Psychology The Nurture Theory And The Nature Theory

In developmental psychology, attachment describes an affectional bond between an infant and its caregiver. An infant who is attached to its caregiver will want to maintain proximity to him/her, will experience distress upon separation and will use the caregiver as a secure base. This paper will discuss two theories in developmental psychology: The nurture theory and the nature theory. The nurture theory, known as the behaviourism theory, tells us that babies learn all of their behaviours and that attachment is a result of conditioning. We will look at two types of learning and evaluate the nurture theory using research. In contrast, the nature theory is an evolutionary theory of Bowlby (1988) which states that babies are born with a survival instinct to use social releases to ensure adults care for them (Eysenck, 2012). Certain concepts of Bowlby’s (1988) research will be outlined in this paper and and research will be used to evaluate the nature theory. Nurture theory, or behaviourism, is the theory that every baby is born as a ‘blank slate’ and all behaviour is learned. The first concept in this theory is based on the work of Pavlov (1890-1930) and is called Classical Conditioning. Pavlov’s research on dogs led Watson (1913) to conduct research that found that attachment is learned when a baby associates its caregiver with a positive response. (Green, no date) During Pavlov’s study he found that when his dog saw the person who fed him, he would salivate without having yetShow MoreRelatedNature Vs. Nurture And How Studying Psychology Can Improve Critical Thinking818 Words   |  4 Pagesmission of history. The study of psychologies past endeavors to help future generations of psychology-minded individuals how the past discoveries that were implemented, and altered within the field. As with any history, knowing the successes, and possible mistakes in the within the field development can only assist future experiences. In examining the history of the psychology, upcoming psychology students are able to talk over the age-old debate of nature versus nurture. The beliefs of Darwinism stillRead MoreThe Case Study Written By Keith K. Schillo Of Suny College888 Words   |  4 Pagesby Keith K. Schillo of SUNY College at Oneonta gives a brief argument of how the nurture theory could possibly be the cause of gender identity based on the struggles one boy had to endure during his life. The case study goes on to describe how a twin boy went from being a boy to a girl and then back to being a boy again back in 1965 to determine if gender identity was based solely on the nurture theory, or if nature was the cause. Due to the inability of both boys being able to urinate properly,Read More Nature vs Nurture: Genes vs Environment Essay1490 Words   |  6 PagesIntroduction A debate between psychologist, scientists and philosopher thinkers on the spectrum of ‘nature vs. nurture’ arose concerning human development. In the nature versus nurture debate, the term nature refers to the genes we inherit while the term nurture refers to our outside environment (Nature vs. Nurture: Twin and Adoption Studies). This debate of ‘nature vs. nurture’ has existed for centuries and up to now it is still a topic of major discussion although at present time. Human developmentRead MoreThe Effect Of Environmental And Genetics On The Development Of A Person1000 Words   |  4 PagesOne of these oldest arguments in the history of psychology is the debate of whether or not ones environment or genetic background plays more of a role in the development of a person. Both nature and nurture have been proven to play an important role in one’s development. Nature is what we think of as pre-wiring and is influenced by genetic inheritance and other bi ological factors. Nurture is generally taken as the influence of external factors after conception e.g. the product of exposure, experienceRead MoreRetrospective Analysis of Personality1043 Words   |  5 PagesRetrospective Analysis of Personality Intro to Psychology August 31, 2014 I found doing this paper quite exciting to a certain point, until I really took a moment to glance back into my life and see the changes that have taken place. Through the years I have wondered what made me change my personality towards the way I look at things but now I see why. I drastically made those changes due to the different people and environments I have been. My personality started out as helping anyone I couldRead MoreUnderstanding Piaget Theory And Information Processing Theory1208 Words   |  5 Pagesof Cognitive theories has many different aspects that have been debated many years ago. Developmental psychologists try to explain cognitive development approaches which describe the process of human s thought. One of the developmental psychologist who studied on the area of cognitive was Jean Piaget. Jean Piaget a Swiss psychologist was the first developmental researcher who has extensive research on cognitive development. In addition, the revolution of Jean Piagetâ€℠¢s cognitive theory has changedRead MoreThe Problem Of Human Development1536 Words   |  7 Pagesof was nature’s way to control the population. Many know it as Survival of the fittest, Darwin called it natural selection. Natural selection is a theory about one’s biological response to their environment, known as adaptation. Those who do not possess the ability to learn (Adapt) to their ever changing environment will not survive. â€Å"The theory of natural selection made four important contributions. First, it explained change over time in organic design, â€Å"descent with modification.† SecondRead MoreThe Four Paradigms Of The Four Major Paradigms Of Psychology968 Words   |  4 Pages Cultural-Contextual Literacy Assignment Zanyah Brown Sampson Community College Mrs. Arnette’s Psychology Class Fall 2017 Cultural-Contextual Literacy Assignment In this assignment, the four major paradigms of psychology are discussed. The reasoning behind the placement of the theories will be discussed thoroughly and efficiently. Each of the theories was placed on a spectrum that measured whether they were more influenced by heredity or environment. Some, as many can see, can fit into both sidesRead MoreThe Theory Of The Mind And Behavior1264 Words   |  6 Pagespools of facts about the history of Psychology. We can trace it back to its roots, held deep in philosophy; even ancient Greek philosophers such as Plato introduced the concept of Anamnesis, suggesting that we are born with imprinted knowledge. Aristotle, a student of Plato, theorized the concept that we were born a blank canvas and the development of our minds are sculpted by our experience, demonstrating that modern psychological debates of nature VS nurture, and interests of the functions of theRead MoreBowlby s Theory Of Attachment1255 Words   |  6 Pagesimportant bond is th e emotional one between an infant and its primary care giver. When it comes to attachment it is often said that it is either down to nature or nurture. Nature is the belief that it is genetic based whilst nurture believes it is our environment and experiences. Bowlby focuses on the evolutionary argument for attachment. Bowlby’s theory can be sub categorized into 3 main components. First one being that the infant and the primary care giver are biologically programmed to form an attachment

Congress Enacted Title Vii Of The Civil Rights Act

Congress enacted Title VII of the Civil Rights Act to ensure that all people who are seeking employment will not be discriminated against regardless of their race, national origin, color sex, or religious beliefs. In the four given examples of casting calls, it would seem that disparate treatment discrimination was blatant in the both the wording and premise of the casting notices. Since it seems to be common practice for agencies to create casting notices that openly call for certain races or colors of people, it would seem that any person who wasn’t hired for a certain part could file action with The Equal Employment Opportunity Commission (EEOC) and have their case investigated, or be given a â€Å"right to sue† order that could possibly change the employment practices of the entertainment industry. Discrimination appears to be prevalent throughout all four of the casting scenarios. Based on the fact that all roles were gender specific, the Title VII laws stating that a person cannot be discriminated based on sex was violated in each of the four scenarios. Moreover, the first and third casting calls also show further disparate treatment towards applicants due to the racial and religious qualities that are required for the parts. In scenario one, using the word â€Å"Jewish† obviously is calling for a person of a certain religion to audition for the part which violates Title VII; and because the notice calls for the person to be a mother, sex plus discrimination is also a pointShow MoreRelatedEssay on Title Vii1020 Words   |  5 PagesTitle VII Regina Marshall HR590 Human Resource Management September 11, 2010 Title VII Many of us have worked in job environment that were less than ideal and probably thought about quitting our jobs on a daily basis. Do you ever wonder what it was like before the laws were written and implemented that prevented your boss from discriminating against you and other coworkers? Well I can without a doubt say that I would not have want a job before the 1964 Congress enacted the TitleRead MoreEssay on Same Sex Harassment1650 Words   |  7 Pageslegal culture regarding sexual harassment has changed over the last 35 years. Our progressive society has finally decided to look at the issue of whether harassment of a sexual nature by a member of your same gender is included in what Title VII of the Civil Rights Act of 1964 was trying to protect employees against. Several courts have permitted same sex harassment; they were however, at odds over whether such claims were valid if the harassing individual were heterosexual. Claims have been foundRead MoreOn The Parchment Of Bias928 Words   |  4 Pageswomen were not entitled to the same rights and privileges as men. â€Å"In Minor v. Happersett, 88 U.S. 162 (1875), is a United States Supreme Court case in which the Court held that the Constitution did not grant women the right to vote. The Supreme Court upheld state court decisions in Missouri, in which a registrar had refused to, register a woman as a lawful voter because the state s laws allowed only men to vote†. The real progress was achieved during the Civil war era when universities offered co-educationalRead MoreEssay on Civil Rights Act of 19646131 Words   |  25 PagesThe Civil Rights Act of 1964 Danielle Endler Human Resources 4050, Spring 2013 Semester Professor David Penkrot May 3, 2013 The Civil Rights Act of 1964 is considered by some to be one of the most important laws in American history. (The Most Important Cases, Speeches, Laws Documents in American History) This Act was signed into law by President Lyndon B. Johnson on July 2, 1964 and it is a â€Å"comprehensive federal statute aimed at reducing discrimination in public accommodations and employmentRead MoreThe Case Of Calibuso Et Al V. Bank Of America Corp Essay1563 Words   |  7 Pagescharges in in several states and with the Equal Employment Opportunity Commission (EEOC) claiming that the Bank of America (BoA) used discriminatory pay practices against them in violation of state laws and the U.S. Equal Pay Act of 1963 and Title VII of the Civil Rights Act of 1964 (DiMarco, 2014; Calibuso, 2012). These laws forbid inequalities in pay (Schrimsher Fretwell, 2012) and discriminating employment practices based on gender and other protected classes (42 U.S.C.A in Webber, 2015). TheRead MoreLeveling The Playing Field?1479 Words   |  6 PagesOpportunity (EEO). Three years after the Executive Order has been issued, Congress was forced to pass the title VII of the Civil Rights Act of 1964, which extended the prohibitions against discrimination to covered sector workers. This discussed that economic and social conditions of women and minorities could be improved by providing equal opportunity in the workplace. Plus Congress discuss Civil Rights Act that Congress prohibited private employers from discriminating against applicants or employeesRead MoreU.s. Equal Employment Opportunity Commission Essay1248 Words   |  5 PagesTechsystems The EEOC v. Alliant Techsystems case was settled in November of 2012, when Alliant Techsystems Inc. (ATK) agreed to pay $100,000 to settle the suit alleging that they violated Title VII (U.S. EEOC, 2016c). The case is one of a pretext for race discrimination under Title VII of the Civil Rights Act of 1964. ATK is a Minnesota based company that is one of the nation’s largest aerospace and defense manufactures (U.S. EEOC, 2012). The EEOC was bringing the case against ATK on behalf ofRead MoreEmployment And Privacy Of The United States1612 Words   |  7 PagesThe U.S. Constitution was enacted to make sure the government granted its people rights. Over the years the government has created rights to protect employees in the workplace; these rights are to make sure employees do not suffer any unfair treatment. Employment and Privacy laws are there to help cover the rights and commitments in an employer-employee relationship; furthermore they are there to protect new applicant s, current employees, or former employees. As it is very hard to conduct employmentRead MoreWgu Human Resources Task 1992 Words   |  4 PagesDear Mr. Smith, Upon investigation in to the claim of constructive discharge under the Title VII Civil Rights Act of 1964 my research found this claim to be irrelevant and unjustified. A constructive discharge happens when an employee is legally justified in claiming that he/she was forced to resign because the employer has made working conditions intolerable. In our situation a complaint was never filed with the company letting us know the employee was unhappy or giving us the opportunity to respondRead MoreA Discussion Of Administrative Law Essay1181 Words   |  5 PagesA Discussion of Administrative Law Congress and the state legislature pass laws that align to the U.S. Constitution. However, the laws enacted are general provisions that do not explain how they should be utilized. Consequently, federal, state, and local agencies must define the policies and regulations of the statutes. The rules and regulations established by the agency are known as administrative laws (Walsh, Maniotis, Kemerer, 2014). Educators must follow the laws passed by the state legislature

Merton Truck Free Essays

MERTON TRUCK COMPANY Sol 1 : Given : Selling Price od Model 101 truck : 39000 Selling Price of Model 102 truck : 38000 We know, Contribution C = SP – VC VC for Model 101 : Direct Material + Direct Labor + Variable Overhead : 24000 + 4000 + 8000 = $36000 VC for Model 102: Direct Material + Direct Labor + Variable Overhead : 20000+ 4500+8500 = $33000 Let no of Model 101 produced be X Let no of Model 102 produced be Y Z= (39000-36000)X + (38000=33000)Y Z=3000X + 5000Y So objective is to Maximize Z Constraints : 1| Engine Assembly | X + 2Y = 4000| 2| Metal Smapling| 2X + 2Y = 6000| | Model 101 Assembly| 2X =5000| 4| Model 102 Assembly| 3Y =4500| 5| Min no| X = 0| 6| Min no| Y =0| Solving for C with above constraints, we get : X = 2000 and Y = 1000 Corresponding C will be : 2000(3000) + 5000(1000) = $ 1100000 So best product mix is manufacturing of 2000 Model 101 truck and 1000 Model 102 truck. Sol 1. B : Changing Engine Assembly capacity from 4000 to 4001 : X + 2Y = 4001 Solving f or C with new constraints : We get value of X and Y as : X = 1999 and Y = 1001 Corresponding C will be $1100200 Extra Unit of capacity of Engine Assemble is : 1100000-1002000 = $ 2000 (i. We will write a custom essay sample on Merton Truck or any similar topic only for you Order Now e Shadow price of Engine Assembly ) . Sol 1. c : If the engine capacity is increased to 4100, constraint eq will become : X+2Y= 4100 Solving fr C will new constraints we get value as : X= 1900 and Y = 1100 C will be 11200000 Thus it can clearly seen that value of C has been increased from 1002000 to 1120000 which is 100 times. Graph in this will look like : Solution 2 : The company could rent additional capacity up to a maximum of the $ 2000 per machine-hour (this is the opportunity cost of 1 machine-hour of engine assembly capacity). Case1: Model 101 is outsourced: The engine capacity constraint equation would now be as follows: 2y = 4000 Running the linear programming module again would produce the result as given below: Objective Function Value = 12000000. 000 (Total Contribution) Product Mix: The following optimum product mix is obtained for the given constraints: Variable | Value| Reduced Costs| x| 1500| 0. 000| y| 1500| 0. 000| Slack/Shadow Prices: The constraints and their shadow prices are as obtained below: Constraint| Slack/Surplus (Machine-hours)| Dual/Shadow Prices ($) | Engine Assembly| 1000| 0| Metal Stamping| 0| 1500. 000| Model 101 Assembly| 2000| 0. 000| Model 102 Assembly| 0| 666. 667| Lower/Upper Limits: Coefficient/Constraint| Lower Limit| Current Value| Upper Limit| x| 0| 3000| 5000| y| 3000| 5000| No Upper Limit| Engine Assembly Capacity| 3000| 4000| No Upper Limit| Metal Stamping Capacity| 3000| 6000| 8000| Model 101 Assembly| 3000| 5000| No Upper Limit| Model 102 Assembly| 1500| 4500| 6000| Model 102 is outsourced: The product mix does not change even if we change the engine assembly capacity to X=4000 It would remain as shown in the table shown in section 6. . 1. 1 The company could rent the capacity at a maximum of shadow price of engine assembly capacity i. e. , $ 2000 per machine-hour Since, the upper limit of engine assembly capacity is 4500 machine-hours; the company could envisage renting out 500 units or either Model 101 or Model 102 trucks Solution 3 : Solution 3 : Problem says that there is a consideration of introducing Model 103 truck which will requir e following Machine Hrs at different stage of production: Engine Assembly : 0. 8 Machine Hrs / truck Metal Stamping : 1. 5 Machine Hrs / truck It can be manufactured with Model 101 Assembly at a rate of 4 Machine Hrs/truck. Contribution of Model 103 will be : 2000 | Model 101(X)| Model 102(Y)| Model03(Z’)| Constraint Sign| Machine Hrs| Engine Assembly| 1| 2| 0. 8| =| 4000| Metal Stampling| 2| 2| 1. 5| =| 6000| Model 101 Assembly| 2| | 4| =| 5000| Model 102 Assembly| | 3| | =| 4500| Min no| 1| | | =| 0| Min no| | 1| | =| 0| Min no| | | 1| +| 0| Z will be 3000X+5000Y+2000Z Solving for Z with above constraints , we get X = 1900 Y = 1100 Z’=0 Z = 11200000 As it can be clearly seen at optimal solution Model 103 production should be 0. Thus they should not produce Model 103 Trucks. (B)Contribution from Model 103 should be $349(Reduced cost as seen above) more so as to make me worthwhile to produce. Solution 5: New constraint is given as Model 101 production should be at least 3 times the no of Model 103. It can be written in equation form as : X – 3Y = 0 Solving for Z adding above constraint in the existing constraints , we get X= 2250 Y=750 Z=10500000 Graph for the new constraints is : It can be clearly seen with the introduction of new constraint there is a loss of opportunity. How to cite Merton Truck, Papers

Marketing Perspective Service Dominant Logic

Question: Describe about the Marketing Perspective for Service Dominant Logic. Answer: Service Dominant Logic The approach of Service Dominant Logic (SDL) came up in 2004 that is considered as a fantastic principle for marketing a product (Lusch and Vargo 2012). SDL believes in co-creation of value rather than the embedded value concepts. The logic helps in making the company market its products in a better manner (Lusch and Vargo 2012). For example, the largest car sharing or car club company of UK provides the service of an automobile company (Streetcarsmanchester.co.uk 2016). Following the SDL, it is not just a car rental service, but the customers are relieved from the burden of monetary expenses such as maintenance cost. It offers the convenience of owning a car without having the hassles of servicing, repair or parking. I engaged with this company for a few days while I was in Manchester. I had the car booked for six hour in a day but it costed me approximately 42.82 (Armstrong 2015). The car was not suitable for me as I usually had long trips and I needed the car to drive out of London (Armstrong 2015). The marketer could have involved different pricing techniques as the service is suitable for people who have to make short trips within the city for grocery shopping or other local trips. The company could have adopted multi-party pricing strategy for short trips and long-trips. The car club follows the hourly car hire prices. It could implement the distance based pricing strategy that could be put as an option for the customers (Lusch and Vargo 2012). Street Car provides mobility services for co-creating value and offers the convenience of owning a car without having paid for the hassles faced. A strong value proposition can be created by clean cars and offering great services at a discount (Wang et al. 2016). During high demand periods, Street Car can consider charging higher prices and low prices during low demand. With this robust pricing strategy, Street car would not just co-create value, but also compete with other taxi and car hiring companies. Street Car must not follow one- size-fits all prices (Mohammed 2013). Dynamic pricing strategies could have made my experience better. I paid high prices for hiring the car due to which I was disappointed for availing the services. If the company followed dynamic pricing model, I would have paid a lesser price than what I had to actually pay for (Lusch and Vargo 2012). Moreover, I would be more loyal to the company and consider engaging with them. My attitude and behavior would be positive as I would have gotten a more personal experience. My satisfaction level would be high and I would definitely be a loyal customer if the value was created in a better manner (Lusch and Vargo 2012). Conclusively, service dominant logic not just sells products, but co-creates value for its customers. It helps in gaining the marketers a new perspective for creating value to the consumer. The firms can think of more opportunities that help in creating value through the services. References Armstrong, A., 2015.Enterprise drives off with City Car Club. [online] Telegraph.co.uk. Available at: https://www.telegraph.co.uk/finance/newsbysector/transport/11508736/Enterprise-drives-off-with-City-Car-Club.html [Accessed 13 Aug. 2016]. Lusch, R. and Vargo, S., 2012.The service-dominant logic of marketing. Armonk, N.Y.: M.E. Sharpe. Mohammed, R., 2013.Ubers Price Gouging Is the Future of Business. [online] Harvard Business Review. Available at: https://hbr.org/2013/12/ubers-price-gouging-is-the-future-of-business [Accessed 13 Aug. 2016]. Streetcarsmanchester.co.uk, 2016.About-us | Street Cars. [online] Streetcarsmanchester.co.uk. Available at: https://www.streetcarsmanchester.co.uk/pages/about-us [Accessed 13 Aug. 2016]. Wang, X., He, F., Yang, H. and Oliver Gao, H., 2016. Pricing strategies for a taxi-hailing platform.Transportation Research Part E: Logistics and Transportation Review, 93, pp.212-231.

Labor Relations Collective Bargaining

Labor relations entail the managing unions of employees; it covers organization bargaining under the Human Resource Management (HRM). Organization bargaining, which is also known as collective bargaining within an organization touches on the ability of workers to associate freely with each other in negotiating for proper working relations.Advertising We will write a custom essay sample on Labor Relations: Collective Bargaining specifically for you for only $16.05 $11/page Learn More Notably, the employer and employees have an equal share and bargaining power in the negotiations in order to ensure that the outcome is fair and equitable (Collective Bargaining, 2009). Fairness in the employment relationship averts scenarios of costly labor disputes, rampant workers strikes, and persistent unemployment. Collective bargaining is a joint work done between one or many people who take sides thus resulting in a collective agreement in their terms and conditions a s well as recognition. For example, in North America, the government is the only body entitled to issue a certificate of recognition to the workers union (Boivin, 2012). The certificate shows the support that the union has towards the absolute majority it presents in collective bargaining. The government offered mediation services to facilitate consensus-building process at the workplaces. North America gives the collective agreement a period, which is usually more than one year. The government recognized unions after a colossal strike by workers in 1947. The establishment of the Rand Formula that led to the recognition of workers’ unions paved way for the introduction of medical insurance and universal pension plans for employees. In other countries like Canada, the provinces contain jurisdiction towards labor issues excluding federal government regulated factories. According to Boivin (2012), collective bargaining involves two conflicting parties with separate interest conc erning workers with the urge of getting income and job security. This allows the union to have successful pluralistic goals since it is not pathological; none of the parties can attain its goals minus the other. It is a formalized process where employers and trade unions agree on the terms and conditions in the working premises. However, the public has the power to allow as well as encourage collective bargaining to assist the conflicting parties to make up their minds on their differences hence giving room for reconciliation.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Collective bargaining increases the workers’ strength thus creating a sense of self-respect and responsibility among the employees. Moreover, it raises the workers’ production morale as it increases their level of bargaining at any negotiation meeting. Additionally, it limits the freedom of the management i n case of arbitrary actions towards the employees (Collective Bargaining, 2012). This motivates the employees on working relations whenever they consult the management. The managers of the union are able to sort out issues in the level of bargaining rather than forwarding complaints to the employees. It creates security towards the work, therefore, reducing the cost of labor turnover within the management. In addition, it creates a channel of communication between the employee and their employers hence resolving the industrial disputes (Collective Bargaining, 2012). Further, collective bargaining creates peace, therefore, establishing a harmonious environment that helps in pacing the efforts of the nation in developing the economy. Collective bargaining checks the exploitation of workers hence regulating employment conditions to the concerned parties. Evidently, collective bargaining can minimize striking among workers, as they will be able to air their grievances through their unio ns. Collective bargaining assisted South Africa to conduct a peaceful transition during the post apartheid era and even assisted the Republic of Korea move through the Asian financial crisis. Notably, good labor relations benefit all stakeholders in a business enterprise. Under the labor standards, the 1949 Collective bargaining convention encouraged relations and negotiations between employees and their employers within the stipulated conditions and regulations of collective agreements (Collective Bargaining, 2009). Further, the Geneva Conference ascertained the right to organize and engage in collective bargaining with no interference from any quotas. The 1978 Convention on Labor Relations recognized and aided the collective bargaining for public employees and the inclusion of their representative in determining the employment conditions. It went a head to outline various methods and processes of settling disputes between parties; some of the methods include arbitration and mediat ion. Collective bargaining took into concern the problems that can arise at the workplaces, especially among the high-level employees who are considered as policy makers (Collective Bargaining, 2009). In 1981, the Collective Bargaining Convention clearly defined the term collective bargaining and ensured that all sectors of economic production adopt it in order to improve their images. Article 5 of the Geneva Convention of 1981 holds that collective bargaining ought to be made achievable to all workers and their employers. Clearly, the International Labor Organization (ILO) has promoted the comprehension of this labor term among the workers and their employers. Collective bargaining modifies the terms of employment and the working conditions of employees and an organization in order to reach an amicable agreement that serves the interests of all the stakeholders.Advertising We will write a custom essay sample on Labor Relations: Collective Bargaining specifically for you for only $16.05 $11/page Learn More Collective bargaining has different forms that one can take to engage in a collective agreement. The process has intra-organizational bargaining, integrative bargaining, distributive bargaining, and attitudinal restructuring (Boivin, 2012). In distributive bargaining, economic parameters like salary and bonus form the core issues of discussion; in it, one party loses while the other party gains in the entire negotiations. Since distributive or conjunctive bargaining involves economic issues, it is more competitive than other forms of bargaining. Secondly, integrative bargaining may involve negotiations that can lead to gain by all the parties or no forfeit for all the parties in the negotiation. Attitudinal bargaining involves reshaping different attitudes that exist between the management and the workers. It aims at creating a favorable bargaining environment where there is trust, cooperation, and friendliness. Intra-organizati onal bargaining on its part tends to resolve internal managerial and non-managerial conflicts. Trade unions can use this form of bargaining to demand  equal rights for its women and the skilled personnel who may feel neglected. Evidently, collective bargaining tends to instill equality and discipline on employees, the union and their employers. Collective bargaining has a process that it adheres to when discussing the terms that enhances equality between the workers union and their employer. When the concerned parties follow this procedure of collective bargaining and reach an agreement, the result of the negotiation is known as the collective bargaining agreement (CBA). CBA can take the form of substantive agreement or procedural agreement, which tackles the relationship between the management and employees and the procedure that they have to adhere to when settling disputes between the concerned groups. Some of the issues that substantive agreement handles include basic pay, wor king hours, overtime premiums among others (Collective Bargaining, 2012). Most firms have fixed time scale agreement, and through a collective bargaining initiative, they audit the procedural agreement in case there are negotiations on reimbursements. There are five key steps in the collective bargaining process. The first step is the preparation phase; it is the step where negotiation team that includes representatives of all the concerned parties is composed. The employer and employees’ representatives present their issues that they feel are extremely essential. Markedly, the representatives should command vast knowledge and skills on negotiation of numerous activities so that they can accommodate diverse views during the collective bargaining process.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The second step is the discussion stage, where the negotiating parties design rules and norms that will act as a guide in the entire negotiation process. This phase assists in creating a favorable environment of mutual trust in order to facilitate the finalization of the collective bargaining agreement. The third phase is the proposal or brainstorming stage. Here, the issues and their possible solutions are outlined. The members give their opinions on how to handle the sensitive issues that may affect the employees, employer and the business. After the opinion seeking stage, there is the bargaining phase where the problem-solving attitude is encompassed in the process. The parties ponder on various solutions to the issue and their repercussions. They weigh the options and settle on one of the options that have favorable returns to all parties. The point at which they settle on an option marks the last phase of collective bargaining. The parties through consensus unanimously reach an agreement that all of them strive to implement (Collective Bargaining, 2012). The termination of the collective bargaining process results to a collective bargaining agreement, which can either meet all the needs of the parties or partially meet their needs. References Boivin, J. (2012, September 8). Collective Bargaining – The Canadian Encyclopedia. The Canadian Encyclopedia. Retrieved from https://www.thecanadianencyclopedia.ca/en Collective Bargaining. (2009, August 2). International Labour Organization. Retrieved from http://www.ilo.org/wcmsp5/idcplg?IdcService=GET_DOC_PAGEAction=GetTemplatePagePage=HOME_PAGE Collective Bargaining. (2012, September 5). Industrial Relations. Web. This essay on Labor Relations: Collective Bargaining was written and submitted by user Cullen Dale to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

21 Bucket List Items For Graduating College Students

21 Bucket List Items For Graduating College Students The idea of a bucket list - referring to things someone should do before he or she kicks the bucket - doesnt just have to apply to older folks. Students, too, can make their own bucket list to make sure they get in every last memory and bit of fun before tossing their caps at graduation. Here are some things to consider adding to yours: 1. Confess a Crush   Scary? Sure. But if you think youll regret not telling a certain someone how you feel about them before you both part ways after graduating, its time to go for it. After all, even if it doesnt go well, you wont have to really see them again, right? 2. Take Pictures of People Who Have Made a Difference in Your College Life   When do you think back on your years at school, who mattered most? A certain professor or two? Several friends in particular? Maybe a mentor or administrator? Even if youre convinced that youll stay in touch with these folks for years, take a picture anyway. You can laugh at how young everyone looked when youre old and gray and reminiscing about all the silly things you did in college. 3. Thank Your Favorite Professor Chances are one professor, in particular, stands out for the influence he or she had on you during your time in school. Tell them thanks before you leave. You can thank them in person, write an email or even leave a small thank-you note (or maybe a gift) for them on graduation day. 4. Try Food You Never Did Somewhere on Campus If youve never tried a certain kind of food on campus, gather your pride and dig in before you graduate. Youll get a good experience exposing yourself to something new and - you never know - you just might end up liking it.   5. Buy Yourself a Graduation Gift  From the Bookstore Sure, your funds are probably even tighter than normal around graduation time. But pinch your pennies and reward yourself with a gift, no matter how small, from the bookstore. A simple keychain, license plate holder, bumper sticker, business card holder  or travel bag will remind you for years to come about one of your greatest accomplishments so far. 6. Thank the People Who Helped Pay Your Way If scholarships, your parents and/or others helped pay your way through school, make sure to let them know how much you appreciate their support. One suggestion: Include a picture of you in your cap and gown on graduation day in a simple but heartfelt thank-you note. 7. Write Something for the School Paper You may be shy, you may not think of yourself as a good writer and you may have never written for the paper before. But youll be graduating soon - meaning youve succeeded at college and have important advice to share with your peers. Ask the editor if you can make a submission, and take a few hours to put something together that passes along your wisdom. 8. Take a Picture of Yourself and Your Room It may seem silly now, but how fun will it be to look back at how you looked and what your room/apartment looked like five, 10 or 20 years from now? Dont let something that you see every day now slip away with time. 9. Go to a Part of Campus Youve Never Been Before Even if youre at the smallest of schools, head to a corner of campus youve never been before. You just might get a new perspective of how things look and come to appreciate a side of your school that feels brand new just as every other part of it is feeling old. 10. Go to a Sports Event Youve Never Been To   Football and basketball games may be all the rage on your campus, but try something new. If its a gorgeous day, grab some friends and some snacks and go watch a softball or Ultimate Frisbee game. Its a great way to relax and get a new college memory. 11. Go Swimming in the Campus Pool Many students forget theres a campus pool - or are too self-conscious to use it. But these pools can be huge, gorgeous and a lot of fun. Grab your suit, leave your insecurities behind and go have a ridiculously fun game of  Marco Polo  with some friends. 12. Have Your Favorite/Most Influential Professor Sign a Book They Wrote When you think of which professor has been the most brilliant during your time in school, one or two undoubtedly stand out from the rest of the crowd. Have them sign a copy of their latest book before you graduate for a great keepsake youll cherish for years. 13. Participate in a Campus Tradition Being tossed into a fountain on your  birthday? Going on a midnight excursion with your  fellow sorority or fraternity members? Make sure to participate in at least one campus tradition before you graduate for a lasting, irreplaceable memory. 14. Attend an Event on Something You Know Nothing About You went to college to learn new things, right? So head on over to an event youd normally  never  consider attending. You dont have to do anything other than listening and learn. 15. Treat Yourself to a Nice Meal Off Campus You may be so used to bad muffins in the campus coffee shop and the same dishes in the dining hall that heading off campus for a nice meal seems completely out of the realm of possibility. Chances are, however, that you can ask around and find a super yummy, affordable place that will provide you  with a great meal  and a great memory. 16. Vote in Student Government Elections OK, sure, you may have thought they were boring or unimportant before. But now that youre graduating, you have a pretty serious responsibility to leave behind a strong legacy and support system for the classes that will follow you. Honor them by voting  for student leaders  who you think will maintain the standards other students set for you when you first arrived on campus. 17. Go to a Professional Sports Game Off Campus If you live in a big city and have never been to a professional sports game, now is the time to go! After all, how silly would you feel if you had to confess, for years and years after you graduate, that even though you lived in, say, Boston for 4 years, you never saw a  Red Sox  game? Grab some friends and head out. 18. Go to a Cultural Event in Town Even if you live in what you consider to be the smallest of small towns, theres a culture there that cant be replaced and that youll probably miss once youre gone. Go to a poetry slam, a performance, a county fair or anything else being put on in town and absorb all you can before you move somewhere new. 19. Go to a Museum in Town You never know what history your college town has to offer. Challenge yourself to learn a little more before you graduate by hitting a museum in town. It could be an art museum, a history museum, or even something that speaks to the unique identity of your city. Even better: Use your  student discount  for admission. 20.  Volunteer Off Campus Even if you dont interact with people off campus all that much, the community that surrounds your school has helped make your experience possible. Give back a little by volunteering for a one-day, one-month, one-semester, or one-year commitment to an off-campus organization that supports your own values and priorities, too. 21. Do Something That Scares You If you look back at your college years and realize you played it safe, you might not be pushing yourself  out of your comfort zone  enough. Take a deep breath and challenge yourself to try something new and scary. Even if you regret it, youll learn something about yourself.

Trade and world output Essay Example | Topics and Well Written Essays - 1250 words

Trade and world output - Essay Example This paper seeks to not only survey what trade and world output are all about but to also show their relation. Trade may be construed top refer to the business of transacting i.e. buying and selling of securities or commodities. It is also called commerce. Alternatively, trade may also refer to the willing transfer of goods or services or a combination of both from one party to another. One party is termed as the seller and the other the buyer or consumer. Therefore, for a transaction to be complete, and therefore say that trade has taken place, there must be the buyer, the seller, the commodity presented as goods or services or both and above all willingness for transfer of the commodities at agreed terms. Initially, the kind of trade done by our fore fathers was mainly barter trade but presently, many businessmen negotiate transactions through a medium of exchange called money. The two many types of trades may be distinguished by the number of parties involved in a transaction. For instance, trade between two traders or businessmen is termed as bilateral trade whereas that between more tha n two is said to be multilateral trade (US Congress, 1984). On the other hand the concept of world output needs to be understood before its relationship with trade can be highlighted. World Output is also called Gross world product (GWP) and it is the sum total Gross National Product (GNP) of all the nations in the whole world. Further, to understand GWP, there is need to define what GNP is all about. GNP is the measure of the average output of a country. Therefore, when all the average outputs of all countries in the world are added together they give the GWP. Gross Domestic Product, GDP also called Gross Domestic Income, GDI, of a country is the is the total cost of all the finished goods and services produced that particular country within stipulated period of time (usually a year). The other meaning of GDP is the sum total of all profits at every level of production of the finished goods and products in a country in a year. GDP is slightly different from GNP in that GNP, in its calculation includes foreign income usually in terms of inve stment which is not the case with GDP. Therefore, as said earlier, the GNP of each country is very important in the determination of the world output (Stutely, 2003). In the establishment of the relation between GNP and world output otherwise called GWP trade is implied because GNP is said to be the measure of the output of nationals in a given country. It usually focuses mainly on the parties that own the production. For instance, the measure of GNP revolves around American firms without regard of their location. The firms are the owners of production and this production is nothing without trade. Come to think of production: Purchase of raw material, conversion into finished goods and selling of the finished goods. So you reckon that trade is at every level of production and this production determined GNP ant this automatically tells us that trade determines or rather plays a major role in GNP and since sum total of GNP of all countries realizes the GWP, then trade determines GWP. This conclusion points to the relation between trade and world output (GWP) which simply boils down to a simple statement that the more the trade either bilateral or m ultilateral, the more the world output and vice versa. In 2005 the GWP rose by 4%. The growth was of course caused by increments in GNP of most countries with China leading the list with 9.3% followed by

Existentialism Essay Example | Topics and Well Written Essays - 1500 words

Existentialism - Essay Example Furthermore, the essence of incorporating the concepts of existentialism has adverse effects in life especially when there is less understanding of the mitigating beliefs of deaths. Moreover, it should be noted that the use of concepts helps in understanding the goals and aspirations of people and the state to attain happiness. There are several interesting issues pertaining to existentialism in the context of ethics and morality. Therefore, ethics in the view of existentialism includes the recommendation of concepts of wrong conduct and its succeeding concepts. On that account, there are different operational areas of ethics in the way that they apply in existentialism. This is in the form of the individual choices that people make especially in their conducts and rights in life. Morality on the other hand deals with the differentiation of actions, decisions and actions that determine whether something is either right or wrong. Similarly, it also reflects on the ethics of doing well in society that has varied choices in life (Earnshaw 177). Therefore, existentialism as noted by Jean Sartre on responsibility is based on the concepts such as the absurd, facticity and authenticity among others. This means that people are expected to live in accordance with the individual self without compromising on others rights and freedoms. Furthermore, there is also the aspect of the absurd that deals with deriving meaning from the structures of life especially in the maintenance of morality and ethics. There is also the perspective nihilism that explores the philosophical doctrines of life’s meanings and its objective meaning. On that account, there is existential nihilism that makes attempts at deducing meaning of life in terms of purpose, intrinsic value and meaning. Additionally, there is also the voice of moral nihilists who affirm the absence of morality in the realms of existence. They also insist that knowledge of what is wrong and right remains with the moral decisions of the individual especially on the given conditions of life. Therefore, according to Nietzsche, nihilism is the complete definition of emptying the world in order to find its meaning, essential value and comprehensible value (Earnshaw 174). By saying God is Dead; Nietzsche meant that there was over-reliance on religion to gain a moral understanding for the western world. On that account, in relation to absurdity as described by Camus, life is devoid of meaning and is defined by meaninglessness. Camus believes that life is characterized by absurdity that should not be defined by an over-reliance on God. However, there is also authenticity that pertains with discovering the self and living to those standards. This means people should avoid the acts of imitation in going about their duties on the grounds of finding a purpose in life. However, it differs from sincerity and honesty in the sense that there is no compatibility of goals in life. In other words, these two goals hi ghlight the case of finding for an authentic life that is closer to self-freedom. Freedom in this sense is defined in context of determining a uniqueness that is paramount in existing with others. Alternatively, it is not crucial to be a crowd-follower as espoused by Heidegger in the quest for a strong individuality. Instead, one should create his own path that is not controlled by the conventions of life such as normal morals and ethics (Earnshaw 173). Additionally, authenticity

Can we believe in objective ideals Essay Example | Topics and Well Written Essays - 1000 words

Can we believe in objective ideals - Essay Example The Idols of the Tribe are supposed to connect one person to every other individual in the world by making a man think that everyone is inherently similar to everyone else in the universe (Bacon, 1620). While this may be true for a large portion of the time as in every person who is alive needs to breath and that every person who gets hungry needs to find food, the similarities often end quite quickly to be replaced with differences that have to be reconciled. Granted that no man is an island and certain social contracts need to be accepted by everyone if civilization is to exist but there is also a need to recognize the diversity which makes the tribe of man divide itself into the tribes of men. Even within tribes, there exist groups, religions, families and even individual differences which further serve to erode the concept of the tribe and decrease the idea of unity amongst individuals. This in turn reduces both the need and the validity of the existence of ideals in nature. In fact, Bacon laments the fact that a man’s sense is falsely confirmed by the standard of things as per his observations (Bacon, 1620). Unfortunately it must be realized that whatever we see around us may be very familiar and comforting to us in the hope that this is how life is supposed to be and this how people around us are supposed to act. For example, a person who has never experienced life outside a suburban American environment could be lulled into thinking at everyone looks and acts like them. Clearly this is a false situation and a wrongly understood objective idol. The majority of the world is not America, the majority of the world is not white, the majority does not live in suburbia and most importantly, the majority of the world is out of the tribe. This is true for people outside the tribe too, for instance a person living in a village in India could think that whatever they see around themselves is the absolute truth of how human beings should be molded and they

In Nursing, Communication Is Essential

In Nursing, Communication Is Essential Communication involves the exchange of messages and is a process which all individuals participate in. Whether it is through spoken word, written word, non-verbal means or even silence, messages are constantly being exchanged between individuals or groups of people (Bach Grant 2009). All behaviour has a message and communication is a process which individuals cannot avoid being involved with (Ellis et al 1995). In nursing practice, communication is essential, and good communication skills are paramount in the development of a therapeutic nurse/patient relationship. This aim of this essay is to discuss the importance of communication in nursing, demonstrating how effective communication facilitates a therapeutic nurse/patient relationship. This will be achieved by providing a definition of communication, making reference to models of communication and explaining how different types of communication skills can be used in practise. In order to engage in meaningful communication and develop effective communication skills, nurses must engage in the process of reflecting on how communication skills are utilised in practise. Reflection allows the nurse opportunity to gain a deeper insight into personal strengths and weaknesses and to address any areas of concern in order to improve future practise (Taylor 2001). A further aim will be to reflect on how communication skills have been utilised within nursing practise. Various models of reflection will be examined, and a reflective account of a personal experience which occurred during placement will be provided using a model. This reflective account will involve a description the incident, an analysis of thoughts and feelings and an evaluation of what has occurred. Finally, the reflective account will include an action plan for a similar situation, which may arise, in the future. Communication involves information being sent, received and decoded between two or more people (Balzer-Riley 2008) and involves the use of a number of communication skills; which in a nursing context generally focuses on listening and giving information to patients (Weller 2002). This process of sending and receiving messages has been described as both simple and complex (Rosengren 2000 in McCabe 2006, p.4). It is a process which is continually utilised by nurses to convey and receive information from the patient, co-workers, others they come into contact with and the patients family. Models of Communication. The Linear Model is the simplest form of communication and involves messages being sent and received by two or more people (McCabe 2006). Whilst this model demonstrates how communication occurs in its simplest form, it fails to consider other factors impacting on the process. Communication in nursing practice can be complicated, involving the conveyance of large amounts of information, for example, when providing patients with information relating to their care and treatment or when offering health promotion advice. In contrast, the Circular Transactional Model is a two way approach, acknowledging other factors, which influence communication such as feedback and validation (McCabe 2006). Elements of this model are also contained in Hargie and Dickinsons (2004) A Skill Model of Interpersonal Communication which suggests that successful communication is focused, purposeful and identifies the following skills; person centred context, goal, mediating process, response, feedback and perception. It also considers other aspects of the individual and the influence these may have on their approach to the process of communication (McCabe 2006). For communication to be effective it is important for the nurse to recognise key components, and intrinsic and extrinsic factors, which may affect the process (McCabe 2006). They must consider factors such as past personal experiences, personal perceptions, timing and the setting in which communication occurs. Physical, physiological, psychological and semantic noise may also influence the message, resulting in misinterpreted by the receiver (McCabe 2006). Communication skills. Communication consists of verbal and non-verbal. Verbal communication relates to the spoken word and can be conducted face-to-face or over the telephone (Docherty McCallum 2009). Nurses continually communicate with patients; verbal communication allows the nurse opportunity to give information to the patient about their care or treatment, to reassure the patient and to listen and respond to any concerns the patient may have (NMC 2008). Effective communication is beneficial to the patient in terms of their satisfaction and understanding, of care and treatment they have been given (Arnold Boggs 2007), while at the same time optimising the outcomes or care and/or treatment for the patient (Kennedy- Sheldon 2009). Questioning allows the nurse to gather further information and open or closed questions can be used. Closed questions usually require a yes or no response and are used to gather the necessary information, whereas open questions allow the patient, opportunity to play an active role and to discuss and agree options relating to their care as set out in the Healthcare Standards for Wales document (2005). Probing questions can be used to explore the patients problems further thus allowing the nurse to treat the patient as an individual and develop a care plan specific to their individual needs (NMC 2008). It is vital that the nurse communicates effectively, sharing information with the patient about their health in an understandable way to ensure the patient is fully informed about their care and treatment and that consent is gained prior to this occurring (NMC 2008). The nurse should also listen to the patient and respond to their concerns and preferences about their care and well-being (NMC 2008). In nursing, listening is an essential skill and incorporates attending and listening (Burnard Gill 2007). Attending; fully focusing on the other person and being aware of what they are trying to communicate and listening; the process of hearing what is being said by another person are the most important aspects of being a nurse (Burnard 1997). Non-verbal communication is a major factor in communication, involving exchange of messages without words. It relates to emotional states and attitudes and the conveyance of messages through body language; body language has seven elements; gesture, facial expressions, gaze, posture, body space and proximity, touch and dress (Ellis et al 1995). Each of these elements can reinforce the spoken word and add meaning to the message; it isnt about what you say or how you say it but it also relates to what your body is doing while you are speaking (Oberg 2003). Patients often read cues from the nurses non-verbal behaviour, which can indicate interest or disinterest. Attentiveness and attention to the patient can be achieved through SOLER: S sit squarely, O Open posture, L learn towards the patient, E eye contact, R relax (Egan 2002). There must be congruency between verbal and non verbal messages for effective communication to be achieved. Non-verbal communication can contradict the spoken word and the ability to recognise these non-verbal cues is vitally important in nursing practice (McCabe 2006), for example, a patient may verbally communicate that they are not in pain, but their non-verbal communication such as facial expression may indicate otherwise. It is also important for the nurse to be aware of the congruency of their verbal and non-verbal communication. Any discrepancies between the two will have a direct influence on the message they are giving to patients, and may jeopardise the nurse/patient relationship. Other factors may affect communication in a negative way, endangering the process, and nurses must be aware of internal and external barriers (Schubert 2003). Lack of interest, poor listening skills, culture and the personal attitude are internal factors, which may affect the process. External barriers such as the physical environment, temperature, the use of jargon and/or technical words can also negatively influence the process (Schubert 2003). Reflection. To fully assess the development of communication skills the nurse can make use of reflection to gain a better insight and understanding of their skills (Siviter 2008). Reflection can also be used to apply theoretical knowledge to practice, thus bridging the gap between theory and practice (Burns Bulman 2000) and allows us opportunity, to develop a better insight and awareness of our actions both conscious and unconscious in the situation. Reflecting on events that take place in practice, allows opportunity not only to think about what we do, but also to consider why we do things. This helps us to learn from the experience and improve our future nursing practice (Siviter 2008). Reflection can be described as either reflection in action; occurring during the event, or reflection on action; which happens after the event has occurred (Taylor 2001) and is guided by a model, which serves as a framework within, which the nurse is able to work. It is usually a written process, and the use o f a reflective model uses questions to provide a structure and guide for the process (Siviter 2008). Reflective Models. There are numerous reflective models that may be utilised by the nursing professional, for example, Gibbs Reflective Cycle (1988), Johns Model of Structured Reflection (1994) and Driscolls Model of Reflection (2002). Gibbs model (Appendix I) has a cyclical approach, consisting of six stages per cycle that guide the user through a series of questions, providing a structure for reflection on an experience. The first stage of the process is a descriptive account of the situation; what happened? Followed by an analysis of thoughts and feelings in the second stage; what were your thoughts and feelings? The third and fourth stages involve an evaluation of the situation, what was good and/or bad about the experience and an analysis allowing us to make sense of the situation. The last two stages are the conclusion of the situation, what else could have been done and finally an action plan to prepare for similar situations, which may arise in the future (Gibbs 1988). Similarly to Gibbs Reflective Cycle, Johns Model of Structured Reflection (Appendix II) and Driscolls (Appendix III) model of reflection promote learning through reflection. They have similar structures, which guide the user through the reflective process. Johns Model incorporates four stages; description, reflection, alternative actions and learning (Johns 1994) and Discolls model has three stages: a return to the situation, understanding the context and modifying future outcome (Discoll 2002). The three models described all have similarities in that the user is guided through the reflective process by describing the event, analysing their thoughts, feelings and actions and making plans for future practice. Considering the models of reflection described, the next component of this essay will make use of the Gibbs Reflective Cycle (1998) to provide a reflective account of a situation which I experienced during clinical placement in a community setting. Reflective Account. As part of this placement, I assisted my mentor, a health visitor, in the provision of a baby club for parents with babies and pre-school children, which takes place on a weekly basis and involves routine checks, such as baby-weighing, in addition to opportunity, for parents to socialise and opportunity for health visitors to provide information relating to the care and health of babies and children. During the second week of this placement, I was asked to assist in the delivery of a forthcoming health promotion session relating to dental health. I have chosen this event as a basis for my reflective account as I feel that health promotion is an important area to consider. It enables individuals to play a pivotal role in their own health (Webster and Finch 2002 in Scriven 2005) and is a means by which positive health can be promoted and enhanced alongside the prevention of illness (Downie et al 2000). It gives clients the knowledge to make informed decisions about their health and prevention of illness and is an area in which the nurse or healthcare professional plays a key role (WHO 1989). Description of the event. The event occurred during a weekly session at baby club that takes place in a community centre. My mentor (Health Visitor) and I were present along with a group of ten mothers and their babies. As this event took place during a group session, I will maintain confidentiality (NMC 2008) by not referring to any one individual. Consent was gained from all clients prior to the session commencing, in line with the NMC Code of Conduct (2008) and the environment was checked to ensure it was appropriate and safe for the session to take place. The aim of the session was to promote good dental health and oral hygiene amongst children and babies. Standard 1 of the Standards of Care for Health Visitors (RCN 1989) is to promote health, and the session aimed to provide clients with relevant, up-to-date information, thus allowing them to make informed choices about the future care of their childrens teeth. Chairs were set out in a semi-circle with a number of play mats and various baby toys placed in the centre. This allowed parents opportunity to interact in the session, to listen to the information and ask questions while at the same time being in close enough proximity to their children to respond to their needs. The Health Visitor and I sat at the front of the semi circle facing the group. I reintroduced myself to the group and gave a brief explanation of my role and the part I would play in the session. This was important; some of the clients were meeting me for the first time, and it is during this initial contact that jud gements are made about future interactions, and the service being provided. Positive initial interaction can provide a good foundation for a future beneficial relationship (Scriven 2005). The session was broken down into two parts: information giving, focusing on the promotion of dental health and prevention of illness in the form of tooth decay (Robotham and Frost 2005). Secondly, information relating to tooth brushing was given along with a demonstration undertaken by myself that showed the clients good oral hygiene could be achieved through effective tooth brushing. A question and answer session followed which allowed us to clarify any issues raised. Feelings and thoughts. In the week, preceding the session it was important for me to consider a systematic approach to the planning of the session. The first stage was to gather relevant, up-to-date information relating to the subject and plan how it could be incorporated in the session. The NMC Standards of Proficiency (2004a) states that nurses must engage in a continual process of learning and that evidence-based practice should be used (Bach and Grant 2009). The plan was discussed with my mentor and advice was sought about any adjustments which may be necessary. Prior to the session, I was apprehensive about delivering a health promotion session to clients (patients). I as I felt out of my depth as a first year student and my anxiety was exacerbated further as this was my first placement. However, support and encouragement from my mentor and other health visitors in the team helped me to relax. I was given the opportunity to discuss the topic with my mentor and was relieved when I was able to respond to any questions asked in an appropriate manner and that my knowledge had been increased through the research I had undertaken, thus boosting my confidence. Evaluation. Despite my initial reservation about my knowledge of the subject and apprehension at delivering a health promotion session, I feel that my mentors decision to include me in the delivery of the session benefitted me greatly in the development of my knowledge and self confidence. During the session, I feel that I communicated well verbally with clients and that my non-verbal communication was appropriate and corresponded to what I was saying. The clients were focused on the session and seemed genuinely interested, nodding when they understood and showed attentiveness by making regular eye contact. Feedback from clients after the session also allowed me to reflect on my communication; one of the clients stated afterwards that she had gained a lot from the session particularly the demonstration relating to tooth brushing and was now more aware of the importance of early oral hygiene to prevent problems later in the childs life. Analysis. Dental Health is a key Health Promotion target in Wales and is the most prevalent form of disease amongst children in Wales. Many of the participants were unaware of when and how childrens teeth should be cared for and the importance of ensuring good oral hygiene from an early age. The aim of the session was to provide information to parents as a means of promoting good oral hygiene and prevention of tooth decay in babies and young children. In order for the aim to be achieved, communication was a key element. Effective communication in a group can only be achieved if there is trust, participation, co-operation and collaboration among its members and the belief that they as a group are able to perform effectively as a group (Balzer-Riley 2008). The information was provided in a way that was easily understandable, a demonstration of how teeth should be brushed was given, and time was allowed for the clients time to ask questions. Communication and listening skills allowed us to discov er what knowledge the clients already had, and enabled us to adjust the information to meet the needs of the clients. Throughout the session, I was aware of my non-verbal communication and attempted to show attentiveness to individuals in the group, using the principles of SOLER I made the necessary adjustments. At times, this proved difficult as trying to lean towards the clients and maintain eye contact with each individual was not possible in a group situation. My anxiety about delivering the session was also an area which I had some concerns with. Nervousness can have an influence on how a message is delivered, and I was constantly aware of my verbal communication, particularly my paralanguage. I have a tendency to speak at an accelerated rate when I am nervous, and was aware that this may influence the way in which the message was being received. It is important to be aware of paralanguage in which the meaning of a word or phrase can change depending on tone, pitch or the rate at which the word(s) is spoken. Paralanguage may also include vocal sounds which may accompany speech and which can add meaning to the words being spoken (Hartley 1999). Throughout the session, I was aware of my verbal and non-verbal communication, and I tried to ensure that it corresponded to the information being given; I was also aware of non-verbal communication of the participants and made appropriate adjustments to my delivery when needed Conclusion. After the session had finished, I was given an opportunity to discuss it with my mentor. I was able to articulate what I felt had gone well, what hadnt gone quite as well and what could be improved. I noted that I was very nervous about delivering the session despite having the knowledge and understanding of the subject and felt that this may have been noticed by the participants. However, feedback from my mentor allowed me to realise that my nervousness was not apparent in my delivery. By undertaking this reflection, I have been able to question the experience and analyse my actions and behaviour, as a means of developing my knowledge for future practice Action plan. This session has helped with my learning and personal development and I now feel more confident in my ability to deliver health promotion activities in a group setting. I am, however, aware that speaking in a group setting is not an area I am very comfortable with but further practice will help alleviate this. I am confident that I will be able to use the knowledge gained on the subject of dental health in my future placements. In the future, I will repeat the process of thorough research, as it is best practice to keep knowledge up-to-date in order to provide care based on evidence (NMC 2008). Summary. In summary, communication is a complex process and an essential skill which the nurse must be aware of in every aspect, of care and treatment they give to patients. A full awareness of not only the spoken word, but also the influence non-verbal communication has on the messages being communicated, is essential in the development of a therapeutic relationship between nurse and patient. The process of reflecting upon practice is also an essential element of knowledge development. After consideration of a number of reflective frameworks, the use of Gibbs Reflective Cycle as a structure for creating a reflective account has proven to be beneficial in the exploration of personal thoughts and feelings in relation to a specified event and I recognise the importance of reflection as a learning tool that can enhance knowledge and practice.

The Meaning of Life :: Philosophy essays

In approaching the meaning of life we have to examine the nature of meaning itself.   Meaning is by definition the point, or the intended goal.   Consider the point of humans and the universe as seen from monotheistic religion.   If life and the universe is some sort of toy or form of entertainment for some prime mover, his point, his own entertainment, would then be the meaning of humans and the universe.   Consider the goals of the deities of various cultures.   Some strive for a balance between the forces of 'good' and 'evil'.   This balance seems to simply be a choice of the deity, the way he thinks it ought to be.   The concept of a prime mover as a source of the meaning of life is flawed, because in talking about an actual point to absolutely everything, we are simply considering the goals of a being more powerful than ourselves who has chosen one of many possible goals that humans can conceive of.   This is to say that, if a god like this exists, his goal for life and the universe is not necessarily valid as a meaning of life, the universe, and himself.   For instance, the Bible claims that the Christian deity created the universe and placed humans in it that they might be in awe of his power.   If this is so, why is worship the correct response?   The meaning of the universe as created by God is the entertainment of God, but what is the meaning of the larger system containing God and his creations?   We could conceive of an even 'primer' mover, but that simply takes us all the way back into the wall of infinite regression.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When I first read the Bible, it struck me as neutral on the idea of worship.   The Bible flat out tells you that God created humans so that they would be in awe of him, which amounts to saying God created us to inflate his ego.   We are to God as our pets are to ourselves, sources of unconditional love.   In the book of Job, God essentially makes a gentleman's bet with Satan that Job's worship is genuine and not inspired by God's kindness.   In other words, you throw a rock at my dog and I'll swing my arm so it looks I

Lanzones Peelings as Mosquito Coil Essay

1. SUMMARY Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. Education for Sustainable Development means including key sustainable development issues into teaching and learning; for example, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Education for Sustainable Development requires far-reaching changes in the way education is often practiced today. UNESCO is the lead agency for the UN Decade of Education for Sustainable Development (2005-2014) Sustainable development is a difficult concept to define; it is also continually evolving, which makes it doubly difficult to define. One of the original descriptions of sustainable development is credited to the Brundtland Commission: â€Å"Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs† (World Commission on Environment and Development, 1987, p 43). Sustainable development is generally thought to have three components: environment, society, and economy. The well-being of these three areas is intertwined, not separate. For example, a healthy, prosperous society relies on a healthy environment to provide food and resources, safe drinking water, and clean air for its citizens. The sustainability paradigm rejects the contention that casualties in the environmental and social realms are inevitable and acceptable consequences of economic development. Thus, the authors consider sustainability to be a paradigm for thinking about a future in which environmental, societal, and economic considerations are balanced in the pursuit of development and improved quality of life A widely accepted definition is â€Å"development which meets the needs of the present without compromising the ability of future generations to meet their own needs†. Currently we are not even meeting the needs of the present let alone considering the needs of future generations. The United Nations have declared 2005 – 2014 as the decade for Sustainable development, in an effort to reverse Sustainability is now recognize to be a key area of development for the education sector. In particular, the policy and practice context points to the need to consider how best to embed it into higher education learning and teaching strategies and curricula. The Higher Education Academy is currently undertaking a program of development activity and capacity building so as to better assist institutions and subject communities in their development of curricula and pedagogy to equip students with the skills and knowledge to live and work sustainably. This recognize the importance of increasing ‘sustainability literacy’ among students and the growing demand for sustainability skills among employers. Current work includes a baseline research study to identify existing good practice in the sector. The impacts of global warming and climate change is said to be â€Å"the greatest injustice of our time†. The world’s poorest people have contributed least to its cause but they are the ones who suffer most from its devastating effects. Poor and developing countries are the most that are at risk due to long term flawed natural resource management practices and policies, increased population density and settlements in fragile eco-systems, increased demand on environment and natural resources, poor governance and prevalence of corruption. The acceleration of changing weather patterns due to global climate change aggravate further the underlying risk that many poor and developing countries are facing. Poverty incidence is higher in areas where natural disasters occur. The poor are mostly located in the rural areas and are dependent on agriculture, fishery and livestock that are inherently climate sensitive. Farmers and indigenous peoples in upland communities live in landslide prone areas and the poor in the urban areas live in hazardous areas like along riverbanks. â€Å"Poor households and poor nations throughout much of the world face two disadvantages: the inability to generate income and the vulnerability to physical social and economic downturns. Drought, flood, conflict, inflation, disease and recession hit these groups and countries hardest. Furthermore, repeated exposure to these downturns reinforces the conditions of poverty.† Whatever progress we make from our poverty reduction and community development initiatives; these are shattered the day after a disaster. These clearly states that disasters do not only worsen poverty in poor and developing countries but by the same token undermine past, current and future efforts to tackle poverty. DRR, Literacy and Education Over the past years, we saw the transformation of many disaster responses from emergency and relief response during or immediately after a disaster, towards a Mn ore comprehensive Disaster Risk Reduction (DRR) approach. Likewise, Community-based Disaster Risk Reduction Programs using participatory approaches are being conducted in many countries by government and non-government organizations. Since the adoption by 186 UN member states of the Hyogo Framework for Action, promotion of DRR in education had been taken, specifically in the formal education sector. Policy guidelines, tools and methodologies had been developed to guide policy makers, implementers and practitioners in integrating DRR in education. This includes not only integrating and mainstreaming disaster risk reduction in education but as well as developing guidelines in school building construction. The Philippines is one country where this initiative was pilot tested. Several materials related to this had been developed by the Asian Disaster Preparedness Center (ADPC) and other agencies and organizations. A wealth of DRR education materials had also been developed – the Asia-Pacific Cultural Center for UNESCO (ACCU) Planet 4 module on disaster preparedness is one very good example. Literacy and education is crucial to Disaster Risk Reduction. Reducing risks and enhancing people’s resilient capacities to deal with disasters requires them to understand how they could best protect themselves. Literacy and education is a necessity in raising awareness on the nature and presence of natural hazards as well as the vulnerabilities and threats faced by the community. It plays a central role in building life skills that could make a difference in life threatening situations during disasters. DRR and ESD Since the United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro in 1992, disaster reduction has been recognized as an integral component of sustainable development (Chapter 3 of Agenda 21) and the cross-sectoral nature of disaster risk reduction was again emphasized in 2002 during the World Summit on Sustainable Development. The linkage between disaster risk reduction education and sustainable development had been visible on other international agendas. Disaster Risk Reduction encompasses economic, political, cultural, social and environmental dimensions and that formal and non-formal education initiative under this theme is consistent with the frameworks of ESD in three important ways: 1. Education for disaster risk reduction is interdisciplinary. Therefore, important consideration is given to the impacts on, and relationship between, society, the environment, economy and culture. 2. Education for disaster risk reduction promotes critical thinking and problem solving and other social and emotional life skills that are essential to the empowerment of stakeholder groups threatened or affected by disasters. 3. Education for disaster risk reduction supports the Millennium Development Goals. Without considering Disaster Risk Reduction in development planning, all efforts including, decades of development initiatives could be destroyed in seconds. ESD in a Climate Changed World The nature of disasters in our climate changed world placed us to come into terms with our past and current behaviors, lifestyle practices and our views of society, the economy, the world, the environment and humanity in general. It bared the flaws of our past and current development models and paradigms that gave birth to our current environmental and climate predicament. It exposed who are vulnerable and who are accountable and revealed the cause and effect relationship between disaster and development – from a global to local perspective. The risk posed by the threats of climate change to humanity is a strong urgent call for us to rethink the dominant views that influence the social, political, cultural, economic, and environmental dimensions of our lives. No problem can be solved by the same consciousness that created it. We must learn to see the world anew. Our current challenges in the face climate changed induced disasters opens up an avenue to question the current domi nant form of development and education that brought us these problems. It gave us the reality of our current context to reflect on our current education frameworks and a platform to create the kind of education that will save us. Despite many International Agreements and Declarations on the Right to Education, millions of children and youth are still out of school and millions of adults are still unable to read and write. Without education, these children, youth and adults face a very bleak future and are denied of their ability to develop their full potential – a massive loss of human potential that could aid in eradicating poverty and in achieving sustainable development. Understanding the Right to Education As well as being a right in itself, the right to education is also an enabling right. Education ‘creates the â€Å"voice† through which rights can be claimed and protected’, and without education people lack the capacity to ‘to achieve valuable functionings as part of the living’. If people have access to education they can develop the skills, capacity and confidence to secure other rights. Education gives people the ability to access information detailing the range of rights that they hold, and government’s obligations. It supports people to develop the communication skills to demand these rights, the confidence to speak in a variety of forums, and the ability to negotiate with a wide range of government officials and power holders. Our Constitutions Bill of Rights provides that â€Å"No person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws.† Lack of education incapacitates an individual to assert and protect his own rights. The Right of Suffrage provides that no literacy requirements shall be imposed on the exercise of the right to vote. However, lack of education compromises a voter’s position to exercise his right to vote wisely for his and his country’s benefit. Education is a powerful tool that can provide people, especially the poor and vulnerable groups with the necessary knowledge, awareness, skills and competencies to transform their conditions. It is a primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities. It has a vital role in empowering women, safeguarding children from exploitative and hazardous labor and sexual exploitation, promoting human rights and democracy, protecting the environment, and controlling population growth. It is a tool for empowerment – a powerful means to beat poverty. Unfortunately, these ideas however explicit remain poorly understood and internalized by our â€Å"educated† policy and decision makers in government. Twisted priorities and distorted values even outright corruption have crept in such that construction of buildings, purchase of school facilities, task forces and even feeding programs have become the milking cow of those in certain higher echelons of government. Learning interventions, alternative education programs and other support services to address shortcomings of the educational system will remain as that – stop-gap, isolated and spotty no matter how heroic, noble and outstanding the efforts of certain public servants and civil society sectors are – because a makeshift solution can be sustainable only to a certain extent and can never take the place of a mandate and a policy on education bolstered by a Constitutional guarantee which is s till to be fully implemented. Neither the call for Charter Change nor the lip service of those in the business of education can bring about substantial change in the education system. Enlightened sectors in public and civil society need support and encouragement to enable them to show the way and serve as models for the process of education. Various issues affecting local populace can be opportunities for people’s organizations, community and area groups to galvanize and demand for their education needs and other rights. There has to be a consistent lobby for the state to deliver on its obligation on the right to education. For so long as structural and material projects are given precedence in public investments by government to the detriment of education and other social development projects, the quality of education and, consequently, even our overall economy will remain poor and stunted. 2. REACTION It is not unusual to encounter a study expounding that there is something terribly wrong with the country. But we don’t know exactly what it is that we’re doing wrong. Thus the appeal of events like this launch. I must admit that in reading the Report, I can’t help but feel alarmed. It is particularly stressing to read that the state of education continues to deteriorate. One of the most striking observations in the Report is made in its companion paper. It points out that the issues we confronted in the colonial times persist today. This strikes me deeply. Education has always been one of my core advocacies. So I found it personally illuminating that the Report used the education sector as the model for analysis. The significance of education is highlighted best during times of crisis. A well-educated citizenry is our best bet in taking advantage of the eventual rebound of world economies. When the upswing starts, our people must be there to compete. And the key here, as the Report points out, is to break the stasis in education. What drew my attention in the report was the presence of success stories. It is wonderful that out of all the issues, we do have successful endeavors to share. The Third Elementary Education Project (TEEP) and Basic Education Assistance for Mindanao (BEAM) are welcome developments. But beyond this, we should take note of the Report’s more insightful points. For one, it is enlightening to read that contrary to traditional thinking, funding, may not be the biggest obstacle to educational reforms. This is a good point. Greater changes can happen if we address organizational culture, and improve professional managerial expertise. By saying this, the Report gives us the chance to effect reforms that are not heavily dependent on funding. Yes, the report is quite distressing. But I can’t help but agree with its main points. If we are to do some good, we must change institutions. Piecemeal reforms produce piecemeal results. The same philosophy pushed me to spearhead the creation of COMSTE, which works through a Technical Advisory Council of which Doctor Balisacan is a prominent member. Its job is to undertake a national review and assessment of the science, technology and engineering research and development system of the country. The intention is to make reforms that will boost competitiveness in key areas: science, math and engineering education, health services, energy and environment, food and agriculture, IT and IT-enabled services, and semiconductors and electronics. COMSTE operates on certain key assumptions. There have been technological, socio-political and economic trends that have changed the nature and practice in the targeted sectors. However, the laws and rules governing the regulation and practice of professions have not kept up. Indeed, these laws have not been updated for decades. In addition, our laws and structures governing the development of educational curricula and the hiring of experts have become too rigid. In a way that mirrors the theme of the Report, our curricula ended up being so tied down with â€Å"formal rules†, they suffocated. This gave rise to a â€Å"culture† of instruction that is unbending and incapable of adapting to rapid development. 3. RELATED TO THE LESSON From the time sustainable development was first endorsed at the UN General Assembly in 1987, the parallel concept of education to support sustainable development has also been explored. From 1987 to 1992, the concept of sustainable development matured as committees discussed, negotiated, and wrote the 40 chapters of Agenda 21. Initial thoughts concerning ESD were captured in Chapter 36 of Agenda 21, â€Å"Promoting Education, Public Awareness, and Training.† Unlike most education movements, ESD was initiated by people outside of the education community. In fact, one major push for ESD came from international political and economic forums (e.g., United Nations, Organization for Economic Co-operation and Development, Organization of American States). As the concept of sustainable development was discussed and formulated, it became apparent that education is key to sustainability. In many countries, ESD is still being shaped by those outside the education community. The concepts and content of ESD in these cases are developed by ministries, such as those of environment and health, and then given to educators to deliver. Conceptual development independent of educator input is a problem recognized by international bodies as well as educators.

Examine the functionalist view of the family Essay

Broadly speaking, the functionalist perspective has focused on the functions of the family in society and for its members. In other words, it looks at how the family, as an institution, helps in maintaining order and stability in society, and the significance of the family for its individual members. There are two main functionalist views on the family – Murdock’s view and Parsons’ view. Murdock’s view on the family is that the family performs four basic functions for its individual members and society at large. These are the ‘sexual’, ‘reproductive’, ‘economic’ and ‘educational’ functions. The ‘sexual’ function refers to the regulation of sexual activity. Evidence for this being a functionalist view on the family is that the idea of the four basic functions was created by George Murdock. Husbands and wives have sexual access to each other, and in all societies, there are norms concerning sexual activity outside marriage. Therefore, Murdock has argued that the family caters to the sexual needs of its adult members and also limits sexual access of other members of the society thereby maintaining stability. The ‘reproductive’ function relates to bearing and raising children. Again, this was part of the idea created by Murdock. The family provides the society with new members and assumes responsibility for raising them. The family is also an ‘economic’ unit, with a division of labour along gender lines. Evidence for this is Murdock’s consideration of this division of labour and his seeing it as rewarding for the spouses and as strengthening the bond between them, as they are perceived as doing distinct but complementary work. The ‘educational’ function can also be termed ‘socialisation’. Although initially an idea thought up by Murdock, Parsons also agreed with this view believing that this was one of the main functions of the family. The family has the responsibility of transmitting a society’s way of life, norms and values to the younger members. This function is an important one as, without culture, the society could not survive, and too much deviation from the norm would disrupt the stability of the society. Another view on the family is the view of Talcott Parsons. He has also written about the functions of the family. He has identified two functions that he perceives as being ‘basic and irreducible’. These functions are: the primary socialisation of children and the stabilisation of adult personalities of the population of the society. Primary socialisation occurs in early childhood and the family plays an important role at this stage. Evidence for this would be Parsons’ view and writings on the family. Later on, other institutions like the school or the peer group, will exercise much influence on the individual – this is called secondary socialisation. During primary socialisation, two important tasks are achieved by the family. Firstly, the family must transmit the culture of the society to the children. The child must not only be able to learn about the norms and values of the society he or she lives in, but should also be able to ‘internalise’ these norms and values, making them a part of himself or herself. Another functionalist view on the family is that it has the function of ‘stabilising the personality’ of its adult members. Evidence of this is Parsons’ view on the family. This means that family life provides adults with the emotional security that they need. The role of parents that they are asked to assume also provides them with opportunities for expressing their childish whims through their children.

The Predators of Sea Turtles

The Predators of Sea Turtles Sea turtles have hard shells (called carapaces) that help protect them, but they still have predators. They are also more vulnerable than land turtles because unlike land turtles, sea turtles are unable to retract their heads or flippers into their shell. Predators of Sea Turtle Eggs and Hatchlings There are some predators of sea turtles as adults, but these marine reptiles are most vulnerable when in the egg and as hatchlings (small turtles recently emerged from the egg). Predators of eggs and hatchlings include dogs, cats, raccoons, boars, and ghost crabs. These animals may dig up a sea turtle nest to get to the eggs, even if the nest is 2 feet below the surface of the sand. As hatchlings start to emerge, there is a scent of egg that still is on their bodies, plus the smell of wet sand. These scents can be detected by predators even from a distance. According to the Georgia Sea Turtle Center, threats to turtles in Georgia include the above, plus feral hogs and fire ants, which can threaten both eggs and hatchlings. Once hatchlings emerge from the egg, they need to get to the water. At this point, birds such as gulls and night herons can become an additional threat. According to the Sea Turtle Conservancy, as few as one in 10,000 sea turtle eggs reach adulthood. Olive ridley turtles nest in huge groups called arribadas. These arribadas can attract animals such as vultures, coatis, coyotes, jaguars, and raccoons, who may gather near the beach even before the arribada begins. These animals dig up nests and eat eggs and prey on nesting adults. Predators of Adult Sea Turtles Once turtles make their way to the water, both juveniles and adults can be prey for other ocean animals, including sharks (especially tiger sharks), orcas (killer whales), and large fish, such as grouper. Sea turtles are built for life in the water, not on land. So adults can also be vulnerable to predators such as dogs and coyotes when they go up upon beaches to nest. Sea Turtles and Humans If turtles survive their natural predators, they still face threats from humans. Harvest for meat, oil, scutes, skin, and eggs decimated turtle populations in some areas. Sea turtles face development on their natural nesting beaches, which means they have to contend with such things as artificial light, and loss of habitat and nesting sites due to construction and beach erosion. Hatchlings find their way to the sea using natural light, the slope of the shore, and the sounds of the ocean and coastal development can interrupt these cues and make hatchlings crawl in the wrong direction. Turtles may also be caught as bycatch  in fishing gear, which was such a problem that turtle excluder devices were developed, although their use is not always enforced.   Pollution such as marine debris is another threat. Discarded balloons, plastic bags, wrappers, discarded fishing line, and other trash may be mistaken by a turtle for food and be accidentally ingested, or the turtle may become entangled. Turtles may also be struck by boats. How to Help Sea Turtles A sea turtles life may be fraught with danger. How can you help? If you live in a coastal area: Dont feel wildlife - you may attract turtle predators.Dont let your dog or cat run loose.Watch for sea turtles when boating.Do not disturb or shine lights near nesting sea turtles.Turn off outside, ocean-facing lights during sea turtle nesting season.Pick up litter on the beach. Wherever you live: Dispose of trash responsibly, and keep a lid on your trash when its outside. Trash even far from the ocean can make its way there eventually.Never release balloons - always pop them and dispose of them in the trash. Use balloon alternatives whenever possible during your celebrations.If you eat seafood, research what you eat and eat seafood that is caught without threatening turtles.Support sea turtle conservation/rehabilitation organizations, even international ones. Sea turtles are highly migratory, so recovery of turtle populations depends on protection in all their habitats. References and Further Information: Network for Endangered Sea Turtles. Accessed May 30, 2013.Sea Turtle Conservancy. Sea Turtle Threats: Invasive Species Predation. Accessed May 30, 2013.Spotila, J. R. 2004. Sea Turtles: A Complete Guide to Their Biology, Behavior, and Conservation. The Johns Hopkins University Press: Baltimore and London.The Georgia Sea Turtle Center. Threats to Sea Turtles. Accessed May 30, 2013.