The Developmental Theories of Jean Piaget, Sigmund Freud,...

The developmental theories of Jean Piaget, Sigmund Freud, and Erik Erikson Jean Piaget, Sigmund Freud, and Erik Erikson are all respected theorists in the study of psychology. All three have theories that help to explain why and how children develop into adolescents and adult hood. Although all three provide their own theories on this subject each theory shares similarities and differences with one another. Having a better understanding of each theory and the theorist will lend a better understanding to developmental processes that go into a child growing to an adult. Jean Piaget is best known for his theory that suggested children think differently than adults. His theory proposed that children’s cognitive development developed in†¦show more content†¦He said child development is described as a series of psychosexual stages. Freud outlined these stages as oral, anal, phallic, latency and genital. Each stage involves the satisfaction of a libidinal desire and can later play a role in adult personality. If a child does not successfully compl ete a stage, Freud suggested that he or she would develop a fixation that would later influence adult personality and behavior. Freud mostly based his theory from his therapy sessions with his adult patients consisting of many with various psychosomatic disorders. According to Freud’s theory these patients were experiencing physical symptoms because there was a psychosexual stage which they had not fully fulfilled. â€Å"He believed that our most basic instinct is to derive pleasure by giving in to our innate aggressive and sexual impulses.† (Mossler, 2011 section 1.5) Freud described humans as having three essential components that built personality. The three components were the id, the ego, and the superego. He described the id, as being what governed an infant’s drive to overcome their primitive biological desires. According to his theory infants had no other goal than to release the tension that built up when theirShow MoreRelatedFreud, Erikson, And Piaget : Theories Of Developmental Psychology Essay2372 Words   |  10 PagesFreud, Erikson, and Piaget: Theories in Developmental Psychology Many factors influence children’s development as well as that massive amount of development theories that elaborate on why children do certain things, why children have developmental disorders, or even why some children have developmental delays. Although there are many theories regarding children development and how they are influences, theorist make some great points in the child development but with any theory come flaws such asRead MoreTheories Of Sigmund Freud And Jean Piaget1420 Words   |  6 PagesDevelopmental Theories Through Our Own Eyes Worldwide there are no two individuals who are identical in behavior or developmental traits. For many reasons, people differ physically, mentally, and emotionally. Through time, behavior has been studied developing into various theories by breaking down personality in hopes to better understand an individual’s way of conducting. To further understand how development works we will be exploring and comparing the psychological theories of three well-knownRead MoreThe Five Key Aspects Of Theoretical Orientation Essay1313 Words   |  6 Pagesecological. Each one of these happen to contribute an important piece to the life-span development puzzle. Although some of these theories may contradict the others they all work together to make us understand the things that happen throughout life. Together the coincide to let us see the total picture of development and the great things that come along with it. Psychoanalytic theories describe development as primarily unconscious and heavily colored by emotion. Psychoanalytic theorists emphasize that behaviorRead MoreThe Early Pioneers Of Development Theories With Modern Psychology Essay1931 Words   |  8 PagesDevelopment PSY2022 SO2 Lisa Voorhees 11/05/2016 Freud, Erickson and Piaget are some of the early pioneers of development theories with modern psychology. Sigmund Freud is a Austrian neurologist who is known for his theories and techniques with psychoanalysis. Erick Erikson is a German who was born in America and was best known for developmental psychologist and psychoanalyst for his theory based on psychosocial development within humans. Jean Piaget came from Switzerland where he studied child psychologyRead MorePsychology : The Influential Bunch1184 Words   |  5 Pagesfor taking his theory of behaviorism and applying it to child development. Watson is famous for saying that he could take a dozen healthy infants and train any one of them to become any type of specialist he might select (Watson E. 1999). He believed that you can expose the child to certain environmental forces and overtime conditioned that child to become whatever type of person you want. Erik Erikson is known for developing the eight psychological stages of human development. Erikson assumes thatRead MoreLife Course Development Interview. Name. Institution. Date1911 Words   |  8 Pagesover an individual’s life course. Several famous psychologists such as Erik Erikson, Sigmund Freud, Lawrence Kohlberg, and Jean Piaget describe development of an individual as a series of phases or stages. In this case, a stage refers to a period in development in which individuals exhibit typical patterns in behavior and establish certain capabilities. The various stages of development as outlined in various developmental theories and concepts that would be analyzed in the paper share three main assumptionsRead MoreA Case Study Of Antwan Elliot1183 Words   |  5 Pagesbackground is provided. The biographical information includes his life experiences from birth to present day. Also, specific narratives of Antwan’s life will be used as examples to ascertain or repudia te the developmental psychological theories of Erik Erikson, Lev Vygotsky and Jean Piaget. A Case Study of Antwan Elliot Biography Antwan is a 19 year-old African American male. He grew up on the outskirts of downtown Raleigh in a poor neighborhood. Antwan’s father constantly worked to supportRead More Philosophy of Child Development Essay1092 Words   |  5 Pagesphilosophy on child development. In HCCF 467: Philosophies and Theories of Child Development, I took the Teacher Belief Inventory which assisted me in expressing my individual philosophy on child development. This inventory is a list of 30 statements for which you rate how strongly you agree or disagree. A number of points are given to each answer given, and then these scores are added up in three categories: cognitive-developmental, cultural-training/behaviorist, and maturationist-socializationRead MoreUnderstanding and Developing Essay1088 Words   |  5 Pageslife. Human development occurs at different stages, throughout the life span. A child will experience many milestones from birth to toddlerhood, throughout early and middle childhood , and several theories for these milestones. Sigmund Freud, Jean Piaget, and Erik Erikson classify their different theories of the stages of life in three unique domains: physical, cognitive, and psychosocial/emotional. Infancy/Toddlerhood (0-3) and Domain Physical The physical domain of lifespan development is continuallyRead MoreChildhood Development Through Active And Participatory Socialization1393 Words   |  6 Pagesconsists of a socially constructed series of predetermined stages, which eventually leads to the path of competency, and adulthood. Jean Piaget developed a psychological approach to childhood socialization by observing and describing children from various ages (Muuss, 1967, p. 289). Piaget’s theory has been subject to a considerable amount of criticism. Although Piaget presented childhood in a series of progressive stages, he actually believed that development does not always have a definite correlation

Essay about What Is Effective Social Behavior for an...

Desirable social behaviors, while essential for individuals to be able to acclimate and be accepted in the public environment, can be very subjective. What is acceptable and prevalent in one culture may very well be deemed offensive in another. A modern example is our â€Å"thumbs up† gesture. In some parts of the world, this is considered the international sign language equivalent of what we would call the â€Å"flipping the bird† gesture done with the middle finger. Aristotle, Plato, and Sophocles refined the basic tenets and standards of education and the people of their time conceived it. Education, both the subject and method, were of great interest to Plato. He regards education explicitly in The Republic and indirectly in The Symposium. The†¦show more content†¦The Symposium compiled all of the processes and tactics of education as perceived by ancient Greek society. Socrates found applicable connections to all of the other speeches and surmised that, in the end, people inevitably decide they want to act virtuously, nobly, and kind. â€Å"Man is a political animal.† This popular quote from Aristotle succinctly explains his notion that people are not alone but in association with others. By Aristotle’s definition, the polis’ primary reason for being was to enable each person within the polis to recognize and reach their full potential. Greek polis’ (city-states) were run and inhabited by a citizenry within certain castes, or a tiered hierarchy of societal standing. Though it was designed to favor the elite, it was not impossible for a man to improve his standing in life through his deeds. If he showed prowess at abilities traditionally outside of his given caste, he might very well be allowed to join that caste for the good of the polis. This possibility for improving one’s quality of life was not extended to women and slaves however, who were perceived as not having the intellect necessary to cont ribute to society in any relevant way. Similarly to the populace of most modern cultures, the ancient Greeks as a whole were not always receptive to the ideas presentedShow MoreRelatedLeadership As A Genre For Arguments Essay1440 Words   |  6 Pagesthe mindset and comfort for satisfaction of their own and for their followers. By revising general rhetoric, it strategies to conform unity in communication as an interconnection for various theories of the world. It offers several insights from an ancient perspective of the present era implementing from persuasion how to effectively use communication. Philosophers layered thought process were influential by illustrating ideas, avoiding plagiarism, writing, speeches, text, and styles. Globally communicationRead MoreSubstance Abuse And Alcohol Dependence Syndrome999 Words   |  4 PagesAlcohol is a major controversial topic in the world for as far back as 3000 B.C. Egyptians, Greeks, Romans, and Israelites used alcohol to extremes j ust as people of modern times currently use it. Conners (1992) references that in the ancient Greek world wine played a significant role. So much that it was reported that Dionysus, said to be the son of Zeus, shared the secret of making wine to the Greeks. Butcher, Hooley Mineka (2014) states â€Å"The World Health Organization no longer recommends theRead MoreWhat is Education?844 Words   |  3 PagesWhat is education? A seminal question that has been raised since ancient times. Certainly, the Ancient Greeks (Athenians) had an idea of how education worked take your upper class males, teach them to read, write, quote literature, play and instrument, and become a proficient athlete. The purpose was to study to become an effective citizen, not for a trade. Females learned basics enough to manage a household, rarely more; males of the upper classes learned to participate in society, others learnedRead MoreDefinition And Intervention Mid Term Project Is Teen Dating Violence1156 Wo rds   |  5 Pagesquestioning, active listening, and effective communication skills. The three most important leader styles that will be identify in my group are directive leaders, participative leaders, and supportive leaders. I will be discussing interventions, such as Cognitive-Behavioral Therapy, Dialectical Behavioral Therapy, positive self-talk, psychoeducational group, and counseling group. 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Technology: â€Å"the body of knowledge available to a society that is of use in fashioning implements, practicing manual arts and skills, and extracting or collecting materials†. Technology aids in the functioning of a group: it is what enables â€Å"predominating attitudes and behavior† to be acted upon. Therefore, initially, a culture must provide incentive for theRead MoreResponse : Stems And Branches1379 Words   |  6 Pageshistory of theatre to be most effective as actors. Benedetti chronicled the history of theatre and introduced three different approaches to acting in an effective manner, which helped me start to formulate my own approach to acting. It was interesting that Benedetti didn’t see each phase in the progression of theatre as a step forward because it challenges the widely-held belief equating change with moving in the right direction. 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Business Law Paper free essay sample

Websites have allowed for the virtual facilitation of basic needs and have taken dating and relationships to a whole new level. These sites promise to make the dating game easy, comfortable, and convenient for their users. Promises to match you with the perfect partner and to increase the longevity of your personal relationships make online dating seem too good to be true. But what happens when this utopia of personal interaction comes crashing down?In the following pages, online dating and the risks, responsibilities, and limitations associated with such revise will be analyses and connected to the legal principles discussed in the Introduction to Business Law course. To best exemplify the importance of business law in online dating sites, the extremely popular site Raymond, more specifically the Singles Service in Canada, will be analyses. The sites user agreement consists of two main parts: the Terms of Service and the Privacy policy which will both be discussed. We will write a custom essay sample on Business Law Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The first section of the report will dissect each individual clause from both documents and simplify them to explain what they mean and why the company chose to include the provisions. This will create a thorough understanding of what is included in the agreement. Next, the legal principles that have been discussed in the Business Law course will be expressly linked to the user agreement in order to establish the connection between contractual agreements and an individuals responsibilities, risks and duties once the contract is signed.In addition, various recommendations regarding the use of the site as well as lessons learned from the completion of this paper will be offered in detail, with an example of a scenario explaining the role of the contract when things go wrong. Finally, a list of corrective measures that can be applied to improve the protection offered by the contract to the company and to clarify limitations on the service will be outlined.Thus, this paper will serve as a tool to better understand the contractual relationship between people and online services, as well as how companies protect themselves from any risks that may arise as a result of such relationships. II Introduction Overview and Objectives: In order to achieve success in the world of business, a firm grasp of the fundamental principles of the law is crucial, not only to conduct business in he present but also to forecast and prepare for risks in the future. The purpose of this paper is to perform a clausal analysis of the content of a user agreement from an online dating site, in order to understand the importance of contractual relationships in a business setting, and to link the key legal principles to the contract The goal is to achieve a thorough understanding of the role that such contracts play in commerce and the risks associated with entering into contractual relationships. The main objectives are to explain, in detail, a breakdown of the user agreement of the chosen dating site and to mind any legal issues within the wording or aims of the agreement.Essentially, this means that the paper seeks to identify and rectify any concerns that could lead to a legal dispute. Also, another objective would be to link the content of the agreement to the basic legal principles in order to apply the conceptual knowledge of the course to a real life situation regarding the online relationships facilitated by the dating service. Methodology: In order to achieve the above goals, several steps were carried out. First, various online dating sites were considered and narrowed down to three Seibel choices: Raymond, Match. Mom, and Christian Mingle. Three ideas were brought forth regarding which site to analyses in order to determine which sites could potentially hold more issues and which site had sufficient content to be analyzed effectively. Next in the process, Raymond was chosen as the site that would be the target for analysis. Raymond is a very popular dating site and is well known due to their numerous infomercials and online advertisements and thus presents a great opportunity to examine the elements involved in a formal and well-designed user agreement.Following he choosing of a site, a copy of the user agreement from Raymond was obtained and given an initial review. This step acted as the first run through of the agreement, which involved identifying possible legal issues in the clauses, highlighting important points form each clause, and gaining a general understanding of the agreement. The agreement consisted of two Separate documents titled Privacy Policy and Terms of Service, each outlining the obligations of the company and the customer respectively.In addition, an examination of the actual purpose and requirements of the assignment was carried out. In this particular phase of the paper, the course outline was reviewed and the outline of the paper was scrutinized, while the main objectives, purpose, and necessary content were identified. Also, questions for the professor were prepared such as an inquiry into the differences between an executive summary and an introduction as well as what the best method of applying course material to the term paper would be. A rough outline and schedule was established as a subsequent step.The paper was broken down into its individual sections, such as Executive Summary, Introduction, Clause Analysis, Application of Principles, Lessons Learned, and Corrective Measures and each part was assigned a time frame in which it was to be completed. The time line consists of deadlines for each section and its components and acts as a rough draft of the paper itself. Once a general concept of what the paper would look like was obtained, the actual process of formally writing the paper commenced. Key point s from the outline/rough draft were expanded on in the body of the report. The executive summary and introduction were added first, allowing for further arrangement and planning for the papers progression of ideas. Successively, the analysis and explanation of the clauses form the agreement were conducted. Each clause was explained in a simplified manner in great detail. The process involved going over each clause from the agreement and simply rewording, explaining and justifying each clause. Notes on the previously identified clauses where legal issues existed were also included. The next phase involved the application of all the legal principles from the course to the term paper.Starting from the first lecture and using the course textbook for clarification, each of the legal topics covered throughout the semester were linked to the main theme of the paper: contractual relationships in the world of online dating. Finally, the lessons learned from completing the term paper as well as recommendations to remedy the legal issues in some of the clauses were identified. Taking each of the clauses identified as having a potential issue, inconsistency or ambiguities were discussed and a solution to each problem was given.Fictitious examples of how a problem could manifest itself as a result of the clauses were also explained in this final phase. Business Relationship: The concepts covered in this report as well as the concept of a contractual agreement that outlines liabilities, responsibilities and duties is inextricably linked to the modern business environment. Such documentation is essential in order to provide a guideline of how to handle issues when they arise in business practices. Business owners must be able to expect the unexpected and be able to create a sort of contingency in the event that things go wrong.As a result, they must be prepared to deal with these events and have proper proce dures in place. The documentation also acts as an insurance policy in the sense that it explicitly states the responsibilities and risks associated with product or service. This allows the company to avoid being penalized or to suffer unnecessary losses because the customer or user was made fully aware of the risks associated with the service or product, and of the responsibilities they take on as a result of their purchase or membership decision.The ability off company to understand and implement such a system is essential for any business to succeed and will prevent unnecessary hardships that have real potential to sink a business indefinitely. In addition to covering the assets of the business, documentation and explanation of hat a product or service entails is crucial to the consumer as well. The business has a responsibility on its own to inform the customer of issues relating to privacy and use of the customers personal information etc. This ensures that the business does not violate any leg al doctrines regarding the safety and security of customer information.Therefore, the relation between a contractual agreement between user and business is one of preparation for the worst that could possibly happen to ensure the survival and longevity of ones business into the future, no matter what legal issues may arise. Ill Clausal Description and Explanation Document 1: Privacy Policy (3 pages) 1 Statement of accreditation a. States that Raymond has been reviewed by Trustee, an organization that ensures that online websites adhere to certain restriction and follow proper privacy practices, and has received the Trustee Privacy Seal. . Trustee privacy policy guidelines state that a policy must include 1. Transparency: ability of the user to understand clearly 2. Accountability: responsibility for collection and application of user information 3. Choice of information use: the user is awarded choice of how Harmony uses their personal information ii. Raymond has included this provision to state that it is designated by a professional company that they adhere to privacy laws and ensure the highest level of privacy security. 2. ) Purpose of Privacy Statement a.There is a brief statement that identifies the reason for and the function of the privacy policy in the Raymond site i. States that the statement discloses the privacy practices of Raymond INC. As well as any of its subsidiaries 3. ) What information we collect a. This clause identifies the types of information the company collects about the user i. Information is separated into two main categories 1. Personally identifiable information a. This form of information is defined as any information that can be used to identify user 2.Non-personally identifiable information a. The second Category is the total information that does not reveal the identity of the individual user b. This clause is included to protect the company from users who make claims against the company due to breach of privacy or illegal use of personal information. 4. ) How we collect and use information a. The clause outlines the processes through which Raymond collects the woo categories of information and how it intends to use the information it collects.This is included to cover the company by indicating that the user is aware of the collection and use of information by Raymond, thus aiding in rehearings defense if a dispute should arise. i. There are eleven different processes and uses of any users information within Raymond and can be outlined as: 1. Log files refer to any information that is collected about the customer once they log into the Raymond website. This includes but IS not limited to Internet Protocol addresses, Interment Service Providers, theInternet browser used to find Raymond such as Internet Explorer or Google Chrome etc. , the number of clicks the user makes while on the companys site. The clause then explains that the company intends to use this information to analyze user trends, provide the dating service, avert fraudulent activity, to track general user movement through the website and to gather demographic information about individual users. An example of such information collection and its application IS provided as well. 2. Cookies are used to track users activity whilst using the site.A definition of cookies is revived as very small files placed on the users computer to count site visitors and identify new visitors compared to repeat visitors. Raymond also Uses the cookies to identify user trends and save the preferences Of its users to provide more efficient use of the website. As a final statement, Raymond explicitly states that cookies are required for optimal functionality of the site and if the user refuses to allow cookies to access their computer, the user accepts all responsibility for the loss in performance of the sight due to the inability of the sites cookies to operate. . Web beacons are identified by Harmony as an accompaniment to their use of cookies as they collect limited information about the user and allow Raymond to improve the website for its users. Raymond then proceeds to explain how the web beacons are embedded in emails to provide them with information about the users email preferences and activities. They then divulge a statement of how Raymond does not connect any web beacons to personally identifiable information that could compromise the users identity 4.Information about you is collected by R aymond in a variety of ways. With the Singles service, Raymond takes information that the user provides through the initial set of questionnaires that the user must complete in order to join the site. The answers to the questionnaire are voluntary and are used to create the users profile for other users to see. However, Raymond explicitly states under this clause that the company does not allow other users to see personally identifiable information and that the information is completely confidential.The clause also discusses the use of photos videos. Once photos are volunteered to Raymond, they can be shared with users of Raymond services and are kibbles to others using the websites. 5. Purchase information is collected by Raymond, including name, address, phone number, email address and credit card number. Raymond then states that the company only uses this information to process orders or for some other identified reason. Note that this other purpose is not spelled out in the clause.The clause then explains that the transactions are very well secured through the use of secure socket layer (SSL) which is standard, as well as a third party installed security system, who also have access to your information but only for the purpose of securing your information from malicious software and users. 6. Emails and telephone calls are monitored by Raymond once users join. This section of the clause explains that once the user verifies their email address and phone number, Raymond is able to not only send the user emails and telephone calls, but also is able to track what the user does with the sent emails from the company.Email and telephone information is used for registration as well as site promotion. The receiving of promotional emails and calls can be stopped by following the directions provided in the clause. Finally, a line dating that the companys practices regarding emails and telephone information is in full compliance with the United States CAN SPAM act. 7. Demographic data is also collected by Raymond for the purpose of tailoring the site to suit user preferences and is provide to advertisers etc. Information provided to advertisers is strictly non-identifiable. 8.Online survey data is within the rights of Raymond to be collected and utilized. This clause States that they are entitled to collect the information users enter into the company online surveys in order to improve the site for users. In addition, voluntary rivers are offered randomly and any restrictions or legal implications will be provided to users. The clause also states that Raymond will not link the information from surveys to personally identifiable information and the customer is not required to answer survey questions as they are purely voluntary. . Information regarding your friends is openly encouraged under this section of the agreement. The company requests that current users recommend the site to friends by providing Raymond with the name and contact information of the friend, which will be stored in the companys records for future use. A one-time email offer will then be sent to the designated friend. The clause also states that by agreeing to the contract, the user agrees not to abuse the feature by providing the information of someone they know is not interested in using Raymond services.The clause also outlines other circumstances in which the friend feature can be used such as delivering the membership as a gift. 10. Public forum is a feature explained in this clausal sub category. The user is cautioned that any information that they post on the provided discussion board feature of the service is automatically considered public information and it is the accessibility of the user to determine whether they wish to post personally identifiable information and to be respectful when posting on the board. Direction to consult the manual for using public forums is provided. 1. Use for research is an additional agreement made by the customer once they agree to the terms of service and privacy policy. In this section, the clause explains that the company is allowed to take any information you provide and use it for research into dating and relationships, as well as the right o publish their findings in research journals. They state also that non-personally identifiable information will be used in such research and the information will be provided in the spirit of complete anonymity. 5. ) Disclosure of information to third parties a.The inclusion fifths clause is primarily to notify the public that Raymond holds the right to disclose any of its collected information to certain parties under specific circumstances and at its own discretion. It is included to protect the company from being prosecuted for sharing personal information without consent. B. Disclosure by law clause i. The body of this section explains that by signing the agreement, the user acknowledges the fact that Raymond is able to disclose any information provided by the user if Raymond is required to do so by law.This is true for both requests made from independent parties outside of the company as well as the event that Raymond decides that it is necessary to provide certain information in order to adhere to the law, requests of legal enforcers or by some other legal process, to protect the rights of Raymond or the rights Of the third party involved, and finally, to protect the health and safety of another. The example of threats facilitated by the site is given in the clause as well. C. Disclosure to protect abuse victims i. The information contained in this particular clause states that despite the guidelines of other sections of the agreement, Raymond can, but is not obligated to, provide information to the proper authority in the event that the company believes or sees reason to believe that the information contains evidence that a person has been or is currently being abused in any way. A list of the different types of abuse covered by the clause is also included and ranges from elderly abuse to domestic violence.The proper authorities are also defined and listed and a statement verifying that the user understands hat by agreeing to the policy, they permit the disclosure of such information in the future and acknowledge the right of Raymond to do so. D. Disclosure to trusted third parties by Raymond i. An explicit statement that the company holds the right to disclose information to third parties at its own discretion is provided here. Such information include personally and non-personally identifiab le information in the event that the third party is an associate of Raymond and carries out functions on the companys behalf. This is including the ability of these third parties to use such information as email addresses etc. o contact the user for their own promotional purposes. However the user is entitled to deny such notifications on their own email settings or through the subsequent opt out section of the agreement. E. Disclosure of information to third parties at the users request i. This clause simply describes the option available to users that in the event that the user chooses to respond to the accepted third party advertisements or promotions, they can do so independently or through Raymond. Harmony states that it will facilitate the transfer of personal information to the third party but does not take responsibility for any images, dissatisfaction or defects in the services or products purchased from the third parties. F. Information transferred as a result of sale of business i. This particular clause refers to the event of the company being bought by another business. If this were to occur, the users personal information could be considered part of the assets of Raymond and therefore could be sold as part of the deal with the purchasing company.The clause is notifying the individual that by agreeing to the contract they accept this fact. 6. ) Third party advertising a. Under this provision, the agreement outlines the fact that Raymond sites allows third party advertisers to utilize cookies and web beacons to track ad effectiveness and personal information gathered is completely anonymous, therefore complying with the rest of the privacy agreement. The company also states that it will only provide information to third party advertisers under the conditions and for the uses listed above.The clause is included to clearly identify who is liable for any negative consequences that may OCCUr as a result of users utilizing the third party advertisements that appear on the site. Also, it is to protect the company from being accused of personal information theft or misuse. 7. ) Age restrictions a. There is a standard age requirement that stands across all Raymond agreements and anyone under the age limit is denied access due to legal restrictions in the jurisdiction of California law enforcement. If a user is suspected of being underage and forges date of birth, the company holds the right to terminate the membership.This clause is important it identifies that there is a legal as well as ethical obligation of Raymond to abide by legal age restriction in its immediate area of legal jurisdiction and it protects the company from being accused of age discrimination. . ) rarity a. An outline of the high security measures taken to secure user information in the company databases is provided in this section. However, the clause also says that because information over the Internet can never be one hundred percent secure, there is always a risk of the misuse, abuse or alteration of personal information and accept no liability for such events f they occur.The user agrees to this by signing the contract. This is included to shift liability for any damages resulting from security breaches to the user. Raymond makes no assurance of total safety and therefore cannot be held accountable if such risks should materialize. 9. ) Retention and storage of user information a. The company has included the idea that they have the right to retain information for as long as it takes for the intended purpose of such information to be fulfilled. Simply put, they hold the right to keep records of user information for the duration of membership and after the user leaves. Harmony can and will store information out of province and out of the users country of residence. This clause is included to simply cover Raymond in the event that users are uncomfortable with their information being shipped round the country via the internet for anyone to see. Reasonable assurance is given to the user that their information is safe and the fact that the user has been informed of such transportations and storage of information keeps Raymond safe from any legal dispute claims that could arise. 10. ) Links to other sites a.Under this clause, the concept that users can access their accounts from other sites, such as social networking sites that have different privacy policies is introduced. Raymond defends its position that it is not responsible for the privacy policies of other sites and it advices users of other sites that have Harmony links to be cautious, and to read the privacy policy Of the sites. This acts as a motion of good faith by Raymond because the company is not just protecting itself from user interactions with unrelated third parties, but it also tr ies to warn the user as well. 1 Choice/Opt-out a. A list of options for removing personal information such as email status is provided under this section. The company provides this information to allow users to choose not to be notified by third party advertisers or to not be connected by Raymond for promotions etc. 12. ) Updating information a. A list of options for updating previously submitted information is included under this provision of the agreement in order to keep user profiles and contact information up to date 13. Contact information for the company to give users the ability to ask questions 14. ) Acceptance of privacy statement a. This clause is just a statement that states that the user has effectively agreed to the terms of the policy and that if any changes are required by Raymond, the company holds the right to change the policy as they see fit, and will post such changes to the site. This clause allows Raymond to make NY changes it sees fit without encountering disputes. Document Two: Terms of Service (five pages) 1 Introduction a.In this section, the document is identified as the legal agreement between the user and Raymond. A brief verification of who and where Raymond is, is laid out here, and a warning to users who do not agree with the terms of service to cease using the service. It is important to note that the last line of this clause is stating that the company holds the right to change the terms of service at any time and at their complete discretion. It also states that the intended use of the service is the indication that the terms have been agreed to. . ) Eligibility: the eligibility clause is included to set guidelines for who is allowed to join the service, as well as to protect the company from discrimination claims. A. In this section, the criteria that users must meet in order to become members of the Raymond service is expressed in detail. A minimum age is established at eighteen years in Canada, and older in some jurisdictions. B. A required marital status is also set to protect users. Users who join must not be bound by marriage in order to take advantage of the service.

What Is a Content Management System (CMS) Plus 7 CMS You Need to Know About

A content management system (CMS) helps you create and manage a website via a human-friendly interface rather than needing to work directly with code.Over the rest of this post, well dig into the question of what is a content management system in more detail and share some examples of the most popular content management systems. So how does it work? While things obviously differ depending on which content management system you choose, youll normally get some type of dashboard where you can manage all the important aspects of your site:For example, lets say that you want to add a new blog post to your content management system. All you need to do is type your blog post in your content management systems text editor:Then, your chosen CMS will handle putting together all the underlying code so that visitors from around the world can read your blog post.Now that you can answer the question of what is a content management system, lets get into some examples of the most popular content man agement systems for building a website.Seven content management system examplesFrom open source projects to hosted website builders, all of these content management systems can help you build a website.1. WordPressWordPress is by far the most popular content management system. In fact, the WordPress CMS  powers over 32% of all the websites on the Internet (including the ThemeIsle blog).There are a ton of reasons WordPress is so popular. Its free to download and use. Its also easy to learn, flexible, and search engine friendly. Plus, thousands of themes and plugins make it one of the most customizable platforms.Moreover, WordPress is easy-to-use for newbies, while allowing developers scope to play with code. Beginners can start at a basic level and pick up skills as they go along. Its suitable for almost every type of website. If you ever run into difficulties with WordPress, youll be glad about the strong community thatll help you troubleshoot.If youd like to get started with Word Press, check out our posts on:How to start a blog with WordPressHow to make a website with WordPress💠¡ Note. Though the names are similar, WordPress.org (the CMS) is different from WordPress.com (a service built on the CMS).2. JoomlaAfter WordPress, Joomla  is  the second most popular CMS. Its a free-to-use CMS that has an impressive set of features baked into it, and supports 60+ languages. Its a good fit for any website that needs comprehensive content management for example, educational institutions or complex websites like social networks.A number of front-end and back-end templates are available to help you build a solid foundation. What sets Joomla apart is the extensive user groups and user management options, and many built-in features like banner and search management. Youll also be able to collect and manage user consent.Joomla is developer friendly. At the same time, it offers a user-friendly interface. If youre keen to know how it compares to WordPress, look up this post.3. DrupalIf you ask tech-savvy folks what is a content management system, theyll most likely cite Drupal as an example. Thats because its the one CMS that probably requires the most technical chops.Drupal is also free, though youll need your own hosting. From an advanced administration panel, it helps to totally control the presentation of content as well as user and permission management. Out of the box, its fast loading, secure and supports 70+ languages. Ready-made solutions for different market segments such as Tourism or eCommerce makes website-building easier for users.While beginners may be better off skipping this CMS, developers should have no trouble building awesome websites. WordPress or Drupal? Find out in this post.4. MagentoIf your sole focus lies in eCommerce,  Magento  offers a complete standalone solution. It comes in two versions a free self-hosted community version, and many premium services. What makes it attractive to large businesses is its t op-notch speed, security, and scalability. Throw in multisite support, and it can be the perfect platform for any business that needs distinct sections, such as chain stores.The fast checkout and easy integration with payment solutions like PayPal will surely delight online stores. So will the intuitive admin interface, analytics out of the box, themes, and extensions. However, unlike WooCommerce users, Magento users  may require basic web development knowledge. But thats really no reason why keen learners shouldnt give it a try.5. SquarespaceSquarespace is a ready-to-use solution for building just about any kind of website. Its so simple, anyone can build a website physical stores, professionals, bloggers, artists. Besides, it comes with social media integration. Whats the catch? Your website will come with a default subdomain and be located on Squarespace servers, leaving you with little control. Custom domains come at additional cost.Squarespace is a paid tool, with a free tri al period. Though you get to choose from a wide range of impressive templates and modules, youre pretty much stuck with what you get. The templates themselves are optimized to suit all types of websites.If all that you need is an easy way to build an attractive website, Squarespace is your pick. Youll not need to worry about technicalities or wonder what is a content management system. Instead, you can focus on content creation.Unlike the previous tools, Squarespace is a  hosted website builder, which means that you dont need to purchase your own web hosting.6. WixWix works much the same way as Squarespace. However, it differs from Squarespace in that it includes a free plan. It also offers a greater number of templates to start with.Wixs step-by-step wizard combined with hosting solution turns website building into a fun-time activity. The Wix setup guides you through the template selection process, ensuring you get a template thats apt for your website. It also integrates social media and includes blogging features.  Nonetheless, youll be stuck with a Wix-branded website, unless youre willing to pay to remove the branding.To see it in action, check out some Wix website examples. Then, you can see how Wix stacks up to WordPress.7. GhostIf all that youre looking for is a clean writing experience for both bloggers and readers, you should try Ghost. It allows you to simply focus on writing your posts.  Its user-focused, with a minimal user interface and uses Markdown in the Editor. Using FTP, you can upload your own themes and content.You can choose between the freely-downloadable self-hosted version and a premium version on Ghosts servers. Ghost also takes care of basic social sharing and SEO.  However, youll be limited in your choice of hosts, as many shared hosting providers do not support the code that Ghost uses.Ghost is a fine platform for publishing your blog or running a small online publication, but not much more.How to get started with your cho sen content management systemWith the exception of Squarespace and Wix, all of these content management systems are  self-hosted. That means to get started with one youll need to:Purchase web hostingInstall the CMS software on your hosting (heres how to install WordPress)Configure the CMS settings to control style, functionality, etc.Still have questions about what is a content management system? Let us know in the comments and well try to help! Unsure what a content management system is? Here's the answer, plus some examples

ACT What To Do

Are You Smart But Scoring Low on the SAT/ACT What To Do SAT / ACT Prep Online Guides and Tips Are you a high achieving student who’s used to getting good grades in school?Were you expecting a similarly high standardized test score and were disappointed whenyou got your scores back? I have two pieces of good news: 1. You are not alone; this problem is a lot more common than you probably think. 2. There are ways to improve your test taking skills and raise your score.This guide will go over the most common reasons smart students get low scores on standardized tests and give step-by-step guidelines for solving the problem. Why Do Smart People Not Always Score Well on Standardized Tests? Getting good grades in schooldoes not automatically translate to doing well on standardized exams because these exams are often quite different from tests you take in school.Unlike most school exams, standardized tests: Cover multiple subjects. Unlike just studying for a math test in high school, standardized tests cover math, literature, writing, and science all in one test. This means that you have to study a much wider variety of subjects than you would for a typical school exam, which can be challengingand time-consuming. Are divided into strictly timed sections. This makes standardized tests more difficult because you need to work through the questions faster and often don't have as much time to check your work. Often include misleading questions and answer choices. Most tests you take in school are fairly straight-forward, but standardized tests often include trick questions or answers, which means that even if you know the material, you can still get fooled and end up choosing the wrong answer. There is also typically a lot more pressure to do well on a standardized exam than there is to do well on any single test you take in school because ACT and SAT scores are an important part of college applications. There is no one reason why smart students sometimes get low scores on standardized tests.Below are five scenarios that cover nearly all the reasons top students may not be getting the scores they want on the ACT or SAT.For each scenario, the underlying problem is explained, and steps are provided to help solve the problem and avoid it in the future. Scenario 1: Studying the Wrong Way This May Be You If: You prepared for the exam, had enough time to answer all the questions, and didn’t feel overly anxious, but still got a lower score than expected. It’s possible, and even fairly common, for you to put in a significant amount of time studying for a standardized test and still not get the score you want. If this is the case for you, and you’ve ruled out the other scenarios as possibilities, then you may need to change the way to study for the test.Even if you are a star math student at school, that doesn't automatically translate to getting a high score on the math section of a standardized test because standardized tests are longer, cover more material, and can ask questions in ways that seem confusing or misleading.This means that your methods of studying for your classes at school may not get you the score you want on a standardized test. How to Solve: If you're studying for a standardized test the same way you study for a test at school and it isn't getting you the results you want, then you need to change your study methods. Unlike school exams, for standardized tests you need to know not onlywhat topics they'll test you on, buthowthey'll test you on those subjects, which means you need to become familiar with standardized test questions and how they are worded. The best way to do this is to answera lot of practice questionsand get used to the way questions are asked. Take officialSAT practice testsor ACT practice tests to have the highest quality and most realistic practice questions. You should also review each of the questions you answered incorrectly or guessed on and learn what mistake you made. Reviewing your answers also lets you see which subjects you need to spend the most time studying so you can get high scores across the test. Check out our guide on the best way to review missed questions on the SAT or ACT.We also have a wealth of resources that cover all aspects of SAT preparation and ACT study tips. If you've been studying on your own and not getting the results you want, you may also want to consider hiring a tutor or using an online resource such as PrepScholar. A tutor may be able to help if you're having difficulty studying on your own. (Tulane Public Relations/Flickr) Scenario 2: Didn’t Study Enough/Overconfident This May Be You If: You took the test without any or a lot of preparation because you didn’t think you needed to practice. You may be used to acing tests and papers in school without ever needing to study beforehand.This attitude is common among high-achieving students, and many expect to do just as well when they take a standardized test. However, standardized tests are a special breed of exam andfor students who don’t have a lot of practice with them, they may not be used to the types of questions being asked.Test makers also make some questions and answer choices deliberately tricky and misleading, and if you aren’t used to that style of exam, you may be falling for their tricks and selecting the wrong answer choices. How to Solve: Practice! Set up a study schedule for yourself so you're better prepared for the next time you take the test.To get you started, check out our guides onhow long you should study for the SATandhow long you should study for the ACT. You should also take3-4practice tests to get used to the types of questions these tests ask and how they ask them. For every question you answered incorrectly, look it over to see what you did wrong and how you canavoid making the same mistake in the future. Scenario 3: Over-Thinking the Questions This May Be You If: You spend a lot of time going back-and-forth between answer choices and struggle to pick the correct option. There are specific answer options on these tests designed to look almost like the right answer, and you may think they could be the right answer if you argue their case enough.In school, you may be able to support your answer with a strong enough argument to get it accepted by the teacher, but this doesn’t work with standardized tests.For these tests, test makers are only interested in the rightanswer, not an almost-right answer. This problem is particularly common on inference questions for ACT and SAT reading sections. In class, you may be able to infer something from other things you’ve readoryour own life experiences, but on a standardized test, every correct reading answer will be supported by the text, even inference questions. This confusion can also happen on other test questions, such as second-guessing yourself on sentence completions, making easy math questions more difficult than they need to be, or assuming there must be an error on every writing question. How to Solve: Remember that each question on a standardized test has only one correct answer, and every other option is unambiguously wrong. For reading questions, evenif you feel that a certain answer choice is better, if you don’t see any evidence inthe text supporting it, then it isn’t the correct answer. You should be able to point to a line or passage in the text to support every answer you choose. For all test questions, ifan answer choice is even the slightest bit incorrect, then it is not the correct answer. Move on to other answer choices and don’t let yourself waste time by trying to convince yourself that it’s correct.Read our guides specifically on inference questions for reading sections of the ACT and SAT. We also discuss how to choose correct answersfor other SAT questions and ACT questions. Don't overthink standardized test questions. Scenario 4: Anxious Test-Taker This May Be You If: You felt confident and prepared before the test, but once you start taking the exam, you get nervous and second-guess yourself. Sometimes you know all the information and tricks, but when it’s test time, you psych yourself out and let your nerves get the better of you.It’s easy to put a lot of pressure on yourself when you take a standardized test becauseit can be very important for your future. Overachieving students can be particularly susceptible to this problem because they feel like they have to get a top score in order to get into the best colleges.Feeling stressed or anxious while taking the test can cause you to make silly mistakes and forget information and strategies you’ve learned. How to Solve: The best way to combat this problem is to take a lot of practice testsandmake the conditions as real to the actual test as possible. We have guidesto help you take practiceSATs and ACTs under the most realistic test conditions. The more familiar something is, the less anxiety it will cause.If you are not yet a senior and feel that you may have a problem with test anxiety, consider taking the PSAT or ACT Aspire. Both of these tests are very similar to the SAT and ACT, respectively, and they will give you a low-risk way to become more familiar with standardized tests. Also remind yourself that your standardized test score is only onepart of your college application, and you are free to take a standardized test more than once.Check out our guide tomanaging SAT anxiety (you can use these same skills for the ACT). Scenario 5: Poor Time Management This May Be You If: You know how to answer the questions, but repeatedly run out of time on exam sections. I struggled with thisproblem for a long time. To prepare for the SAT, I had studied, knew the types of questions I’d be asked, and was ready for their tricks, but I was constantly running out of time.Standardized tests usually cram a lot of questions into a short amount of time, and manystudents have trouble answering all the questions before time runs out. This can be especially difficult if, like me, you’re somewhat of a perfectionist and like to make sure of each answer and double-check everything.I was used to having enough time to finish exams at school, and the time crunch on standardized tests threw me for awhile. How to Solve: The best way to solve this problem is to take a lot of timed practice tests. You’ll get more used to the types of questions that are asked, which means you’ll be able to answer them more quickly. When you take practice tests, make sure you give yourself exactly the same amount of time you’d have for each section on the real test, so that you know how much you need to work on your time management. You should also stop yourself from spendinga lot of time trying to solvea singletest question. Our general rule is that if you’ve spent more than 30 seconds on a question and still have no idea how to solve it, skip it and move on. You can always come back to it if you have more time at the end. We also have more in-depth guides that cover how to stop running out of time on SAT reading and SAT math, as well as for ACT Reading and ACT Math. Keep track of your time while taking a standardized exam. Which Scenario Applies to You? Now that you know the different reasons whysmart students don't always score well on standardized tests, you can determine which scenarios apply to you and start toovercome them. In order to determine which of the scenarios you fit, first findyour standardized test resultsand look over each of your incorrect answers.For each question you answered incorrectly, ask yourself why you got it wrong,and look at the options below todecidewhich scenario best matches your reason for answering incorrectly. On a sheet of paper, make a column for each of the five scenarios, and marka tally under the corresponding column each time a certain scenario explains why you got a question wrong. In some cases, more than one scenario could be the cause. Scenario 1:You wereconfused by the question's wording, even though you knew the material the question was asking about. Scenario 2: You weren't familiar with the subject the question was asking about. Scenario 3: You struggled to choose between 2 or more answer choices because you couldn't decide which was the right answer. Scenario 4: You knew how to solve the problem but answered incorrectly because you were stressed or anxious. Scenario 5: You didn'thave enough time to answer the question but would have gotten it right if you'd had more time. After you have done this for each incorrect answer, look to see which scenarios had the most tally marks.Review those scenariosand their "How to Solve" sections to learn how to avoid making those same errors in the future. You are now on your way to raising your standardized test scores! What's Next? Are you wondering what a good score for the SAT or a good score for the ACT is? Check out our guides to see how your scores measure up. Are you aiming for a perfect standardized test score?We have guides on how to get a perfect SAT score and perfect ACT score, both written by a perfect scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Free Essays on Embracing Defeat

Dower, John W. Embracing Defeat: Japan in the Wake of World War II. New York : W.W. Norton and Company, 1999. As with most accounts of post-war occupations, history is written though the eyes of the victor. The same can be said for previous accounts of the American occupation of Japan. The Japanese occupation differed from German occupation in that the United States did not have sole control in Germany as they did in Japan. The racial issue also plays an important role in the recorded history of the occupation. The United States looked upon the Japanese, in the same respect as they did any other occupants of the Asian continent as â€Å"little brown brothers† unable to restore their homeland. In his book, Embracing Defeat: Japan in the Wake of World War II, John Dower attempts to tell the story from the other side of the fence. He depicts the Japanese characters in the tale and their struggles and willingness to move on, not just the popular American players who are usually portrayed as gods, handing out democracy from above. Through the use of cartoons, photographs, diary entries, a nd other pieces of everyday life as well as highly demonstrative language, John Dower attempts to recreate the social and cultural history of Japan during the American Occupation. This makes for a better overall understanding of the era, as he works from the inside; thoughts, motives, and emotions, to the outside; people, places, and events, through the eyes of the Japanese people. Dower has tried to convey from within some sense of the Japanese experience of defeat by focusing on â€Å"social and cultural developments as well as on popular consciousness.† (25). Dower writes, "To put it a little differently, I have tried to capture a sense of what it meant to start over in a ruined world by recovering the voices of people at all levels of society."(25). The result is a highly informative collection of songs, signboards, rhymes, movie plots, comi... Free Essays on Embracing Defeat Free Essays on Embracing Defeat Dower, John W. Embracing Defeat: Japan in the Wake of World War II. New York : W.W. Norton and Company, 1999. As with most accounts of post-war occupations, history is written though the eyes of the victor. The same can be said for previous accounts of the American occupation of Japan. The Japanese occupation differed from German occupation in that the United States did not have sole control in Germany as they did in Japan. The racial issue also plays an important role in the recorded history of the occupation. The United States looked upon the Japanese, in the same respect as they did any other occupants of the Asian continent as â€Å"little brown brothers† unable to restore their homeland. In his book, Embracing Defeat: Japan in the Wake of World War II, John Dower attempts to tell the story from the other side of the fence. He depicts the Japanese characters in the tale and their struggles and willingness to move on, not just the popular American players who are usually portrayed as gods, handing out democracy from above. Through the use of cartoons, photographs, diary entries, a nd other pieces of everyday life as well as highly demonstrative language, John Dower attempts to recreate the social and cultural history of Japan during the American Occupation. This makes for a better overall understanding of the era, as he works from the inside; thoughts, motives, and emotions, to the outside; people, places, and events, through the eyes of the Japanese people. Dower has tried to convey from within some sense of the Japanese experience of defeat by focusing on â€Å"social and cultural developments as well as on popular consciousness.† (25). Dower writes, "To put it a little differently, I have tried to capture a sense of what it meant to start over in a ruined world by recovering the voices of people at all levels of society."(25). The result is a highly informative collection of songs, signboards, rhymes, movie plots, comi...

Age Discrimination in the Workplace Essay Example | Topics and Well Written Essays - 1500 words

Age Discrimination in the Workplace - Essay Example In their article, Butler &Berrett (2012) argue that the American working force is progressively getting older and working for more years and the baby boomer generation is currently defying the age long tradition of working for about 30 years before going into retirement. These individuals are now preferring to continue with working well past their retirement age. According to Butler &Berrett (2012), data presented by the U.S. Census Bureau indicates that there are currently over 142.6 million people in employment and that are aged 40 years and over. These individuals are seen to account for 46% of the U.S. population. In addition to this, the paper highlights the plight that is normally faced by the older generation in the workplace as a result of frequent discrimination and then goes on to propose a practical approach that potentially be used by human resource personnel and educators so as to ensure that all the various employee related decisions are seen to be handled.In their Agei sm in the workplace article that appeared in theSpring 2007 editions of the Generations Journal, Helen Dennis and Kathryn Thomas start off by affirming that ageism is currently seen to be firmly entrenched as part of the main social fabric in American life. They argue that the practice of ageism is widely pervasive as is clearly evident across some of the different sectors such as education, media, healthcare and advertising. Dennis & Thomas (2007) point out that the workplace is in essence a microcosm of society.

Death as a Theme in Dickinson's Poems Essay Example | Topics and Well Written Essays - 750 words

Death as a Theme in Dickinson's Poems - Essay Example In ‘A long-long sleep’ Dickson indicates that there is no revival from death. Unlike sleep where one has the probability of waking up, death has no dawn. There is no movement of the body. One, just like stone, is stiff. Eye lids do not move, and limbs are immobilized. This tells us that death is part of life and when it comes we have to accept it. We should pay our respects and move on. We will have our chance with death, and. (A long-long sleep) (Wegelin 56). Death does not only affect the dead. Those left to bury the dead also have their fair share of sorrow. Emily in her poem, ‘I cannot live without you’, she shows deep grief of a spouse left too soon. The mourner says’ I could not die with you for one must wait to shut the others’ grave down’. This shows that in as much as we would want to die with the dead just to avoid the pain; someone must be left behind to take care of the dead. The poet likens the departed’s remains in t he porcelain to a fragile cup. A cup that can easily be broken and although it is replaceable, the old cup’s place can never be taken by the new one. This shows pain of loss by the widowed spouse. The memories of the dead haunt us and break our hearts. We hold on to things they treasured. Memories are what connect the dead from the living. Only those left behind grief and cry. The dead are at peace. They sleep the centuries away. This is illustrated in ‘Death sets a thing’. ‘Now when I read, I read not, for interrupting tears obliterate the etching too costly for repairs.’(I cannot live without you and Death sets a thing) (Wegelin 87). In ‘Her last summer’ Emily depicts death as highly unpredictable. No one is ever ready for it. In the poem, ‘Her final summer was it, and yet we guessed it not’ shows that they did not see death coming. The lady was industrious going about her life when death struck. The people around her are shocked as her busy life is easily shut down by death. ‘The busy darling lay, so busy was she, Finishing’. This showed that death does not have boundaries. When it strikes, it cannot be avoided. Once dead, one has one more duty, to decompose. (Her final summer) (Dickinson 43). In such death as above, the lesson learnt is that we have to value our lives and that of those we love. This is because when we or they are gone, there is no return. It is a long sleep. Another type of death is also explained. When one gives up a part of their lives such as an item or a hobby they adored, that is death. The rehabilitation from undesirable behaviour is also death. This is the rebirth into a new being, out with the old and in with the new. In her poem, ‘I died for beauty’, Emily shows that people die for what they stand for. In the conversation between two tomb neighbours, one man who died for truth asks the other what they died for. The response is, they died for beaut y. The two, although physically expired exchanged their lives for the things they loved so much, truth and beauty. This is a deep expression of individuality. People are defined by what they hold as sacred in their lives. This can be education, money, politics and in the case of the tomb neighbours, beauty and truth. (I died for beauty) From this poem, the evident lesson is that people have to find their purpose in life. One must be able to know their purpose. Once they know that, they should pursue their dream or purpose because even after death, one will be held accountable for

Analyse an Advert and Prequel to it in Depth Essay Example for Free

Analyse an Advert and Prequel to it in Depth Essay Advertising is one of the worlds foremost businesses. Companies use this media to communicate their ideas, products and messages to the general public. This is one type of advert, which is used to draw people to donate to a cause. It is called an appeal. This appeal is from Help The Aged, a fairly large charity, dedicated to helping the older and less able people. This particular advert is for the SeniorLink pendant, a small telephone pendant that helps people when they get into trouble where they cant reach the phone, because they are immobilised. I will analyse this form of the appeal and elaborate the techniques and tricks used to convince people to part with their money. This form of the appeal is a leaflet. Leaflets can be specially designed to appeal to a particular audience or aspect of society; this leaflet is aimed at anyone who has money. The purpose of it is to convince these people that their product is: reliable; fast acting; state-of-the-art; easy-to-use and most of all, lifesaving. If it succeeds than Help The Aged will get their reward of a donation that, in theory, should then be spent on the pensioners. The advert uses several conventions to convey their tricks and tactics to the target audience. I will elaborate these as I examine the advert. On the first part of the leaflet (The Front) we see Vera alive and well, along with a caption to the picture that, arguably, could be seen as the title to the leaflet. The photograph of Vera depicts her as smiling, cheerful and in good health. From this, empathy is drawn from the audience, giving the advert a good note from which to begin with. It can also be seen as a pointer to what the outcome of the event is, in a similar way to the introduction to Romeo and Juliet. The caption or title of the leaflet is in large, white, bold, capitalised text, which is mapped on a black background. This is to make the text stand out considerably, as there is no bigger contrast than black and white. At the end of the text is an ellipsis. This adds to the beckoning feel of the text that makes the audience want to read on. The second part of the advert or Middle of the leaflet is a transcript of the conversation between Lyn, a SeniorLink operator, and Vera Smith, an old woman in distress. The sheet is in four parts: A quotation, used as a title An introduction to the transcript The telephone conversation, recorded as a transcript And an epilogue to the piece. The quotation to the page is in a similar style to the original caption, in the first part. It shares the same bold, white on black style, however it is not all in capitals. This is because it is a quotation from Vera, presumably from after her ordeal. This is to show again that she recovered and that she owes her life to the SeniorLink pendant. Next is an introduction to the transcript. It starts with an introductory sentence that uses simple adjectives and sentence structure to describe the characters. Next comes the setting of the scene, where Veras predicament takes shape. One sentence is underlined, this sentence: To her horror is highlighted to make it stand out more, as it is shocking and important. The intro ends with another ellipsis, opening the way for the transcript. Just before the transcript is a picture of both Lyn and Vera, depicted as happy, this is showing: how good the receiving staff is and how pleased Vera is to be alive. The transcript itself is 16 lines long, combining playscript style speech and bold typed event explanations. The playscript reads like normal speech, Vera pauses and the text is punctuated appropriately, Please Help me! The language is different for Vera and Lyn, Vera sounds helpless and afraid, while Lyn sounds calm and efficient. At three intervals the scripting cuts into a short explanatory line, distinguished by its bold enhancement. These explain what is happening, like directors notes. We are expected to give the appeal some trust and believe that the conversation really happened. Finally there is an epilogue where, using reassuring text, they bring this ordeal to an end. They finish this section by emphasising that the SeniorLink saves lives. The final part of the advert, the back, is the possibly the most important. It is the advert in full, the appeal or the explanation section. It is nine paragraphs that encompass all of the emotion, drawn from before and add to it, then channel it into giving a donation. The title of the piece is large, bold and eye-catching. It is presumably a joke to suggest that she could, hear voices as some old people develop insanity. Otherwise the comment that she is alive because she could hear voices is a stupid one and not thought out. The first paragraph is an assurance that Vera made a full recovery, thanks to the SeniorLink system. This is to put worried minds at rest. Then in clear bold text it says: But many other elderly people arent so lucky, This shows that next the appeal will give information, possibly facts on old people that didnt make it through their ordeals. Paragraph 2 is apparently a factual one, where they give you shocking statistics on how many people dont survive each week. This is supposed to appeal to your human nature and lull you into wanting to help decrease this statistic. Next comes another single line of text that prepares you for upcoming information. It is underlined and utilises an emphasising adverb, which is describing an adjective, tragic. This is used to change it from being tragic to really tragic, emphasis. The next two paragraphs are two cases, which are utilised to shock you further, and again to appeal to your Human side. The fifth paragraph is in bold text and is designed to be reliving after the heavy emotion carrying paragraphs. It is positive and righteous. It opens with a statement of good, Yet tragedy can be avoided This is showing the gold horizon, while saying that our cause is the most important cause. Then in the second sentence it uses the mysterious inference again: Hearing Voices In the sixth paragraph the appeal itself surfaces and they make their quick request for money, while surrounding it with ideas of stopping unnecessary deaths and the strange voice inference again. The donation request itself is only five words long, out of the whole advert. It is short and enveloped to try to mask their intentions, while making it stand out in your mind. Also in this paragraph two words are underlined to add emphasis on their aims. The next paragraph is a short direct paragraph and adds a little more emphasis on the pendant itself. Paragraph eight is the technical element, it explains exactly what the pendant is, wrapped in technical terms to show that this is cutting edge technology and is really effective. The text ends with a warm climax ands shows one last time that the pendant is an amazing thing. The logo of Help The Aged is a rising sun, symbolising that there is dawning hope and always a light for old people. In conclusion, the advert uses most of the persuasive techniques in the handbook, from simple adjectives and bold text to psychological hints and shocking facts. However I would say that the advert has been worked at: psychologically wise, everything is in the right place, and the things that should stand out do stand out. At every step of the way they have used persuasive writing, showing that: Vera survived because of the pendant, The pendant is efficient and will always work, Pensioners without a pendant die frequently, Preventing the deaths is easy: donate money. On a personal level I wasnt convinced, I saw the IT tricks and psychological hints as insults, and saw right through them. Perhaps Im wrong, and I just am not human enough to see that they really are doing good in the world. But, most people would or should give money as it is fairly well thought through and has pretty shocking facts, if theyre true. I have learned that advertising is a crooked business and has many ways of persuasion. It does take a lot of thought.

Aims and outcomes of the Quantitative Revolution in geography

Aims and outcomes of the Quantitative Revolution in geography The Quantitative Revolution in geography refers to the era in the 1950s and 60s when the subject adjusted to a more scientific approach seeking objectivity in the testing of hypotheses and theories. A series of statistical and mathematical techniques and abstract models were adopted leading to a radical transformation of spirit and purpose (Burton, 1963, p151) in Anglo-American geography. As a part of this revolution the old ideographic geography based around areal differentiation and regional geography was displaced. Regional geography was heavily criticised for being too specific and incapable of contributing towards effective generalisation. Both Bunge (1962) and Haggett (1965) argued that one can do little with the unique except contemplate its uniqueness. Thus, the aims of the quantitative revolution were to overcome this specificity and establish nomothetic (universal/general) model-based paradigms. However, as this essay will show, the quantitative revolution was itself as nar rowly focussed and blinkered as the regional geography it replaced. Nevertheless, it did provide greater theoretical awareness within the subject meaning that today this awareness no longer hinges on a simple ideographic-nomothetic binary. Instead, interest in the philosophy of realism and a more focussed contextual approach to geography, together with a critique of grand theory and an interest in situated knowledges, has produced a more nuanced understanding of both the powers and limits of theory. The quantitative revolution was formulated around the paradigm of spatial science associated with the philosophy of positivism (the advancement of science through the formal construction of theories and scientific laws). Spatial science involved the presentation of human geography as a key component of social science, which concentrates on the role of space as the fundamental variable influencing both societys organisation and operation and the behaviour of its individual members (Cox, 1976). Berry and Marble (1968) expressed the goal of spatial science as building accurate generalisations with predictive power by precise quantitative description of spatial distributions, spatial structure and organisation, and spatial relationships. The revolution also strongly influenced physical geography involving the widespread adoption of abstract modelling techniques and scientific methodology in order to reaffirm geographys status as a respected scientific discipline. This had a huge impact upon the subject as a whole, leading to David Harvey (1986) coining the famous slogan by our models you shall know us. However, as many geographers such as Chrisholm (1975) have argued, the phrase quantitative revolution is something of a misnomer. This is due to the fact that geography has in reality been quantitative since the nineteenth century and its formal institutionalisation. For example, The Royal Geographic Society as a centre of calculation (Latour, 1987) involving the assimilation of maps, tables, figures and statistics. As Chrisholm argues, the widespread use of formal statistical techniques from the 1950s to the present day therefore represents more of an evolution than a revolution. Similarly, the significance of the 1950s was not the introduction of numbers per se, but the introduction of theory: it was thus much more of a theoretical revolution. It is this theoretical aspect which has been the most enduring legacy. Before the 1950s geography (human especially) was resolutely atheoretical. With the quantitative revolution, however, a flood of theoretical models from other disciplines were imported and applied. From physics came gravity, from economics spatial science and the holy trinity of Von Thunen, Weber and Loschs models, from sociology the Chicago School and from geometry networks and graph theory. These theories, among many others, were thus applied through an innovative set of practises stemming from a distinct set of technical and theoretical competencies. Both physical and human geography thus shifted away from field-based inquiry to technical, desk-bound roles involving analysis from afar. However, just as the strive for positivism, empiricism, exclusivity, autonomy and universality were the keys aims of the quantitative revolution, they all ultimately culminated in its downfall and critique. By the late 1960s and early 1970s these once-compelling arguments began to slip and with them the grip of the revolution. A different kind of world was emerging at this time that was much less innocent and more restless than before. Huge debates were raging concerning issues of poverty, racial equality, war, gender, environment and civil rights that the quantitative revolution seemed both unable and unwilling to address. Quantitative geographers were thus left somewhat flat-footed in terms of their relevance to this debate. As David Harvey (1973; p129) damningly put it there is an ecological problem, an urban problem, an international trade problem, and yet we seem incapable of saying anything of depth or profundity about any of them. The Quantitative Revolution was thus ripe for an overthrow (Harvey, 1973; p129). The theoretical vocabulary, however, persisted, with a shift towards Marxist concepts and a more radical geography. Human geographers thus argued the discipline should be formulated around situated knowledges based on local cultures, customs and specifics. Based upon poststructuralist and post-modern ideologies they argued instead of concentrating on the universal and global, it was important to attend to the play of different interests from different positions and in different voices. They argued for the reinstatement of the social foundations and responsibilities of intellectual inquiry and refusal to separate science from discourse more generally. Consequently, although no doubt many geographers continue to think of themselves as social scientists, many do not, emphasising their role at the heart of the humanities. In either case, however, probably very few count themselves as positivists. This has ultimately culminated in widening of the gap between the physical and human aspects of the discipline. This is largely due to the fact that so much of physical geography remained largely unaffected by, and indifferent to, the arguments forwarded by the humanists and the critique of the Quantitative Revolution at large. Thus, in the modern era, there is no doubting the fact the connections between the disciplines of human geography and physical geography are much more tenuous. From this perspective, the outcome of the Quantitative Revolution can therefore be seen as profound, highlighting the ultimate question in geography. What does the discipline really entail and can the increasingly disparate human and physical elements continue to operate under the same umbrella?

Parisienne Fashion and Impressionism

Impressionist Effect on Parishioner Fashion The saying, â€Å"A woman is a corset is a lie, a falsehood, a fiction; but for us this fiction is better than reality was decorating Art Institute of Chicago walls, supporting the main idea behind Impressionism, which is â€Å"impression†. This art movement originates back to 19th Century France with a group of Parishioner artists.The trend reflects natural elements through person's perspective in an emotional way; therefore the artists, who adopted Impressionism, do not display the reality objectively, but they filter it through their views and come up with their final impression that appears on the painting. Compositions usually underline the intensity of daylight depending of the hour and vivid pigments that are used, rather than the objects in the painting. Impressionist painting was established in sass's against the conservative and repressive rules of Cad ©mime des Beaux- Arts which is French Fine Arts Academy.Artists like Claude Monet, Camille Pissarro, Pierre- Augusta Renoir, Alfred Sisley, Paul Cezanne, Edgar Degas, Berth Morison did a showcase in 1874, outside of Paris and introduced themselves as Impressionists, as well as they introduced the art movement. As they adopted the trend, the painters had a few elements in common such as preferring to work on their paintings in open air; expressing the temporarily and pugnacity of the present were exclusively important to them. L Therefore being in a dynamic and modern society also affected the technique they used which was applying brush prints rapidly.Besides their preference of using open air as their studios, the artists also used modern life elements for inspiration and therefore fleeted on the social scenery of Paris in 19th century that included cafes, balls and hippodromes, as horseradish was one of the important events. 2 Like in every art movement, Impressionism was also affected by that era's conditions; with the Industrial Revolution, conf ection got bigger in the country and fashion and became more eligible for every class.For instance from sass's through the sass's cashmere shawls from India and Iran (back at the time Persia) were coveted and costly signs of respectability. 3 After this change, every economical class started to have their own apparel codes, which made this adjustment a muse for the artist' production process and James Toots's Shop Girl painting is one of them. The tableau illustrates a young woman standing inside of a ribbon shop, holding the door with one hand while facing the audience and holding a wrapped package in the other hand.The women in the store modestly clothed, however as Taoist highlights the women's bust with slimming their waists; he is almost implying to a social circumstance that is women who work were considered morally dubious. Combining the elements of working at a store and oddest clothing shows that these women did not belong to a class that was higher than average. The room i s filled with piles of ribbons, has antique chairs and an inlaid, large table. On the background, a busy Parishioner street scene is showing through the window.The paintings dimensions are 31. 37 in x 25. 62 in and type is oil on canvas. Taoist created the painting between 1883- 1885 using small brush strokes and dull, dry pigments. The angle of the light is not exposing and not overwhelming as it reminds the viewer a calm, sunny afternoon; it is also used to define the form ND suggest plasticity. Therefore the texture appears to be smooth and soft rather than hard and rough. Also, lines are actual however with the softening effect of light/ shadowing balance, the painting does not look contoured.Due to that, the pictorial impression is deep and with 3 dimensioning effect, it suggests pictorial space. 4 Another Taoist painting that is a successful reflection of Impressionism in Parishioner fashion is Portrait of Mademoiselle L. L.. The setting includes a closed area, a room, and a y oung woman posing for the painter. The completion date is 1864 and quinine is oil on canvas with dimensions being 48 x 39 in. This painting depicts a typical above average Parishioner young woman who seems independent and confident.Taoist maintained this look with softly- rendered pompom Jacket, which is vogue for Spanish fashions set by Empress Genuine as well as uniforms of French Suave soldiers. Penthouse the clothing seems modest; the bright red that is standing out in pastel pigments is courageous enough for the model to have as a jacket. The light and lines help the viewer to see the depth of the painting and even he mirror supports that feeling; therefore according to the audience, the pictorial space is great.Like a typical Impressionist painting, this one also has quality of the surface that is revealed by light is soft and smooth. 5 As James Taoist being only one of the representatives of Impressionist art trend, there has been many others like Eduardo Monet, Gustavo Court ed and Edgar Degas. These artists were all inspired by the social scene and therefore chose to focus on clothing, which were symbolic to to class levels, while expressing their understanding of their time.Penthouse the themes usually include open air, as it can be seen in these two examples of art work, it is easy to find paintings that have closed environments as their settings; and it is impressive how the depth feeling is never lowering because of this element. Also, it is unique and interesting how these artists were able to reflect on class levels and social statuses by highlighting the clothing of individuals in their paintings. But then again, it seems inevitable to not have fashion as a part of the context in art in a city which has â€Å"There are two ways to be Parishioner; by birth or by dress† as its motto.

The Relationship Between Structure Mentoring Programs

The issue of new graduate nurse retention remains a challenge in many healthcare facilities. More than 50% of new graduate nurses leave their first employment in less than a year (North, Johnson, Knotts & Whelan 2006). Because new recruits are often faced with a variety of stressors in their beginning practice it is clear that a structured mentoring program could be of immense value. Such a program would provide technical and emotional support to nurses and so ease their transition into the unit culture. This article provides a critical review of the literature on mentoring, especially the impact that structured mentoring programs have on the retention rates of new graduate nurses. In the first section I will explore the nature of mentorship within the nursing discipline. I will discuss the functions of a formal mentoring program and the chief characteristics of the mentor: mentee relationship. In the second section I will provide a critical review of the literature concerning the relationship between mentoring programs and increased nurse retention rates. The third section explores common pitfalls that subsume in a dysfunctional mentoring program. Finally recommendations to organisations are proposed based on the review findings. Introduction Graduating from a nursing school is a considerable achievement. New graduates eagerly anticipate their first position in the ‘real world’. The issue however of new graduate nurse retention continues to be a grave concern in many healthcare facilities. It was reported that more than 50% of new graduate nurses leave their first employment in less than a year (North, Johnson, Knotts & Whelan 2006). New recruits are often faced with a variety of stressors associated with beginning practice. It is clear therefore, that a structured mentoring program which provides technical and emotional support to new nurses may be one of the best retention strategies for nurse administrators. This article provides a critical review of the literature on mentoring, with an emphasis on the impact that structured mentoring programs have on nursing retention rates. The first section sets up mentoring concepts and processes as identified in the literature. The second section will provide a critical eview of the literature on the relationship between structured mentoring programs and the nursing retention rate. The third section explores common pitfalls that subsume in a dysfunctional mentoring program. The final section makes recommendations to organisations regarding a successful mentoring program. Significance New nurse graduates have many employment options. They can choose not to work in settings where they are not supported and often they take that option. Common themes emerging from the literature show that many new nurses lack both confidence and a sense of competence (Oermann & Garvin 2002). They are afraid of making mistakes; they complain of an unsupportive environment; and of being obliged to work with ‘difficult’ colleagues (Oermann & Garvin 2002). A lack of recognition of their work as well as difficult shift-work schedules have also been identified as sources of distress (McVicar 2003). It is a sad fact that one out of every three nurses under 30 years plans to leave during his or her first year of employment (Nelson, Godfrey & Purdy 2004). The cost of such high levels of unnecessary nurse turnover is significant (Halfer, Graf & Sullivan 2008). More significantly the resulting deficit of nursing personnel inevitably affects the quality of patient care in hospitals and can compromise patient safety (Leners, Wilson, Connor & Fenton 2006). In response to the critical issue of nursing retention, hospital managements have been urged to address the issue by developing a more congenial work environment. However, it is noticeable that mentoring initiatives are still not integrated into many healthcare organisations, despite a plethora of literature relating this with positive outcomes. Literature search Relevant studies were identified by searching the following electronic databases: Cumulative Index to Nursing and Allied Health Literature, Ovid and ProQuest. The keywords or their combinations have been utilised in the searching process. These include: mentorship, preceptorship, new graduate nurses, personnel retention, and personnel recruitment. Other literature was identified through searching the bibliographies of studies found through electronic searches, including the World Wide Web, Google Scholar and library data systems. Inclusion criteria included discussion/ opinion papers and articles/materials written in English. There were no particular discipline restrictions and there were also no specific date restrictions. Articles that were published after 1999 were sought. The retrieved articles were reviewed and selected based on these criteria: the relationship between formal mentoring programs and personnel retention; benefits of mentoring; new graduate transition; and possible pitfalls of mentoring. Literature review What is mentoring? There is a substantial body of literature which deals with mentoring and preceptoring as discrete functions (Block, Claffey, Korow & McCaffrey 2005; Kelly 1994). To date however, the two terms continue to be used interchangeably or synonymously (Block et al. 2005). It is useful to draw some distinctions between them. Preceptorship is understood as an organised orientation program in which the nurse preceptor facilitates the integration of new staff into role responsibilities in the clinical setting for a limited period of time (Greene & Puetzer 2002). This relationship is often viewed as one-sided and patriarchal (Leners et al. 006). In contrast, mentorship is a reciprocal relationship established between two nurses â€Å"on the basis of respect and compatible personality with the common goal of guiding the nurse toward personal and professional growth† (Block et al. 2005:134). The relationship often occurs over a much longer period, depending on whether the agreed-upon goals have been achieved (Andrews & Wallis 1999). Stated simply, the features of mentorship as distinct from other supporting roles in clinical settings include a strong repertoire of helper functions, reciprocal sharing and a relatively longer duration (Morton-Cooper & Palmer 2000). Characteristics of the relationship Mentorship primarily involves a mentor and a mentee in a one-to-one relationship (Latham, Hogan & Ringl 2008). This relationship is characterised by a process of enabling, cultivating, and empowering a less experienced practitioner within the work environment (Morton-Cooper & Palmer 2000). In this longitudinal relationship, both mentors and mentees assume their own responsibilities and obligations in achieving either organisational or personal goals (Latham et al. 2008). In this relationship, a mentor is recognised as a wiser and more experienced practitioner, who possesses certain ‘personal’ and ‘professional’ attributes such as good interpersonal skills, self-confidence, flexibility, knowledge, and an interest in professional growth (Kane-Urrabazo 2006:193; Andrews & Wallis 1999:204; Morton-Cooper & Palmer 2000). Personal attributes that have been identified as important factors to success also include good listening skills, the ability to facilitate learning and being comfortable in giving feedback (Sherrod, Roberts & Little 2008; Woodrow 1994). The literature refers to the nurse being mentored as a ‘mentee’, ‘protege’, ‘learner’, or ‘mentoree’ (Zucker, Coss, Williams, Bloodworth, Lynn, Denker & Gibbs 2006; Hunter 2002). Referred to here simply as â€Å"the mentee† she or he can be any nurse at a distinctive stage of his/her profession (Leners et al. 2006). The characteristics of a mentee that allow a functional mentorship to flourish include honesty; the capacity to take responsibility; being ready and available for feedback; following through on decisions, having a strong self-identity and a willingness to learn (Wagner & Seymour 2007; Sherrod et al. 008). Structured mentoring program Various structures of formal mentoring programs are available across institutions (Latham et al. 2008). Broadly speaking, the structure of a mentoring program contains several stages of strategic planning (Latham et al. 2008). Initially the focus is on: establishing objectives and measurable outcomes, role delineation for mentors and mentees, establishment of criteria for involvement in mentorship and the construction of a supportive system and a surveillance system of the mentor-mentee team (Latham et al. 2008). Those parties who are involved in this formal relationship are required to fulfil pre-determined aims, objectives and outcomes as identified by their respective supporting organisations (McCloughen, O'Brien & Jackson 2006). The second stage in which the program is implemented involves the selection of suitable mentors, the recruitment of mentees, (on both a voluntary or involuntary basis) and mentor preparation (Latham et al. 2008). Final stages include an evaluation through reflection and feedback by mentors and mentees, to determine whether specific objectives and measurable outcomes have been achieved (Latham et al. 008). The program duration may last one year or even longer (Morton-Cooper & Palmer 2000). Structured mentoring programs and retention success In this session, several issues regarding structured mentoring program and retention success will be addressed. First, we must ask what mentoring functions are important to retention success? Second: to what extent or in what way does mentoring contribute to the retention of new graduate nurses? Each of these questions is considered in the following section. Benefits of mentoring programs Mentoring has been shown to provide a beneficial effect on a proteges’ job satisfaction levels and willingness to remain in an organisation (Fleig-Palmer 2009). One aspect of the mentoring relationship is the passing of knowledge from a more experienced staff (mentor) to a less experienced staff (protege) (Heartfield, Gibson, Chesterman & Tagg 2005). Research suggests that by the absorption via socialisation of specific skills to proteges is positively related to personal learning in the workplace (Sherrod et al. 2008). This component is akin to preceptorship which also includes skill-development (Sherrod et al. 2008) and is widely accepted as a crucial orientation to new graduate nurses. Literature has linked preceptorship to a high level of satisfaction together with successful retention (Almada, Carafoli, Flattery, French & McNamara 2004; Lee, Tzeng, Lin and Yeh 2009). Anecdotal evidence shows that new graduates after completing the preceptorship program tend to seek more support, a fact which in itself would imply a strong need for good mentoring programs. A second aspect of the mentoring relationship is the psycho-social support the mentor may provide to a mentee: support which enhances his or her sense of competence and confidence (Heartfield et al. 2005). Recent findings from a longitudinal study suggest that mentoring fosters organisational retention rates through the establishment of emotional connections between mentor and mentee, by contributing to higher level of commitment to the organisation (Beecroft, Dorey & Wenten 2007). A substantial body of literature also supports the notion that mentorship initiatives can help new recruits transiting into the unit culture (Leners et al. 006). Positive environments can be created through frequent interaction, communication and relational caring between different generations of co-workers (Latham et al. 2008). Such interactions can help new nurses transcend the generations, norms and values differences in a unit (Latham et al. 2008). It also can aid a new recruit in getting in touch with overt or covert culture within the practice environment (Morrow 2008). Ultimately, better patient outcomes can be achieved, which in turn can increase nurses’ satisfaction (Leners et al. 2006). Many studies show that individuals who were mentored report higher levels of job satisfaction (Halfer et al. 2008; Krugman, Bretschneider, Horn, Krsek, Moutafis & Smith 2006; Faron & Poeltler 2007). An abundance of research studies indicates that organisations who implement mentoring programs show a consistent decrease in turn-over rate of new nurses (Hurst & Koplin-Baucum 2003; Greene & Puetzer 2002; Halfer & Graf 2006; Halfer et al. 2008; Zucker et al. 2006; Persaud 2008). Similar results are also evident in other disciplines such as Medicine, Pharmacy and Academia (Cohn, Bethancourt & Simington 2009; Sambunjak, Straus & Marusic 2006). One report in particular highlights the benefits of mentoring. A study from the southern United States by Zucker and co-workers (2006) was done to determine the impact of an 18-month mentoring program on nurse retention in five hospitals. Prior to commencement of the program, participants completed a personality profile, to ensure successful pairing (Zucker et al. 2006). This program included topics such as communication and conflict resolution skills, co-operative learning and time-management (Zuker et al. 006)– all subjects which are normally not covered in conventional orientation programs. At the end of the program, both parties reported that the mentoring relationship increased their knowledge and helped them become ‘better people’ and ‘better colleagues’ (Zucker et al. 2006). Higher levels of protege satisfaction were directly translated into increased retention. In this case, the increase was 16% (Zucker et al. 2006). Given that the high turnover rate of new recruits, mentoring program yield a significance of cost-saving to healthcare system. Research methodology/measurement issues Admittedly, strict evidence for an improved retention rate is hampered by the small sample size of these programs (Hamilton, Murray, Lindholm & Myers 1989; Faron & Poelter 2007). Atkin and William (1995) argue that findings which result from such small purposive studies cannot be generalised. Despite numerous studies therefore which show that retention rates increase with the application of a mentorship program (Block et al. 2005), it is still difficult to draw a firm conclusion on the direct causal relationship between mentoring programs and the attained retention level. This is due to the limited amount of information provided with respect to evaluation tools, sample size, mentor styles as well as the lack of a comparison group in the available studies (Gagliardi, Perrier, Webster, Leslie, Bell, Levinson, Rotstein, Tourangeau, Morrison, Silver & Straus 2009; Greene & Puetzer 2002; Hurst & Koplin-Baucum 2003). In addition, the outcomes of these studies may be affected by: differences that exist in a mentor-mentee relationship; the program’s aim and function; and the frequency of interaction between mentor and mentee (Jacobi 1991; Beecroft et al. 2007). Lack of strong quantitative data may prevent the establishment of a positive colleration between mentoring programs and retention rates. Furthermore it can be argued that retention strategies such as mentorship (which are deemed appropriate in one hospital) may not work in another (Jacobi 1991). Atkin and William (1995) point out that the findings might only show that mentors and mentees’ experience during mentorship was relatively new to them. In spite of all critiques, no one however has doubted the overall value that mentoring programs have for mentees, mentors as well as for organisations (Block et al. 2005). The existing mentoring studies on nursing which are linked to retention rates include cross-sectional and longitudinal components (Halfer et al. 2008). In contrast, empirical studies with correlational design, contain data which are only collected for a single point of the study and are subject to a limited amount of participants (Caine 1989; Fagan & Fagan 1982). Quasi-experimental design is therefore recommended (Jacobi 1991). In such studies data is collected from a group of participants who receive mentoring programs together with another non-receiving group, at multiple points throughout the study (Jacobi 1991). Until today, it is not known how long the mentorship effect takes to emerge, in this instance, nor how long it will last (Jacobi 1991). Pure experimental research has value in determining the relationship between mentoring and retention of new graduates (Jacobi 1991) but not many current studies can afford to adopt such a strict approach to measuring the cause and effect of mentoring programs and retention rates. Pitfalls of a structured mentoring program Despite numerous of benefits gained from a mentoring relationship, the desired outcome such as retention not always achieved. Several types of problems that might occur in mentoring include:- Selection of mentors A number of authors note that inequity in the selection of mentors can be problematic to the success of a mentoring program (Greene & Puetzer 2002; Andrews & Wallis 1999). Andrews and Wallis (1999:206) state that ‘some of the nurses are not mentors by choice’, as they dare not reject their selection by the nursing manager. The mentor selection criteria have not been made clear and explicit (Andrews & Wallis 1999). Sometimes, an experienced staff nurse does not have the attributes to become a good mentor (Greene & Puetzer 2002). Indeed, selection of the mentor should be subject not to seniority but to the mentor’s â€Å"availability, interpersonal skills, clinical knowledge, and teaching experience† (Greene & Puetzer 2002:69). An optional basis may also be used (Atkin & William 1995). An inadequate mentor who lacks strong values, or good personal and professional attributes and who exhibits unwarranted behaviours can be a liability (Kane-Urrabazo 2006). Such behaviours can include negative feedback or a lack of respect towards the mentee and can result in decreased self-esteem in the new recruit (Kane-Urrabazo 2006; Woodrow 1994). These behaviours are also known as ‘joy stealing’ (Heinrich 2007, cited in Driscoll 2009:8). The consequence of this will be frustration for either or both mentor and mentee (Kane-Urrabazo 2006). Poor mentoring can drive the newly employed staff away (Kane-Urrabazo 2006; Woodrow 1994). It is therefore imperative that a formalised selection criteria for mentors should be identified. Compatibility Many proteges complain of being enmeshed in a dysfunctional relationship with their mentor (Feldman 1999). This is likely to occur if there is ‘forced matching’ when a less experienced nurse is assigned to be with a mentor pre-selected from experienced staff nurses (Morton-Cooper & Palmer 2000:46). Given the closed relationship between mentor and mentee, there is a risk of this relationship becoming destructive (Woodrow 1994). Empirical studies have identified this issue (Fenske 1986). Common themes that emerge are: failure of the mentor or mentee to maintain confidentiality of private information, mentee abuse of the relationship in which the mentor’s resources are exploited for personal advantage, mentor abuse of the enthusiasm and goodwill of the mentee by making use of his/her as a personal helper or assistant (Hunter 2002). Eventually varying degrees of injurious consequences to mentor, mentee and organisation can develop if not properly monitored (Feldman 1999). The literature has identified that mentees would have better opportunities for growth if mentees were able to select the mentors (Woodrow 1994). Opposition to this suggests that matching is not as important as meeting regularly for a successful mentoring relationship (Beecroft, Santner, Lacy, Kunzman & Dorey 2006). Training for mentors Undoubtedly, a mentor is the key person in the success of a mentoring relationship. However, several studies have shown that most mentors feel deficient in their role as mentor because their training consisted of learning â€Å"on the job†, and by â€Å"watching how other people do it† (Andrews & Wallis 1999:205-206). There are some institutions providing formal mentor training to guide the mentor along (Hurst & Koplin-Baucum 2003). An evaluation study done by Jinks and Williams in 1994 (cited in Andrews & Wallis 1999:205) found those who undertake a formal course with exams felt significantly more able to undertake the role. A formal mentoring course commonly would examine the phases in mentorship, recognising different adult learning styles and personality traits, provide techniques in dealing with conflict and effectively help to manage the relationship with the mentee (Hurst & Koplin-Baucum 2003; Block et al. 00. In spite of these improvements, the majority of the course content was still perceived as inadequate by mentors’ (Andrews & Wallis 1999). Additionally, those who had left school for a significant period of time, might feel the lack of a theoretical background leading to doubts as to whether they possess sufficient preparation to be a mentor (Andrews & Wallis 1999). Woodrow (1994:813) argues that the ideal of mentorship might be undermined by ‘token mentorship’, in which mentors are unable to perform true mentor functions. Recommendation It is important for hospital managers who prepare and support nurses as mentors to develop a greater understanding of mentoring from the mentor’s perspective (Atkin & Williams 1995). Andrews and Wallis (1999:206) argue that mentors’ gain invaluable skills and satisfaction from their work but this often tends to be â€Å"intrinsic† and is internalised. Several authors believe that administrative support through financial compensation, staffing and schedule flexibility, title and leadership recognition can act as motivators for experienced staff (Greene & Puetzer 2002). Such measures would make mentors more likely to commit and sustain in this longitudinal relationship (Greene & Puetzer 2002). In addition, on-going mentor support through a mentor-support group may be helpful in maintaining the momentum (Latham et al. 2008). Latham et al. (2008) had further examined a university-hospital partnership mentoring program. The program included a component of mentor support as part of the program follow-up. It offered an opportunity for mentors to vent about the difficulties they were facing, and share the successful experiences in the mentorship. A mentor support group can clearly help management to monitor the mentorship progress and develop a strategy to tackle emerging problems (Latham et al. 2008). Conclusion It is important that healthcare organisations not continue to take the nurse retention issue lightly. The provision of an effective mentoring program structure is the appropriate response. This is essential in helping clinical entry nurses make a smooth transition into the working environment and at the same time benefit experienced nurses to achieve a higher level of professional development. Such a program can also help the organisation transcend a multitude of problems by creating a positive environment where every staff member may enjoy working. In order for an effective mentoring program to be carried out, organisations must: allocate sufficiently experienced staff to act as mentors; provide flexible staffing and scheduling; give quality training to mentors; and support the mentors through various means by title recognition, wage adjustment and support groups. In turn the program can help organisations increase retention and reduce turn-over for nurses, particularly new graduate staff. It can thus achieve better patient outcomes and increase nurse’s job satisfaction. By providing a structured mentoring program for new nurses’ career development and advancement, we can help to improve the longevity of active nursing careers and also help to alleviate the problem of current nurses’ retention.