Economic Distribution in the U.S. ,Why The Rich get richer Term Paper

Economic Distribution in the U.S. ,Why The Rich get richer - Term Paper Example This brings us to the basic question, and incidentally the title of this essay, why the rich get Richer? This paper strives to offer a basic understanding of the economic distribution of income and wealth in America and the reasons for such discrepancies, which further widen the gap between the rich and the poor, making the rich – richer in the process and at the same time, pushing the poor towards stark poverty. During the early 1980s era, several economists as well as researchers initiated reports concerning the average wages of American workers, and pointed out the fact that their wages were stagnant ever since the early 1970s and that the allocation of their earnings was, in fact, becoming more and more unequal, thereby widening the gap between the rich and the poor. Several explanations and suggestions were offered for such an occurrence. However one of the most significant of them was that the reason behind such a turn of events was the unemployment reallocation in the industrial composition of the country or the deindustrialization of the United States away from manufacturing industries to service oriented ones. It was believed that the average earnings of the workers in the service industry were relatively lower than that in the manufacturing industry. The repercussion of such a transformation with respect to the breadwinners belonging to the ‘middle – class’ hous eholds was evident, and the news of the steadily deteriorating American middle class, made headlines across the nation creating a great furore. Further apprehensions over mounting income disparity surfaced in the mid - 1980s with the publication of several books, reports and researches on the topic, which fuelled the anxiety that Americans were now facing an escalating disproportion of outlooks in accomplishing a stable middle class existence. The Economist stated that the gap between the rich and the poor is larger in the United States as

Multiple Sclerosis Assignment Example | Topics and Well Written Essays - 250 words - 2

Multiple Sclerosis - Assignment Example The organization’s environment offers a friendly atmosphere, the shared value among all employees, which assists in easy assimilation of all levels of multiple sclerosis stages. The Jackson Center for Multiple Sclerosis has the assumption that all patients have the right to good health as upheld in the constitution. The behavioral character absorbed by the entire fraternity of employees assists their patients and families by offering openness from both parties, from the acquired information from the families and patients; offering education or furthering research is eased. This support offers a significant role in the lives of those living with multiple sclerosis and their families (Pakenham, 2007). The founders were catalyzed to this organizational culture from dissatisfaction from concern and existing services, losses encountered by patients and families in their lives’ prime resulting from multiple sclerosis. The Jackson Center for Multiple Sclerosis leads in the treatment and study of multiple sclerosis. The families a given a high priority by being offered the opportunities to share their multiple sclerosis experience with others who can identify and understand them (Organisation for Economic Co-operation and Development, 2002). Gathering at this center upholds the organizational culture by ensuring a fun, positive and educational atmosphere; this is what makes it unique. The center enhances strategies to raise awareness of multiple sclerosis and bring acceptance within the society. The Jackson Center for Multiple Sclerosis organizations environment puts patients and their families first by offering individual appointments, support groups, care givers and family sessions. In conclusion, this makes the center an icon and pillar in establishing strategies underwritten in their organization culture, improving the lives of multiple sclerosis patients and their

Psychological Theories of Chronic Pain

Psychological Theories of Chronic Pain The operant approach to chronic pain was intended to concentrate upon external pain-induced responses and the social implications of the nature of feedback. The operant model has been particularly described by Fordyce et al (1968, 1976) based upon the work of other individuals in the behavioural field, for example Skinner. The operant theory implies that the genesis of the pain should be distinguished from pain behaviours and the articulation of pain.External displays of pain such as wincing may be conditioned just as any other type of behaviour. If the patient receives positive feedback in response to pain behaviours, they may remain after the usual time of healing for that ailment. There is a respectable body of evidence to justify the use of the operant model in response to chronic pain, yet there is a relatively miniscule level of consensus about why they work and the validity of their theoretical foundations. The operant theory is supported by research projects that intimate the success of behavioural treatments, but there are several problematic elements in these studies which have been recently addressed. The troubling issues include the antecedent belief that all pain behaviours are dysfunctional, the obstacles to continuing the learned behaviours subsequent to treatment and the reluctance of some chronic pain patients to embrace operant modes of treatment. Essentially, the nature of the sum of the problems is dualistic, and can either be addressed as complications with interpreting pain behaviours or the inevitable failure rate that all treatments face. These issues, salient though they are, are not exhaustive. The operant model fails to recognise the fact that the patient’s personal interpretation of their pain and the changes they are experiencing maybe important. Acknowledging this can clear the way for cognitive theories to add something to operant methods of treatment. Indeed, elements that influence behaviour in general and pain behaviour in particular are complex and multi-faceted. It is seldom evident that a single cause has led to a single effect. Although it is true that pain-related behaviours are often modified during the course of a treatment programme, it is not necessarily true that it is for the reasons uppermost in the minds of the experts monitoring them. In brief, rational thought cannot condone the notion that the operant model of chronic pain is true because treatment programmes utilising behavioural methods have been shown to alter the behaviour of patients suffering from chronic pain. A particular assertion that has come under scrutiny is the idea that patients modify their verbal expressions of pain in response to reactions from spouses. The methods and logic that lead to this conclusion are questionable and so must be their perceived contribution to the validity of the operant model. Further, some studies claiming to provide empirical support for the operant model only partially adhere to its theoretical roots. Other studies which are more methodologically sound have suspect sample gathering procedures. The findings of these studies still hold merit for the cognitive model of chronic pain, though ardent followers of the operant model will inevitably be disappointed. The fact is that the operant model of chronic pain does not have as strong a body of empirical evidence to back it up as its patrons would like. As a result of the questionable reliability of the operant theory, many researchers have begun to actively espouse the cognitive-behavioural theories of chr onic pain. Cognitive Behavioural Account of Chronic PainsThe cognitive-behavioural approach to chronic pain purported to contain the essentials of the operant account of chronic pain, but added space for human emotions, cognitions and mental coping mechanisms. This approach, like surgical and pharmacological interventions, attempt to eliminate or reduce it. Rates of failure in achieving this have led researchers to turn from attempted pain reduction to other objectives like active rehabilitation. One study compared and contrasted two behavioural treatments for ongoing pain.The first treatment focused on abandoning strivings to overcome pain and invest more energy in achieving other aims in life. The second treatment was a traditional cognitive behavioural treatment stressing the development of pain-reducing mechanisms. The treatment incorporating acceptance and re-focussing proved more successful than attempts to master the pain in patients suffering from chronic pain. Initial formulations of a cognitive behavioural approach to chronic pain were predicated upon the realisation that programmes with the behavioural label did not contain only behavioural content. Behavioural experts acknowledged the necessity of addressing the cognitive functioning of a patient as well as his or her behavioural patterns. At present, the role of cognition in reporting extremity of pain, endeavours to successfully deal with pain, emotions and level of pain-related incapacity is solidly documented. The relationship between cognitive functioning and pain has revealed a number of important themes. The way in which patients mentally interpret their pain is predictive of their response and their level of functioning. For example, patients to perceive their pain as an indication of more damage often spend more energy attempting to avoid their pain and become less able to function naturally as a result. Patients who catastrophise their pain may experience augmented levels of d epression compared with those who do not. Depression has also been linked to behavioural functioning and both of these may be affected by the patient’s attempts to predict or control his pain. The sum of the implications of these findings points to the near certainty that cognitive functioning must be considered when attempting to construct any comprehensive and effective model of chronic pain. The cognitive behavioural theory does not go as far as to suggest that certain cognitions lead to pain; the relationship is not as simplistic as that. There is substantial evidence to suggest that cognitive activity related to pain can help to create coping mechanisms that are either helpful or dysfunctional. The nature of the coping mechanisms can directly affect the degree to which chronic pain infringes on continued functioning. Some behaviourists allude to the role of cognitions in their research by referring to external or environmental factors. Strict behaviourism continues to be the preferred method of treatment and as such, willcontinue to concentrate on the transformation of overt behaviours. Evidence for the need to include cognitive and other factors in dealing with chronic pain is becoming increasingly pressing, and it must be acknowledged that including one treatment session on cognitive theory and praxis does not magically transform a behavioural programme into a cognitive behavioural programme. Even the cognitive behavioural theory itself is in need of more complete incorporation of cognitive methods.There are simple questions that can be raised in the minds of chronic pain patients that may transform the way that they think about and respond to their pain. The claims of balanced research pale in comparison to the pressing needs of patients suffering daily who could benefit from cognitive interve ntions. Treatment for chronic pain must be addressed in terms of cognition and behaviour; even if behaviour is the founding principle upon which a treatment is based, it must be recognised that behaviour acquires meaning in a cognitive sphere. There have been propositions to reformulate the theoretical construction of the cognitive behavioural approach. Modifications ofthe approach start with the conception that the issues arising from the presence of chronic pain stem from patient reactions to their pain.Reactions are conceptualised as covering the sum of cognitive processes and not merely external actions. Dividing characteristics between patients who are anxious and suffering a notable level o ncapacitation and those who are able to maintain a level of functioning despite their pain are not found in the sensations of pain experienced by the patient but in the content of the internal cognitive assessment the patient carries out about their own pain. Some cognitive behavioural appraisals of pain are primarily concerned with the meaning that the individual patient attributes to his or her pain. The reformulated cognitive behavioural model of chronic pain proposes that the interaction of various phenomenon such as internal appraisals of pain, learning history, mood, avoidance behaviours and environmental influences can become habitual to an extent that negative consequences of the pain, such as level of disability, may persist despite the removal of the sensory aspect of the pain. Motor behaviours that attempt to evade the pain in some way may continue after the pain has subsided or lessened and therefore the cognitions that prompted those beliefs continue. An acute sense of worry or anxiety may heighten safety or defence mechanisms perpetuate an autonomic arousal that maintains positive feedback for the notion that there is something wrong with the patient. Additionally, psychological dysfunction such as depression or mild panic can augment the chances of patients making calculative mistakes regarding their pain including assessing the pain as being worse than it actually i s. This will reinforce the cycles of avoidance that the patient has previously used. This particular reconfiguration of the cognitive behavioural model further accepts that anxiety and other maladaptive behaviours such asmisusing medica tion can easily invoke arousal encourage the continuance of maladaptive behaviours. The model also takes into account the drive for the patient to seek reassurance about their pain and they ways that they deal with it. They attempt to reconcile any feedback received with their own beliefs about their pain and its related effects. Many chronic pain patients live with the trepidation that the continued existence of chronic pain indicates that further damage is being done to their bodies, which will in turn exacerbate the pain they experience. This may raise their levels of anxiety, which affects their ability to think rationally and calmly about their pain. They may request more medical procedures—tests or treatments—to provide empirical evidence to themselves about the state of their bodies. The reconceptualised model ind icates that the response of medical professionals in these situations may unknowingly encourage this kind of cognitive presumption and therefore positively reinforce incapacity or a passive response to chronic pain. The model articulated above is extensively based upon other cognitive behavioural models of chronic pain and can even take into account theories about the nature of the meta-cognitions of the patient. If, for example, the patient cognitively interprets the pain or cognitions related to the pain indicate something negative about them as a person, then they may make efforts to overcome or control such thoughts in attempts to protect themselves from further negative consequen ces. For example, if the patient fears that thinking about his or her pain is going to make them ‘crazy’ then they may make strong efforts to alter their thoughts about the pain in order to stop themselves from descending into mental illness. This may stem from a fear that since their physical health has deteriorated, their mental health is under threat as well. In addition, some patients may think that the more time they spend thinking about their pain, the more serious and damaging it will be. The mo del asserts that the more cognitive energy is spent trying not to have pain-related thoughts, the more frequent they may become and the anxiety levels of the patient may continue to rise, prompting more and more pain-related cognitions. These thoughts may increase and the patient may feel that the more they have these thoughts, the more damage they are doing to themselves. Patients can end up caught in a web of cognitive gymnastics about their chronic pain, which diverts energy from dealing with the pain in constructive ways and maintaining a satisfactory level of functioning. The cognitions that a patient may develop concerning their chronic pain are the product of complex and intricate synthesis of experiences, cultural forces and even childhood learning. Patients do not interpret their pain only in terms of their immediate situation, but bring a variety of other elements to bear upon the way that they translate their ideas about pain and what it means into their responses to their own pain. If they have had pain in the past, or have had close relationships with individuals who have suffered pain, the express and null curriculum of their experiences will provide them with a set of beliefs about pain, what it means and what can be done about it. Cultural ideas about how to respond to pain will also affect their evaluations about the role of pain in the life of an individual. Spouseresponses can also be important factors in interpreting chronic pain.It can also be said that behaviour that demonstrates acceptance of chronic pain stems from the collaboration of past and present circumstances, as well as the emotive and interpersonal influences of the present. The way that the spouse expresses his or her beliefs about pain can either reinforce or contradict the beliefs of the patient. If the patient believes that his condition or experience of chronic pain has made him incapacitated and the spouse behaves solicitously, the patient’s beliefs about his incapacitation can be confirmed and may override any other input about the patient’s ability to function normally. The cognitive behavioural approach has built into its tenets the capacity for the patient to learn new coping strategies and introduce new cognitions without an awareness of the reality of his or her situation. This may be particularly pertinent in the area of medication, where any form of relief from pain, whether it is actual or perceived, may be a response to thoughts that the pain is out of control and the patient is unable to carry on without the presence of medication. The cognitive behavioral approach also asserts that these types of cognitions and resulting actions are cemented together and work in partnership to perpetuate one another. If a patient thinks that performing a particular action will lead to further damage and pain, he will avoid that action. Thus, he will not discover any information to the contrary and will continue to believe that the presence of pain means that he should not engage in such an activity. Even when patients try to accomplish certain activities, if they do so utilising protective methods, they may only confirm the danger of the activity in their minds and become dependent upon the protective measure instead of achieving their full potential in functioning. It is becoming more and more accepted that it is prudent to explore chronic pain from a cognitive behavioral approach. There are a number of reasons for this growing confidence. First, it has been asserted that the reformulated cognitive model explains the breadth of evidence more extensively than other models. Second, the hypotheses that are put forth by the model may easily be empirically tested in order to determine whether they are statistically supported and theoretically sound. This makes them infinitely more useful for the practical work of treatment, as they can offer statistically supported predictions for the type of treatment that will be most useful in various situations.Obtaining the ability to pinpoint pivotal cognitive functions should lead to accurate treatments in place of the relatively arbitrary approach sometimes implemented by professionals. For several years, the research and treatment of chronic pain concentrated on coping mechanisms as the pre-eminent behavioural factor in adjustment. Yet when coping approaches began to be compared with other types of behavioural approaches such as acceptance of chronic pain, significant conclusions were reached regarding the potential of the respective approaches to predict disability and distress. It has been asserted that there are fundamental problems with coping as a comprehensive adjustment mechanism. The issues with coping are conceptual and empirical in nature and stem from its reliance upon cognitive responses. An empirical study demonstrated that acceptance of chronic pain led to decreased intensity of symptoms and a better quality of life. Acceptance of pain was conclusively shown to be superior to attempting to cope with pain. It is possible that acceptance of pain may be accomplished through a variety of methods. Some of the treatments currently in use, such as those involving cognitive-behavioural methods can help to make pain more acceptable. This is true even for those cognitive-behavioural methods that focus on mastering pain. For example, it could be that diminished avoidance and augmented experience of pain as a result of more control that help patients to accept the pain in their lives. If patients are exposed to more pain they may develop diminished emotional reactions and begin to understand that pain intensity is different in various situations. This understanding can teach them that the pain they suffer is not as intense as they first thought. In addition, teaching methods of behavioural control can result in alternations to the patient’s internalised definition of a painful event, making it easier to endure. The role of values in a contextual cognitive-behavioural approach has been assessed in terms of the relationships between the values of chronic pain patients and the success of following their daily routines. It is often easy for chronic pain patients to expend great amounts of effort struggling with pain rather than focusing their energies on living according to their values. Living according to values was defined in this particular study as acting according to what they care most about and what they want their life to stand for. If pain is not then reduced, the patient may feel that not only have their limited amounts of energy been wasted, but they have also neglected their core purposes in life, which may result in further angst and anxiety. In a study examining the process of living according to personal values while suffering from chronic pain, 140 pain patients completed an inventory of values including categories such as family, friends, health, work and growth. The patients were also asked to record information regarding their pain, anxiety and depression. The results showed that the highest values for the patients were family and health, and the values of least importance overall were friends, growth and learning. The patients generally did not feel satisfied that they were living life according to their values, and this could be because of their level of physical and emotive functioning. The results of the study further demonstrated that those who achieved more succ ess atliving according to their values reported higher levels of acceptance, although acceptance could not reliably account for the sum of the success. Although patients felt that overall they were not living according to their values, there was a significantly higher rate of success at living according to family values than maintaining health. In practical terms, this means that out of the areas that patients value most, they were able to achieve much more success in one area, family than the other, health. Approaches to chronic pain that are contextually based deal with cognitive issues in a different manner than normalcogn itive-behavioural approaches. Approaches that are contextually based seek to change the operation of negative thoughts and the way in which they are experienced, which affects other behaviours. A large quantity of the work devoted to these types of approaches involves releasing maladaptive cognitive forces on behaviour and intensifying behavioural elasticity through cognitive de-fusion. Approaches that are founded upon values add an aspect to this type of treatment.Articulating values during treatment for chronic pain is equivalent to adding cognitive influences to behaviour sequences. On a practical level, the conceptualisations of the cognitive behavioural model of chronic pain can help to explain how patients deal with their pain, particularly the cognitive and meta-cognitive interactions they have with their symptoms and other factors thatinfluence their quality of life and their approach to their pain. If,for example, the patient is in the situation where the pain persists and further tests and treatments prove unsuccessful, it may be easy for the cognitive components of the mind of the patient to feel defeated and to acquire a learned helplessness. The patient may subconsciously or even consciously feel that all of their cognitive efforts to this point have proved futile and therefore they may be paralysed by the notion that whatever cognitive energy they put into dealing with their pain will be to no avail. They may even come to believe that any further medical intervention will be of no use to them. These types of thoughts can affect the effort that patient s put into their treatment.They may be less participatory and become increasingly passive even in the face of extensive medical procedures. They may cease to be emotionally and mentally invested in working with the medical professionals to achieve the best outcome possible for their situation.If patients feel that treatment will be useless and they make less effort, their treatment may not be as effective as it could have been. A treatment outcome that is less than optimal will only reinforce the patient’s sense of helplessness and they may even be dismissed as unhelpful or disengaged by medical staff. If these patients are viewed from the perspective of the cognitive behavioural model of chronic pain, however, they will be perceived not as unmotivated but as individuals with maladaptive cognitions. This understanding of their behaviour would make them prime candidates for cognitive interventions,where their chances of improvement would be quite high. There is much empirical support for the cognitive behavioural model, and it has been found consistent with a wide scope of researchout comes. There is particularly strong support for the idea that when patients worry about their pain, they are more likely to scrutinise their pain, which removes effort and thought from other activities and may make the pain worse than it is. These findings offer support for the cognitive theory that hypervigilance and anxiety are closely related. In other studies, anxiety and stress have been found to predict ambiguous ailments in patients suffering from chronic pain, which supports the theory that hypervigilance may create or exacerbate the ill health of the patient or at least the patients perception of the state of their health. In addition, pain-related trepidation was discovered to predict evading strategies more accurately than the intensity of the pain or the physical ailment. Here, the researchers concluded that their findings were not as supportive of the operant model of chronic pain as the cognitive behavioural model. Further, evidence exists that supports the notion that striving to avert pain-related cognitions may actually intensify pain sensations. Though it is advisable to treat this particular study with some caution, there is more substantial research to support the related notion that trying to block pain-related thoughts is counterproductive and will worsen anxiety. Related to this are the theories surrounding autonomic arousal, which have also received empirical backing. It has been asserted that patients suffering from chronic pain do not respond to pain in the same ways as patients whose pain is not chronic. This is true despite the fact that they do not demonstrate significant difference s from non-chronic pain patients in other areas. When the responses of chronic pain patients are measured with regard to distressing activities, the pain levels measured increased dramatically. This was not true for normal activities. Therefore, it seems safe to adhere to a model of chronic pain in which the state of arousal prompted by particular activities directly affects the pain experienced by the patient. Other elements in the cognitive behavioural model have also received support. In particular the role of medication and the appropriateness of use can affect patients’ complaints regarding symptoms and level of incapacity. One study examined the contrasting characteristics of chronic pain for patients whose pain could be justified by medical explanations and those whose pain could not be explained in medical terminology. The authors found remarkable variations in a number of variables, such as excessive prescribing and internal processing in the group of patients whose pain could not be medically explained. They went on to assert that when medical professionals in this type of situation intimate that it could be psychosomatic, they reinforce the patient’s self-concept of an ill person, if not physically, then mentally. Reacting in this fashion often fails to convince the patient that there is nothing wrong and instead, motivates their search for a plausible explanation f or their pain. They may demand more tests and interventions in search of legitimising their pain. The important point here is that the responses of medical professionals to patient expressions of pain can have a significant impact on pain-rel atedcognitions and thus on their responses to treatment. The sum of this evidence provides legitimisation for approaching chronic pain in a way that is much like the way that anxiety and obsessions are approached. This suggests that if obsessions can be treated, then so can maladaptive pain-related cognitions and behaviours. While the need for further research remains in certain areas, such as the clarification of the significance of safety behaviours and the effectiveness of specific cognitive behavioural intervention programmes, there is strong evidence that cognitive behavioural treatments will overtake operant treatments as the preferred method for addressing chronic pain. Sharp (2001) concludes his discussion of psychological theories of chronic pain by arriving at the destination of cognitive behavioural models akin to those used to treat anxiety. He regards the operant model as having too many problematic issues to be considered a reliable source of chronic pain treatment. He goes even further, to suggest that many of the cognitive behavioural modes currently in use are hampered by the fact that they continue to espouse behavioural principles that have outlived their usefulness. According to Sharp, reformulated cognitive theories are needed in order to satisfactorily assess patient cognitions regarding their pain. While behavioural factors should not be completely ignored, they should nonetheless always be considered within a cognitive framework. The concept of reformulating cognitive models is supported by the evidence and appears to be more helpful in finding real scientific meaning therein. Treatments involving cognitive behaviour therapy and behaviour therapy for chronic pain in adults have been the subject of meta-analysis. The researchers recognised that there is persuasive data for the effectiveness of cognitive behavioural therapy (CBT) in augmenting the functioning ability of patients suffering from chronic pain. There is also conclusive evidence that CBT can enhance emotional states, reduce discomfort and minimise behaviour that stems from a sense of being incapacitated. However, it has been noted that in a clinical treatment context, CBT is not often presented as an option for individuals suffering from chronic pain. Physical, pharmacological and medical treatments are provided as options even though there is often less empirical evidence for their success. This study sought to do a systematic review and meta-analysis of controlled trials in this area.The researchers indentified 25 trials that were appropriate candidates for meta-analysis and compared the effica cy of CBT with various other treatments. In this study, the experts were concerned primarily with two issues. The first was whether or not CBT is an effective treatment for chronic pain in the sense that it is better to undergo CBT than to have no treatment at all. The second issue was whether CBT was better than other available treatments which involve activity as part of the curriculum. The outcomes of the study indicated that CBT that are active in nature are effective. CBT made marked improvements in emotional state, intensity of pain and cognitive measures of coping with the pain. Additionally, pain-related behaviour and level of functioning, both in an individual and a social context were improved. The results of this study led to the conclusion that CBT is indeed an effective treatment for chronic pain in adults. So, too, is behavioural therapy. The study raised certain issues which would be best considered in other studies, because attempting to treat chronic pain from apsychological perspective is quite a difficult endeavour. The outcomes of such treatment cannot always be broken down to determine which variable caused or helped to cause a particular outcome. Especially where psychological methodologies and cognitive evaluations are concerned, there is an ambiguity in proving the cause and effect of research methods that is not easily overcome. The treatment of chronic pain must be recognised as an ongoing and complex process with a significantly complicating number of variables involved. Even when the greatest efforts are made to ensure the independent performance of professionals and to shield the patients from any hint of bias, the narrowing of treatment and research cond itions is extremely difficult. The acceptance of chronic pain involves intentionally allowing pain, with all of its cognitive and emotional implications, to be present in one’s life, when the willingness results in increased functioning capabilities for the patient. Acceptance means responding to pain without attempting to avoid or control it and continuing to function regardless of the presence of chronic pain. Acceptance is especially pertinent when previous attempts at control or avoidance have limited the quality of the patient’s life. Patients suffering from chronic pain who take steps to accept it report fewer instances of anxiety, medical intervention and depression. Two elements are needed to produce acceptance: pain willingness and activity engagement. The development of acceptance is an ongoing process that progresses with experience of pain and relevant social factors. Further, acceptance of chronic pain involves choosing not to become embroiled in fruitless internal struggles that may inc rease the intensity of the pain and its ability to disrupt active functioning. Acceptance is a new psychological approach and conceives human suffering in new terms.Acceptance is located in the cognitive and behavioural approaches and therefore has empirical psychological traditions to lend it credibility. One study demonstrated that diminishing anxiety and augmented acceptance of chronic pain might transfer sufferers from a dysfunctional coping approach to a successful one. The study empirically categorised patients suffering from chronic pain into three categories: dysfunctional, interpersonally distressed or adaptive copers. The researchers in the study believed that identifying the characteristics that distinguish one group from another may help to crystallise the behavioural mechanisms that facilitate acclimation to pain. The subjects in the study were classified according to the Multidimensional Pain Inventory and relative scores on pain acceptance and pain-related anxiety were examined. The results demonstrated that patients in the dysfunctional group cited more anxiety related to their chronic pain as well as lower acceptance of pain than those who were interpersonally distressed or copers. Add

Subliminal Advertising :: essays research papers

Subliminal advertising: A collective term for public announcements designed to promote the sale of specific commodities or services while being integrated below the threshold of perception or awareness. To sell products, merchants consciously use subliminal advertising as a basis for general consumerism. This seems like an unnecessary task, but when taken into consideration all the people, who have expressed their disbelief in its effectiveness, it is obvious to see how vital and necessary such a task commands. Through this, corporations must take on new strategies and methods of persuasion and justification. The importance is that advertisers rely on a trust relationship with consumers in order to successfully subliminally sell products. In other words, those who don't believe in subliminal advertising, are its likely victims. The effect of subliminal advertising on the individual and the culture has been influenced and promoted by many different elements. Let it be magazines, newspapers or radio; but the most prominent in this field is television. Television advertising influences the choices we make, perhaps more so than anyone cares to believe. It may not be so obvious, but even teachers face competition with advertising. Television stations, for example, have some four billion dollars a year from industry to spend on programming for the same students that teacher’s face. Nicholas Johnson, a former Federal Communications Commission Commissioner from 1966 to 1973 writes that television is diametrically opposed to almost everything a teacher tries to do: TV tells them that the only thing necessary to give them all the joys in life and the values that are important is the acquisition of yet another product. TV is telling them to sit still and don't think. TV is telling them that they are to be treated as a mass. He writes that it is extremely important to understand this force in our society if a teacher is to deal with it. He writes the most important thing to know is that advertising is a business. Johnson continues: It is the business of selling. But what it is in the business of selling is you and your students. You are the product being sold. Who are you being sold to? You're being sold to an advertiser. It is the advertiser who is the consumer in this equation. The advertiser is buying you. The advertiser is buying you from the broadcaster. And why the advertiser is buying you is because he wants you to look at his message; his billboard, his magazine ad, and in this instance, his TV commercial.

Four Little Girls

Documentary Film Analysis Worksheet For History 221 and History 222 Professor Tondeur Instructions: †¢ You will find the list of films you can choose from in the Lesson section of the course. †¢ Go to the list and pick your film. You must view the entire film. If you can’t access films because of deployment, geographic location, or other reasons, please let your instructor know so they can give you an alternate assignment. †¢ You must answer in complete sentences, using a short answer/paragraph format. Cut and paste your answers into the Student Submission box for Assignment #2 and submit it as a Word document. 1. What is the title of the film you picked? 2. Why did you pick this film over the others offered? 3. What is/are the central message(s) of this documentary/fictional film? Be specific. Use examples from the film to support your choice. 4. Consider the effectiveness of the film for this history class. What are its strengths and weaknesses of this film in documenting history? . How do you think the filmmakers want the audience to respond? Is there a social justice message? If so, what is it? 6. Did the documentary leave you with any unanswered questions? If so, what were they? 7. How did this film change any misconceptions or stereotypes you had about the subject matter? If so, what were they? 8. What is the most important thing you learned from watching the film? 9. Why is this film important to understanding contemporary African American History?

Christopher Harman’s “A Peoples History of the World” Essay

Chris Harman offers a unique optimistic observation of history from ancient times to present, where the needs in transformation in technology and relations between classes in the society are â€Å"set on†. In Section II of the writing the author emphasizes the importance of the ideas and makes a rather successful effort to create a well-liked history of the humanity, representing the interrelation between the progress of means of manufacturing as well as and the fight between classes. A People’s History of the World is a very optimistic writing. One of the most interesting arguments of the author is that human nature represents a construct: Human beings, we have been told, have always been greedy, competitive and aggressive, and that explains horrors like war, exploitation, slavery and oppression of women. I argue very differently. ‘Human nature’ as we know it today is a product of our history, not its cause (Harman, 2008). For the author, all the people have options. These options are different for each individual, depending on his/her position in the society or gender. The view of slavery seems very interesting: a master has more options, but slave also have them, notwithstanding that they are different. According to the author, this creates our history. This statement makes clear the author’s argument that the research of the material reasons of this or that event is very important, however it is not enough, it is just the first step necessary to be made in order to understand something deeper. The writing of Harman, namely Section II, tells the reader a very important thing: it not just describes historical events like other books do, but tries to explain to us where our history comes from. In the textbooks on history we usually find simple list of events and many facts remain not properly understood, while the given writing shows us the completely different view on what is happening is the world. Bibliography Harman, C. (2008). A People’s History of the World: From the Stone Age to the New Millennium. Verso Books

Surrealist Cover Design -- Interviewing Jeff Huang

Surrealist Cover Design Interviewing Jeff Huang Surrealist Cover Design Interviewing Jeff Huang â€Å"I am fascinated by the idea of the subconscious bleeding into the conscious world†Ã‚  Ã‚  At Reedsy, we like to take some pride in the people we have been able to attract. Our vision was to create a community of truly great freelance talent and make it available for authors. Every day, as more great editors, proofreaders, designers and artists are added, we are getting a little closer to making this vision a reality.Today, we have the honor of interviewing one of our very best artists. Whether it’s for Stephen King, Sara Raasch, Nintendo or himself, his work is instantly recognisable by its surrealist inspiration: a provocative play with images that blend and blur reality.â€Å"Covers don’t sell books†? You’re wrong. His covers do.Would you consider yourself a neo-surrealist? At Reedsy, we’re big fans of painters like Dali, De Chirico or even Magritte, and have immediately been drawn to your art because of that. Do you take your inspira tion from them? I don’t know if I consider myself a neo-surrealist so to speak†¦ I do consider myself a multidisciplinary artist who takes inspiration from many things. I am fascinated by the idea of the subconscious bleeding into the conscious world, so I explored that idea in some of my signature works. Dali is my favorite fine artist of all time, followed by Magritte - I just absolutely love their imagination. Jeff Huang’s imagery for Stephen King’s â€Å"The Dome†Ã‚  Ã‚  Visit Jeff Huang’s profile on Reedsy  and follow him on Twitter: @TheFifthOrderDo you think Jeff overestimates the selling power of exceptional cover design? Does the emergence of independent publishing endanger the quality of graphic art on book covers and illustrations? Leave us your thoughts, or any question for Jeff, in the comments below!Find out more  about book cover design, book layout design or illustration  on Reedsy on our design homepage.

Education Philosophy Essays

Education Philosophy Essays Education Philosophy Essay Education Philosophy Essay Teaching Philosophy Passing on the tools to make a difference in every one of my studentâ„ ¢s lives has made me passionate about teaching children of all ages so they develop a wide range of skills that better enable them to enjoy life. Perhaps above all, teaching students requires a balance of fun while in detail sharing of knowledge and skill. I realize that the curriculum program in every school and community is likely to be slightly different so I can and will adapt to the local needs. I guess that is best put that I am not set in my ways as a teacher but instead I am always looking for the most effective way to teach my students within their environment. I have and will continue to display commitment and dedication to the school, students and parents by obeying the rules, mission statement, bylaws, policies, and philosophies of any school organization. I have and will maintain an atmosphere where the students are helped to feel relaxed to learn and do not fear the consequences of making mistakes. Everyone makes mistakes and I have and will continue to emphasize that all you can do is learn from them and aim to get a little better every time you practice or try something new. I follow the general approach that every class should include an enjoyable and fun atmosphere but also a structured curriculum where the kids develop good habits in learning. Being organized and prepared are important characteristics of students which take time and patience to demonstrate and cultivate. Students have to be able to learn skills under pressure, but if students are put under too much pressure from an early age they do not develop good tech nique and never realize their full potential as a student. It is that potential I can and will help them unlock.

Black Friday

Marketing strategies, paired with consumers’ need to locate the best deals on Christmas gifts has led to Black Friday being celebrated as a consumption ritual comparable in importance to Thanksgiving Day. (Thomas and Peters, 2011) How has Black Friday become the largest retail sales day of the year? What is it that drives people to artificially induced hyper consumption, almost like an annual ritual? Many scientist and psychologists have many different theories and conclusions of why Black Friday has become the biggest shopping day of the year. In this paper, I will take your through the research and conclusions that many psychologists have produced and the advantages and disadvantages of Black Friday. Dr. Stephanie Sarkis, Ph. D. explored the work of Jane Boyd Thomas and Cara Peters, professors at South Carolina’s Winthrop University, who spent two years in research trying to find common traits in Black Friday shoppers. They conducted thirty-eight extensive interviews with â€Å"experienced† Black Friday shoppers and found four recurring themes: 1. Familial bonding (multiple generations and close friends) 2. Strategic planning . The great race 4. Mission accomplished But how do the four themes they came up with relate to one another? Thomas and Peters figured that all the traits when analyzed together showed one commonality. They wrote, â€Å"the traits are coalesced around a military metaphor, and is a bonding activity Shoppers prepare for the ritual by scanning Black Friday ads, and they map out their stra tegy. † (Sarkis 2011) In essence, the family is a type of team that scans adds, plans their route and potential purchases, executes their plans by buying products, and rejoices in their accomplishments. When all of these traits are analyzed individually, they mean little to main the main outcome, bonding. But when all the traits are looked at collectively, they all contribute to the overall success and goal of bonding. Besides giving us a breakdown of bonding activities, the analysis also shows how the average consumer plan for Black Friday. Just as Sarkis found themes that make up this military metaphor, Byun, professor of consumer affairs at Auburn University came up with her own theory on why people react the way they do on Black Friday. Crowds create a sense of competition — such as when hundreds of shoppers are rushing to collect marked-down goods — they generate a different feeling entirely. Competition creates what’s called hedonic shopping value, or a sense of enjoyment from the mere process of buying goods. At certain levels, consumers enjoy arousal and challenges during the shopping process. † (Khazan 2011) In essence what Byun is saying is consu mers get more enjoyment because the crowds create an obstacle, which hinders the execution of the plans and preparations made. The crowds make getting what they want harder, which creates more value for the goods purchased. Just as Byun noted that crowds contribute to the Black Friday Craze, Kelly McGonigal, Ph. D. describes another factors that plays a big part in the â€Å"Black Friday frenzy†. Retailers, she notes, use innovative designs to lure customers into their stores and keep them there. McGonigal says â€Å"time pressure sales on limited products or scarce resources† triggers a negative physiological affect on the consumer. Scarcity for a certain commodity creates a sense of urgency to act now, a natural instinct to survive. This survival instinct can be related to hunting for some people. Black Friday is â€Å"hunting for women,† said Leisa Reinecke Flynn, professor of marketing and fashion merchandising at the University of Southern Mississippi. â€Å"It’s so much like deer hunting it’s hard to tell the two apart. † (Khazan 2011) Unfortunately, shopping on Black Friday is not motivated by survival instincts or a life in death situation. This paradox stimulates unusual behavior in consumers that creates disadvantages and potential dangers for those that are not necessarily into the hunt. The concept of Black Friday creates a â€Å"perfect storm† for consumer misbehavior. Misbehavior, as defined by Lennon, Johnson, and Lee is, â€Å"acts that violate accepted norms of conduct in consumption contexts. † (Lennon, Johnson, Lee, 2011) This compulsive behavior, or compulsive consumption, feeds off of the idea of scarcity. It induces people to act inappropriately harming others and often themselves. â€Å"For many, if not most compulsive purchasers, buying is a reaction to stress or unpleasant situations. Compulsive consumption is a type of consumer behavior which is inappropriate, typically excessive, and clearly disruptive to the lives of other individuals. (Ronald, Thomas, and Raymond 1987) Both hunting and shopping hinge on long-standing traditions and generally involve pursuing a goal as a group. Whether the group actually hits its target is secondary to the fun of the chase. Hunting and shopping as shown above are very closely linked and motivated by the idea of scarcity. Just like there are limited deer in the forest, there are limited goods in the stores. The result is paradoxical in nature. People are fraudulently deceived into acting compulsively. (Herpen, Pieters and Zeelenberg 2005) Just as Ronald, Thomas, and Raymond concluded that compulsive behavior negatively affects the lives of others, Peter McGraw, Ph. D. drew a similar connection. He focuses more on social trends and pressures being the root of the problem. In The Link between Thanksgiving Gluttony and Black Friday Insanity, McGraw makes a connection between Black Friday shopping and Thanksgiving Dinner. He explores the idea that once a year, people will consume more calories in one meal, than the average person consumes on a normal day. The next day they wake up, or sometimes not sleeping at all, and go shopping for hours on end. (McGraw and Warner 2011) Dr. McGraw’s research shows us that in a short period of forty eights hour there is over consumption of food on Thanksgiving and the hyper consumption or shopping on Black Friday. McGraw believes that the cause of this phenomenon is social influence and pressure. He writes, â€Å"One of the hallmarks of psychological science is that we are influenced by the actions of others—often more so than we’d like to admit. Sometimes we’re impelled to take positive actions, such as switching to reusable bags or cutting down on littering. Other times, social influence can be quite negative. When it comes to Thanksgiving and Black Friday, unfortunately, the influences skew more toward bad than good. † (McGraw and Warner 2011) In other words McGraw places responsibility of hyper consumption on social trends, pressures, and even perhaps familial rituals for the ever-popular Black Friday. Another concept of Black Friday is one of mutual benefit for both consumer and retailer. Consumers’ benefit from large discounts on all sorts of items including clothing, electronics, furniture, and literally any other commodity available on the market. Retailers’ benefit by getting out of the red zone, finally making a profit for the fiscal year. The opportunities available on Black Friday is what drove 212 million shoppers to stores during Black Friday weekend in 2011. (Wilson, 2010) Retailers experience surging sales during Black Friday and the days that follow. This monetary benefit is what drives their extensive promotion and deal offerings, further influencing the consumer’s willingness to partake in the shopping frenzy. In a society where a corporation or business’s main purpose is to grow profits for the benefit of its shareholders, a company’s number one purpose is to increase sales, in order to increase profits. According to a New York Times article written by Adam Davidson, approximately one fifth of retailer’s total annual sales are made during the holiday shopping season. (Davidson, 2011) In conclusion, we can see that shopping on Black Friday brings people together in one way or another. For some, it brings people together in a positive way. Families and friends are able to work as a team who plan, prepare and execute their plans to achieve their goals. For others, Black Friday shoppers experience the negative affects of other people’s behavior. There are also advantages and disadvantages for both the consumer and retailer. Consumers get amazingly cheap prices on products while retailers experience a massive surge in sales. However one may look at Black Friday, it is a day that cannot be ignored. It’s influence and popularity are ever growing and expanding. Reference Page Davidson, Adam. The Black Friday Effect: Let’s Stimulate the Economy with Inflation. † The New York Times, 16 Nov. 2011. Web. 30 Oct. 2012. Herpen, Erica van, Rik Pieters, and Marcel Zeelenberg (2005) ,†How Product Scarcity Impacts on Choice: Snob and Bandwagon Effects†, in Advances in Consumer Research Volume 32, eds. Geeta Menon and Akshay R. Rao, Advances in Consumer Research Volume 32 : Association for Consumer Research, Pages: 623-624. Faber, J. Ronald, O’Guinn, C Thomas, and Krych, Raymond. (1987) â€Å"Compulsive Consumption†, in Advances in Consumer Research Volume 14, eds. Melanie Wallendorf and Paul Anderson, Advances in Consumer Research Volume 14: Association for Sonsumer Research, Pages: 132-135. McGonigal, Kelly, Ph. D. â€Å"The Science of Willpower. † Comments on â€Å"Black Friday Shopping: How Stores Use Psychology to Fill Your Cart† N. p. , 19 Nov. 2010. Web. 30 Oct. 2012. . McGraw, Peter, Ph. D. , and Warner, Joel. â€Å"The Humor Code. † The Link between Thanksgiving Gluttony and Black Friday Insanity. N. p. , 21 Nov. 2011. Web. 30 Oct. 2012. . Ridgwar, Nicole, â€Å"Black Friday Sales Hit Record. † CNNMoney. Cable News Netwrok, 26 Nov. 2011. Web. 30 Oct. 2012. Sarkis, Stephanie, Ph. D. â€Å"Here, There, and Everywhere. † Black Friday: A Collective Consumption Ritual. N. p. , 20 Nov. 2011. Web. 30 Oct. 2012. . Thomas, Jane Boyd, and Peters, Cara. (2011) â€Å"An exploratory investigation of Black Friday consumption rituals†, International Journal of Retail Distribution Management, Vol. 39 Iss: 7, pp. 522 – 537 Wallendorf, M. , Arnould, E. â€Å"We gather together: consumption rituals of Thanksgiving Day†, in Journal of Consumer Research, (1991) Vol. 18 No. 1, pp. 13-31. Wilson, April. â€Å"By the Numbers: Black Friday Shoppers and Their Impact on the Economy. † The Luckie ReTink Tank. 23 Nov. 2011. Web. 30 Oct 2012. . Black Friday Marketing strategies, paired with consumers’ need to locate the best deals on Christmas gifts has led to Black Friday being celebrated as a consumption ritual comparable in importance to Thanksgiving Day. (Thomas and Peters, 2011) How has Black Friday become the largest retail sales day of the year? What is it that drives people to artificially induced hyper consumption, almost like an annual ritual? Many scientist and psychologists have many different theories and conclusions of why Black Friday has become the biggest shopping day of the year. In this paper, I will take your through the research and conclusions that many psychologists have produced and the advantages and disadvantages of Black Friday. Dr. Stephanie Sarkis, Ph. D. explored the work of Jane Boyd Thomas and Cara Peters, professors at South Carolina’s Winthrop University, who spent two years in research trying to find common traits in Black Friday shoppers. They conducted thirty-eight extensive interviews with â€Å"experienced† Black Friday shoppers and found four recurring themes: 1. Familial bonding (multiple generations and close friends) 2. Strategic planning . The great race 4. Mission accomplished But how do the four themes they came up with relate to one another? Thomas and Peters figured that all the traits when analyzed together showed one commonality. They wrote, â€Å"the traits are coalesced around a military metaphor, and is a bonding activity Shoppers prepare for the ritual by scanning Black Friday ads, and they map out their stra tegy. † (Sarkis 2011) In essence, the family is a type of team that scans adds, plans their route and potential purchases, executes their plans by buying products, and rejoices in their accomplishments. When all of these traits are analyzed individually, they mean little to main the main outcome, bonding. But when all the traits are looked at collectively, they all contribute to the overall success and goal of bonding. Besides giving us a breakdown of bonding activities, the analysis also shows how the average consumer plan for Black Friday. Just as Sarkis found themes that make up this military metaphor, Byun, professor of consumer affairs at Auburn University came up with her own theory on why people react the way they do on Black Friday. Crowds create a sense of competition — such as when hundreds of shoppers are rushing to collect marked-down goods — they generate a different feeling entirely. Competition creates what’s called hedonic shopping value, or a sense of enjoyment from the mere process of buying goods. At certain levels, consumers enjoy arousal and challenges during the shopping process. † (Khazan 2011) In essence what Byun is saying is consu mers get more enjoyment because the crowds create an obstacle, which hinders the execution of the plans and preparations made. The crowds make getting what they want harder, which creates more value for the goods purchased. Just as Byun noted that crowds contribute to the Black Friday Craze, Kelly McGonigal, Ph. D. describes another factors that plays a big part in the â€Å"Black Friday frenzy†. Retailers, she notes, use innovative designs to lure customers into their stores and keep them there. McGonigal says â€Å"time pressure sales on limited products or scarce resources† triggers a negative physiological affect on the consumer. Scarcity for a certain commodity creates a sense of urgency to act now, a natural instinct to survive. This survival instinct can be related to hunting for some people. Black Friday is â€Å"hunting for women,† said Leisa Reinecke Flynn, professor of marketing and fashion merchandising at the University of Southern Mississippi. â€Å"It’s so much like deer hunting it’s hard to tell the two apart. † (Khazan 2011) Unfortunately, shopping on Black Friday is not motivated by survival instincts or a life in death situation. This paradox stimulates unusual behavior in consumers that creates disadvantages and potential dangers for those that are not necessarily into the hunt. The concept of Black Friday creates a â€Å"perfect storm† for consumer misbehavior. Misbehavior, as defined by Lennon, Johnson, and Lee is, â€Å"acts that violate accepted norms of conduct in consumption contexts. † (Lennon, Johnson, Lee, 2011) This compulsive behavior, or compulsive consumption, feeds off of the idea of scarcity. It induces people to act inappropriately harming others and often themselves. â€Å"For many, if not most compulsive purchasers, buying is a reaction to stress or unpleasant situations. Compulsive consumption is a type of consumer behavior which is inappropriate, typically excessive, and clearly disruptive to the lives of other individuals. (Ronald, Thomas, and Raymond 1987) Both hunting and shopping hinge on long-standing traditions and generally involve pursuing a goal as a group. Whether the group actually hits its target is secondary to the fun of the chase. Hunting and shopping as shown above are very closely linked and motivated by the idea of scarcity. Just like there are limited deer in the forest, there are limited goods in the stores. The result is paradoxical in nature. People are fraudulently deceived into acting compulsively. (Herpen, Pieters and Zeelenberg 2005) Just as Ronald, Thomas, and Raymond concluded that compulsive behavior negatively affects the lives of others, Peter McGraw, Ph. D. drew a similar connection. He focuses more on social trends and pressures being the root of the problem. In The Link between Thanksgiving Gluttony and Black Friday Insanity, McGraw makes a connection between Black Friday shopping and Thanksgiving Dinner. He explores the idea that once a year, people will consume more calories in one meal, than the average person consumes on a normal day. The next day they wake up, or sometimes not sleeping at all, and go shopping for hours on end. (McGraw and Warner 2011) Dr. McGraw’s research shows us that in a short period of forty eights hour there is over consumption of food on Thanksgiving and the hyper consumption or shopping on Black Friday. McGraw believes that the cause of this phenomenon is social influence and pressure. He writes, â€Å"One of the hallmarks of psychological science is that we are influenced by the actions of others—often more so than we’d like to admit. Sometimes we’re impelled to take positive actions, such as switching to reusable bags or cutting down on littering. Other times, social influence can be quite negative. When it comes to Thanksgiving and Black Friday, unfortunately, the influences skew more toward bad than good. † (McGraw and Warner 2011) In other words McGraw places responsibility of hyper consumption on social trends, pressures, and even perhaps familial rituals for the ever-popular Black Friday. Another concept of Black Friday is one of mutual benefit for both consumer and retailer. Consumers’ benefit from large discounts on all sorts of items including clothing, electronics, furniture, and literally any other commodity available on the market. Retailers’ benefit by getting out of the red zone, finally making a profit for the fiscal year. The opportunities available on Black Friday is what drove 212 million shoppers to stores during Black Friday weekend in 2011. (Wilson, 2010) Retailers experience surging sales during Black Friday and the days that follow. This monetary benefit is what drives their extensive promotion and deal offerings, further influencing the consumer’s willingness to partake in the shopping frenzy. In a society where a corporation or business’s main purpose is to grow profits for the benefit of its shareholders, a company’s number one purpose is to increase sales, in order to increase profits. According to a New York Times article written by Adam Davidson, approximately one fifth of retailer’s total annual sales are made during the holiday shopping season. (Davidson, 2011) In conclusion, we can see that shopping on Black Friday brings people together in one way or another. For some, it brings people together in a positive way. Families and friends are able to work as a team who plan, prepare and execute their plans to achieve their goals. For others, Black Friday shoppers experience the negative affects of other people’s behavior. There are also advantages and disadvantages for both the consumer and retailer. Consumers get amazingly cheap prices on products while retailers experience a massive surge in sales. However one may look at Black Friday, it is a day that cannot be ignored. It’s influence and popularity are ever growing and expanding. Reference Page Davidson, Adam. The Black Friday Effect: Let’s Stimulate the Economy with Inflation. † The New York Times, 16 Nov. 2011. Web. 30 Oct. 2012. Herpen, Erica van, Rik Pieters, and Marcel Zeelenberg (2005) ,†How Product Scarcity Impacts on Choice: Snob and Bandwagon Effects†, in Advances in Consumer Research Volume 32, eds. Geeta Menon and Akshay R. Rao, Advances in Consumer Research Volume 32 : Association for Consumer Research, Pages: 623-624. Faber, J. Ronald, O’Guinn, C Thomas, and Krych, Raymond. (1987) â€Å"Compulsive Consumption†, in Advances in Consumer Research Volume 14, eds. Melanie Wallendorf and Paul Anderson, Advances in Consumer Research Volume 14: Association for Sonsumer Research, Pages: 132-135. McGonigal, Kelly, Ph. D. â€Å"The Science of Willpower. † Comments on â€Å"Black Friday Shopping: How Stores Use Psychology to Fill Your Cart† N. p. , 19 Nov. 2010. Web. 30 Oct. 2012. . McGraw, Peter, Ph. D. , and Warner, Joel. â€Å"The Humor Code. † The Link between Thanksgiving Gluttony and Black Friday Insanity. N. p. , 21 Nov. 2011. Web. 30 Oct. 2012. . Ridgwar, Nicole, â€Å"Black Friday Sales Hit Record. † CNNMoney. Cable News Netwrok, 26 Nov. 2011. Web. 30 Oct. 2012. Sarkis, Stephanie, Ph. D. â€Å"Here, There, and Everywhere. † Black Friday: A Collective Consumption Ritual. N. p. , 20 Nov. 2011. Web. 30 Oct. 2012. . Thomas, Jane Boyd, and Peters, Cara. (2011) â€Å"An exploratory investigation of Black Friday consumption rituals†, International Journal of Retail Distribution Management, Vol. 39 Iss: 7, pp. 522 – 537 Wallendorf, M. , Arnould, E. â€Å"We gather together: consumption rituals of Thanksgiving Day†, in Journal of Consumer Research, (1991) Vol. 18 No. 1, pp. 13-31. Wilson, April. â€Å"By the Numbers: Black Friday Shoppers and Their Impact on the Economy. † The Luckie ReTink Tank. 23 Nov. 2011. Web. 30 Oct 2012. . Black Friday

Ethical Case study Example | Topics and Well Written Essays - 750 words

Ethical - Case Study Example One of the adult children demanded for an answer to her mother’s health condition to the extent of becoming abusive to the staff. I later heard the doctor telling the child about his mother’s diagnostic condition. The above case study presents an ethical dilemma that the doctor in charge had to handle in a professional and ethical manner. There is need for an ethical model to be used in the analysis of this case and followed through its implementation procedures. The model essentially works to enhance the decision-making process in order to arrive at a feasible alternative approach without violating the rights of either party involved. The doctor in this case scenario was in a dilemma on whether to abide by the woman’s request of keeping her condition secret or to inform her children of the condition as they had become unruly. The patient was in shock and was not yet ready to share the information with the rest of the family save for her husband. As her condition continued to deteriorate, her family became more concerned and wanted to know exactly what was ailing their mother. The eldest son became more inquisitive, and abusive to the staff. In order to contain the situation, the brain mass doctor opted to inform the eldest child of his mother’s condition. going against her wish. In my own assessment, giving out information to the children without the consent of her patient was not a professional way of solving the ethical dilemma. The doctor violated the health policy that requires the privacy of patients’ information to be sustained and only availed to the authorized practitioners for medical intervention (Chivima, 2014). According to the brain mass doctor, giving out information to the family was meant to solve the anxiety among the family members considering that they are also entitled to information about their patient. The best possible approach to

BUSINESS FUNCTIONS & PROCESSES Essay Example | Topics and Well Written Essays - 2750 words

BUSINESS FUNCTIONS & PROCESSES - Essay Example 57). In some cases, the concept of share price performance has been thought to be another important tool used in assessing the success of a company. However, it is important to understand that the success of a business organisation is often the sum total of all the different business process and functions (Chroneer, Johansson &Malmstrom 2015, p. 95). In this understanding, business managers are supposed to ensure that they create functional teams in their respective organizations in order to harmonize the different efforts to cause a general uniform success and achievement of the business goals and objectives. In many companies and other business organizations, success often means effective performance of the share price or simply general profitability. The process of comparing profitability in the industry among different firms is often aimed at establishing profitable companies in order to undertake the comparison process. However, this approach is not always the best because different companies and business organizations do not particular comparators because the respective business mix lacks similarity (Sedek 2012, p. 509). It goes without mention that in general, the success of the organization’s different organisation is the main point of concern when it comes to assessing the overall success of the firm. It is therefore this kind of understanding that this paper draws its main source of concern, examining the contribution made by the human resource department in its compensation role towards ensuring that the business creates and consolidates on its market share. Baldwin & Wilkinson (2000), explains that in every organisation, effective management of people and resources is an important process that is thought to be the core of its success (57). Whether businesses have the department in charge of people management or not, there will always be a person charged with ensuring that the welfare of staff is

E-Learning Master Essay Example | Topics and Well Written Essays - 2750 words

E-Learning Master - Essay Example I will lso use cse study to support the evidence of the theory. It hs been rgued tht computer-bsed communiction is the most fundmentl chnge in communictions technology in the lst 150 yers (de l Sol Pool 1984). The prolifertion of the personl computer combined with the Internet hs precipitted fr-reching chnges in society. Electronic communictions nd digitl networks re trnsforming the wy we work nd re reshping personl communiction nd entertinment. This trnsformtion hs hd tremendous effect on the need nd opportunity to lern. Unfortuntely, the trnsmission model tht still domintes eduction hs chnged little. Notwithstnding the widespred doption of computer communictions in society, we hve yet to fully experience the trnsformtive effects of this medium, prticulrly its effect on e-lerning. We re in wht John Seely Brown (2000) described s the grdul development phse of this trnsformtive medium nd re yet to experience its explosive impct. We re only experiencing e-lerning in its erly forms nd hve much to lern of its inherent cpbilities nd the cretion of new 'lerning ecology' (Brown 2000). s hs been suggested, e-lerning is not simply nother technology or dd-on tht will be quietly integrted or ultimtely rejected. E-lerning represents very different ctegory nd mode of communiction. Since communiction is t the hert of ll forms of eductionl interction, it is likely tht its impct on eduction systems nd individul techers nd lerners will be significnt. It mkes little sense to replicte or simulte trditionl fce-to-fce pproches. Clerly, if we relly re experiencing new lerning ecology, simulting prctices bsed on very different ecology simply misses the point. Not only would opportunities to improve the lerning experience be lost, but merely simulting trditionl prctices resists cpitlizing on the chrcteristics of new er of lerning. E-lerning will inevitbly trnsform ll forms of eduction nd lerning in the twenty-first century. Notwithstnding tht e-lerning's influence in trditionl eductionl institutions hs been wek - in relity, little more thn n enhncement of current prctices - s we gin better understnding of its potentil nd strengths, e-lerning will effectively trnsform how we pproch the teching nd lerning trnsction (Grrison nd nderson 2000). E-lerning trnsforms eduction in wys tht extend beyond the efficient delivery or entertinment vlue of trditionl pproches. E-lerning cnnot be ignored by those who re seriously committed to enhncing teching nd lerning. 1. new relity with ccess to E-lerning t the core of the e-lerning trnsformtion is the Internet. report of the US Web-bsed Eduction Commission (on-line) stted: The question is no longer if the Internet cn be used to trnsform lerning in new nd powerful wys. The Commission hs found tht it cn. The Web-bsed Eduction Commission clls upon the new Congress nd dministrtion to embrce n 'e-lerning' gend s centrepiece of our ntion's federl eduction policy. (Retrieved July 2001) The report recommended tht vstly expnded development nd innovtion progrmme 'should be built on deeper understnding of how people lern, how new tools support nd ssess lerning

International Insecurity and the Use of Force Research Paper

International Insecurity and the Use of Force - Research Paper Example The formation of the United Nations is the most notable as it was formed soon after the end of Second World War with the main objective of promoting international peace and security. Moghaddam (2010) notes that whereas all actors acknowledge the essence of international security and the importance of avoiding international insecurity, they have not agreed fully on how to achieve this noble endeavour. There is a section of international actors that argue that force should not be used at all in the pursuit of international security, or addressing international insecurity for that matter. On the other hand, there are those who argue that use of force is necessary in addressing international security. This paper focuses on international insecurity and the use of force in an attempt to understand how these two aspects are conceptualized. Influence Decisions and actions in the international arena do not occur in a vacuum; instead, they are influenced by transnational actors, public opinion s, the media, and the interest groups. This is evidenced by how these actors have influenced the use of force (or lack of its use) in addressing international insecurity, for example in the case of the United States’ invasion of Iraq and Afghanistan (Chakravorty and Neti, 2009). Events such as the Hezbollah’s attacks targeting the Israeli Embassy in Argentina, the September 11, 2001 attacks targeting symbolic locations in the United States, and the series of crises in recent times in Syria and Libya bear all the features of international insecurity. What is of more interest in this paper is how they should be responded to: should force be used or alternatives to use of force are used? Transnational actors have greatly influenced the use of force in addressing international insecurity. North Atlantic Treaty Organization (NATO) is the most notable transnational actor which has influenced the use of force in tackling the international insecurity (Yost, 2007). It was part of the United States invasion of Iraq and Afghanistan, and most recently played a key role in ousting the Libyan leader Muammar Gaddafi. However, other transnational actors such the UN Security Council have discouraged the use of force and have been advocating for the use of diplomacy (Yost, 2007). Most of the interest groups have also been against the use of force in addressing the international insecurity; for example, the American Conservative Union and Human Rights Watch have been against the use of force and argue that such use of force often lead to death of innocent people especially women and children. There has been divided public opinions regarding the use of force as a means of addressing international insecurity; there are those who are totally against it while others (especially the victims of international insecurity) consider use of force as the best strategy to tackle international insecurity (Ersen and O?zen, 2010). Just like is the case with the public opinion, med ia is divided on whether force should be used as a means of solving the problem of international security. Expected Utility Theory It is no doubt that the question of whether force should be used in addressing international insecurity is a â€Å"hot† one with opinions divided in the centre with those against it on one side and those for it on the other. Expected utility theory can be very critical in helping

Literature Research Paper Example | Topics and Well Written Essays - 1000 words

Literature - Research Paper Example † For many African-Americans, America is their home, their mistress, and yet it is also a place of slavery and pain. Garvey-esque escapes to Africa or Jamaica were the province of some, but for most others, the hope was that the promise of America would, like a check marked â€Å"Insufficient Funds†, ultimately be paid them. America was both a land of freedom and a source of oppression and segregation; a land of prosperity and opportunity, and the source of their dreadful poverty; a place of great knowledge, and also of great ignorance. Thematic elements such as Blake's tiger and the bread, a Biblical reference, ground the theme in classical Black cultural traditions such as usage of the imagery of the Bible both to represent the oppressors and liberation from the oppressors (Levine, 1978). Indeed, there is an understanding in McKay's poem that the very sources of oppression could themselves provide the seeds of liberation, the very ideologies that presently kept the Neg ro down being able to be deployed to make clear the necessity for and justice of their liberation. â€Å"Her vigor flows like tides into my blood, /Giving me strength erect against her hate†. The same entity hurting him also gives him vital strength and inspiration, providing a philosophy of freedom, equality, liberty and the pursuit of happiness. McKay makes clear that he does not hate America, despite its oppression. â€Å"Her bigness sweeps my being like a flood. / Yet as a rebel fronts a king in state, /I stand within her walls with not a shred / Of terror, malice, not a word of jeer†. By lifting revolutionary imagery, McKay reminds the reader that America was not always a counter-revolutionary actor that served to oppress, a conservative place, but was the home of rebellion. The use of the word â€Å"bigness† implies not only sheer size and power, but also magnanimity. McKay finally offers a warning much like the warning offered by Ozymandias. â€Å"Darkly I gaze into the days ahead, /And see her might and granite wonders there, /Beneath the touch of Time's unerring hand, / Like priceless treasures sinking in the sand†. McKay predicts that the days ahead will be a time of decline, a warning that if America cannot provide a dream of justice, Time will strike it down. Thus, imagery, language, metaphor, symbolism, and references to culture makes the sonnet form that McKay uses pregnant with liberatory meaning. Langston Hughes was one of the most gifted poets of his generation and certainly stands the test of time among the great poets of any generation. Like many great poets, adversity and need shaped and channeled his writing: He was discussing poverty, racism, oppression, segregation, discrimination, dehumanization, and daily assaults on dignity and humanity, as well as hoping to provide a vision forward. His use of language was essential to combine all these tasks. â€Å"Harlem†, one of his most seminal poems, opens, â⠂¬Å"What happens to a dream deferred?† The poem is so short that every single stanza and word deserves careful attention and commentary. Hughes is using both

Literature Review for Concept Analysis Dissertation

Literature Review for Concept Analysis - Dissertation Example This is the premise in which exercise became an inevitable element for sustaining a healthy life. The changes that happened in the society were also reflected in the psychological and moral realm of lives as well. Thoughts about rights and power also emerged out of leisure and the question that who are the owners of leisure, and who commands it, arose. Though Oxford Dictionaries Online has offered several definitions for the term, ‘exercise’, I will explore the following two definitions in this concept analysis, a) â€Å"activity requiring physical effort, carried out especially to sustain or improve health and fitness,† †¦[and b)]†¦ â€Å"the use or application of a faculty, right, or process† (Oxford Dictionaries Online, 2010). The first definition stresses the meaning of exercise as a physical activity while, the second one views exercise as the fulfillment of a duty and as the claiming of a right. Taking these two definitions are taken as the yardsticks to understand the importance of education, this analysis envisages to find out how exercise attains a valuable place in the three areas of knowledge, namely, theology, psychology, and nursing. Exercise in theology In a democratic society, an individual has several rights and powers, the exercise of which is supposed to be the foundation of the democratic system itself. Whenever the exercise of any such right or power is denied, the foundations of democracy feel threatened. And this is why the people of many nations around the globe had to fight prolonged battles to be able to exercise these powers and rights. For example, in America, the people felt that â€Å"the right to vote was denied for so long to so many that we cannot afford to ignore any impediment to its exercise† (Grey, 2005). In the theological realm also, there are a set of such rights and powers, which follow the democratic rights but also give rise to many contentious issues as well. For example, Pos t (1995) has observed that â€Å"free exercise is justifiably overridden to promote public health- for example, medical treatment is required to minimize the spread of contagious disease or to benefit minors, even if religious belief is offended† (p.22). Though Post (1995) has reminded, â€Å"the free exercise clause of the First Amendment is central to American public life,† from a nurse’s point of view, situations may arise when a patient wants to exercise his/her right to refuse treatment and the nurse and the system in which he/she works are compelled to use authority and power to prevent that (p. 22). This is particularly important because, just as any other freedom, the freedom to exercise one’s religion also has limits and can be overridden if public health is at risk of being jeopardized (Post, 1995). Taking into consideration these two opposite yet justifiable positions, nurses have to be aware that a patient has the right to refuse or seek treat ment based on their religion and when the right to this free exercise is dishonored, it should be examined and justified. Post (1995) has discussed a legal case in which religion, law, and medicine clash. The article is based on the true story of Baby K, a baby born with anencephaly. The mother, who believes in the sanctity-of-life principle, wants Baby K kept on a ventilator; because of her faith, she believes that a person’

Literature Research Paper Example | Topics and Well Written Essays - 1000 words

Literature - Research Paper Example † For many African-Americans, America is their home, their mistress, and yet it is also a place of slavery and pain. Garvey-esque escapes to Africa or Jamaica were the province of some, but for most others, the hope was that the promise of America would, like a check marked â€Å"Insufficient Funds†, ultimately be paid them. America was both a land of freedom and a source of oppression and segregation; a land of prosperity and opportunity, and the source of their dreadful poverty; a place of great knowledge, and also of great ignorance. Thematic elements such as Blake's tiger and the bread, a Biblical reference, ground the theme in classical Black cultural traditions such as usage of the imagery of the Bible both to represent the oppressors and liberation from the oppressors (Levine, 1978). Indeed, there is an understanding in McKay's poem that the very sources of oppression could themselves provide the seeds of liberation, the very ideologies that presently kept the Neg ro down being able to be deployed to make clear the necessity for and justice of their liberation. â€Å"Her vigor flows like tides into my blood, /Giving me strength erect against her hate†. The same entity hurting him also gives him vital strength and inspiration, providing a philosophy of freedom, equality, liberty and the pursuit of happiness. McKay makes clear that he does not hate America, despite its oppression. â€Å"Her bigness sweeps my being like a flood. / Yet as a rebel fronts a king in state, /I stand within her walls with not a shred / Of terror, malice, not a word of jeer†. By lifting revolutionary imagery, McKay reminds the reader that America was not always a counter-revolutionary actor that served to oppress, a conservative place, but was the home of rebellion. The use of the word â€Å"bigness† implies not only sheer size and power, but also magnanimity. McKay finally offers a warning much like the warning offered by Ozymandias. â€Å"Darkly I gaze into the days ahead, /And see her might and granite wonders there, /Beneath the touch of Time's unerring hand, / Like priceless treasures sinking in the sand†. McKay predicts that the days ahead will be a time of decline, a warning that if America cannot provide a dream of justice, Time will strike it down. Thus, imagery, language, metaphor, symbolism, and references to culture makes the sonnet form that McKay uses pregnant with liberatory meaning. Langston Hughes was one of the most gifted poets of his generation and certainly stands the test of time among the great poets of any generation. Like many great poets, adversity and need shaped and channeled his writing: He was discussing poverty, racism, oppression, segregation, discrimination, dehumanization, and daily assaults on dignity and humanity, as well as hoping to provide a vision forward. His use of language was essential to combine all these tasks. â€Å"Harlem†, one of his most seminal poems, opens, â⠂¬Å"What happens to a dream deferred?† The poem is so short that every single stanza and word deserves careful attention and commentary. Hughes is using both

Senior High School English Teachers’ Roles Under the New English Curriculum Essay Example for Free

Senior High School English Teachers’ Roles Under the New English Curriculum Essay He teaches in the society in accordance with his special responsibilities he takes and with the roles he plays. Therefore he is required to be quite sensitive to its expectations and perform rightly and appropriately with his due roles and to change his role rightly and timely with the development of the society and with the changes of his specific responsibility he takes. The educational reform in China requires the study of teacher’s roles. The reform of senior high school education in China at present has been leading to a radical change of educational beliefs which are certain to demand a great change of teacher’s roles. In China, the reform of senior high school education has widely aroused peoples attention. In order to promote the implementation of the new curriculum, experts and researchers of teaching have begun their study of changing teaching methods. Therefore, this thesis dedicates to the research of how the senior high school English teachers today should change their role under the condition of the New Curriculum, and hopes to bring up some new ways apt in teaching. 2 The significance of New Curriculum 2. Embodiment of the Essence of Education The course of education is a course of ideality. Its essence is to strengthen the spiritual power of human beings. Plato wrote in his most famous book Utopia the true notion of education through a metaphor told by Socrates: The â€Å"True Education† is to guide people, its soul, and spirit to reach an authentic world, from darkness to brightness, from an opinion-based world to a truth-based world (Socrates 129). This guidance of spirit is in f act the guidance of one’s living. Knowledge and skills are the ladders by which the soul could climb to a higher level. Our ancient classical book The Great Learning penetrates so straight to the point that â€Å"The way of achieving great learning started with one person’s knowing of the morality, carrying on by performing nice to the other people, and having the goodness in one’s heart. † ( 15). The purpose of learning is to reveal the morality in one’s heart, to make a fresh start of one’s life, and to keep a person’s mind in the stage of best morality. Apparently, in modern or ancient times, in China or elsewhere, almost all the great masters of education believed that the essence of education is to perfect the spiritual world of human beings. And the Curriculum standards must be responsible for the developing and growing of students. In the examination-oriented education system, a student is no more than a container of text-book knowledge. The duty and responsibility of a student is to process knowledge no matter how much it actually relates to reality. The actual use value of the knowledge has been ignored; the activeness of the students has been killed. Paper mark is an evaluation tool for every thing. The Ma Jiajue event of a school boy murdering his three roommates made us feel chilling and begin altering. May I ask how this type of students could have a positive attitude towards the challenges in society? How could they cooperate with people and pursuit a further development?! There is an old Chinese saying â€Å"To teach a student six years, a teacher must foresee his sixty years of life. This is the social responsibility of a teacher. To educate students, a teacher must not only make them masters of the textbook knowledge, but also masters of the method and strategies of learning. A teacher would form a positive mental attitude and active desire of the students and guide them enjoying the happiness through the pursuit of success, build up the student’s sense of accomplishment, and make it the motivation of making prog ress. New curriculum standards proposed a â€Å"tool† (an effective tool for high school English teacher to guide the students) and â€Å"humanism† (the new curriculum put humanism as its core) is the unification of the basic characteristics of English courses. The purpose of the study by English students is to improve the English literacy and lifelong learning for students and lay the foundation for the development of personality. Here, â€Å"exploring ability† and â€Å"personality development† received full attention. And the ability to understand and get to the point of the curriculum integration, appreciation, nderstanding, development, innovation has become a real purpose. Evidently, the new course is surprising, it really practices a â€Å"people-oriented† concept of education, reflects the nature of the education. 2. 2 Reflection of the Policy of Education The New Curriculum reflects the actual need to fully carry out the guiding principle on educ ation. We should establish accurate values on education and fully carry out the guiding principle on education in order to bring up quality talents of a new era. The values on education of a lower gradation are to educate individuals and pay too much attention to the chase of making a living or angling for material profits and prestige, but to neglect or depreciate the values of a deeper gradation formed by a full development of individual characteristics and magnificent states of mind. As the human being itself has a potential of many-sided development, the mission of education is to turn the students potentials into developing reality. Its not only the fundamental concept of democracy but the basic right of every student that all of them could develop themselves. The principle to evaluate the standard of lessons reflects two Faces-firstly, face the fully rise of students qualities and secondly, face the entire group of students. This kind of education can make every student develop himself more completely, which is stipulated by the guiding principle on education and also the intrinsic reflection of carrying out ability oriented education. 3 Suggestions on Senior High School English Teaching During a live observation on English teaching in senior high school, it seems common that the teaching materials are making use of teachers, rather than the teachers are using teaching materials. Needless to say, this phenomenon will definitely affect the quality of English teaching in senior high school and as a result, were not able to achieve the goal of English learning which is brought up by ability oriented education. What should senior high school English teachers do to deal with this phenomenon? 3. 1 New Educational Concepts as the Guidance The new education concept refers to the changing from giving undue mphasis to English language techniques into paying close attention to the development of students entire personality and cultivating their positive attitudes as well as encouraging them to learn how to get information and use it creatively. While in the process of senior high school English teaching, the English teachers should transfer from purely emphasizing instructing s tudents in the complex, troublesome and dull English knowledge in books, into providing basic and various information connected with real life for the students, in order to widen their field of view and make English study more effective and interesting. While talking about the manner of the senior high school English teacher, the new concept requires the teachers changing from teaching knowledge of isolated courses into connecting different but related courses with each other and encouraging students to study by experience, investigation and introspection. With respect to the senior high school English teaching evaluation, the new concept suggests the education transferring from emphasizing distinguishing good from bad, selection in contest, demarcating ranks, etc. nto promoting every students improvement of capability and respecting the diversity of personalities and levels of understanding, so as to help them all gain the feeling of success. And with respect to aspect of the relationship between teachers and students, the new concept suggests the shifting from centering on teachers into considering students main, seeking the equal conversation between teachers and students and joint improvement in interaction. 3. 2 Renewal of the Education Capacity The English teaching ability refers to the English teachers structure of knowledge and ability and they should not only have basic knowledge and ability of English language, but also multiple elements consisting of education, psychology, management, art of literature, philosophy and so on, which will make a composite effect. Owing to this composite effect combined with knowledge of various courses, the senior high school English teachers should renew his/her education capacity. He/she should not only make creative use of new teaching materials, organize fully directed English teaching contents and instruct students lessons effectively according to the education principle. He/she should teach according to ones ability. Whats more, they should inspire the students motivation of learning to the full extent and ensure their healthy study in order to achieve the final goal of cultivating the students ability to learn throughout their life. 3. 3 Building-up of the Self-development Approach Teachers arent able to renew knowledge, learn throughout their life and search for self-development. Through lack of approaches to development subjectively, as well as objective reasons such as busy work of teaching or a heavy burden of housework, some teachers have to live on their own limited fat gained in school and without doubts, its difficult for them to adapt to the continuous development of the situation of educational reform. A number of senior high school teachers complain about the new edition text-book and the general requirement of the new curriculum. They used to teach in a traditional way. They as well feel indifferent to the new material in the textbook and don’t know how to teach it to the students. In order to make full use of the new teaching material and raise the quality of English education, theres no doubt that firstly we should establish a new modern educational concept. 4 New Classroom Roles of Senior High School English Teachers What roles should the 21st century senior high school English teachers have? The society informationization and knowledge economy development of the 21st century propose our education on the intense transformation request; the traditional way of study is transformed to the innovative study. This request the teachers to change from the traditional 40-minute teaching role to the shepherd, the organizer, the participant during the educational process, the teacher must have bigger compatibility and flexibility. With the social development today, the science and technology developed rapidly, the computer and the information technology also have a widespread application in teaching. The relationship between the teachers and students is already not completely the simple transmission and acceptance pattern, sometimes the student may acquire knowledge from other channels, they even know in certain aspects comparable more than some teachers do. Teachers authoritative status has been threatened; the teacher and students relation becomes more and more complicated. The teachers role also multiplies. Having the ability to form the fine personality and the multiplex knowledge tructure of the students, and mastering many skills while specializing in one are requirement for teachers today. The teacher must have rich knowledge and many kinds of abilities. Moreover, it is also the duty of a teacher to form the students’ spiritual world, fills the instructive and the creative essence. In the modern society, the teacher has not only changed with the traditional performers basic function, but also has to transmit the experience directly. The students must participant the learning activity. The teacher must guide the students to explore in the environment which he carefully designs. The teacher is no longer a pure transmitter, but also students’ companions, activity organizer, the supporter and helper in the process of students’ learning activity. I will discuss the teachers role mainly in the following part. 4. 1 Teacher as Organizer As is said by Doll, an American expert in education, the teachers status in the relationship between teachers and students is â€Å"a chief in equality† (Doll 191). This conversion requires teachers to step down from the altar filled with â€Å"teachers respect†. And the teachers ought to interact and explore with the students standing on the same flat and help them grow up, mature and become worthful. To organize means to form into a whole with mutually connected and dependent parts. The success of many activities depends on good organization and on the students knowing exactly what they are to do. To be an organizer, senior high school English teachers have to organize the activities and teaching stages successfully in the classroom. Teachers organizing of the class roughly includes two parts— psychological organization and the organization of activity. The central idea of psychological organization is to stimuli students motivation. The main aim of the teacher when he organizing an activity is to tell the students what they are going to talk about, and to give clear instructions about what exactly their task is, get the activity going, and then organize feedback when it is over. For example, for the topic discussion, the teacher can assign students to groups. Jeremy Harmer (1983) noted that the organization of an activity can be divided into three main parts. First the teacher gives a lead-in. Like the lead-in for presentation or for the treatment of receptive skills this will probably take the form of an introduction to the subject. In senior high school English classrooms, teachers can tell students what they are going to talk about during this period. The teacher and students may briefly discuss the topic in order to start thinking about it. He/She should give clear instructions. When the lead-in stage has been accomplished the teacher instructs. This is where he explains exactly what the students should do. Finally the teacher initiates the activity, which is to get the activities going. He gives a final check that students have understood. So the teachers job is to organize the activity as efficiently as possible, frequently checking that the students have understood. Once the activity has started the teacher will not intervene unless it is quite necessary for gentle correction or promptness. During the first year of teaching senior high school English, role play helps the students to use the language flexibly. While students play their roles on their own, the teacher may walk around the classroom to listen to their talks. When necessary, the teacher can also give guidance and advice. After role play, the teacher can ask students to perform in class, and then make comments on their work. 4. 2 Teacher as Guide As is said by ancient people, Teachers are the people who spread logic, teach lessons and solve confusion. The new standard of lessons requires a conversion from â€Å"teaching lessons† to guiding the students to participate in English activities actively, think by themselves and cooperate in investigation, which aims to develop the students abilities to gather and cope with information in English, to gain new knowledge, to analyse and solve problems and to communicate and cooperate. The basic requirements of a teacher as a guide are as follows: 1) To help students to set up right and feasible goal, both long and short term. Once the short goal within the long-term goal is reached, students may be filled up with happiness of success which further motivates them forward. 2) To make classroom activities interesting and meet the needs of the students. The teacher can present language in meaningful contexts, elicit language from students, make instructions clear to everyone by using a variety of techniques (cards, texts, ICT, open questions), manage pairs and groups to maximize practice, monitor individuals and groups, stand back and view the whole class, try to meet the needs of all irrespective of gender or ability, praise warmly, correct when appropriate, confirm and welcome good use of the target anguage, smile and enjoy their job, with general qualities of sensitivity, flexibility, humor, enthusiasm and stamina (similar to those required by the average parent). Moreover its particularly important to separate the role of the motivator from the role of the expert. Teachers often easily play the role of expert often; hence miss the chance to motivate their students. 4. 3 Teacher as Participant To be a participant means that a teacher may take part in the classroom activities. A teacher might join simulations as a participant. However, the teacher should be careful not to dominate, although the students will both allow and expect this to happen. Instead of being the dominating authority in the classroom, the teacher facilitates the communicative process among all the learners and between the students and the various tasks, giving guidance and advice when necessary. Furthermore, teachers may act as independent participants within the learning-teaching group. Any unnecessary intervention on the teachers part may prevent learners from becoming genuinely involved in the activities and thus hinder the development of their communicative skills. Once a teaching activity is in progress, it is still the teachers obligation to develop the students potential through external direction. Although the teacher may be nondirective in general, it is still the teachers responsibility to recognize the distinctive qualities in the students (Han 1979) and to help the students develop those qualities. In senior high school English class, in different settings, students may be asked to attend different activities. Teacher should not be afraid to attend these activities. It can improve the atmosphere in the class. For example, when students talk about current events, students are willing to listen to different peoples opinions on the topic. Sometimes when the whole class takes part in a debate, teachers can also act as a chairperson, or offer students help when it is needed. 4. 4 Teacher as Trainer We used to say that the teachers should have a bucket of water in order to give the students a glass of water. However, this idea should also be changed, which demands the teachers not to limit themselves to knowledge and experience in their mind, but according to the demands of the students, to choose and exploit English teaching resources, design and launch kinds of English teaching activities, open up the room for teaching, guide the lessons into a larger range, strengthen the relation between the English language learning and social life reality. In short, the teachers should help the students to carve out the source of knowledge. As strategy trainers, the teachers describe, model, and give examples of potentially useful strategies; they elicit additional examples from students based on the students own learning experiences; they lead small group or whole class discussions about strategies including activities designed to raise students awareness of strategies and the learning process as a whole, as well as activities designed to teach students how to use a specific strategy. It is a fact that some senior high school English teachers already use many activities in their classes that can be considered â€Å"strategies-based†. However, what seems to be missing is the awareness on the part of the students of what those strategies are or how to get those strategies to work for them. Effective strategy use is often associated with better students, those who have already â€Å"mastered† the learning process. Thus teachers may well be making a real contribution to facilitating the learning process by discussing selected strategies explicitly in the classroom. In class, senior high school English teachers can explain the purpose of the language activity, or call attention to how the teacher has organized the course materials e. g. laying out the range of possible strategies for reading a text in order to summarize it, addressing the many strategies associated with writing a coherent summary. 4. 5 Teacher as Creator of a Positive Environment This is a change of the teachers role in nature. This conversion requires that the teachers should â€Å"push the students forward† instead of â€Å"pulling them along†, and motivate the students instead of â€Å"pressing them†. Whats more, the teachers should help the students to establish a proper goal for English learning, confirm and correct their paths chosen to achieve this goal, and inspire them to develop themselves actively by means like spur, encouragement and commendation. Senior high school English teachers should provide positive classroom environment for students. Classroom climate refers to the atmosphere of the classroom, its social, psychological, and emotional characteristics (DunkinBiddle, 1974). The importance of lassroom climate as it relates to motivation derives from the notion that teaching is leadership intended to affect classroom behaviors. Classroom climate is often described using such terms as warm, cold, permissive, democratic, autocratic, and learner-centered. The climate in the classroom is largely established through teacher-student interactions. In China, teachers teach students English in non-target environment, which is different from those in the natural environment. The refore it is more important to create a good learning environment. Teachers here play an important role in providing a supportive environment that encourages students motivation, self-confidence, curiosity and desire to learn, and input and production. According to the findings in the investigation, this role also has positive effects on students achievements. The investigation shows that Teacher A provided the best language environment among the three classes. From the classroom observation, it can be found that As English is excellent. This shows that the teachers ability of creating the positive environment has much to do with the teachers language proficiency. In order to provide positive environment, the teacher has to: 1) Be capable of speaking fluent English. 2) Give students as many opportunities as possible to practice English. 5 Conclusion This thesis aims at analyzing classroom roles of senior high school English teachers under the requirement of new English Curriculum. This thesis firstly introduces the significance of the new curriculum from two aspects: new curriculum embodies the essence of education, at the same time; it reflects the policy of education. Secondly, according to the new curriculum, the author gives three suggestions on senior high school English teaching. The suggestions aim at bringing out new concepts on high school English teaching as well as renewing the teachers education capacity and building up self-development approach. Thirdly,in order to set up the roles as scientifically as possible, the author investigates students’ expectation and analyzes the relationship between the teacher’s roles and the students’ achievements. The author makes a profound analysis of each role and gives further suggestions. With limited study and knowledge, the explanations in many places are rather weak. The study can only be considered as a start for further insightful researches and findings.