Fiscal and Physical Planning of Vocational Essay Example for Free

Fiscal and Physical Planning of Vocational Essay Introduction Education generally is planned to develop the people in a society, In essence proper steps should be taken in the planning process. Nuhu (2007) sees vocational and technical education as that education, concerned with the acquisition of practical and applied skills, as well as basic scientific knowledge. It is only therefore a planned programme of theory and practical learning experiences that will guarantee acquisition of basic academic and life skills, achievement of high academic standards, leadership and preparation for industry-defined work. In any organization, planning competence is required in setting goals, developing strategies and outlining tax schedules to facilitate accomplishment of such goals. Planning is the process of organizing the activities required to achieve a desired goal. It is basically concerned with the organization of men, money and materials (3M), which are one of the major functions of the top management, for without effective planning, a waste of time and resources is possible. It is also necessary to note therefore, that information is the key to planning and the need for adequate and timely information cannot be over emphasized. One of the major philosophies of education in Nigeria is based on the integration of the individual into a sound and effective citizen, this and most of the national educational aims and objectives can only be achieved through a properly planned vocational and technical education. Planning of vocational and technical education is basically to enhance human dignity and enthrone work and labor by making individuals acquire and develop enough saleable and employable skills, competencies, attitudes as well as knowledge to enable them gain and maintain basic employment or self-reliance for a comfortable living. The Nigerian dream of building a truly egalitarian society can only be achieved through the effective use of vocational and technical education because it offers life-long education to all types of learners and enable them realize and develop their self-potentials maximally. In planning vocational and technical education, we decide in advance, what to be done, when, where, how and by whom it is to be done. It also entails working out before hand, how to achieve or accomplish the objectives of vocational and technical education, stated in the National policy on education (2004). Which includes:- 1. Providing trained manpower in applied sciences, technology and business. 2. Providing the technical knowledge and vocational skills necessary for agricultural, commercial and economic development. 3. Giving training and imparting necessary skills to individual who shall be self reliant economically. 4. Providing maximum options for learners to advance or branch out into gainful employment. 5. Making education concrete and understandable while general education should point out the vocational implication of all educational experiences. 6. Providing pre-vocational orientation to students into the world of work. 7. Developing attitudes, basic educative skills and habits appropriate for work. 8. Satisfying the demands of the society that is technology-oriented and the needs of man for liberalizing experience in his educational growth and similar undertakings. 9. Providing professionals who can apply scientific knowledge to the improvement and solution of environmental problems for the use and convenience of man. 10. To give an introduction to professional studies in other technological field. 11. Enabling our young men and women to have intelligent understanding of the increasing complexity of technology. And in pursuance of these set goals and objectives of vocational and technical education, the main features of the curricular shall be structured in both theory and practical learning experiences. The curriculum shall consist of five components, which are:- 1. General education 2. Theory and related courses 3. Workshop practice 4. Industrial training 5. Small business management For effective participation of students in practical work, the teacher-student ratio shall be kept at 1:20, and trainees completing vocational and technical education programmes shall have this three options and more:- a. To secure employment b. To set up their own business c. Pursue further education Without finance, the above objectives cannot be achieve, hence fiscal planning is the life wire of vocational and technical education Fiscal planning of vocational and technical education It refers to the most appropriate way to access finances (money) and determine the best course of action to take (budgeting) for future benefits. Fiscal planning of vocational and technical education means deciding in advance, how funds will be sourced and allocated to each of the areas in vocational and technical education. This is a major function of the government, budget committee on education and educational administrators. It goes further to answers such questions such as:- 1. What are the sources of funding VTE? 2. How much fund is available? 3. Which areas should fund be allocated? 4. Why will such funds be allocated? What are the sources of funding VTE? VTE just like general education have specific sources of funding which include:- 1. Government allocation 2. Internally generated revenue (IGR) 3. Education trust/tax fund. 4. International aid from world bank and developed countries 5. Non-governmental agencies (NGO) and more. How much fund is available? While the allocation to education tops those of other sectors in Nigeria’s 2013 budget proposal presented to the joint session of the National Assembly on the 10th of October 2012 by President Jonathan, the amount is still far below the standard set by the United Nations Educational, Scientific and Cultural Organization (UNESCO). The proposed allocation of N426 billion to the sector takes only 8. 7percent of the proposed total national budget of N4. 9 trillion, whereas the United Nations Educational, Scientific and Cultural Organization (UNESCO), actually recommended for allocation of 26percent to the sector which is very vital to national development (Education) and VTE being very capital intensive requires more funding. So the question of how much fund is available will depend on how rich is the country in focus, and how much is allocated to education sector in general. Which areas should fund be allocated? This may have to deal with a simple analysis of human and material resources that will be needed to run the various VTE programmes such as business education, technical education, agric and home economics education. Why will such funds be allocated? Funds should be made available to run VTE so as to achieve the aforementioned goals and in the long run achieve the national objectives of Nigeria and they include the building of:- 1. A free and democratic society. 2. A just and egalitarian society. 3. A united, strong and self reliant nation. 4. A great and dynamic economy. 5. A land of bright and full opportunities for all citizens. Physical planning of VTE Physical planning entails the organization of land and infrastructure use, while emphasizing the need for providing a balanced economic development and conserving resources. There is a relationship between the fiscal and physical planning of VTE, as there can be no human and material presence without a good financial budget. The physical planning of VTE relates to land and material aspects in the planning process, and organizing human and material resources for effective operations of vocation and technical education. This plan involves the following:- 1. A topographical survey on existing VTE schools. 2. Preparing architectural designs and drawings 3. Ensuring supervision of construction and rehabilitation work. 4. Provision of preventive maintenance facilities. 5. Designing laboratory for VTE workshop for practical learning. 6. Ensuring proper ventilation in classrooms and workshop. 7. Provision of appropriate office and class room furniture. 8. Ensuring availability of capable professionals in the various VTE programmes. Budgeting techniques in planning VTE Budgetary processes constitute the primary mechanism for planning and controlling educational activities. Budgets have been defined in various ways by managers and school administrators because organizations are always functioning by monitoring the flow of money in order to attain its set goals and objectives. Knezevich (1975) defined budgeting as a financial or quantitative statement that has been prepared and approved prior to a defined period of time. This statement includes policy to be pursued during the period for the attainment of objectives  However, it is pertinent to state that education budget is a financial blue print for the operation of the educational sector for the fiscal year. Types of budgeting 1. Line – Item Budgeting-: This is the traditional technique of budgeting which lists items on a purely object basis. It is also referred to as object of expenditure budget. This type of budgeting classifies expenditure on the basis of articles or items purchased. It refers to the grouping of expenditure into categories such as administrative staff salaries, academic staff salaries, supplies and materials, repairs and maintenance and so on. 2. Performance Budget-: It is an improvement on traditional budgeting because it emphasis the use of brief explanations to support each item of expenditure. In this type of budget, one does not budget for money but one budget for the objective to be achieved. Moreover, Calden and Wildaryshy (1974) remarked that performance budgeting allow transactions to be identified by general purpose in order to distinguish between expenditures which contribute tp development and those which do not. 3. Functional budgeting-: This technique of budgeting simply explains the budget according to the head which it is expected to meet. Ebhomien (1984) stated that the demerit of this type of budgeting includes the fact that objectives of such budgets are not always clearly stated because they are usually broadly defined. This form of budgeting does not give room for full accountability as it makes it difficult for someone to know how every little bit of the fund allocated is spent. Caffarella Model of Programmme Planning Cafferalla Program Planning Model Caffarella listed 12 steps to be considered in programme planning. The 12 steps are: †¢Discerning the context †¢Building a solid base of support †¢Identifying programme ideas. †¢Sorting and prioritizing programme ideas †¢Developing programme objectives †¢Designing instructional plans †¢Devising transfer-of-learning plans †¢Formulating evaluation plans †¢Making recommendations and communicating results †¢Selecting formats, schedules and staff needs †¢Preparing budgets and marketing plans †¢Coordinating facilities and on-site events Caffarella presents the model as a circle where all 12 steps point toward the center circle, called the Interactive Model of Programme Planning, indicating that the process is non-sequential. The program planner can begin the process at any one of the 12 steps, and does not need to work around the circle but rather each step is a reminder of important tasks to be completed during the process. How fiscal and physical planning has contributed to the growth of VTE 1. There is improved awareness and acceptance of vocational and technical education. 2. It has provided a basis for timely decision making. 3. There is more intervention in the area of infrastructure. For example, the new VTE workshop in our school. (UNIBEN) 4. It has promoted more effective and efficient utilization of available resources. 5. It has ensured continuity of vocational and technical education in our various institutions. Factors to consider before planning vocational and technical education Initial assessment of existing VTE system:- It will be necessary to first assess the existing VTE system capacity, including funding levels and budget utilization, strengths, weaknesses and deficiencies before embarking on a large-scale system reform or expansion strategy. There is therefore the need to conduct specific baseline studies that also explore the existing links with the other levels of education and national labor policies. Linkage with other sectors of the national economy:- There should be specification in clears terms between VTE and other sectors of the national economy in order to effectively link the VTE strategy to other national strategies and policies in the area of education and training, employment, and socio-economic development. Linkage with regional and international policies:- How does the national VTE strategy dovetail into existing regional and international education and training policy frameworks and protocols? National VTE strategies should take into account the education and training protocols of regional groupings like The Economic Community Of West African States (ECOWAS), Southern African Development Community (SADC), and The Common Market for Eastern and Southern Africa (COMESA) and also other acknowledged international agencies involved in education and skills training, such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), American Dental Education Association (ADEA) and The International Labor Organization (ILO). Linkage with the world of work:- Since the ultimate objective of VTE is employability and employment promotion, it is necessary to link training to the needs of the labor market. VTE must be relevant and demand-driven, rather than supply-driven and a stand-alone activity. In order to do this, data is required on the actual employability of VTE graduates, available job opportunities, and the evolving skills demands on the labor front. Determining the demand for skills is best achieved through country specific Labor Market Information Systems (LMIS) and other survey instruments. Instructor training and professionalization of VTE staff:- The professional competence of vocational and technical education teachers is crucial to the successful implementation of any VTE strategy. Governments should therefore make conscious efforts, not only to train but also to retain teachers in the program. REFERENCES Adaralegbe, A. (2001). A Philosophy of Nigerian Education. Ibadan: Heinemann. Ahubaka, I. (1996). The Role of Science and Technology in National Development. Caffarella, R. S. (2001). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (2 ed. ). San Francisco: Jossey-Bass, Inc Ekpenyong, L. E. (1992). â€Å"Business Teacher Education in Nigeria Prospects and Challenges for the 21st Century. Ekpenyong, L. E. Nwabuisi, J. N. (2001). Curriculum and Human Resource Development issues in Business Education. Ekpenyong, L. E. (2005). Foundations of Technical and Vocational Education. Benin City: Supreme Ideal Publishers Int. Ltd. Evans, R. (1982). Why Vocational Education belong in the Comprehensive High Education. Journal of American Vocational Association. 57 (6). Federal Republic of Nigeria (2004). â€Å"National Policy on Education† (4th Ed) Yaba. NERDC press. Ile, C. M. , Asoegwu, M. N. N. Chukwugbo, G. C. (2005). â€Å"Essentials of Vocational Education and Technical Education for beginners†. Awka: Marpat Educational Research and Publishers. Miller J. V. and Vetter L. (1996). â€Å"Vocational Guidance for Equal Access and Opportunity for Girls and Women in Technical and Vocational Education†. Paris. UNESCO. Ogwo, B. A and Oranu, R. N. (2006). â€Å"Methodology in Formal and Non Formal Technical/Vocational Education†. Enugu: Ijejas Printers Publishers Company. Olairan, S. 0. (1990). Vocational and Technical Education: Issues and Analysis. Onitsha: Nobel Graphic Press. Osuala, E. C. (1995). Functions of Vocational Education. Nsukka: Falladu Publishing Company. www. africa-union. org/strategy-to-revitalize-technical-and-vocational-education-and-training-in-africa www. businessdayonline. com/NG/index. php/component/content/article/366-business-shool/46337-2013-budget-educations-allocation-still-far-below-unescos-stipulat.

Relationship Between Law And Ethics In Islam

Relationship Between Law And Ethics In Islam I would like to start my analysis by posing a few questions about this relationship to stimulate our thoughts. Are law and ethics identical or non-identical in Islam? Are ethics derived from law or is this relationship vice versa? Are they both derived from the same sources? If yes, then are they separate or do they supplement each other? What I found after my analysis is that law and ethics in Islam are complementary. They come from the same sources and they serve to complete each other like a body and its soul. The main source of law and ethics in Islam is Allahs (s.w.t) will in the Quran, the exemplary life of the Prophet Muhammad (p.b.u.h.), analogical reasoning and consensus. To analyze in depth the relationship between ethics and law in Islam, we should analyze the Fiqh and Sharia, in light of their connection with both ethics and law. Firstly, Fiqh relates the religious conduct with both law and the human moral life by stating that the human conduct should be understood through Quran and Hadith and then formulating moral and legal norms according to that. These norms, that have two joint components, the moral and the legal one, unite together to make what we call a Hukm in Islam. In this sense, the jurists and judges in Islam judge actions through Hukm which is basically based on morality and legislation. In other words, Quran places the acts in its proper moral context and informs the scholars about its Hukm. Hadith is the second source of law in Fiqh, and it represents the exemplary life of the Prophet, a life that has been lived in accordance with the best morals. From the exemplary moral acts and sayings of the prophet, a bunch of Islamic laws have been formulated. Secondly, when we hear the word Sharia, the first thing that comes to our mind is a bundle of rules and authoritative commandments combined together to make the law of God. However, when we deepen our study and sight into Sharia, we find that Sharia is not only a law, but it is a moral way that we should adopt in order to lead the ethical life. In addition, both civil and criminal justice, as well as the regulation of individual conduct (personal and moral), come under the rubric of Sharia. Thus it is evident that Sharia is a law and a code of ethics at the same time, and either of these individual components does not have any value on its own. Hence, law and ethics are extensively intertwined, compatible and complimentary i n Fiqh and Sharia. Historically, one of the most important questions in law and in ethics is what ought to or not to be done. The answers for this question would compose the largest part of ethics and law. The answers are also what comprise obligation in Islam. Let us analyze this obligation in the light of ethics and law in Islam. In order to determine the obligation, an employing of rules or law is needed. The duties in Islam in accordance to these rules are widely presented through the fivefold theory, which classifies acts in moral and legal way. In Islam obligation in morality and obligation in law come from the same grounds (Quran and Hadith) and they overlap in their requirements. According to the fivefold theory, some obligations derive their force from the laws (the required and forbidden categories) and others derive from an attractive ideal of human nature and virtue (the recommended and discouraged categories). In other word, the fivefold theory makes a blend of law and ethics and uses it t o judge the human act. Suppose, if we were to remove the recommended and discouraged acts or the required and forbidden acts from this model, then the model will become totally inadequate according to the facts of morality or to the necessity of the law respectively. In my opinion, the fivefold model of duty in Islam is the best model to judge actions and to answer the original question: what ought to be done? And here we see what is really distinctive about the relationship between law and ethics in Islam is that they conjoin to make the perfect model that humanity has been in search of since the time of Socrates. Both law and ethics in Islam deal with obligations, human character, and righteous actions. Allah (s.w.t.) sent down in the Quran a corpus of commandments and rules that identify the obligations of human beings. The collection of these obligations is the first and biggest source of law in Islam. These obligations shape the human character as well, and guide him towards righteous actions. Righteous actions come under the studies of normative action in ethics which is basically a practical science and less of a theoretical science. However, Islamic law transacts with human action within two domains-the theory and the practice. What is important here is to distinguish whether the Islamic law forms the heart of Islamic ethics or is it the opposite case. What I found from the readings is that the Islamic law is a heart inside another heart, which is the Islamic ethics, and vice versa. Both of them are interlinked to the point that they can never be separated or dealt with individually. Yo u need one to complete the other. There are many non-Islamic notions of law and morality. We will first take a look at the theory of positivism that asks for separating law from morality. The theory claims that law is not a code of morality and that legal obligation should be apart from the moral ones. However, in Islam, Sharia consists equally of law and morality. Secondly, the idea that started in the west first and has now spread worldwide is the notion of separating religion from the state. It argues that the state should have its rules and law distinctive from religion. The obligation in this case is to the law of the state. The law of the state mostly is man-made and is known as positive law. This notion cannot work in the Islamic world unless Islamic law and ethics step aside. Islamic law and ethics is not only a few obligations like prayers and fasting, but a law for life that guides the human acts and conduct in every aspect and involves total submission to God. In general, many people think that law controls the people. However law, while being very important, is not enough by itself to control human life. On the other hand, ethics, if understood deeply, can control the lives of people and lead them to happiness. The truly just and virtuous society is the one that is based on conscience and ethics before looking at the law. The ethical responsibility is more inclusive than the legal one. Furthermore, ethics are stable and immutable but law can be changed and modified according to the legislations. Also ethics control ones internal conduct whereas law dictates the external behavior. Additionally, in ethics people do self-examination and in law, the legal supremacy is the examiner and calls people to account. Therefore, if society builds only on law, it cannot reach its true potential. Law is essential, but, the real significance belongs to ethics. Therefore in Islam, both ethics and law compose the commandments which refer to the requirement s of Quran and Hadith, and they jointly constitute the Sharia which is important in our contemporary time. Thus, from the Islamic perspective, both law and ethics are equally important to lead the human life to the ultimate happiness. Finally, it can be said that although Islamic law and ethics are well-matched, a few recommendations need to be followed to make it well equipped to tackle contemporary issues in medical law and bioethics. In order to deal with this, I highly recommend the establishment of an International Islamic Medical Law and Bioethical Academy. Secondly, since many medical and bioethical issues are still subject to scholarly debate, therefore it requires further detailed research in the light of medical research and Sharia rulings. Thirdly, I encourage introducing Islamic medical law and bioethics into the syllabi of different institutes teaching the health care sciences, and incorporating it into the curriculum at graduate and postgraduate level. Thus, Islamic law and Islamic ethics stand together as an important instance of a moral and legal theory that composes an attractive ideal for all of human life.

Stigma in Mental Illness: Causes and Impacts

Stigma in Mental Illness: Causes and Impacts This chapter will examine the term stigma and discuss the negative attitudes that the public hold towards mental health and mental illness and suggest why they may have adopted these views and attitudes. It will also address the medias role in portraying these views and sustaining these attitudes towards mental illness. An enormous number of individuals are affected by mental illness worldwide: the World Health Organization (WHO) (2001) has estimated that 1 in 5 persons will suffer from a mental illness each year. A question that could be asked if mental illness is a dominant and prevalent issue within society today why do people still hold these negative views and attitudes within society? Finally the chapter will conclude by making some recommendations for practice, ways that stigma can be reduced and how mental health and mental illness can be portrayed in a more positive light. To fully appreciate the views and attitudes towards mental illness it is important to understand the concept of stigma. Stigma is derived from the Greek for a mark branded on a slave or criminal (White, 1998). Goffmans (1963) seminal work on stigmatization has, over the years, stimulated a great variety of educational discussion on the nature, sources, and effects of stigma (Link and Phelan, 2001). According to Goffman (1963) stigma is a physical or psychological mark of disgrace that makes an individual stand out from society. Three types of stigmatizing marks identified by Goffman include, Abominations of the body, tribal stigma, and blemishes of individual character (Goffman, 1963, pg 14). People who encompass these physical or psychological marks are often devalued and dehumanised which consequently leads to their position within society being corrupted by the distressing effects of stigmatization (Goffman, 1963). A definition that can be seen to encompass all aspects alongside Goffman is offered by Miles (1981) cited in Brunton (1997) who says, Societal reaction which singles out certain attributes evaluates them as an undesirable and devalues the persons who possess them. (p. 892) The suffering and loss of opportunities that seems to always come hand in hand with a diagnosis of mental illness can be seen to be connected to the psychiatric symptoms that can be observed e.g. talking to voices, the decrease in daily functioning, and the dip in a persons social functioning in society (Corrigan and Wassel, 2008). However, the loss of opportunities and the person with a mental illness devaluing their own self worth take place for the reason of the stigma that surrounds mental illness (Corrigan and Kleinlein, 2005). For the purposes of this dissertation negative attitudes refers to discriminatory attitudes that are based on prejudice, stereotypes or inaccurate information. Stereotypes are firmly set judgements that are learnt throughout life and held firmly in our mind (Stier and Hinshaw, 2007). They are discriminating views or images related to members of particular groups (Corrigan and Wassel, 2008). Prejudice effects individuals in an emotional manner (Stier and Hinshaw, 2007) and occurs when people within society have the same opinion about a particular stereotype and affix this to a group of people making negative connotations towards that particular group (Corrigan and Wassel, 2008). Then again, Corrigan and Wassel (2008) state that discriminative behaviour can be seen as a direct result of prejudice. This involves a specific group being treated in a dissimilar way leading to that group not being able to access opportunities available to them or their rights being restricted (Stier and Hin shaw, 2007). Negative attitudes towards people with mental distress may be manifested by physical and verbal abuse, problems in the workplace or discrimination from people who provide services to people with a mental illness (Mind, 2010). Negative attitudes are partly constructed in the language we use to describe mental illness. People with mental distress are often being described in derogatory terms. For example, perpetrators of acts of violence are often described as Lunatics, mad person (Tudor, 1996), schizos, nutters, psychos, fiends, monsters and maniacs (Twomley, 2007). This makes a clear link between violence and mental distress, it must be acknowledged though that not everyone who is violent necessarily has a mental illness. Angermeyer and Schulze (2001) suggest the general public view people with mental illness as bizarre, fear-provoking, impulsive, violent and lack self-discipline. From this, therefore, it could be suggested that people who have a mental illness are deviants or have deviant behaviour. Becker (1963) defines deviance as any trait or behaviour that was abnormal when compared to the average population (pg. ). If mental illness is classed as deviant then how bad does someone have to act or behave to be classed as deviant. This demonstrates that social rules that are made allow people to judge others as different or in this case deviant (Becker, 1963). This is further supported by Baumann (2007) who suggest that the individuals picture of the world is created by comparatively constant norms, principles and expectations. Angermeyer and Matschinger (2005) suggests a diagnosis of schizophrenia has, particularly, been found to be stigmatizing and linked with negative stereotypes such as violence and dangerousness. This shows that by mental health being medicalised it is profoundly unhelpful due to the diagnostic terms such as psychosis which can shackle people to the mental health system (Watkins, 2007). In contrast Shepherd et al (2008) describe the recovery model   as taking ownership and responsibility for an illness and what can and cant be done, focusing on the strengths and issues rather than a diagnosis. This is a reliable source provided by the Sainsbury Centre for Mental Health. The recovery model will be discussed more in-depth in chapter three. There is no doubt that the media plays a part in reinforcing the attitudes towards mental health and mental illness. In everyday life the public come into contact with the media by newspapers, TV and radio on a daily basis. The way people with a mental illness are viewed as dangerous can be seen to be fuelled by tabloid media publicity about psycho-killers (Tudor, 1996). Examples of this are included in the appendix. The report, Screening for madness, by Byrne (2009) reveals that films representations of people with experience of mental health problems have become more harmful, he suggests that, Mental health stereotypes have not changed over a century of cinema. If anything, the comedy is crueler and the deranged psycho killer even more demonic. (pg. 4) One flew over the Cuckoos Nest can be seen as the film most remembered for depicting someone with a mental illness acting strangely or violently (reference). Even though this was released 35 years ago it shows the influence of movie stereotypes on attitudes and how these can last generations. This is also demonstrated with the recent film Batman-the Dark Knight depicting mental illness with violence which more or less is based around the mental illness schizophrenia (Byrne, 2009). This would suggest that ignorance and lack of understanding of mental illness are still very prominent in society today. It must be acknowledged there are some exceptions to this, of more recent films that have portrayed a less sensational and more insightful picture of mental illness. For instance, A Beautiful Mind, in 2002, depicted the true story of a maths genius who had a diagnosis of schizophrenia, while Shine, in 1996, was the story of a brilliant pianist who had a diagnosis of bipolar disorder. Nevertheless, the more positive portrayals can represent mental distress as exotic, dramatic or romantic in ways that bear little resemblance to real-life experiences (Lott, 2006). Likewise, media portrayals of mental health have been far from flattering and largely sensationalized. A survey undertaken in 2000 by MIND found that 73% of people with mental health problems felt that the reporting of mental health issues were unjust, biased and pessimistic (MIND, 2000 cited in Rethink, 2006). In addition a study by Chopra and Doody (1997) looked at 98 newspaper articles and found there was no significant difference in the portrayal of schizophrenia. They did find overall that 36.1% of articles were negative in tone, 56.7% were neutral and 7.2% were positive. The word schizophrenic is often used in tabloid stories in conjunction with violent events, somehow suggesting that the diagnosis can justify why the violence happened in the first place (Twomey, 2007). In reality, the person who happens to have a diagnosis of schizophrenia may have acted in such a way due to taking illegal drugs or may have a violent personality, we need to look at all aspect of what led to a violent situation happening and not just that someone was mentally ill. The media can often be seen to be responsible for stigmatizing stereotypes of mental illness (Byrne, 1997),however, if the media was used to its potential it can challenge prejudice, enlighten and instigate discussions, helping to reduce the stigma that is so often experienced by people with a mental illness (Salter and Byrne, 2000). It is still evident through reporting on mental health that a diagnosis of a mental illness is linked to violence. There is however, some evidence of positive change where The Sun newspaper was made to remove a headline of Bonkers Bruno locked up which was reporting on the sectioning of the boxer frank Bruno under the Mental Health Act (MIND, 2010). In 2006, the Press Complaints Commission (PCC) published a code of practice, which banned the use of stigmatising language around mental illness which reduced the use of the terms such as schizo and nutter (PCC, 2006). This gives an example of just how much the media has moved on over the years and that there are some strategies to prevent harm being done to people with mental health problems. Becker (1963) concludes that people who are mentally ill are blamed for things that happen in society therefore you would think they would be punished or persecuted. It must be acknowledged that there are extensive resources devoted to the benevolent care and support of those with an enduring mental illness. Even though this is an old source it is relevant even today and apparent how services are developing for people with mental health problems. Nevertheless, people suffering from a mental illness are still feared and excluded from society (Becker, 1963 and Watkins, 2007). When people have acute mental health problems they can appear to the public to be frightening and exhibit odd behaviours which can often lead to police involvement (Taylor, 2008). At such times they can commit criminal acts, often escaping prosecution due to their mental illness at the time (Bowers, 1998; Taylor, 2008). Therefore, it could be argued that the public hold these views due to such examples where peopl e are excused from their actions on the basis of some supposed illness. It could be suggested that they should be held accountable for their actions as anyone else would be (Bowers, 1998). It can be argued that these attitudes towards mental illness can be seen in a direct parallel to racism (Bowers, 1998). So why do people continue showing negative attitudes and views towards mental health as much work has been done in helping to combat racism, can the same not be done for people with mental illness. Negative attitudes towards individuals with mental illness is widespread and can be capable of creating a significant barrier to treatment (Piner and Kahle, 1984). It has been established that negative attitudes can be individually the most significant obstruction to integration of people with a mental illness in to society (Piner and Kahle, 1984). Negative attitudes towards mental health can influence the path and result of their mental illness (Bowers, 1998). This can also lead to self-stigma which occurs when an individual with a mental health illness internalizes the stigma and believes they are of less value (Halter, 2004; Corrigan, 2007). This may result in low self-worth, loss of dignity, and lead to feelings of hopelessness (Campbell and Deacon, 2006). People who experience a mental illness often see no potential for them to undertake full time employment due to internalizing these negative attitudes that are held about the psychiatric system (Watkins, 2007). If we dont help people recover from mental illnesses it is inevitable that it may become an enduring illness. An analogy given compares it to having a broken leg; if you dont rest it then it wont heal properly, the same could be said for the mind. Maybe if people were more positive towards mental health and mental illness then people with mental health problems would be encouraged to flourish in the community and not be seen as deviant. This is supported by Sayce (2000) who suggests that being part of the social foundations of the community is necessary for our psychological well being. Generally most people would like to think they are compassionate and have inclusive attitudes towards people who experience a breakdown in their mental health (Ross and Read, 2004). Except, discrimination is still communicated in everyday social situations in subtly distancing, condescending exchanges, flippant outlooks or obvious hostility leaving people feeling socially isolated (Watkins, 2007). This could be due to the fact that mental illness shows how fragile human nature is therefore peoples/societies anxieties and fears about mental health may be due to seeing the potential that any one of us could develop a mental health disorder (Becker, 1963). From my practice to date the following example really brought home to me the level of stigma and negative attitudes people have towards mental illness. When listening to an account from a service user it made me realise how public attitudes towards people with mental health difficulties is still a big issue and a real challenge for health care professionals. Mary explained that when taking a taxi to give a talk to students about living with mental illness she got talking to the taxi driver. At first he thought she was a lecturer but when she explained what she was going to do he became very quiet and stopped conversation with her. She found this a very ignorant and closed way of dealing with the situation and became quite upset about it. Having examined the concepts of stigma, discussed the negative attitudes that the public hold towards mental health and mental illness, suggested why they may have adopted these views and attitudes and addressed the medias role in portraying these views and sustaining these attitudes towards mental illness. It is now important to draw some recommendations and challenges that can help reduce the stigma of mental illness and promote a more positive picture to members of the public. These recommendations include education and public contact. Firstly, education of the public both at school and after (Murphy et al 1993; Penn et al 1994) about mental health and its prevalence among every one of us is really important. Education is widely approved for influencing prejudice and discrimination (Corrigan and Wassel, 2008). Corrigan and Wassel (2008) ask the important question, If people had the correct knowledge or effective problem solving skills, would they be able to give up public stigma and handle associated concerns more directly? (pg. 45) Education can generate small effects on attitudes; unfortunately, this kind of change in attitude is seen to not be maintained over time (Corrigan et al, 2001). This demonstrates the need to continually re-educate people to reinforce the message. Challenging the public is most effective when it targets people who frequently interact with individuals with mental illness: landlords, employers, GPs, police officers etc (Corrigan and Wassel, 2008). Secondly, most importantly the media needs to comply with their code of practice (2006). If something does appear in the media that appears stigmatising people should protest against it not accept it and reiterate that it wont be tolerated. As nurses we need to encourage that positive things surrounding mental health of mental health are promoted in the media. Lastly, the public need more contact with people who are experiencing mental health difficulties. This type of contact can provide the most healthy and positive findings toward changing public stigma (Penn et al,1994; Pettigrew and Tropp, 2000). It can be something as small as someone speaking about their mental illness in a group situation to co-workers learning of someone coping with a mental illness. The effectiveness of utilising contact can be improved when the person with a mental illness is seen by society as in the same social class as them (Gaertner et al, 1996). In Link and Cullens (1986) study they found people who had contact with someone who had a mental illness showed much lower anxiety around danger compared to those who had no contact. Murphy et als (1993) study contradicted this as they found having contact with someone with a mental illness did not impact on their attitude. However, they did establish that people who spoke of having knowledge of mental illness showe d a reduced anxiety and fear of mental illness. Finally, the prevalence of mental illness in society cannot be underestimated. As previously alluded to with 1 in 5 people suffering from a mental illness (WHO, 2001) we cannot afford to ignore the impact of stigma, all health care professionals especially nurses need to advocate for clients and work with others to promote and protect the health and wellbeing of those in their care, their families and carers, and the wider community (Nursing and Midwifery Council, 2008). Having discussed the views and attitudes that the public hold towards mental illness and those experiencing mental health difficulties it is now important, in the next chapter, to examine the views and attitudes of general nurses. Many will come into contact with people with mental health problems particularly in accident and emergency (a and e) and a medical setting.

Violence in Hurston’s Seraph on the Suwanee and Their Eyes Were Watchin

Violence in Hurston’s Seraph on the Suwanee and Their Eyes Were Watching God Several scenes from Seraph on the Suwanee parallel scenes from Their Eyes Were Watching God. The scene beginning â€Å"The gun came up†¦Ã¢â‚¬  on page 183 of Their Eyes Were Watching God and ending â€Å"†¦pried the dead Tea Cake’s teeth from her arm† on page 184 echoes the scene in Seraph on the Suwanee beginning â€Å"She flung her hands up†¦Ã¢â‚¬  on page 145 and ending â€Å" ‘†¦just as fast as you can’† on page 146. The premise for each scene is identical. The prime female character is forced to defend herself from a close male family member who has gone mad and is threatening her life. Even in the face of death, she is primarily concerned with his well-being and becomes the only person to set him free. The beginnings of both scenes are strikingly similar. In Their Eyes†¦, â€Å"The gun came up unsteadily but quickly and leveled at Janie’s breast.† In Seraph†¦, upon becoming aware of the axe in Earl’s hand, Arvay â€Å"flung her hands up to her breast.† Right away, the focus of violence is drawn to the female form, symbolized by the breast. However, the first thought to cross Janie’s mind with a gun to her chest is â€Å"even in [Tea Cake’s] delirium he took good aim.† She finds praise for him no matter what he does. Even while he is threatening her life, she automatically compliments him, then excuses his actions—â€Å"Maybe he would point to scare her, that was all.† It is obvious that the women are in positions where they must escape in order to survive. The phrase â€Å"for dear life† appears in Seraph as â€Å"fear for her life† appears in Their Eyes. Arvay must turn the lights off â€Å"so that she could not be so easily seen and make her escape† while â€Å"instinctively Janie’s hand flew behind her on the ri... ...ive if Tea Cake were to kill Janie and it is the same with Earl and Arvay. Both men must be stopped, and death, not the women’s adoration or forgiveness, becomes the only way. Hurston’s view of a very male-centered, almost male-worshipping society, is highly reflected in Janie’s and Arvay’s relationships with and attitudes towards Tea Cake and Earl. Everything the women do seems to be for the men and they push their own needs completely aside. The men’s utter disregard and total evil and violence towards the women starkly contrast the women’s undying devotion and love for the men. Up to the point of being killed by the men, the women stand strong by them, in support of them, and in order to help them, when it is exactly the opposite of what the men are doing for the women. The repetition of the violence scene in Their Eyes and Seraph reinforces Hurston’s view. Violence in Hurston’s Seraph on the Suwanee and Their Eyes Were Watchin Violence in Hurston’s Seraph on the Suwanee and Their Eyes Were Watching God Several scenes from Seraph on the Suwanee parallel scenes from Their Eyes Were Watching God. The scene beginning â€Å"The gun came up†¦Ã¢â‚¬  on page 183 of Their Eyes Were Watching God and ending â€Å"†¦pried the dead Tea Cake’s teeth from her arm† on page 184 echoes the scene in Seraph on the Suwanee beginning â€Å"She flung her hands up†¦Ã¢â‚¬  on page 145 and ending â€Å" ‘†¦just as fast as you can’† on page 146. The premise for each scene is identical. The prime female character is forced to defend herself from a close male family member who has gone mad and is threatening her life. Even in the face of death, she is primarily concerned with his well-being and becomes the only person to set him free. The beginnings of both scenes are strikingly similar. In Their Eyes†¦, â€Å"The gun came up unsteadily but quickly and leveled at Janie’s breast.† In Seraph†¦, upon becoming aware of the axe in Earl’s hand, Arvay â€Å"flung her hands up to her breast.† Right away, the focus of violence is drawn to the female form, symbolized by the breast. However, the first thought to cross Janie’s mind with a gun to her chest is â€Å"even in [Tea Cake’s] delirium he took good aim.† She finds praise for him no matter what he does. Even while he is threatening her life, she automatically compliments him, then excuses his actions—â€Å"Maybe he would point to scare her, that was all.† It is obvious that the women are in positions where they must escape in order to survive. The phrase â€Å"for dear life† appears in Seraph as â€Å"fear for her life† appears in Their Eyes. Arvay must turn the lights off â€Å"so that she could not be so easily seen and make her escape† while â€Å"instinctively Janie’s hand flew behind her on the ri... ...ive if Tea Cake were to kill Janie and it is the same with Earl and Arvay. Both men must be stopped, and death, not the women’s adoration or forgiveness, becomes the only way. Hurston’s view of a very male-centered, almost male-worshipping society, is highly reflected in Janie’s and Arvay’s relationships with and attitudes towards Tea Cake and Earl. Everything the women do seems to be for the men and they push their own needs completely aside. The men’s utter disregard and total evil and violence towards the women starkly contrast the women’s undying devotion and love for the men. Up to the point of being killed by the men, the women stand strong by them, in support of them, and in order to help them, when it is exactly the opposite of what the men are doing for the women. The repetition of the violence scene in Their Eyes and Seraph reinforces Hurston’s view.

People of The Great Gatsby and People of Today :: Great Gatsby Essays

People of The Great Gatsby and People of Today The young adults in F.Scott Fitzgerald's novel The Great Gatsby are similar to the adults of today. They show resemblance by portraying racism, irresponsibility, and corruption. Like the young adults of today many display integrity and are innocent. The people of the two generations exploit violence and have gangs and gang leaders. The generation of the 20's and the generation of the 00's exhibit irresponsibility and corruption through many characters such as Myrtle, Meyer Wolfshiem and Tom. After Myrtle bought the puppy she took no care of it at all. She never took it for walks, didn't feed it continuously, and later we find his dog leash just lying around. Tom was irresponsible and prejudice towards other races which were different form his in many instances. His irresponsibility was displayed when he was having an affair with Myrtle and not staying together with Daisy. Tom's prejudice on other races was revealed when he said, "nowadays people begin by sneering at family life and family institutions and next they'll throw everything overboard and have intermarriage between black and white,"(137). In society today many races are discriminated against because they are thought to be inferior. In school, at work, and in anyone's neighborhood there is discrimination because of the skin color and they are harassed. There was violence in the 20's with gangs and mob leaders such as Al Capone. He was a notorious racketeer who fought with other gangs. Today there are also gang crimes like in the music business there were killings of two rap artists. The killings took place because of animosity among the East Coast and the West Coast rappers. Even though there is discrimination and irresponsibility many young adults prove their integrity and assist others in the most crucial times. Everyone thought Gatsby was a killer and they were scared of him but he was compassionate. When Nick says, "They're a rotten crowd, You're worth the whole damn bunch put together,"(162), we feel the same way about him because his love for Daisy was most valuable to him. He takes the blame of Daisy for killing Myrtle even though he knows his life can be taken away in jail.

Concert Attendance Report Essay

I am a casual listener because I like having music playing, filling the environment with sounds. I can listen to music while studying and sleeping, and I like listening to music because it can make me relax and ignore the noise that around me. I attended the concert on October 5 at 8:00pm. Contrapunctus XIX, from The Art of the Fugue, BWV 1080 by Johann Sebastian Bach, Metamorphosen by Richard Strauss and Symphony No.7 in A major, Op.92 by Ludwig Van Beethoven were performed. The style of Contrapunctus XIX, from The Art of the Fugue, BWV 1080 is set progresses to double, triple, and mirror fugues, culminating in a quadruple fugue. Metamorphosen is a memorial elegy. Symphony No.7 in A major, Op.92 is in four movements, Poco sostenuto – Vivace, Allegretto, Presto and Allegro con brio. The orchestra had violins, violas, cellos, basses, flutes, piccolo, oboes, English horn, clarinets, bassoons, horns, trumpets, trombones, tuba, keyboards and harp. Contrapunctus XIX, from The Art of the Fugue, BWV 1080 is an unfinished work by Johann Sebastian Bach. The Art of the Fugue is a set of fugues of increasing complexity using every theoretical device. The set progresses to double, triple and mirror fugues, culminating in a quadruple fugue that was incomplete because of Bach’s death, and his son arranged for him. Bach is the Baroque composer. Contrapunctus XIX was incorporating counterpoint, and explicitly and systematically explored the full range of contrapuntal. The volume of this piece is soft. Its tempo is Adagio or Lento (slow). Its contour repeated pitch melody, direction is static, and had a narrow range. Its rhythm is alternation of tension and relaxation. It is a strophic form. It is a classical music. Metamorphosen by Richard Strauss. This piece uses as its primary motivic element a passage from the funeral march in Beethoven’s Eroica Symphony. Its tempo is andante (at leisurely walking speed). Its volume is crescendo (becoming louder). Its rhythm is alternation of tension and relaxation. Its contour jagged melody, direction is static, and had a wide range. It is a  repetition and contrast which is ternary form. It is a romantic music. Symphony No.7 in A major, Op.92 by Ludwig Van Beethoven. The Seventh Symphony is in four movements. After a slow introduction (as in the First, Second and Fourth Symphonies) the first movement is in sonata form and is dominated by lively dance-like rhythms. The second movement, in A minor, is â€Å"slow†, although the tempo marking is _Allegretto_ (â€Å"a little quickly†), making it slow only in comparison to the other three movements. This movement was encored at the premiere and has remained popular since. The ostinato (repeated rhythmic figure) of a quarter note, two eighth notes and two quarter notes is heard repeatedly. The third movement is a scherzo and trio. Here, the trio (which is based on an Austrian Pilgrims’ hymn[2]) is played twice rather than once. This expansion of the usual A-B-A structure of ternary form into A-B-A-B- A was quite common in other works of Beethoven of this period, such as his Fourth Symphony and String Quartet Op. 59 No. 2. The last movement is in sonata form. Donald Francis Tovey, writing in his _Essays in Musical Analysis_, commented on this movement’s â€Å"Bacchic fury†. Its volume is crescendo (becoming louder). Its rhythm is tension. Its contour jagged melody, direction is upward, and had a wide range. It is a repetition and contrast which is ternary form. It is a classical music. I enjoyed the concert so much because I like Beethoven’s music, and I am so happy to see such a large orchestra! I have never seen it before. I am looking forward to attend it again.

Abnormal Psychology Online

Abnormal Psychology Online September 30, 2012 Case 15 – Autism Questions: 1. What are some behaviors that Adam demonstrated that eventually concerned his mother as she compared his behavior to other children at his birthday party and as she compared his development to his older brother? Adam did not produce words like the other toddlers at the party. The noises that Adam babbled were not directed to anyone or anything. Adam did not label people or objects. 2. What is echolalia and pronominal reversal? Give examples. Echolalia is a mechanical repeating or echoing of a word or phrase that someone else has said.The person with autism will repeat the word with the same intonation as the person who said it originally, but will seem to lack understanding of what he/she is repeating. Sometimes the echoing will reoccur days after the original phrase was said; this is called delayed echolalia. Another peculiarity of language in people with autism is pronominal reversal. In pronominal r eversal, the autistic person will often refer to him or herself as â€Å"you†. For example, when asking for water, he/she might say: â€Å"Do you want some water? † Naturally, this is the way they are asked what they want, and they then identify themselves as â€Å"you†, not â€Å"I†. . What are the 5 main symptoms that are hallmarks of an autistic disorder? The five symptoms of autism are severed receptive and expressive language skills, nonverbal communication skills, lack of imaginative play with toys, social perceptual difficulties, and repeated of ridged behaviors. 4. What is the preferred therapeutic intervention in working with children with autism? Early intervention is the preferred method in working with children with autism. 5. What treatments were included in Adam's treatment plan? Three hours of behavior therapy each week. 6.How did Adam's disorder affect the family structure? Give examples. Adam was getting a lot of attention and his older b rother started to resent Adam. Adam parents spent most of their time helping Adam with his therapies. 7. The Autism Society of America site http://www. autism-society. org/ and the National Institute of Mental Health site http://www. nimh. nih. gov/publicat/autism. cfm both give more information regarding autism. How does this relate to Adam and his family? These websites gave more information on what are the signs of autism and the different types of autism.