your answer with specific examples, evaluate the impact of structural adjustment programmes on agriculture in southern Africa - Essay Example They encourage balanced budgets by increasing taxes and reducing government spending on essential services like education, health and elimination of subsidies. They also encourage production of goods for export as opposed to consumption and also imports. The market is controlled by demand and supply and not the government even where intervention is required in order to stabilize prices. These structural policies were supposed to develop the economies of developing countries but less or no achievements have been made. They have discouraged private investors or made them to be monopolies hence straining the poor. The standard of living of member states has deteriorated due to high prices as a result of currency devaluation and lack of price controls. It has also contributed to poverty, unemployment due to reduced investments, and environmental degradation due to overemphasis on cash crop production among others (Holden, 1997). Environmental degradation is a hindrance to agricultural development. Agriculture has further been hindered by removal of subsidies on inputs such as fertilizer and entrance of subsidized imports from European markets as well as lack of credit for agriculture expansion. This paper is a critique of the impact of structural adjustment programmes on agriculture in Southern Africa. Agriculture is the backbone of most economies in Africa. Many countries engage in food crop production for subsistence, livestock farming and cash crop farming as a foreign exchange earner. Bryceson (1995) observes that agriculture is mostly considered as the practice for women and children as men engage in formal careers or sometimes cash crop production. Many factors affect agricultural activities leading to poor yields, hunger and malnutrition. These include; climate change, cost of farm inputs like fertilizer, market accessibility, land tenure, land degradation and health of workers among others. The southern African

Eva Bellin argues that democratic transition can be carried out Essay

Eva Bellin argues that democratic transition can be carried out successfully when the state's coercive apparatus [security - Essay Example The dissatisfaction may rise to violence but if the state’s coercive apparatus, which is Military and Police, is willing to suppress the revolutionaries, the system still can have the chances of survival even among hazards though illegitimately (Skocpol, 1979). The same rule applies to the democratic transition which is, in a sense, a revolution which the state’s powerful apparatus tries to stop from taking effect (Skocpol, 1979). For example in Middle East, what hinders democracy is the strong authoritarianism systematically helped by the military (Bellin, 2004). The powerful military has the illegitimate will to resist democratic transition in Middle East. Coercive apparatus sometimes couples with the civilian leadership for example in Egypt and Syria. Here the leadership is civilian however no true democratic transition can occur. The reason is simple; civilian leadership and military go hand in hand for the joint interests and against the joint threat. They control the state mutually and the share in authority is so systematically equaled that none can go against the other. Both of them are patrimonially linked to each other (Bellin, 2004). For the state’s coercive apparatus to permit the society to experience democratic transition, there are many factors which play the pivotal role. Economy is one such factor. The stronger is the economy of a state, the less are the chances of democratization to emerge and succeed. Analytics of the history reveal that whenever the economy went down and the coercive apparatus got less money from the regime, misunderstandings developed between the state and military. With consistency in the downfall of the economy, the misunderstandings took the aggravated shape. The crises benefitted the democratic powers to struggle for the transition. Politicians struggled with no fear as the military had its own problems. They stood successful in their mission (Bellin, 2004). The international support for a regime de cides the fate of democratic transition. The situation in such cases demands honesty to be shown by the international community. When the coercive regimes lose their international support, they are encountered with many issues. The aggravating situations require immediate replacement and democracy comes up with the most feasible solution. The coercive apparatus has to welcome the democratic transition. They are forced to do so because the absence of international support results in the downfall of the economy (Bellin, 2004). The strength of coercive apparatus lies in its institutionalization. The more is the apparatus institutionalized, the less will it have the will to conquer the political borders. The less is the coercive apparatus institutionalized, the more will it have the will to resist the democratic transition. Institutionalization in coercive apparatus refers to the norms inside it. If the apparatus is systematically administered by the use of rules, principles and merit, it is called to be institutionalized. Here recruitment is based on merit and promotion on performance not political affiliation. Discipline is a sort of ethics in the domain (Huntington, 1991). Contrary to this, coercive apparatus is said to be less institutionalized if there is no obeying of rules and principles in the proper understanding of the terms. Promotion is hierarchical and