Eating Disorders: Anorexia

It has been stated that nearly half of all Americans personally know someone with an eating disorder. This paper will show the danger and effects of Anorexia Nervosa. A study by the National Association of Anorexia Nervosa and Associated Disorders reported that ten percent of anorexics die within ten years after contracting the disease. Anorexia has four primary symptoms Resistance to maintaining body weight at or above a minimally normal weight for age and height. Intense fear of weight gain or being â€Å"fat,† even though underweight. Disturbance in the experience of body weight or shape, undue influence of weight or shape on self-evaluation, or denial of the seriousness of low body weight, loss of menstrual periods in girls and women post-puberty. Eighteen to twenty percent of anorexics will be dead after twenty years and only forty percent ever full recover. Treatment of an eating disorder in the US ranges from %500 per day to about $2,00 per day. The average cost for a month of inpatient treatment s about $30,00. It is estimated that individuals with eating disorders need anywhere from three o six months of inpatient care. Health insurance companies for several reasons do not typically cover the cost of treating eating disorders. Do you ever think that right now, one percent of all women are starving themselves, some literally starving and exercising themselves to death? Eating disorders are becoming an epidemic; they are confusing, complex diseases that many people know little about. Anorexia nervosa is an eating disorder that causes people to obsess about their weight and the food they eat. To prevent weight gain or to continue losing weight, people with anorexia nervosa may starve themselves or exercise excessively. Anorexia Nervosa is described as â€Å"one of the least understood and most intractable of all mental illnesses† (Schindehette, Sandler, Nelson and Seaman, 2003, p. 136). Many of the victims of this disease will battle it for the rest of their lives. However, if Anorexia Nervosa is diagnosed early, during the teen years, it is possible to cure it with appropriate treatment (Cooper, 2001). Over time, the weight loss becomes a sign of mastery and control. The drive to become thinner is actually secondary to concerns about control and/or fears relating to one's body. Therefore, women struggling with Anorexia Nervosa need effective treatment, and after four decades of research, there is an increasing number of treatment options ranging from counseling, to nutritional therapy, to medication. Yet, some researchers and victims still advocate that there is a need for further research in this area (Kaplan, 2002; Hendricks, 2003). In order to formally diagnose an individual with Anorexia nervosa, clinicians turn to the fourth edition of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-IV, 1994). The DMS-IV lists four criteria that an individual must meet in order to be diagnosed as anorexic, generally: A. The individual maintains a body weight that is about 15% below normal for age, height and body type. B. The individual has an intense fear of gaining weight or becoming fat, even though they are underweight. Paradoxically losing weight can make the fear of gaining even worse. C. The individual has a distorted body image. Some may feel fat all over, others recognize that they are generally thin but see specific body parts as being too fat. Their self worth is based on their body size and shape. They deny that their low body weight is serious cause for concern. D. In women, there is an absence of at least three consecutive menstrual cycles. A woman also meets these criteria if her period occurs only while she is taking a hormone pill (Orstoff, M & Hall, L. 1999). Recognizing symptoms, such as strict dieting, weight loss, binge eating or fasting, feeling dizzy, weak, and/or depressed, in addition to insomnia; family members should seek out the advice of a health care provider. The health care provider will take a complete medical history as well as do a physical examination (Cooper, 2001). After this process is complete, then the doctor can begin treating the patient with Anorexia Nervosa, which may include referrals to specialists in counseling, nutrition and other medical fields. One traditional forms of treatment is counseling, the goal of psychotherapy is to work with the patient so that through therapy she or he will be able to control eating and maintain body weight. There are two primary types of psychotherapy, and they are individual therapy and family therapy. Individual therapy counsels one on one with the patient. Sometimes there is a team of medical specialists, yet the therapy sessions are between the patient and her doctor(s). This type of therapy has mixed results. According to an article in the Journal of the American Academy of Child and Adolescent Psychiatry (1999), individual therapy is superior when used in treating older adolescents and those who have late-onset Anorexia Nervosa (Robin et al. ), and a 2003 publication in The American Journal of Psychiatry concurs with this finding (Pike, Walsh, Vitousek, Wilson and Bauer). However, both articles’ findings state that individual therapy is not the best treatment for young adolescents or those with early-onset Anorexia Nervosa. While individual therapy does not work well with young adolescents or patients with early-onset Anorexia, family therapy seems to have made significant strides in treating this group of patients. In fact the Canadian Journal of Psychiatry stated, â€Å"without the involvement of the parents and family as therapeutic allies, weight gain is extremely difficult to achieve† (Geist, Heinmaa, Stephens, Davis and Katzman, 2000). Family therapy may not only employ the assistance of parents and other family members, it can also call on schools and friends as part of the treatment strategy. One such strategy is a program called the Maudsley Method. This radically new treatment option was developed in the 1980’s at the Institute of Psychiatry and Maudsley Hospital in London. This method â€Å"coaches parents to help their kids gain weight by whatever means necessary—by preparing their favorite foods, with 24-hour monitoring to prevent purging and hours of cajoling at the dinner table† (Schindehette, Sandler, Nelson and Seaman, 2003, p. 36). Many studies report significantly greater success with family based therapy. People magazine (2003) reports that while the mortality rates for AN still average around 5 to 20 percent, the Maudsley Method is reporting success rates as high as 90 percent five years after treatment was initially sought. Other studies agree that family therapy is one of the b est treatments for young adolescents and those with early-onset AN (Robin et al. , 1999; Geist, Heinmaa, Stephens, Davis and Katzman, 2000). While individual and family therapy two of the more traditional methods of treating Anorexia Nervosa, nutritional therapy, which is called psychoeducational therapy, is also commonly used. The aim of psychoeducation is the process of giving information about the nature of the disease in hopes to cultivate behavioral and attitudinal changes in the patient. Furthermore, a study has reported that family based psychoeducation produces the same results as family therapy while costing less (Geist, Heinmaa, Stephens, Davis and Katzman, 2000). However, these results may not be replicated with a group of older adolescents (Pike, Walsh, Vitousek, Wilson and Bauer, 2003). Medication Medication is another method used to treat AN. Using medication, pharmacological therapy, to treat AN also has some promising results. According to European Child and Adolescent Psychiatry, â€Å"recent evidence suggests a role for medication in the relapse prevention stage of the illness† (Kotler and Walsh, 2000). Medication is commonly used along with another form of treatment, as are many of the treatments, too. This is referred to as a multidisciplinary approach. Pharmacological therapy uses medicines that help the patient reduce the fear of becoming fat, depression and anxiety as well as weight gain (Cooper, 2001). While each of these treatments reports success in various groups or when combined with other treatments, there are still individuals who do not feel that the treatments are effective. One such person is Jennifer Hendricks who authored Slim to None, which is a book that chronicles her daily struggle with AN. Many times throughout the text Hendricks stated that she did not feel that the treatments she was receiving were of any benefit. Christopher Athas, President of the American Institute of Anorexia Nervosa, stated in the foreword of Slim to None, â€Å"There is a glaring inadequacy of the mental health system to treat and fully understand this disease† (2003, p. ix). Eventually Jennifer lost her battle and died. The Canadian Journal of Psychiatry also states that there is a significant need to find â€Å"effective management that truly impacts on long-term outcome† (Kaplan, 2002, p. 236). Anorexia is not about feeling thin, proud or beautiful; take the time to listen to an anorexic and hear that they are feeling fat, unattractive and inadequate.

History Part B

Controlled assessment part b i. Representation 1 is from the The English Police Force; A Political and Social History written by Clive Emsley, published in 1991. It suggests that the police were ineffective at stopping/preventing major crimes such as robbery. However, they were effective at stopping minor crimes in the local community. Representation 2 is A Plaint by a P’liceman, a poem published in Punch magazine in the late nineteenth century.It also suggests that the police were ineffective at stopping/preventing major crimes and that limited the effectiveness of the Police. However, the representation also suggests that the police were effective at stopping/preventing minor crimes but that was seen as ‘stop[ing] little boys from playing ball’. Representations 1 and 2 have a number of similarities. First of all Rep 1 and 2 portray the negative attitude towards the Police. This is shown by ‘belief among many of the working class that there was a law for th e rich and another, harsher law, for the poor.In some areas, they allowed fights and other law breaking activities, which they would’ve acted against elsewhere’. From representation 2, i can spot that it agrees with representation 1 as it says ‘’The street’s re quite unsafe’ they say, You’re robbed and mobbed in broad noonday But little boys they mustn’t play’’. Representation 1 also gives the impression that the Police were capable of preventing petty crimes but they differ in tone. This is shown by ‘what the police were especially good at, was apprehending those who committed petty street offences . Representation 2 is similar and i know this from ‘Stop little boys from playing ball, or move away an apple stall’. Finally, Representation 1 suggests that the police themselves were not to blame for their ineffectiveness. I know this from ‘The police never had sufficient manpower to suppress disorder entirely’. Representation 2 is similar as it suggests ‘ Well, if from growls you can refrain, it ain’t of us you should complain You’ve got thank SIR RICHARD MAYNE’. Representation 1 and 2 have a number of differences.First of all Rep 1 gives a negative view towards the police but it differs in attitude compared to Representation 2. This shown by the fact that Representation 1 gives negative view towards the police but it gives some positives of the Police, therefore giving balanced argument. However, Representation 2 gives a generally one sided view of the police, which is negative. The representation doesn’t seem to take into account the other side of Policing, creating a one-sided and biased view. Both representations differ in tone.I know this as Representation 1 gives an academic style, due to the language used. You must also take into account that it’s from a textbook. Meaning that it will have to be fair when creating a judgement of the Police. Representation 1 tends to use words such as ‘however’ and ‘although’. Representation 2 is wholly one sided being exaggerated. Emotional language is used, in order to build a negative view image of the police. I know this from the exaggeration and comparison of petty street offenders to boys ‘They bids me chivvy little boys’In conclusion the two representations are mostly different as the first representation gives a balanced view making a conclusion at the end after evaluating all points. Whereas, the 2nd Representation gives a negative focus and tone towards the Police without even considering the usefulness of the police. The main reason for this is Representation 1 concludes that ‘Although they[working class] may not have liked the Police, they realised that the police force were there to protect and serve the community’.By concluding in this manner, it shows that there is an understanding as to why the police are judged in a certain way but gave a reason as to why the Police were existent and that was to put order in society. Whereas, Representation 2 portrays the Police as useless when considering all the crimes that the Police should prevent. Representation 2 consider’s the Police as people who only put a plaster on the wound rather than healing the wound, in a sense. The downside for Representation 2 is that it is completely one sided which allows a lot of criticism to be made.The most important areas of difference is the tone and focus. I say this because, there is a clear difference because of the tone and focus. Representation 1 is a formal and factual piece focusing on all aspects of policing, thus, allowing the reader to understand the Police properly and leave the reader to make his own judgement. However, when it comes to Representation 2, the piece is informal and focuses only on the negative aspects of the Police. The piece doesn’t allow the reader to ma ke his own judgement fairly.

Burma Religion (Burma) Essay

Since the Myanmar ancient times, there has been full freedom of worship for followers of Burma religions in Myanmar. So many different religions can be practiced in Myanmar. Buddhism is practiced by almost 90 percent of Myanmar religion Burma’s population, with the Myanmar Theravada Buddhism School being the most prevalent. It has a firm hold in Myanmar’s culture along with an observance of animism, or the worship of ancestors (nat). In Myanmar culture, there are many Myanmar festivals and celebrations held that correlate with nat. Nat also has influence on the practice of Myanmar traditional medicine in Myanmar religion Burma. There are other religions in Myanmar, but they are not as widespread as Buddhism and animism. Some of the beliefs found include Christianity (Baptists) in Myanmar hill areas and Muslims. Christianity is practiced by 5.5 percent of Burmese Myanmar, Islam by 3.8 percent Hinduism by 0.5 percent and Animism by 0.2 percent before respectively in Myanm ar. Myanmar is a predominantly Theravada Buddhist country. Buddhism reached Myanmar around the beginning of the Christian era, mingling with Hinduism (also imported from India) and indigenous animism in Myanmar. The Pyu and Mon kingdoms of the first millennium were Buddhist, but the early Burmese Myanmar peoples were animists. According to Myanmar religion Burma traditional history, Myanmar King Anawrahta of Bagan adopted Buddhism in 1056 and went to war with the Mon kingdom of Thaton in the south of Myanmar country in order to obtain the Buddhist Canon and learned Myanmar monks in Myanmar religion history. The religious Myanmar tradition created at this time, and which continues to the present day in Myanmar, is a syncretalist mix of what might be termed ‘pure’ Buddhism (of the Sri Lankan or Theravada school) with deep-rooted elements of the original animism or nat-worship and even strands of Hinduism and the Mahayana tradition of northern India. Islam reached Myanmar at approximately the same time, but never gained a foothold outside the geographically isolated seaboard running from modern Bangladesh southwards to the delta of the Ayeyarwady (modern Rakhine, known previously to the British as Arakan, and an independent kingdom until the eighteenth century) Myanmar. The colonial period saw a huge influx of Muslim (and Hindu) Indians into Yangon and other Myanmar  cities, and the majority of Yangon’s many mosques and temples owe their origins to these immigrants. Christianity was brought to Myanmar by European missionaries in the 19th century. It made little if any headway among Myanmar Buddhists, but has been widely adopted by non-Buddhists such as the Karen and Kachin in Myanmar. The Chinese contribution to Myanmar’s religious mix has been slight, but several traditional Myanmar Chinese temples were established in Yangon and other Myanmar large cities in the nineteenth century when large-scale Chinese migration was encouraged by the British. Since approximately 1990 this migration has resumed in huge numbers, but the modern Chinese immigrants seem to have little interest in Myanmar religion Burma. Some more isolated indigenous peoples in the more inaccessible parts of Myanmar country still follow traditional animism. The Roman Catholic Church, Myanmar Baptist Convention and the Assemblies of God of Myanmar are the largest Christian denominations in Myanmar. There are no totally reliable demographic statistics form Myanmar, but the following is one estimate of the religious composition of Myanmar country: Buddhists: 87% Animists: 5% Christians: 4.5% Muslims: 4% Hindus: 1.5% Burma Arts Jamie Therese Jainar The culture of Myanmar has been heavily influenced by Buddhism. More recently, British imperialism has influenced aspects of Burmese culture, such as language and education. More recently, British imperialism has influenced aspects of Burmese culture, such as language and education. Its neighbors, particularly India, China, and Thailand, have made major contributions to Myanmar culture. In more  recent times, British colonial rule and westernisation have influenced aspects of Burmese culture, including language and education. Historically, Burmese art and literature was based on Buddhist or Hindu cosmology and myths. In addition to the traditional arts are silk weaving, pottery, tapestry making, gemstone engraving, and gold leaf making. Temple architecture is typically of brick and stucco, and pagodas are often covered with layers of gold leaf while monasteries tend to be built of wood. Although court culture has been extinguished, popular street-level culture is vibrant and thriving. Drama is the mainstay of this culture, and just about any celebration is a good excuse for a pwe (show). Performances may recount Buddhist legends, or be more light-hearted entertainments involving slapstick comedy, dance, ensemble singing or giant puppets. Myanmar music is an integral part of a pwe; it originates from Thai and emphasizes rhythm and melody. Instruments are predominantly percussive and include drums, boat-shaped harps, gongs and bamboo flutes. The toys of Myanmar are not only for the children but also famous in the world, known as the Marionettes (or) Puppets of Myanmar. It’s a combination of Myanmar Art and Culture, together to show the inner expressions of the Myanmar people. A. The Prehistoric Period – c. 1100 BC to 200 BC The Pre historic Period in Burma is known from a limited number of excavations that were carried out in selected rock shelters, caves and other sites along the middle course of the Irrawaddy River. Since Burma even today is sparsely populated, it would not be surprising to find that early cultures in Burma developed in isolation. However, the artifacts uncovered in these digs resemble those in other parts of Southeast Asia indicating that there was meaningful contact over wide areas at a very early date, and the arts in Burma were not isolated even at this early time. This pattern of intra-area contact continued into the later historical periods. Since there are no written records for this early period, we know little about religious practice. However, since the artifacts that have been discovered conform to those used in small-scale societies for animist rituals, it might be presupposed that these early societies practiced a type of Animism. Therefore, Animism, and artifacts associated with its practice, will be discussed as a bridge between this most remote period and contemporary  animist art forms. B. The Pre-Pagan Period – Mon and Pyu Urbanism – c. 2nd BC – 8 AD During the Pre-Pagan Period there is ample evidence that the lowland peoples in Burma adopted ideas from India as indicated by a few standing structures, numerous excavated foundations, and a wide array of artifacts. These materials were produced for worship in Animism and Hinduism as well as Mahayanna and Theravada Buddhism. The first cities appear throughout central Burma and were directly dependent on extensive irrigation systems. Thus begins the parmountcy of the central region of Burma that continues until the present. The cities occur in well-planned forms that are a combination of indigenous and Indian concepts. Within these cities, the first buildings in non-perishable materials were constructed. These brick and mortar buildings were all used for religious purposes whereas secular buildings, even palaces, continued to be made of perishable materials until the modern era. This dichotomy between the type of material used for construction and the use of the building generally continued through all later developmental periods. Also, at this time, a particular interest develops for two types of religious structures – the Buddhist stupa and the Buddhist temple. Brick foundations of what were most probably the first monasteries are dated to this period. Although the number of images from the Pre-Pagan Period is limited, the diversity of styles and subject matter is generally broader than in later periods. The Mon and Pyu languages are written using alphabets and concepts adopted from India. A Burmese calendar was later created that begins with the fall of the Pyu dynasty in 836 AD. C. The Pagan Period – 11th to 13th centuries Classic forms emerged during the Pagan Period for many aspects of Burmese culture, including the economic, political, religious, social, and artistic. These forms were the models used by later Burmese dynasties to create new but related forms, often through slightly modifing their content. Classic architectural forms emerged as embodied in the Shwezigon Stupa and the Ananda Temple that were repeatedly copied by later donors. The styles of sculpture from the Pagan Period were also periodically revived. Theravada Buddhism became the preferred faith and thereafter remained the predominant Burmese religion. The first examples of figurative painting occur on temple walls and employ the Pala style of India and Nepal. Although Pagan ceased  to be the political capital of Burma in the 13th century, the city continued to be a respected religious center and many later monarchs returned to Pagan to endow new foundations or refurbish old ones. D. The Post Pagan Period -14th to 20th centuries After the decline of Pagan, Burma fragmented into a number of small kingdoms that looked back to Pagan for validation and for artistic inspiration. None of these kingdoms rivaled the earlier period in art and architectural accomplishments and all can be seen as â€Å"Pagan writ small†. Pagan buildings were proudly copied, but often with significant modifications. The stupa became the most favored religious building and temples were rarely built. Wooden monasteries constructed on a raised wooden platform largely replaced the brick and stucco monasteries of Pagan. A number of Burmese styles arose, particularly in sculpture, as a result of fewer contacts with India due to the Muslim invasions there and the Muslim destruction of Buddhist religious sites. Burmese styles of painting develop and in the nineteenth century borrow pictorial devices from the West. The Mandalay Style that arose during the latter half of the Post Pagan Period became dominant in central Burma and has continued until the present as the preferred style in Burmese art.

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Marketing Mix for U.S.A car market Chery Cars China - Essay Example car industry through various aspects of strategic marketing mix. This paper concludes by recommending adaptation marketing mix strategies with specific reference to joint ventures as a key entry strategy for Chery into U.S.A. This paper also recommends â€Å"overdesign, overtest and overservice† of Chery cars as a strategy gain U.S.A. consumers’ confidence in Chinese products. Chery automobile limited, a Chinese car company founded in the year 1997 has gone through tremendous growth and is today one of the biggest car manufacturing company. The car company currently manufactures minivans, 15 different types of passenger cars, as well as commercial vehicles including A5 sedan, V5 crossover and the QQ compact. Chery’s annual car productions and sales stand at 900,000 and 800,000 cars respectively (PR, 2014). The company’s brands include Eastar, Chery and Tiggo which was latest brand launched in 2013 in china. American cultural dimension is dominated by masculinity and individualism and are the important factors driving the U.S. car industry for long time in history. As stated by Ijose (2009 p.4), U.S. car industry is the largest, valuable, and competitive industry of the world posing big threat to three domestic manufacturers Ford, GM and Chrysler. The U.S. Car market shares as per 2009 congressional records are: GM 22.3%, Ford 15.1%, Chrysler 11.0%, Asian brands 44.6% and German brands 6.5% (Cooney, 2009 p.16). Chery’s cars in the United States are totally a different market and the marketing philosophy is polycentric since U.S. is a unique market for cheese cars. The high numbers of products recalls have served major blows to Chinese automotive products’ acceptance in the America. The masculinity and individualism culture of the market calls for geocentric philosophy s an approach to design of Chery’s cars for the U.S. market. Lin Zhang acknowledges that "No question, the U.S. is the most

GS1140 Assignment 1 Essay Example for Free

GS1140 Assignment 1 Essay The problem that I have chosen to write about is very personal to me. The problem I had was that I was not making enough money to survive on a monthly basis. I had a choice to either look for a job that paid better or go back to school. I began looking for another job but with my lack of a degree, I still wouldn’t be making enough to really have the life I want. I began thinking about school, but I needed to decide what I wanted to do with my life. I had spent my entire adult life as a wife and a mother and didn’t worry or think about a career or furthering my education. With my children all grown and on their own, and recently becoming single it was time to make a decision about furthering my education. I decided if I was going to pursue a degree there were four very important items that I needed to look consider: What to get the degree in; Where to go to get the degree; How much it would cost me; And how long it would take. I began considering the things I enjoyed doing and whether or not I could make a career out of any of them. I have been an Administrative Assistant/Bookkeeper for about 12 years and it seemed the logical choice to get my degree in Accounting or Business but it wasn’t of very much interest to me. I began talking to people who really enjoyed their jobs how they knew what it was they wanted to do in their chosen career. â€Å"Do what makes you happy.† Was the first thing my mother told me and my dad said, â€Å"If you have a job you enjoy, you will never have to work a day in your life.† I have always enjoyed working on computers, trying to figure out how to do different things. When my computer would act up, I would try to fix it myself before I would have someone else try to fix it. It interested me and so I began looking at different degrees available in the computer or IT field. I decided that this is where I want to pursue my degree. I started looking into different schools in my area and what was available for a degree in Information Technology. There were several classes available at several local community colleges. I began to look into the different classes I would need to take but was extremely confused about all the different  pre-requisites and classes open. I had decided I was going to go and talk to a counselor at one of the community colleges when someone mentioned ITT Technical Institute to me. After looking online at the website, I concluded that this would be my first stop of my journey to a higher education. I called and made an appointment to talk to someone and go over my different options. Since my finances were such that I was barely making it now, the cost of school was a very big factor to me. I couldn’t afford to pay up front for school. I wasn’t sure about any programs available to me to assist with the financial aspect of my pursuit to further my education. The lady in the finance department at ITT Tech was very helpful in answering my questions about financial aid and the different scholarships and grants available. I found that I can receive a scholarship through the school that will cut down my tuition cost and with financial aid the balance will not be due until after I finish my schooling. This was a huge relief for me to not have to come up with the money upfront. School was really looking like a definite possibility to me at this point. The last question I needed answered was how long would it take for me to finish my education. The program at ITT Tech was set up in a way that I would be able to obtain my Associates of Science degree in as little as 21 months. Unlike a regular community college, I would not have to worry about the different pre-requisites and whether or not I would be able to find an open class. They addressed all my questions and concerns, set up the classes as I needed them, and provided the necessary books and reference material. Working full time, I didn’t want to have to worry about which class I needed to take first and in which order to take them. I really liked this approach and it was one of the deciding factors for me to enroll. In conclusion, I saw a problem that needed to be fixed in my life and am on my way to remedying that challenge. I researched all my options on how to fix the problem. I asked necessary questions and set my game plan in motion and am taking the necessary steps to further my education, better myself, as well as set an example for my children and others that it’s never too late to go back to school and learn something you love.

Early literacy support programme

Early literacy support programme This small-scale research project focuses on The Early Literacy Support (ELS) Programme (DfES, 2007) within an urban primary school. Over the past few years there has been a large amount of investment provided by the Government to help raise childrens attainment in literacy. As a result, additional support programmes and interventions have been developed. The ELS Programme is an intervention produced by the National Strategies aimed at Year 1 children, who with additional support, should reach or exceed age related expectations in literacy. Aims This research aimed to study the ELS programme to identify how children are selected to participate in in the programme and to investigate the staff and childrens perceptions of the intervention and impacts as a result of the programme. This research examined three key questions; How is Early Literacy Support supporting childrens specific needs? What are the perceptions of teaching staff on how Early Literacy Support has impacted on childrens enjoyment, development and attainment in literacy? What are the perceptions of the children on Early Literacy Support and their enjoyment and development in literacy? Rationale I have a keen interest in literacy and am interested in learning about different ways to support children who struggle to easily acquire literacy skills within the mainstream classroom. The main reason for conducting research into this area was to enable me to gain a better awareness of literacy interventions for young children, which will ultimately increase my understanding and inform my future practice as a teacher. The class where I was on placement had a large number of children who required additional literacy support, so it seemed the ideal opportunity to further investigate the literacy interventions that children were involved in. Furthermore, although research has previously identified the positive impact of ELS and other phonics interventions, there is no documented research assessing childrens or adults views on the programme. The present research aimed to address this literature gap. Literature Review Learning to read, write and spell are among the most critically important and empowering skills that children will learn at school (Pumfrey Elliott, 1990, p. ix). Literacy skills provide the grounding for education and future life, however, a large proportion of children in the education system experience literacy difficulties. Children who struggle to acquire literacy skills are a continuing educational concern in todays modern society (Pumfrey Elliott, 1990). Browne (2009) identifies that teachers largest concern is surrounding children who fail to make progress in reading and writing. There are a wide variety of possible causes of childrens literacy difficulties, for example language delay, visual impairment, absence of books at home and general learning difficulties (Browne, 2009). It is therefore essential for teachers to assess the pupils difficulties and identify underlying causes in order to provide support that is tailored towards their individual needs. At Key Stage 1 in 2009, 84% of children achieved level 2 or above in reading and 81% of children achieved level 2 or above in writing (DfCSF, 2009). These figures remained relatively stable between 2007 and 2009. Although the majority of children are achieving age-expected levels, there is still a proportion of children who are under-achieving in literacy during their early school years. The gap between children who are struggling in literacy during their early years of schooling and their progressing peers will widen as children continue through their school life, which will have a negative impact on their self-esteem as well as educational attainment (Moore Wade, 1995; Rose, 2006). Graham (2008) states that approximately 35,000 children (6% of Year 6s) each year are leaving primary school with literacy levels below their age expected potential. Moore and Wade (1995) highlight that difficulties in literacy will also impact attainment in other areas of the curriculum, as reading and writing are crucial skills. It is therefore essential that children receive suitable, individualised support as early as possible to prevent later, exacerbated difficulties (Moore Wade, 1995; Graham, 2008). Rose (2006) argues that childrens reading and writing difficulties can be avoided through early assessment and by implementing appropriate interventions to support their individual needs. The use of early interventions can be seen as a preventative approach to avoid later difficulties (Burroughs-Lange Douetil, 2007; Savage Carless, 2008). This view has been recognised by the Government and schools are now formally required to provide focused support to children before Year 3 (Graham, 2008). Following the introduction of the National Literacy Strategy in 1998, the Government introduced additional initiatives with the aim of alleviating literacy difficulties in todays young population, in order to raise attainment (Shiel, 2003; Soler Paige-Smith, 2005; Graham, 2008). The Government instigated three waves of support to help schools plan and implement adequate provision for every child (DfES, 2007; Graham, 2008). Wave 1 describes the provision of Quality First Teaching which consists of systematic phonics and a rich language environment that all children should receive within whole-class literacy lessons. The DfES (2007) argues that good teaching is the most effective way to raise childrens achievement (p.9). Wave 2 is designed to help children who have experienced quality teaching but are still behind their peers, although they have the potential to reach age related expectations. This level of support is in addition to daily literacy lessons and usually consists of group work following a structured programme that is delivered by a teaching assistant. Wave 3 is designed for children who have Special Educational Needs and require personalised one-to-one support (DfES, 2007; Graham, 2008). A recent focus in schools has been on Wave 2 interventions, with the aim of helping children to make progress in literacy (Rose, 2006). A commonly implemented Wave 2 intervention is The Early Literacy Support (ELS) Programme (DfES, 2007) produced by the National Strategies. The approach is used for children in Year 1 (age 5-6 years) whose literacy skills are developing slower than expected during their first term in Key Stage 1 (Shiel, 2003; Graham, 2008). The children identified to participate in ELS are expected to progress to, and possibly exceed, age-related expectations following small, focused group sessions (DfES, 2007; Hatcher et al. 2006a). A teaching assistant delivers the group sessions in close collaboration with the class teacher, which is essential for successful application of the programme (DfES, 2007). The ELS programme consists of planned, systematic sessions that work alongside the Primary Literacy Strategy and incorporates aspects of Letters and Sounds (DfES, 2007). The sessions focus on supporting and developing childrens phonological skills, helping them to link sounds to graphemes, decode words and subsequently improve their reading, spelling and writing (Hatcher et al. 2006a). This is essential, as studies assessing a variety of interventions have repeatedly identified that successful literacy interventions focus on phonological knowledge as a starting point to reading and writing (Hatcher et al. 2006b; Savage Carless, 2008). Ehri et al. (2001) conducted a meta-analysis of 52 intervention studies and concluded that phonemic awareness was the most significant contributor to reading and writing development. Rose (2006) stresses that effective interventions must build upon phonic work that the children have experienced within the mainstream classroom. Furthermore, he argues th at interventions will only be successful if the work completed in the sessions is sustained and built upon back in the classroom when the intervention finishes (Rose, 2006). Research has shown that the ELS programme has positive impacts in improving childrens literacy skills, particularly reading (Burroughs-Lange Douetil, 2007). Soler and Paige-Smith (2005) documented that children who were experiencing mild difficulties in acquiring literacy skills, progressed in literacy following the ELS programme. Further evidence comes from Hatcher et al. (2006a), who evaluated the effectiveness of the ELS programme compared to another reading intervention. They found that the reading skills of 6 year olds were raised in line with their peers by the time they had finished the programme. However, in this study there was no unseen control group, so results cannot be compared to children with low literacy skills who did not engage in the programme (Hatcher et al. 2006a). On the negative side, a constraint with the ELS programme is that the sessions are delivered by teaching assistants, rather than trained teachers. Researchers have argued that children who are struggling should be taught by skilled professionals who have knowledge of how to support and improve childrens attainment (Stainthorp, 2000) However, research has consistently shown that interventions delivered by teaching assistants can be effective in improving childrens literacy attainment (Hatcher et al., 2006b; Savage Carless, 2008). Rose (2006) highlighted that successful interventions were regularly carried out by teaching assistants who worked effectively with groups of children. Evidence comes from Hatcher et al. (2006b) who assessed the effectiveness of a reading intervention and found that the majority of children had caught up with their peers by the end of the programme, although a proportion of children still required extra support. They concluded that teaching assistants are mo re than capable of successfully teaching a group intervention in order to raise attainment. Additional support comes from a longitudinal study conducted by Savage and Carless (2008). They found that the majority of pupils who had engaged in teaching assistant directed interventions in Year 1, achieved national average results at the end of Year 2. Research to date stresses the importance of early interventions and highlights the success of teaching assistant directed group sessions. However, an important consideration regarding additional support is ensuring that the type of intervention given is related to the childs specific needs in order to raise attainment (Bradley, 1990). Furthermore, although research has previously investigated the effectiveness of ELS, there is a lack of research that has examined the teachers, teaching assistants or childrens perceptions of the intervention and subsequent impacts. The present research aimed to further examine the ELS programme to address this literature gap by studying the intervention in an urban primary school, where staff had recently implemented the programme in order to raise literacy skills for a group of Year 1 children (see Appendix 1 for project plan). The research aimed to investigate: How is Early Literacy Support supporting childrens specific needs? What are the perceptions of teaching staff on how Early Literacy Support has impacted on childrens enjoyment, development and attainment in literacy? What are the perceptions of the children on Early Literacy Support and their enjoyment and development in literacy? In order to answer the above research questions, ELS sessions were observed and staff and children were interviewed. Furthermore, childrens literacy targets were obtained and their reading and writing levels were compared from before and during participation in ELS. Methodology Design This small-scale research project employed a case-study design, examining the ELS intervention within one urban primary school. Demetriou (2009) identifies that case studies enable researchers to collect and record in-depth data within a real-life context. Participants A purposive sample (Burton et al. 2009) of three Year 1 children from an urban primary school were recruited for the study as they had been selected by their class teacher to participate in the ELS programme. The sample also consisted of the Year 1 class teacher and teaching assistant who delivered the programme. Data collection methods A mixture of qualitative and quantitative data collection methods was used in this study. Mason (2006) recommends using a mixture of qualitative and quantitative research methods to enable a clear view of the data. Furthermore, Evans (2009) highlights that using different categories of participants (teachers, teaching assistants and students), alongside a range of data collection methods enables triangulation and therefore increases validity and reliability of the methods and data collected. The majority of the data collection involved qualitative research methods, in order to gain rich, detailed data regarding individuals beliefs and opinions surrounding the ELS programme (Evans, 2009). Semi-structured interviews were conducted with the class teacher, teaching assistant and three children who participated in ELS. This form of interview enables the researcher to respond to interviewees answers to gain more detailed information (Burton et al. 2009). A set of key questions were planned (Appendix 5, 6 and 7) and additional questions were asked during the interviews depending on the participants response. Open-ended questions were asked to enable participants to express their own opinions, leading to more detailed, in-depth data (Burton et al. 2009). All interviews were recorded using a dictaphone and later transcribed. Three sequential ELS sessions were directly observed, with the observer as a non-participant. Although this is a time consuming method, Burton et al. (2009) argue that observation can be one of the most powerful tools in research (p. 95) as it can yield rich, real-life data that can be essential for the research. The observations were noted using a continuous narrative and were also recorded using a dictaphone to ensure objectivity. Quantitative methods were used to examine childrens literacy targets and attainment levels. Childrens literacy levels before participating in ELS (Autumn Term 2010) were compared to levels after completing a few weeks of the programme (Spring Term 2011). This data was also compared to adults and childrens perceived improvements as a result of the programme. Data analysis Observations and interviews were transcribed and coded using the open coding method, by identifying emerging codes from the data related to the key research questions (Burton et al. 2009). The observations were transcribed and coded according to the ELS session activities that the children engaged in, such as sounds, spelling and writing sentences (Appendix 8). All interviews were transcribed and systematically coded according to themes related to the key questions, for example childrens needs, development, enjoyment and attainment (Appendix 9). Ethical considerations Before conducting the research, an ethical consideration form was completed (Appendix 2) using Bera (2004) guidelines, which was signed off by my MA Tutor. As the research was being completed in a school, the research proposal was explained to the Head Teacher and she gave informed consent for the research to be carried out in her school (Appendix 3). As the research involved children under 16 years of age, parents of the three children involved were sent a letter explaining the research and asking for their permission for their child to be interviewed and observed. All parents returned the letters signed (Appendix 4). The research was also briefly explained to the children and they were informed that they didnt have to answer any questions if they didnt want to. Interviews with both staff and children were completed at a convenient time for the participants and were kept short so as to not impact on their usual school/work routine. Interviews with children were conducted in a quiet room that children were familiar with to ensure that they were comfortable. Furthermore, observations of ELS sessions were conducted during normal timetabled sessions to minimise intrusion or distress for children. All data collected was coded to ensure confidentiality and anonymity. Once the data was transcribed and reported, all interview recordings were deleted (Bera, 2004). Results Observations of ELS sessions are shown in Appendix 8. Interview transcripts with the class teacher (CT), teaching assistant (TA) and three children (A, D, and E) are shown in Appendix 9. The three childrens writing targets are shown in Appendix 10 and their literacy levels from September 2010 to April 2011 are shown in Appendix 11. How is Early Literacy Support supporting childrens specific needs? Childrens needs During the interview, the class teacher (CT) stated that the ELS programme was implemented at the school as there was a need in Year 1, particularly to raise the levels in writing. The three children were selected to participate in ELS as they were working on a W level in literacy and they lacked confidence in reading and writing. She said they all have potential, they are beginning to use their sounds but need more input with decoding words to read and sounding out words to spellà ¢Ã¢â€š ¬Ã‚ ¦.independently they werent able to produce a sentence on their own. Furthermore, child E had a lot of time off school so was selected in order to fill the gaps in his learning that he had missed. The childrens writing targets prior to starting the programme (Table 1), were all focused towards using sounds to spell and writing a simple sentence with correct punctuation independently. The teaching assistant (TA) said she was unaware of the childrens literacy targets, but knew the children has been selected for the programme to increase their confidence in reading and writing. Table 1 Childrens writing targets. Writing Targets January 2011 Child A To use full stops and capital letters in my sentences. Child D To use a Thrass chart to help me spell. Child E To write a sentence on my own. ELS session activities During a typical ELS session, the TA stated that they look at letter sounds, apply an action to each sound, learn key words and write simple sentences using the key words. She said a lot of the sounds and words we use in the sessions are also Thrass words, and the children often recognise that. During ELS observations (Appendix 8), the majority of the activities observed were focused on sounds and spelling. Session 18 incorporated writing simple sentences using the sounds and spellings that they had learnt in the previous sessions. Children were occasionally required to read key words, however there wasnt a specific reading activity incorporated into the observed sessions. Both the CT and TA stated that the ELS programme is followed strictly and not tailored according to the childrens specific needs or individual progress. However, the CT said that a feedback and assessment procedure is currently being implemented whereby the TA records a brief summary of the sessions to pass on to t he CT. What are the perceptions of teaching staff on how Early Literacy Support has impacted on childrens enjoyment, development and attainment in literacy? Enjoyment The CT and TA both identified that the largest impact of the ELS programme has been on the childrens confidence in reading and writing, both in the ELS sessions, whole class lessons and at home, which has increased their enjoyment in the subject. CT said they now believe they can write and seem to enjoy writing. Furthermore, she stated that the children are also starting to write things at home and show them to the rest of the class, which they never used to do. Within whole class lessons, she has also observed that the children are more involved during discussions and are definitely more positive towards their work, especially child A. The majority of the children seem to enjoy their extra literacy sessions. However, the TA noted that child A sometimes seems frustrated because she is missing out on class work, but otherwise she is enthusiastic in the sessions. The CT said that the children always come back from the session with a big smile on their face, which highlights their enjoyment of the ELS sessions. Furthermore, when in the classroom, the children are now showing pride and pleasure in their literacy work. The TA stated that children come over and say look at all the work Ive done, or can you read my writing. Development During interviews, both the CT and TA were very positive regarding the impact that ELS has had on the childrens literacy skills since starting the programme in January. Children are now confidently answering questions, they are able to write sentences independently and use their sound knowledge to spell and read words. CT stated they can now write a sentence independently without getting stressed out and they are beginning to spell all the simple words correctly. She also identified that children are more focused on their class work and are able to confidently complete writing tasks independently. CT described child E who was previously not focused on his work, whereas this week when he wrote about the school trip he wrote half a page on his own, which he would never have done before. This development has also been noted by the TA during ELS sessions, with child A now willing to try any activity, child D can correctly sound out words and child E has caught up with peers after a lot o f time off. The TA stated that all children have definitely benefitted from the programme already. Attainment As shown in Table 2, all of the three childrens levels in reading and writing have increased from W levels (not yet accessing the Year 1 curriculum, so assessed against P scales) in November 2010, to at least a level 1c in April 2011 during the period that ELS was implemented. The greatest improvement has been in writing, with child A and E achieving a level 1c+. What are the perceptions of the children on Early Literacy Support and their enjoyment and development in literacy? Enjoyment During interviews with the children, it was clear that all children enjoy the ELS sessions, however child A stated that she didnt want to be in the group anymore as she doesnt think she needs to be in it. All three children stated that they enjoy sounding out letters in the sessions and described how much they enjoy helping Pip the puppet with her sounds. Child D said I like it when we talk to Pip and help her sound out letters and likewise child E stated I like sounding out letters and reading things. Writing was consistently the activity that children enjoyed the least as they found it the most difficult. However, when describing her favourite piece of writing, child A stated I enjoy writing lots of things because I know how to write now. Development When describing what the children thought they had improved at in literacy, all the children identified that they can now sound out letters to help them with their reading and writing. Child A felt that she had got better at sounding out letters and stated this was because she had been practising with the TA. She also talked about finding writing difficult in Foundation Stage and said now I just remember how to write a word and can write it down. Child D said Ive got better at my reading because I can now sound out words to help me read. I am on List 9 hotwords already. Child E stated I have got better at writing. I always make the sounds for the letters and words to help me to write. Discussion This research aimed to investigate how the ELS programme is supporting childrens needs and assess adults and childrens perceptions of the programme. Interviews, observations and obtaining childrens targets revealed that the ELS programme is at present supporting the childrens specific needs. Furthermore, overall both staff and children expressed positive opinions regarding the ELS programme. The ELS session activities focused mainly on sounds and spelling, with writing a simple sentence incorporated into some sessions. This links directly with childrens needs before starting the programme and their individual writing targets, which Bradley (1990) argues is crucial in order for an intervention to be successful. Furthermore, the phonics covered in the session was linked to Thrass, which is the phonics programme that children experience in the mainstream classroom. This is crucial, as Rose (2006) argues that it is essential for children to have continuity to enable them to transfer their skills from the classroom into the session and vice versa. Although the sessions at present are supporting childrens needs, their targets will change over time and it cannot be concluded that the sessions will continue to support their needs. The ELS programme is followed strictly, with no room for incorporating work to specifically target the childrens individual needs if they are not cove red by the programme. This is therefore in contrast to the view held by Bradley (1990). Although the programme must be followed, it might be beneficial if the TA knew the childrens targets so she could focus on those particular skills, within the planned sessions. Both the adults and childrens perceptions of the programme were very positive. The adults have seen improvements in childrens literacy skills during the past few months, particularly with the childrens confidence in all aspects of literacy. The adults stated that the children are now more confident at sounding out words and will independently complete writing tasks that previously they struggled with. The children were able to identify what they felt they had improved at, which were in line with the adults opinions of the childrens development. This increase in confidence appears to have had an impact on the childrens enjoyment in aspects of literacy, although writing was consistently their least favourite aspect. Only one child expressed her frustration with being involved in the group as she felt she was missing out on class work. The ELS sessions are timetabled for 20 minutes at the same time each day, meaning children are always missing foundation subjects as part of their topic work. Although the intervention is clearly aiding childrens development, the children are potentially missing out on crucial learning experiences within the mainstream classroom. It would be interesting to investigate whether childrens opinions of the intervention were more positive if the interventions were timetabled on a rotational basis to ensure that children were not always missing the same lessons. The adults positive opinions surrounding the impact of ELS are supported by the increase in childrens progress and attainment in literacy. The childrens attainment in both reading and writing had increased from W levels, to at least a 1c during the period that ELS was implemented. The current research therefore supports previous findings that have documented improvements in childrens literacy skills and attainment following participation in the ELS programme (Soler Paige-Smith, 2005; Hatcher et al. 2006a; Burroughs-Lange Douetil, 2007). However in this study, it cannot be concluded that increase in literacy attainment is solely attributed to the ELS programme, because other variables were not controlled. Alongside the intervention, children were also experiencing quality teaching during their whole class sessions, with reading and writing supported across the timetable. Furthermore, the school has recently implemented the Read Write Inc. phonics scheme to use during the literacy le ssons, which focuses heavily on sounds and spellings. Therefore, it may be a combination of the ELS intervention, quality first teaching and literacy phonics schemes that have led to an improvement in literacy skills and subsequently an increase in reading and writing attainment. Further, controlled studies need to be conducted to assess the specific impact that the ELS intervention has on childrens literacy skills. Additionally, the present research only assessed a snap shot of the intervention and did not assess the impact of the programme on literacy skills and attainment in the longer term. Although the research documents an increase in skills and attainment, it cannot be concluded that the programme helped children to reach or go beyond age expected levels in literacy by the end of a school year. It would be interesting to conduct longitudinal research to see whether children participating in ELS during the spring term of Year 1, achieve age-related expectations of at least a level 1b by the time they finish Year 1. Although Savage and Carless (2008) conducted a longitudinal study of ELS and assessed results at the end of Year 2, research has yet to assess childrens attainment across the whole of Year 1. The current research also supports the literature that suggests that teaching assistants can deliver interventions successfully in order to raise attainment (Hatcher et al. 2006b; Savage Carless, 2008). However, prior to starting the programme the teaching assistant received no training and simply had to deliver the programme following the session plans. She was not confident in using Thrass as she had had no phonics training. In agreement with Savage and Carless (2008), it can be argued that to further improve childrens attainment, teaching assistants who are delivering interventions need to be trained in phonics programmes and should be aware of approaches to support childrens learning. As this was a small-scale case study conducted in one urban primary school, the findings from this research cannot be generalised to other children or schools (Demetriou, 2009). Furthermore, case study designs have been criticised for being influenced by the researchers subjectivity (Demetriou, 2009). However, to overcome this issue, the present research adopted multiple research methods and recording approaches in order to ensure objectivity, which therefore increases the validity and reliability of the findings (Burton et al. 2009). A strength of the research was that observations of ELS sessions were conducted sequentially over a 3 day period in order to increase reliability and observations were noted and recorded to ensure objectivity. However, the researchers presence may have influenced the children and staffs behaviour, meaning the observed sessions may not have been a true reflection of typical intervention sessions (Wilson Fox, 2009). Furthermore, the interviews yielded hi ghly valid, in-depth data, however once again the results cannot be generalised as the answers were specific to the children and staff interviewed (Wilson Fox, 2009). Conclusion In conclusion, this small-scale study revealed the positive benefits that the ELS programme has had both on the childrens confidence and their attainment in literacy. The research has increased my understanding of literacy interventions to support childrens learning and increase their attainment. Interventions would be something I would consider implementing in my own classroom if there was a need to boost childrens literacy skills. Furthermore, I would carefully consider the timing of the interventions so as not to greatly impact of their learning in other subjects that the children may enjoy. The recent changes being proposed in the Education Bill currently going through Parliament, has led to a period of uncertainty with regards to the curriculum, National Strategies,

Effect of Brexit on the Financial Sector

Effect of Brexit on the Financial Sector Brexit: A bleak future for the financial sector? Abstract The word â€Å"Brexit† evolves from Britain and exit which is an unforeseeable situation that the UK is now facing. Brexit could cause damages to the UK economy in the long term, especially those in financial sector. The solutions to lessen the impacts of Brexit have been illustrated in this essay. This essay also aims to discuss the impacts of Brexit on asset management services and the banking industry. It will then evaluate these impacts on different aspects: international students, UK housing market, stock market and Britons who live in EU countries. Introduction On 23 June 2016, the United Kingdom held a referendum whether to leave the European Union (EU) or not. Most Britons believed beforehand that the UK would not leave the EU. Surprisingly, the result was 52% of the voters decided to leave the EU (CFA INSTITUTE, 2017). As a result, David Cameron who, at that time, was the prime minister of the UK had to resign. Subsequently, the position in charge was taken by Theresa May. Following this step, on 29 March 2017, the UK government has formally announced its invoking of Article 50 which is the initial step to formally exit from the EU. Thus, the word â€Å"Brexit† evolves from Britain and Exit. The process must be finalized within two years. This means, in March 2019, the negotiation has to be done. However, from a very recent Guardian article, this process could be postponed because there are new variety of regulations which need to be implemented and many institutions that require new staffs to operate (Miller, 2017). It appears highly likely that once Brexit occurs, Britain will lose its right to tariff-free access to the EU market. In other words, UK-based firms, especially those in the financial sector, may be unable to conduct their operations throughout the EU. As a result, overseas financial institutions whose European headquarters are located in the UK must reconsider their decision on whether to continue operating their management from the UK or not. This could cause long-term negative consequences to the UK economy. Therefore, this essay will discuss the impacts of Brexit on financial services, particularly asset management and the banking, moving on this essay will also evaluate these impacts on Britain’s post-Brexit future. Financial Services Financial services are the economic activities that are involved in the flow of money in the financial system. The services include asset management which is the service that aims to allocate money to maximize the profit. Additionally, the banking is an institution which mainly provides such services as accepting deposits and issuing loans to clients. Those activities have become one of the crucial parts of the UK economy and it provides an opportunity for the UK to influence world banking industry. According to the House of Lords EU Committee, 7-12 percent of GDP of the UK, 7-12 percent of employment ratio and 11 percent of tax receipts are ruled by the financial services. Furthermore, the largest trade surplus of the UK in 2014 was the financial services which accounted for  £58 billion of which  £19 billion is the trade with the EU country Austen, Hunt, Kelly, Naylor, & Sants, 2016). However, this positive circumstance could possibly be worsened by the referendum which was held on 23 of July 2016. This is also a major concern for the financial services. As a consequence of Brexit, it is forecasted that the UK could lose 31000-35000 job positions in financial services. In addition, the worst scenario, this number could increase to 40000 (Arnold, 2016). This number accounted for 3-4 percent of job position involving with the financial services in the UK (Austen et al., 2016). Asset management services Asset management is referred to an activity of generating returns for investors from the capital which is subsidized by investors. According to the Investment Association and the Financial Conduct Authority, the UK asset under management (AUM) is  £6.9 trillion, approximately, of which  £2.2 trillion is the overseas client. In addition, 55 percent of the overseas client, or  £1.2 trillion, is the European clients (CFA INSTITUTE, 2017). This can be said that the asset management industry has played a crucial part in the UK economy. Moreover, losing the right to access the EU market could possibly cause long-term problems to the UK economy. After Brexit, the UK-based investment firm could witness severe problems supporting the EU clients, as claimed by Christian Nolterieke, managing director at MyPrivateBanking Research (Greenhalgh, Mooney, & Williams, 2017). In order to serve clients and recruit talented people in the EU, they must acquire the tariff-free license to access the EU market which the UK’s license will no longer be valid if they pursue Brexit. Moreover, the advertisement and marketing are also prohibited from the non-european economic area (EEA), as stated by Nolterieke. There might be some solutions to cope with this issue. One of them is to establish an office in Europe. However, to do so, the business must be in a large scale. This is because establishing office in Europe requires high amount of capital, well-corporate structure, office, and people, as stated by Julie Patterson who is the consultant of asset management global Brexit at KPMG (Greenhalgh, Mooney, & Williams, 2017). Furthermore, to establish an office in Europe, the regulation of the Markets in Financial Instruments Directive, known as MiFID, requires 20 or more employers onshore. As a result, finding a partner of business in Europe could possibly be the most moderate method to lessen the effect of Brexit, as determined by Nathan Bostock who is now the executive directors of Santander UK (Gerrard, 2017). This is because the UK-based firm is still benefit from being a partner with Europe-based firm, even though the benefit is not fully equivalent to the past. It is a method called profit-sharing in which it could stimulate the UK and Europe economy in the long-term. Surprisingly, in 2017, the research conducted by the CFA instituted, the institution which is the community of fund managers, have shown that two-thirds of the fund managers have not changed their investment horizon after Brexit. Theoretically, this might be because the fund managers tend to invest in the equity market which the price of the equity could increase when the pound is depreciated. The Banks In this essay, the types of bank will be categorized into three types: commercial bank, retail bank and investment bank. Firstly, commercial bank is a financial institution which mainly provides such services as deposit and withdraw of money and offers loans to big business. Secondly, unlike commercial bank, retail bank or consumer bank provides the same services to customers in a non-business sector. Lastly, investment bank is not the bank who provides such services as accepting money or issuing loans services. On the other hand, it is the bank who provides advises on stock market launch, mergers and acquisition or even taking over other company. The impact of Brexit on these types of banks could cause the similar problems as in asset management services. This is mainly because the EU requires the approval of Markets in Financial Instruments Directives (MiFiD) to allow banks to operate in the EU. In order to maintain MiFiD status, the UK must be part of the European Economic Area (EEA). This circumstance is not likely to occur if the UK favours a ‘hard Brexit’. This is because ‘hard Brexit’ means the UK has to relinquish its MiFid license as it will no longer be valid. As a result, this occurrence causes the world’s leading financial institutions to leave the UK. Paris has been one of the biggest rivals for the European financial centre since the UK referendum. However, due to the high corporate tax rate, 33.3 percent, this effects Paris’s attractiveness to be lessen (Stothard, 2017). In this sense, the opportunity is now belonging to Dublin because 12.5 percent tax rate in Ireland could attract the firms from all over the world. Moreover, those firms who wish to move to Ireland do not need to establish new banking license. This is exemplified by the announcement from the Bank of America, the second largest bank in America by total asset, that the bank has chosen Dublin as the headquarter office for its EU operation after Brexit (Noonan, 2017). Brian Moynihan, chief executive officer of the Bank of America, also told the Financial Times that â€Å"We’ve been working with the Central Bank of Ireland to get it all set up and it’s been a very smooth process so far. The government is trying to help us get through the regulatory process.† (Noonan, 2017). As a consequence of the support from the government and an existing banking license of Dublin, it could support the Bank of America to accomplish its process ahead of Brexit easily. Frankfurt has also competed for the position of post-Brexit financial centre. From the announcement of Deutsche Bank, the largest bank in German, they will transfer most of their assets and operation to Frankfurt in this autumn (Arnold, Martin, & Noonan, 2017). This could be one of the largest transfer of single EU bank, as stated by the chief executive officer, John Cryan. Another decision made by Citigroup’s Europe, Middle East and Afica (EMEA) chief executive office, Jim Cowles, that the bank decided to move theirs main trading operation to Frankfurt (Arnold et al., 2017). This is because Frankfurt is well known for its infrastructure and skilled workers which the bank has already had on ground, as claimed by Mr.Cowles. These actions from two of the largest bank in the world could threaten Britain’s economic in the long term, indeed. Undoubtedly, international banks such as Nomura Holdings, the fifth largest bank by asset and Sumitomo Mitsui Banking Corporation which is the third largest bank in Japan by asset have already published their plan on moving their main operation to Frankfurt after Brexit (Arnold, 2017). Turning to another side of the issue, there are several private banks who are now enlarging their services in the UK. According to the Financial Times, the senior executives at the following banks; Credit Suisse, UBS, Socià ©tà © Gà ©nà ©rale and Pictet announced that the companies will expand their operation and investment in the UK (Arnold, 2017). This is because the UK is still attractive in terms of market potential. In other words, the wealthy clients still find an opportunity in the UK. This idea was also supported by Jakob Stott who is the EU head of UBSs wealth management businesses (Franklin & Gruber, 2016). Britain’s post-Brexit future International Student The UK has been known for its quality of education but this might be extravagant for international student to study in the UK. However, due to the UK referendum, the pound sterling witnessed a huge drop after the vote had been officially announced (Broadbent, 2017). This drop benefits international students directly because the pound depreciated in its value, comparing to other currency. In other words, international students in the UK spend less budget on their course and accommodation. To illustrate, one of Thai students claimed that the cost of their study which includes tuition fee, accommodation and living expense is now 15 percent lower, approximately. This means there would be a soar in a number of international applicants who desire to pursue the quality of the UK education. UK Property Property in the UK has always been a target for overseas investors, mainly London property. Due to the devaluation of pound sterling, overseas investors found that the UK property is reasonably priced. The study conducted by the property investment firm, JLL, showed that 28% of the housing market transaction in 2016 was done by Asian investors (Vaswani, 2017). This could directly affect the Britons because those Asian investors could inflate the housing market by their unlimited demand. This means house prices could be overvalued for British citizen who are in need of the house. Stock Market The referendum also benefits the UK stock market. This is because those multinational companies who are listed in the London Stock Exchange (LSE) receive their revenue in other currencies, mostly in dollars, which means the depreciation of pound could boost the company’s profit (Inman, 2016). As a result, the stock price of the company rocketed after Brexit which means it creates the value for British company in the long term. British Citizens who live in EU country Technically, if Brexit did occur, the British citizens who live in the UK could become the illegal evacuees overnight. This statement was also supported by Dominic Grieve who is the UK former attorney general. Moreover, there is a possibility that British expats could lose their right in the EU Health care system (Bennett, 2017). Thus, the negotiation might involve such issues as the right to work, permitted license to possess the EU property or even the entitlement to access the EU health care system. Conclusion In conclusion, the UK referendum could be the beginning of a period of unpredictability, especially for those in financial sector. The asset management industry and the banks whose operations are based in the UK could experience even worse predicament. As a result, some international banks are now seriously considering the proposals of moving their operation to the EU country, namely Frankfurt and Dublin. However, for those in asset management, the strategies have not been changed. Fund managers still optimistic on the UK equity market which directly benefits from weaker pound. Moreover, for those in private bank sector, there is a determination to expand their operations after Brexit. The weaker pound sterling also boosts the number of international students and global investors in the UK, mostly those in housing and stock market. For Britons who live in the EU, there is a concern about losing their status as the EU citizens. References Arnold, M. (2017, July 30). MUFG eyes Amsterdam as post-Brexit EU base. Financial   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Times. Retrieved August 12, 2017 from https://www.ft.com/content/158dcffe-7535-11e7-90c0-90a9d1bc9691 Arnold, M. (2017, August 1). Brexit set to raise UK banks’ costs 4% and capital needs 30%. Financial Times. Retrieved August 5, 2017 from https://www.ft.com/content/9fdf35a4-7610-11e7-a3e8-60495fe6ca71 Arnold, M., Martin, K., & Noonan, L. (2017, July 20). Citigroup and Deutsche Bank give Frankfurt a Brexit boost. Financial Times. Retrieved August 2, 2017 from https://www.ft.com/content/1b38eb1a-6d55-11e7-b9c7-15af748b60d0 Austen, M., Hunt, P., Kelly, D., Naylor, L., & Sants, H. (2016). The impact of the UK’s exit from the EU on the UK-based financial services sector. Oliver Wyman. Retrieved August 2, 2017 from http://www.oliverwyman.com/content/dam/oliver-wyman/global/en/2016/oct/  Ã‚   Brexit_POV.PDF Bennett, A. (2017, March 30). What will Brexit mean for British expats?. The telegraph. Retrieved August 19, 2017 from http://www.telegraph.co.uk/news/0/eu-facts-what-would-leaving-the-eu-mean-for-expats/ Broadbent, B. (2017). Brexit and the pound. Bank of England. Retrieved from http://www.bankofengland.co.uk/publications/Documents/speeches/2017/speech969.pdf CFA institute (2017). What It Means for Investment Management Brexit: A guide for investment professionals. Retrieved from https://www.cfainstitute.org/ethics/Documents/guide_to_brexit.pdf Franklin, J., & Gruber, A. (2016, March 2). UBS considers acquisitions to expand wealth management in Europe. Thomson Reuters. Retrieved August 15, 2017 from http://www.reuters.com/article/us-ubs-wealth-europe-idUKKCN0W41EB Gerrard, B. (2017, July 13). Spanish business leaders suggest UK could be global trade hub post-Brexit. The Telegraph. Retrieved August 12, 2017 from http://www.telegraph.co.uk/ business/2017/07/13/spanish-business-leaders-suggest-uk-could-global-trade-hub-post/ Greenhalgh, H., Mooney, A., & Williams, A. (2017, August 2). Brexit is going to be a mess for UK wealth management. Financial Times. Retrieved August 9, 2017 from https://www.ft.com/content/f2451362-147d-11e7-80f4-13e067d5072c House of Lords EU Committee (2016). Brexit: Financial Services (9th Report of Session 2016–17). Retrieved July 10, 2017 from https://publications.parliament.uk/pa/ld201617/lds elect/ldeucom/81/81.pdf Inman, P. (2016, October 4). Q&A: falling pound, rising markets. Why is Britain’s currency suffering while shares in its biggest companies are soaring ?. The Guardian. Retrieved August 12, 2017 from https://www.theguardian.com/business/2016/oct/04/qa-falling-pound-rising-markets Kelly, J., (2017, July 12). Investment in UK fintech tops pre-Brexit levels in first half of 2017. Thomson Reuters. Retrieved August 1, 2017 from http://uk.reuters.com/article/us-britain-fintech-investment-idUKKBN1AA2VN Miller, G. (2017, August 12). Britain must ask for more time to negotiate Brexit. The Guardian. Retrieved August 16, 2017, from https://www.theguardian.com/ commentisfree/2017 /aug/12/britain-more-time-negotiate-brexit Noonan, L. (2017, July 21). Bank of America choose Dublin as EU base after Brexit. Financial Times. Retrieved August 1, 2017 from https://www.ft.com/content/1fff392a-6e17-11e7-bfeb-33fe0c5b7eaa Stothard, M. (2017, July 7). Paris rolls out ‘red-white-and-blue carpet’ for banks. Financial Times. Retrieved August 12, 2017 from https://www.ft.com/content/464c67d8-630e-11e7-91a7-502f7ee26895 Vaswani, K. (2017, April 28). Brexit not deterring Asian investors from UK property market. BBC. Retrieved August 17, 2017 from http://www.bbc.co.uk/news/business-39732816

EMily :: essays research papers

The EDIS Bulletin, the Society's semiannual newsletter, is seeking a new editor following the resignation of Georgiana Strickland, editor since 1991. The Bulletin, which goes to all members of EDIS as part of membership, is aimed at a broad array of readers, both scholarly and nonscholarly, with an interest in Dickinson. It covers the work of contemporary poets and artists influenced by Dickinson; profiles of outstanding Dickinson scholars, past and present; news of the two Dickinson houses in Amherst; reviews of publications and performances of works dealing with the poet; news of the Society and its activities; and other feature articles of interest to the membership. It is not intended as a scholarly journal, a role fulfilled by EDIS's other publication, The Emily Dickinson Journal. EDIS is open to new subject areas and directions for the Bulletin. The duties of the editor include responsibility for the choice of articles to be included, editing of all articles, typesetting and page makeup (or supervision thereof), and arranging for printing and mailing of copies to all members of EDIS. The position is unpaid, but all normal expenses are paid by EDIS. The editor must be a member of EDIS in good standing and a resident of the United States (to facilitate mailing). The editorship carries with it membership on the EDIS Board of Directors. It is hoped that the new editor will begin serving with either the spring 2002 or the fall 2002 issue. Inquiries and letters of interest should be sent to Georgiana Strickland, 133 Lackawanna Rd., Lexington, KY 40503 or via e-mail to georgiestr@aol.com. The final selection must be approved by the EDIS Board of Directors. SCHOLAR IN AMHERST PROGRAM ANNOUNCED The Emily Dickinson International Society announces the creation of a Scholar in Amherst Program. The program is designed to support research on Emily Dickinson at institutions such as the Frost Library of Amherst College, the Jones Public Library, the Mount Holyoke College Archives, the Dickinson Homestead, the Evergreens, and the Amherst Historical Society. Each year EDIS will provide a $2,000 fellowship, to be used for travel, accommodations, a rental car, and expenses related to research. A minimum stay of a week in Amherst is required; recipients may also use the fellowship to initiate a lengthier stay in the area. We will give preference to persons who are in the early stages of their careers with demonstrable need to do research in Amherst institutions.

We Need Censorship :: Argumentative Persuasive Topics

We Need Censorship It won't kill us to make limits, but it might if we don't. That is why it is JUSTIFIABLE to limit adult's freedom of expression--it is in our, society's, best interests to protect the children. Lional Tate is just one example of a child gone bad because of the media. Tate mimicked his idol the Rock, killing a six-year old girl by smashing her skull, pulverizing her liver, breaking her ribs and causing numerous cuts and bruises. If that's not enough of an example what about the teen from New Jersey who simply listened to Ozzy Osborne's "Suicide Solution" and killed himself? These are not random occurrences, we hear about them on the news frequently. If our freedom of expression is harming kids why can't we fix the problem by not allowing them access to it? Argument one, People, especially children are very susceptible to being influenced by what they watch or see happen throughout their lives. "Monkey see, Monkey do." Everyone has heard this phrase sometime in his or her life. This phrase is simple, yet very applicable to today's debate. When a child sees someone or something doing something. They will of course follow suit and imitate the action being performed. Children do not know any better. Therefore they are innocent and deserve to be respected. It is for these following reasons that we argue for the censorship of harmful materials that could influence a child or children into violent acts, expressions, and other dangerous actions. Through television, video games, and movies, children and teens view countless acts of violence, brutality, and terror as part of entertainment. They become conditioned to associating violence with entertainment. First-person shooter video games develop our children's skills in operating weapons. The games reward marksmanship, and further reinforce the association of killing with entertainment. In the past, the heroes of movie and television shows were usually people who strictly followed the law. Now, heroes are often people who take the law into their own hands, who see an injustice or evil and seek to rectify it personally, sometimes brutally, regardless of the consequences. Such portrayals signal, to a child, society's approval of that behavior.

Learning Styles And Learning Theories In Human Resource Development Education Essay

Learning can specify as a mensurable and comparatively parameter to place that how much homo or animate being can absorb the cognition in order to go on with experience or by nature. There are many methods to larning something such as hearing, reading, visuals, and an experience. Peoples are different from one another and their non equal. Every individual has alone manners to larn. Learning manners define as an rational capacity, dressed ores, absorbs and remembers information. Each individual has a alone acquisition accomplishments and manners. To farther clear up there are celebrated theoretical accounts found by Honey and Mumford, and Kolb. In Honey and Mumford theoretical account explain four types of larning manners such as Activist, Reflector, Theorist, and Pragmatist. Activist means ‘I will seek anything one time ‘ some people if they want do something or learn, they will seek anything one time. These sorts of scholars are open-minded and enthusiastic about new things, act foremost and believe about effects subsequently and easy acquire involved with others. Second learning manner is Reflectors agencies, ‘Look before you leap ‘ these sorts of scholars are larning observe and chew over new experience, and their analyzing all available informations before they act and they think before semen to the decision. Third learning manner is Theorist means ‘If it is logical it is good ‘ this manner says that some people are larning through the theories premises, rules and theoretical accounts. They would ever believe jobs through consistently and logically. The last learning manner is Pragma tist means ‘If it works, it is good, but there is ever a better manner ‘ these sort of people learn if something plants in good manner and practically that is the best manner for them, tidal bore to seek out thoughts, theories and techniques to see if they work in pattern, They are basically practical, down to earth people who like doing practical determinations and work out jobs. In Kolb ‘s larning theoretical account there are four chief phases such as concrete experience ( CE ) is where the scholar actively see an activity, brooding observation ( RO ) is when the scholar consciously reflects back on that experience, abstract conceptualisation ( AC ) is where the scholar efforts to gestate a theory or theoretical account of what is observed and active experimentation ( AE ) is where the scholar is seeking to be after how to prove a theoretical account or theory or program for a extroverted experience. These four phases are matching to Kolb ‘s four propensity manners are diverging ( CE/RO ) means ‘feeling and watching ‘ these sort of people are able to believe in a different manner and different position, they use information and imaginativeness to work out jobs, and these people perform better in state of affairs like thought coevals. These kind of scholars are interested in people tend to be inventive and emotional and they are like to work in groups. Assimilating ( AC/RO ) is the 2nd manner of Kolb ‘s theoretical account, this average ‘watching and believing ‘ this sort of people need theory instead than the practical. They want more an account than the practical chance. Ideas and constructs are more of import than people besides use the logical attack when work out the jobs. The 3rd manner is meeting ( AC/AE ) is average ‘doing and believing ‘ these type of scholars does non necessitate any theories, but they want practical. They can work out their jobs through practical issues ; they prefer proficient undertaking and less relationship with people and interpersonal facets, and people with a meeting manner like to experiment with new thoughts to imitate and to work with practical applications. The 4th manner is suiting ( CE/AE ) means ‘doing and experiencing ‘ this is where the people use other people ‘s analysis, information or can be their merchandise and prefer to take a practica l, experiential attack, they use others information and carry out their ain analysis. They are attracted to new challenges and experiences and to transporting out programs. Peoples with this learning manner willing to work in squads to finish the end and they set the marks and actively work in the field seeking different ways to accomplish an aim When comparing Honey and Mumford theoretical account and the Kolb ‘s theoretical account there are distinguish between different larning manners. Honey and Mumford described the same thing done by Kolb ‘s but utilizing different words, so hence there is no such difference between these two theoretical accounts. Hence there is a strong similarity in Kolb ‘s theoretical account phase one says concrete experience ( Having and experience ) says being to the full involved in an action or interaction, using current cognition and accomplishments but in Honey and Mumford theoretical account manner one describe Militants which is depicting immediate experience, open-minded, bored with execution. Kolb ‘s 2nd phase Brooding observation ( reexamining the experience ) is say looking back at what happened, depicting it, reflecting on the causes and effects of scholar behavior, but Honey and Mumford ‘s reflectors manner is say listen before speech production, ponder an d analyse, hold making decisions. The 3rd phase of Kolb ‘s theoretical account is Abstract Conceptualization ( reasoning from the experience ) is organizing generalisation, constructs and theories that will enable to incorporate observation and contemplations into behavior on future occasions or in other contexts, but Honey and Mumford ‘s theorist manner like people think through logical facet. The 4th phase in Kolb ‘s theoretical account is Active Experimentation ( Planing the following stairss ) is describe be aftering ways in which in scholar can use and prove decision in farther action but Honey and Mumford ‘s Pragmatists manner which is seek attempt and new thoughts, practical, down to earth, basking job resolution and determination devising. Besides activist and accommodating, reflector and diverging, theoretician and assimilating, pragmatist and convergence are similar to each construct. Learning manners are needed to place how the people can absorb and retrieve things. Likewise learning theories are aid to place how people learn through alterations in behavior, environment and ends. The behavioristic attack steps larning in term of comparative lasting alterations in behavior. This is like the environmental control larning. The work of Pavlov ( on Canis familiariss ) and Skinner ( on rats ) suggested that acquisition is the formation of new connexion between stimulation and response on the footing of experience or behavior is positively or negatively reinforced. Therefore in an organisation trainer should ever believe about their trainees ‘ behavior, when doing the peculiar preparation programme. Imagine occupation function for client attention, if the trainee is non like to be societal or speak with others any longer, he/she is silence character. In this state of affairs to avoid this or alter the behavior of trainee, trainer has to do a preparation programme relate to the behavior. Otherwise developing cost and clip will be wasted. To minimum that trainer can give the feedback to the trainee, and increase the morale. Every individual has a end ; human behavior is towards a end. Many be some individual does non hold instruction background, but that does non intend that he/she does non hold any information to make to him/her ends utilizing their experience. Therefore holding purpose or end will take to garner the information or information, hence without any sort of information is difficult to making to the ends. Likewise the Cognitive Approach is specifying as a comparatively lasting alteration in knowledge happening as a consequence of experience. Peoples can larn through the experience and storage of information in the encephalon. They can understand their environment and how it works. They decide what is of import to larn and larn through techniques and schemes they feel comfy with. In an Organization if the trainee does non hold any motive to larn the new stuff to being with, therefore it is of import for the delivering and design of preparation programme. The trainer should non state the trainee ‘s what to make ; instead they should steer the trainees in detecting the right solutions and ways of thought. For illustration trainer should give a end to trainees, hence to accomplish the end trainee will larn. There is another larning manner called societal acquisition attack. This is where people learn through by detecting others behaviour, attitude, and results of those behaviors. Most of the clip, human learns through copying others. First they start copying their parents. Peoples learn to execute actions by patterning, watching, analyzing the manner others do them. In an Organization if there is a good trainer like holding good attitude, good communicating accomplishments, presentations accomplishments. A trainee will besides wish to follow or make the same manner in other word imitative the trainer. Therefore it will be a benefit for an organisation hence trainee will execute best in the hereafter. These types of scholars are really easy grip. When planning and design of larning events in an organisation they should name appropriate trainer for the preparation programme. Therefore trainees will actuate to larn by copying their trainer. The Learning theories offer certain utile propositions for the design of effectual preparation programmes. The person should be motivated to larn. The intent and benefits of a learning activity should be made clear, harmonizing to the person ‘s motivations or ends, wages, challenge, competency. Clear ends and aims should be set, so that each undertaking has some significance. This will assist trainee s in control procedure that leads to larn, supplying marks which public presentation will invariably be measured and adjusted. Each phase of larning should show a challenge, motive, without overloading trainees so that they lose assurance and the ability to absorb information of experience. Besides trainer can plan case-studies ; job resolution exercisings and so on prosecute the purposive procedure of larning. Coaching, mentoring and term acquisition activities engage societal earning. There should be feedback on public presentation and advancement in proper manner and on clip and it should non be hold. Active engagement in the acquisition experience in action acquisition or find acquisition is by and large more effectual than inactive response hence it enhances concentration and conditioning. There is a relationship between the clip spent in acquisition and the degree of competency attained. The acquisition curve is a graph demoing the relationship between clip and larning competency attained. The larning curve as follows, Degree of competency Standard curve Stepped curve Time The acquisition curve describes the advancement and variable gait of larning. It is common for people to state that they are ‘on a steep acquisition curve ‘ when they have to get a batch of new cognition or accomplishments in a short period of clip. The standard curve says that calling or scholar spent larning one thing for a long clip and does non better further. However in pattern this will depends on the design of the acquisition programme and the motive and aptitude of the scholar. The stepped curve says that calling or scholar exhausted tilting many things during the given preparation period of clip and which will better in farther. Stepped curve is common in instances where an single alterations occupations or work methods, or do the passage a non-managerial to a managerial place. However there are larning theories and larning manners available in order to plan the preparation programme, but the most of import portion is transportation of larning.Learner should able to reassign what he/she learnt in the preparation period. If the scholar can successfully reassign the cognition and accomplishments into practical undertaking that can specify as positive transportation. If the scholar is failed to reassign what he/she learnt from the preparation programme into the application of undertaking can be define as a negative transportation. If scholar is learnt something by copying others it will assist for the scholar to altering analyzing accomplishments or presentation accomplishments relevant to the practical applications. This another manner to mensurate how much success of the preparation programmes. As an employer it is really of import to supplying calling development for their employees. An Employer should aware about the preparation programme hence the programme may be expensive or takes clip. Therefore to supply an effectual preparation for the scholars employer should choose the appropriate preparation methods which is up to day of the month and relevant to the application undertaking. Besides before design the preparation programme employer should acquire clear image about scholars, hence people are come from different background so hence their rational capacity and absorbs the cognition degree may different. In order to establish on their behavior, larning capacity the preparation programme should be variable.