Anti- corruption and integrity at the car insurance company Essay

Anti- corruption and integrity at the car insurance company - Essay Example The study identifies the main causes of fraud cases and corruption in this industry. It has been identified that the major cause of fraud cases in the insurance companies is poor management in these organizations. It is necessary to have cooperation among the leaders in order to facilitate the policy formulation process. This essay declares that the issue of corruption and integrity in car insurance has become one of the major problems facing many insurance companies. Integrity is of great significance in any insurance company. Many companies have incurred huge losses through corruption. The long run success of any insurance company is determined by its ability to maintain a high level of integrity. Corruption and fraudulence in the car insurance companies has significantly affected their ability to provide quality services to their clients. For instance, when the company compensates fake cases, this may lower their ability to offer best services on the genuine cases. This may significantly affect the company’s performance both in the short and the long run. Frauds lead to increase in the car insurance premiums. The number of fraud cases has become very high while the companies incur too much in attempt to reduce the level of such cases. In many cases, companies encounter the cases of corrupti on in their day to day operations. These significantly hinder the company’s efforts to achieve their targets.

Behaviorist lesson plan Essay Example | Topics and Well Written Essays - 250 words

Behaviorist lesson plan - Essay Example The behavior may be attributed to hyper activeness, curiosity and enthusiasm of young students. Young children’s brains are maturing, and they do not have the same capability to control themselves as adults do. As a teacher I should, therefore, understand the importance of teaching children abilities for controlling their behavior while appreciating that they need ongoing guidance and my supervision to stay safe. The child may be overwhelmed, close down and, hence, lash out physically or verbally to the teacher for not placing him in the first position. As the teacher I, thus, need to invest time, effort, compassion and patience to assist the child handle the feelings constructively. Children must be able to identify early interventions to enhance student behavior difficulties in the primitive years at the end of the lesson. The science student’s reactive aggressive behavior depicts its self through unplanned retaliation by the child due to being denied the first position when going into the lab. One element key in assessing change in aggressive behavior is teacher-students relationships. Behaviorist principles, such as developmental cascade theory have been used to explain persistent problems in early behavior. Theorists propose early behavior drawbacks in early schooling have cascading results that negatively influence subsequent psychosocial functioning and school success. Interventions such as Good Behavior Game that target behavioral difficulties at an early age attempts to prevent the negative

Leadership Styles and Theories for Business Management

Leadership Styles and Theories for Business Management According to Kotter, management and leadership are two distinctive leadership is about focusing on producing change by developing a vision for the future along with strategies for bringing about the changes needed to achieve that vision, using motivation to energize people, not by pushing them in right direction as control mechanisms do, but by satisfying basic human needs for achievement, scene of belonging, recognition, self-esteem, a feeling of control over ones life and the ability to live up to ones ideals. 1. AIMS AND OBJECTIVES The aims and objective of this assignment to recognize different types of leadership styles. And how do business use these if different levels of the management to grow, succeed and finally to achieve businesss strategic goals and objectives. TASK 1 EVALUATE A RANGE OF LEADERSHIP THEORIES AND MODELS THAT REFLECT CURRENT THINKING. 2 TRANSFORMATIONAL LEADERSHIP Assumptions People will follow a person who inspires them. A person with vision and passion can achieve great things. The way to get things done is by injecting enthusiasm and energy. Style Working for a Transformational Leader can be a wonderful and uplifting experience. They put passion and energy into everything. They care about you and want you to succeed. Developing the vision Transformational Leadership starts with the development of a vision, a view of the future that will excite and convert potential followers. This vision may be developed by the leader, by the senior team or may emerge from a broad series of discussions. The important factor is the leader buys into it, hook, line and sinker. Selling the vision. 4 Idea of transforming leadership was more interesting in that in his concept both followers and leaders are changed, and also the change is expressed as being for the better in moral way. Followers are changed into leaders, and leaders become moral agents in enabling others to grow as persons. Burns, J. M. (1978). Leadership. New York: Harper Row PARTICIPATIVE LEADERSHIP Assumptions Involvement in decision-making improves the understanding of the issues involved by those who must carry out the decisions. People are more committed to actions where they have involved in the relevant decision-making. People are less competitive and more collaborative when they are working on joint goals. When people make decisions together, the social commitment to one another is greater and thus increases their commitment to the decision. Several people deciding together make better decisions than one person alone. Style A Participative Leader, rather than taking autocratic decisions, seeks to involve other people in the process, possibly including subordinates, peers, superiors and other stakeholders. Often, however, as it is within the managers whim to give or deny control to his or her subordinates, most participative activity is within the immediate team. The question of how much influence others are given thus may vary on the managers preferences and beliefs, and a whole spectrum of participation is possible Discussion Participative Leadership can be a sham when managers ask for opinions and then ignore them. This is likely to lead to distrust and feelings of disloyalty. Democratic Leadership Known as participative style, leader who enables and encourages staffs to participate in decision making. Also keeps staffs informed about everything that affects their work and shares decision making and responsibilities. By doing so, leader produce high quality and quantity work for a long period. Staff likes this leadership style as they received the trust and respond from leader this increase the spirit and morale of the work force. Democratic leader develop and design plans to evaluate staffs performance. Allowing staff to grow on the job and be promoted. Recognize and appreciate the achievements. There are two type of democratic leadership, Persuasive democratic management here the leader makes the decision first and then persuades employees that he or she has made the right decision. Consultative democratic management this involves the group contributing to the decision-making process, with the leader making the final decision. There are some situation that, to avoid using this style, Not enough time to get everybodys input. It is easier and cost- effective for leader to make the decision, rather going to staff. Leader feels threatened by this leadership style. Staffs safety in critical concern. EXPLAIN THE EXPECTED IMPACT OF A RANGE OF LEADERSHIP STYLES ON SPECIFIC SUB- DIVISIONS, ORGANIZATIONS, INDUSTRIES, AND SECTORS. 5For ,an organization to grow need a proper direction guided by a good leadership, Enterprise Rent-A-Car uses different methods of leadership styles to manage its 75,000 employees and fleet of cars over one million around the world. Enterprise has becomes foremost car-hire company and the largest car purchaser in the world. Organizations key objectives: Customer satisfaction Fleet growth Employee development Profitability Autocratic leadership at Co-operate level One of the leadership style Enterprise use is Autocratic style of leadership, where decision is made by the leader alone and staff has to work within the scope of that decision. This happens at the top level of the organization, where CEO wants to implement a practice which will roll all over the organization to achieve organizational objectives, There are some examples, which co-operate level leadership, we can find in Enterprise 5 CEO wanted all branches use ESQi (Enterprise Service Quality Index), the customer satisfaction measure, because it met the business objective. In order to gain commitment to using the process. When the Senior Vice President of European Operations at Enterprise decided on the companys diversity programme, employees were clear that this decision was compulsory and not an option. The Vice President of Corporate Communications for Enterprise established an environmental committee. Its aim was to influence the behavior of the whole organization by reducing waste and improving its carbon footprint. As the industry leader, Enterprise attempts to set high standards when it comes to the impact of rental cars on the environment. All above strategic actions shows the Autocratic Leadership in the organization. Democratic leadership at Divisional level Enterprise use democratic decision making at divisional level. Where the branch manager have autonomy. This means that in many area of operation local managers have power to govern themselves and make changes without refereeing to the senior management. Below incidents shows the application of democratic leadership. A car has been in an accident and a customer needs a hire car urgently. Local managers take a consultative approach to understand the issues and find the right solution for customers who might be upset or worried. A customer wants a vehicle for a weekend break. Branch staff will be more authoritative in recommending a specific vehicle to suit their needs. This helps to satisfy this customer and ensure repeat business. In this process employees feels that, they are more valued, empowered and recognized. This increases the staffs self-esteem and gives maximum service to customer. Laissez-faire leadership This derives from a French word leave alone. This is a loose leadership style. It allows skillful, well trained employees to carry out activities freely within broad limits. Enterprise staffs are decentralized and make many decisions on their own. Some advantages of this leadership are, Leaders dont have to always be watching them Great relationship Motivated More relaxed environment Less direction is required However, this style got a disadvantage; some staff might not be able to make right decision by alone. Therefore individuals within Enterprise teams work to corporate guidelines for dealing with customers. Staff also receives regular training and feedback.ÂÂ   This type of style is also associated with leaders that dont lead at all, failing in supervising team members, resulting in lack of control and higher costs, bad services or failure to meet deadlines.

Essay --

Elie Wiesel was born in Sighet, Transylvania (later known as Romania) on September 30, 1928. Elie focused on Jewish religious studies before being relocated to Nazi death camps in WWII. Wiesel survived; he eventually began to write about his experiences in his memoir Night. He became an activist, orator and teacher. He spoke out against persecution and injustice. People should look at what Elie Wiesel and many other Jews went through just to be able to live in this world. The people living now should be appreciative of everything that is given and more. No one understands such a dreadful experience as the Holocaust without shifting in the way you were before. In Night, a memoir by Elie Wiesel, the author defines his suffering at the hands of Nazis. Taken with his family in 1944, they were directed to Auschwitz to come before the dishonorable selection. There, Elie parted from his mom and sister leaving him with his father who was too busy to spend any time with his son before the camp. Being under the Nazis' control, Elie and his father moved to several camps. The Nazi command â€Å"deprived Elie...of the desire to live..., which murdered his God and soul and turned my dreams to dust† (32). Preceding to the war, Elie lived an extremely spiritual and blameless life. Elie controlled a very strong curiosity in Jewish beliefs. At such a young age, Elie followed the Jewish faith with a vigor unusual for his age; his father kept him grounded in a world of reason. Even as Elie's freedoms vanished, he still maintained a sense of faith as a crutch. This also shows how Elie still was a child at the time, not aware that the Germans could try to eradicate an entire race. Ellie did not have an inkling of the horrors that lay before him and how they... ...ce out of the camp he "Spent his days in a total idleness. And I had but one desire to eat. [He] no longer thought of his father or mother"(107). The war left him crushed for life without any attachments to reality or sympathy for his family; he had cried his last tears. Following the camp, Elie only existed as a body wanting basic necessities without a soul or passion. The Holocaust changed Elie from a religious child to a mindless body who lost all innocence at age when he "Was fifteen years old"(96). The flames of the furnaces and the noose on the necks of fellow prisoners stole that desire from him and all the prisoners leaving empty bodies to work for the Nazi regime. Such horrors forced any man to abandon his passions if he wished to survive to the next day. The effect the war had on the Jews makes the claims of Holocaust deniers incredibly ignorant and cruel.

The Chautauqua Movement

The Progressive Era was a time when many Gilded Age issues and problems were either Improved or resolved. Some of the greatest Improvements were in the areas of the Arts and Education. At the turn of the 20th century, education was very scarce. Many people were illiterate and not many children had the opportunity to go to school because they were too busy working in factories or on farms.However, it had been a goal of some Progressive reformers to develop programs that would eliminate hillside's participation in child labor, and increase their involvement in education and extracurricular activities (Davis). To that end, in 1874, John Heel Vincent and Lewis Miller rented the site of a Methodist camp to use a summer school for Sunday school teachers. This was known as the Chautauqua Institution (History of the Chautauqua Movement). The original Chautauqua Lake Sunday School Assembly in western New York began as a program for the training of Sunday-school teachers and church workers.Soo n the institution drew in more curious people and they expanded their studies to politics, culture, literature, and science. They attended lectures and performances but unfortunately the decline of the movement put an end to Chautauqua reign. During the Progressive Era, the Chautauqua Movement impacted American Society by providing adult education in various subjects, exposing people to many new ideas, and paving the way for new ideas regarding mass entertainment. The expansion of the Chautauqua idea later extended from general education to lectures, discussions, and home readings.A combination of formal classes, informal conferences, recreation and entertainment had also been offered. It was through the success of the Chautauqua Minimal year that the program's expansion was Inspired. In 1875, Hebrew and Greek classes were added for student use. A year later, In 1876, English Literature had been included where students completing the four-year reading program receive official diplom as. A little while after, French and German classes were added in 1878. Eventually, in-service courses were also offered for public school teachers.Also in 1878, the Chautauqua Literary and Scientific Circle was organized as a 4-year plan of home reading In English, American, European, and classical history and literature. This plan Is considered to be the first basic program of coordinated instruction on a national level for men and women in the united States. To further aid adult education, books were supplemented by a monthly magazine called the Chautauqua, published from 1880-1914. The books included articles related to yearly themes, discussion questions, bibliographies, literary extracts, Inspirational statements and news (RUG).As expected from the exposure adults gained to various subjects, the Chautauqua Chautauqua learned so much, and it was marveled by many. â€Å"William Jennings Bryan deemed Chautauqua a â€Å"potent human factor in molding the mind of the nation† (Chautauqua Trail). Chautauqua showed people different aspects of education. Not only could the people take general education classes, but also many informal classes were offered as well. Millions of people attended and as part of the Chautauqua cultural program, Chautauqua could take music lessons, elocution, calisthenics, and dance. Music was an important part of the movement.Some hymns were written by Mary Lathery and became an integral part of religious services. The Chautauqua band had also performed at both formal and informal events (The Chautauqua Experience). Since the Chautauqua cultural program was so diverse, the Movement has also paved the way for many new ideas regarding mass entertainment. Due to the fact that all good things must eventually come to an end, the decline of the Chautauqua Movement occurred in the mid asses. Since the movement was densely populated with women, the rise of liberated and educated women caused them to no longer need Chautauqua.Due to the fact that it functioned for many lower/middle class women, Chautauqua were training grounds from which women could launch careers. When more opportunities arrived, the woman's interest in Chautauqua added (Chautauqua Trail). Another reason for the decline was, of course, the Great Depression. The Depression made the Chautauqua Movements economically impossible to function. Even though these occurrences put an end to the movement, it paved a path for further inventions regarding technology and mass entertainment for our society.Some of the inventions that also caused the movement's decline were, automobiles, motion pictures, and radios. Automobiles eliminated isolation in American towns because people could travel one place to another in certain time frames. Motion pictures, movies, provided nationwide entertainment. The invention of radios allowed people to listen to current cultural events without having to buy newspapers or leave their home (Lakeside Ohio). Even though these inven tions led to the decline of the movement, as well as the other factors, the Chautauqua movement was the start of the new technological advancements.The movement paved the way then fell away to leave room for bigger and better things. The Chautauqua movement was very successful. Unfortunately, the movement eventually led to a decline due to factors such as, the rise of automobiles, movies, radios, and other forms of entertainment. There was also the Depression and the rise of liberated and educated women (Lakeside Ohio). However, despite its decline, Chautauqua still lives on today. The demand for authentic experiences are growing and people are resurrecting the Chautauqua and modernizing it.

Comptency Statement Essay

Reflective Statement To maintain professionalism I attend yearly trainings such as child abuse/neglect, customer service, medication, and first aid and cpr. In these trainings the purpose is to receive information and to utilize it in the work environment. Another way to maintain professionalism is to keep our parents informed on daily reports of their children and in the classroom. Their children are their pride and joy and we as care givers must provide daily sheets, communication, and conferences to keep them informed on their children progress. The conferences are definitely a key piece of informative information. It lets them know what areas their children are developing in such as cognitive, physical, and social/emotional. Also, the parents can invoice their concerns and questions which can be helpful for teachers. Teachers can also inform that their conferences and daily observations are kept confidential by creating an account with teaching strategies and protected by a password that the teacher only have access to their children information. I choose childcare because it is where the learning process begins. I want to be the individual Who teaches them the fundamentals of cognitive, physical, and social-emtional development. Childcare is a highly demanding field and opens doors in all aspects of the educational field. It can go from being a childcare provider into becoming a teacher. Childcare takes a lot of patience, imagination, and the ability to deal with different types of personality. I am ready, willing and able to handle the joy of being a leader to our future. I maintain professionalism by being respectful to my colleagues and my parents. I do this by maintaining a neutral tone in my voice and speaking proper English. With my colleagues I find this to be the best result in any conflict and to let them know that I am easy to approach and that I will  maintain respect for them at all times. With my parents speaking proper English to them lets them know that I am educated and that I have knowledge and knowhow of the information that I am giving them in circumstances of the early childhood field.

Chemical Bonding Essays

Chemical Bonding Essays Chemical Bonding Paper Chemical Bonding Paper Chemical compounds are formed by the joining of two or more atoms. A stable compound occurs when the total energy of the combination has lower energy than the separated atoms. The bound state implies a net attractive force between the atoms a chemical bond. The two extreme cases of chemical bonds are: Covalent bond: bond in which one or more pairs of electrons are shared by two atoms. Ionic bond: bond in which one or more electrons from one atom are removed and attached to another atom, resulting in positive and negative ions which attract each other.Other types of bonds include metallic bonds and hydrogen bonding. The attractive forces between molecules in a liquid can be characterized as van der Waals bonds. What is an Ionic Bond? An ionic bond is a type of chemical bond formed through an electrostatic attraction between two oppositely charged ions. Ionic bonds are formed due to the attraction between an atom that has lost one or more electron (known as a c ation) and an atom that has gained one or more electrons (known as an anion). Usually, the cation is a metal atom and the anion is a non: In this example, a Phosphorous molecule is sharing its 3 unpaired electrons with 3 Chlorine atoms. In the end product, all four of these molecules have 8 valence electrons  and satisfy the octet rule. A covalent bond is the chemical bond that involves the sharing of electron pairs between atoms.The stable balance of attractive and repulsive forces between atoms when they share electrons is known as covalent bonding. [1] For many molecules, the sharing of electrons allows each atom to attain the equivalent of a full outer shell, corresponding to a stable electronic configuration. Covalent bonding includes many kinds of interactions, including ? : The bonding in  carbon dioxide  (CO2): all atoms are surrounded by 8 electrons, fulfilling the  octet rule.Single Bond A single bond is when two electronsone pair of electronsare shared between two atoms. It is depicted by a single line between the two atoms. Although this form of bond is weaker and has a smaller density than a double bond and a triple bond, it is the most stable because it has a lower level of reactivity meaning less vulnerability in losing electrons to atoms that want to steal electrons. Double Bond A Double bond is when two atoms share two pairs of electrons with each other. It is depicted by two horizontal lines between two atoms in a molecule.This type of bond is much stronger than a single bond, but less stable; this is due to its greater amount of reactivity compared to a single bond. Triple Bond A Triple bond is when three pairs of electrons are shared between two atoms in a molecule. It is the least stable out of the three general types of covalent bonds. It is very vulnerable to electron thieves! Polar covalent bond A Polar Covalent Bond is created when the shared electrons between atoms are not equally shared. This occurs when one atom has a higher electronegativity than the atom it is sharing with.The atom with the higher electronegativity will have a stronger pull for electrons (Similar to a Tug-O-War game, whoever is stronger usually wins). As a result, the shared electrons will be closer to the atom with the higher electronegativity, making it unequally shared. A polar covalent bond will result in the molecule having a slightly positive side (the side containing the atom with a lower electronegativity) and a slightly negative side (containing the atom with the higher electronegativity) because the shared electrons will be displaced toward the atom with the higher electronegativity.As a result of polar covalent bonds, the covalent compound that forms will have an electrostatic potential. This potential will make the resulting molecule slightly polar, allowing it to form weak bonds with other polar molecules. One example of molecules forming weak bonds with each other as a result of an unbalanced electrostatic potential is hydrogen bonding, where a hydrogen atom will interact with an electronegative hydrogen, fluorine, or oxygen atom from another molecule or chemical group.Non polar covalent bond A Nonpolar Covalent Bond is created when atoms share their electrons equally. This usually occurs when two atoms have similar or the same electron affinity. The closer the values of their electron affinity, the stronger the attraction. This occurs in gas molecules; also known as diatomic elements. Nonpolar covalent bonds have a similar concept as polar covalent bonds; the atom with the higher electronegativity will draw away the electron from the weaker one.Since this statement is trueif we apply this to our diatomic moleculesall the atoms will have the same electronegativity since they are the same kind of element; thus, the electronegativity will cancel each other out and will have a charge of 0(A. K. A. Nonpolar covalent bond). Bonding in Organic Chemistry Ionic and Covalent bonds are the two extremes of b onding. Polar covalent is the intermediate type of bonding between the two extremes. Some ionic bonds contain covalent characteristics and some covalent bonds are partially ionic. For example, most Carbon-based compounds are covalently bonded but can also be partially ionic.Polarity is a measure of the separation of charge in a compound. A compounds polarity is dependent on the symmetry of the compound as well as differences in electronegativity between atoms. Polarity occurs when the electron pushing elements, left side of the periodic table, exchanges electrons with the electron pulling elements, right side of the period table. This creates a spectrum of polarity, with ionic(polar) at one extreme, covalent(nonpolar) at another, and polar covalent in the middle. Both of these bonds are important in Organic Chemistry.Ionic bonds are important because they allow the synthesis of specific organic compounds. Scientists can manipulate ionic properties and these interactions in order to form products they desire. Covalent bonds are especially important since most carbon molecules interact primarily through covalent bonding. Covalent bonding allows molecules to share electrons with other molecules, creating long chains of compounds and allowing more complexity in life. ASSIGNMENT IN CHEM LEC 1 * Ionic bond * Covalent bond Submitted to: Dr. Juliet Salgados Submitted by: Russhel Aira Dolauta

Narrative Essay Example Essays

Narrative Essay Example Essays Narrative Essay Example Essay Narrative Essay Example Essay Narrative essay Main character: genie Setting: swamp Plot: treasure is found There are four genies, which is Jinny, Winny, Tinny and Ninny, they are very good friend and they have living in a forest called The Peaceful Forest. They live in there almost 100 years, unfortunately they only can live 200 years, but they never feel sad about that and they live happily. One day, a devil has come to their place and tells them that there is a treasure inside the swamp which is behind the forest. He asks them to help him to get the treasure and he will give them a bottle of magic water that can help them to increase lifespan as the reward. After that, because the bottle of magic water only have one, so the genies started to become selfish and only think of self and try to get the magic water. But, actually the devil are lie to them, he just want them to help him to get the treasure and he does not have any reward to give back them. The four genies have a simple mind, so they do not think about the devil will lie to them, so they follow the devil to find the treasure and it take about 2 days to reach there. In the middle of the journey, Jinny, Winny and Tinny started to have conflict because they wanted to drink the magic water and do not want to let another to steal. Then, the devil started to smile because he has successful to provoke their relationship. Luckily, Niny, the leader of them which is lovely and kind, she started to tell them not to argue and try to persuade them but she failed because no one want to listen to her words. Few hours later, they reach the place, the devil is so exciting about the treasure that he have waited so long, so he call them to help him jump into the swamp to get it, but all of them are fighting because of the magic water. The devil can’t stand it, so he goes there and stop their fighting. When they all are pushing and pulling each other, the devil accidently felt into the swamp and he feel so painful because his weakness is cannot touch the swamp. The four genies quickly jump into it and try to save the devil, but it was too late, the devil has turn into ash. Unconsciously, Niny saw the treasure is floating on the swamp, so she take it and open it with the three other genies. After she opens it, they all smile to each other and hug each other because inside the treasure box, there was nothing inside. So, it means everything that they argue was a waste of time, and then they go back home and live happily just like before.

Constitute and Its Established Cousins

Constitute and Its Established Cousins â€Å"Constitute† and Its Established Cousins â€Å"Constitute† and Its Established Cousins By Mark Nichol This post lists and defines a small family of words derived from a Latin verb meaning â€Å"set† that share the element -stitute. Statuere, stemming from the Latin verb stare, meaning â€Å"stand,† alludes to establishment or causing to stand. As you’ve probably guessed, it’s also the forebear of statute and statue, but words that include -stitute are also descended from statuere. To constitute (literally, â€Å"set with†) is to compose, form, or make up, or to enact or establish. Constitution is the act of doing so, and a constitution is a body of laws and principles for an entity such as an organization or a government, or the document setting them forth. That term also refers to the makeup of an entity, including an individual, or to a custom or law or to the mode of organization for a society or a state. The adjective constitutional applies to all senses, and in that form the word also serves as a noun referring to a walk one takes for fitness. Destitute (â€Å"set away†) means â€Å"lacking,† usually in the context of personal wealth; the state of lack is called destitution. To institute (â€Å"set in†) is to establish, inaugurate, or organize, and an institute is an entity organized for a purpose, such as instruction, or promotion of a cause. Institution is the act of establishment, and an institution is a facility or organization, or a significant component or practice. Restitute (â€Å"reset†) is a rare verb meaning â€Å"give back† or â€Å"restore,† but the noun form, meaning â€Å"act of making good or restoring† (usually in a financial context), is common. The legal term â€Å"restitutio in integrum† (â€Å"total reinstatement†) refers to restoration to a previous state, and a restitutionist is one who believes in religious doctrine based on ultimate restoration to a pristine state. To prostitute (â€Å"stand before†) is to offer oneself, sexually or otherwise, for monetary gain; the act or practice is prostitution. Substitute (â€Å"set under†) means â€Å"put in place of another,† and as a noun or adjective refers to someone or something that serves in place of another.† The act of doing so is substitution. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:30 Religious Terms You Should Know"Confused With" and "Confused About"Wood vs. Wooden

Effective Presentation Essay Example | Topics and Well Written Essays - 750 words

Effective Presentation - Essay Example An image on a slide, for instance, can be effective in attracting the viewer’s attention towards the subject of the key theme of the presentation. A picture may also evoke powerful emotions in the viewers and, therefore, serve to attract attention. Visual expressions serve a fundamental role in enhancing the quality of the presentation. A picture showing the differences in impact on an individual hit at 40 mph and 30 mph, for instance, may inform the audience of the critical implication of escalating by a difference of 10 mph. The picture may be used to show that there is a high chance of an accident victim surviving when hit at 30mph compared to 40mph. A descriptive visual impression, therefore, is important in enhancing the presentation quality. Graphics are important in explaining detailed information that, in some instances, requires emphasis and comprehensive explanations. Inserting statistical data using tools such as graphs is decorative and helps clarify the information presented. It helps place the message in its context and add meaning to it as well as emphasizing its significance. Use of statistical presentation tools such as pie charts and graphs renders it easy to make comparisons, for instance. Besides financial data, scientific information such as the functioning of organs including the brain is best attainable trough inclusion of graphics. The National Geographic 3D mapping of the human memory is an example. National Geographic (2015) uses the 3D map of human memory to illustrate the various parts of the brain and their functioning systems. The interactive is useful in explaining the formation of memories in the brain. Besides, it is important to show other brain functionalities and processes. Graphics are vital in emphasizing the context of communication. That is particularly important when explaining scientific processes and concepts to viewers. Processes that occur in chronological order are best explained

Roles of a Supervisor in Virtual Organization Essay

Roles of a Supervisor in Virtual Organization - Essay Example The essay "Roles of a Supervisor in Virtual Organization" talks about the management aspect of the virtual organizations by analyzing the benefits and disadvantages of the virtual organizations. Supervisory roles in virtual organizations require the creation of world-class systems of learning to enhance the innovative competitiveness of the organization to match world-class standards. Supervisors for virtual management require thorough training and experience to be able to manage and coordinate the various activities of the virtual organizations. Facilitation of performance is one of my key role as a virtual supervisor. As a supervisor, I will boost performance by encouraging employees in their virtual workplaces to work harder while at the same time removing obstacles to successful performance. Some of the notable obstacles that I will concentrate on to remove include obsolete technology, delays in the transmission of critical information and inefficient work design. Recognition of the issues, analysis of the causes, and identification of the solutions earlier can help to differentiate between success and failure of the virtual work team. Therefore, as a supervisor, I will put proper mechanisms in place to address the aforementioned issues by using communication the appropriate tool. Through communication, I will strengthen the member identification by providing members of the virtual organization with the opportunity of creating and sharing their varied views of the defining features of the organization.

World war I Assignment Example | Topics and Well Written Essays - 250 words

World war I - Assignment Example Women have played their role equally in the war as compared to men. In the poetic thought Jessie Pope has shown the woman as brave and gallant and she has dealt with the delicacies of war in a more professional way and she has proved as a star in filling the minds of young men with loyalty and patriotism. She has expressed in her poem â€Å"The Call† that trenches are very horrible place and she is actually provoking the men that it is the duty of men and it’s not the duty of women that they have to face the horrible situations. So there is a concept that women are not too much powerful like men so it’s the duty of men that they must have to face the difficulties of war. Actually in the very poem she is longing that the men must lift their level of bravery and they have to face the war in a braver manner because the military uniform is not for the women rather it more suits to men. It is the duty of men that they look sober in shouting and shooting while women ar e not born for such deeds. So from the very idea of the poem â€Å"The Call† by Jessie Pope it is evident that war is a more suitable topic for poetry because it has a number of aspects which can be expressed in a poem in a more powerful

How Aggressive cartoons effect on children's behavior Annotated Bibliography

How Aggressive cartoons effect on children's behavior - Annotated Bibliography Example According to the people who are of the opinion that cartoon violence is very similar as most of the time harm is inflicted upon some of the characters. In a research carried out by Kirsch it was established that among both the adults and children long exposure to media violence has contributed to an increase of antisocial behavior. According to the article, a research carried out by The Kaiser Family Foundation in 2006 established that about 68% of all the parents involved in the research reported that they have seen their children imitate some of the behaviors that they have seen on television. About 24% of the imitated behaviors were deemed as violent. Generally the article is of the view that violence in cartons is meant for comic entertainment and that it does not in any way responsible for the antisocial behavior among the children. The article is of the opinion that cartoons are merely meant to entertain chidren. According to the authors of this article, some of the experiments have been undertaken to find out if the violence that children see in cartoons is responsible for triggering some aggressive behavior among the children. According to the article it is still very unclear how children interpret media violence, and even how very early exposure to fantasy violence affects the mental modes of aggression in children. The article takes a deeper look at two related issue in terms of media violence effects on children. The first is exposure of children to violence and the effect it has on children. The second is finding out if the characteristics of violent cartoons affect children mental modes aggression. According to the article a research carried out was able to establish that children recalled having seen some sort of violence in selected carton stimuli that did not have any violent scenes. In that aspect the research

Applied Behavioral Analysis II Essay Example | Topics and Well Written Essays - 1750 words

Applied Behavioral Analysis II - Essay Example According to the data provided, the intervention employed by Martin worked. The behavior exhibited by the patient Sara included banging her head against the wall, pulling her hair, and biting her arm. These behaviors according to the differential reinforcement of other (DRO) procedure were inappropriate. From the data provided, the frequency of biting her arm reduced from 10 to 7, the frequency of pulling her hair reduced from 23 to 5, and the frequency of banging her head against the wall reduced from 15 to 6. The method was not that successful although it reduced the frequency of the inappropriate behavior. The method is most effective for children aged four to twelve; Sara was only fourteen years old. For middle school setting in which Sara belongs, the method is used for integration into the self-management plans (NPDC on ASD 1). The ABAB reversal design has ethical and practical limitations when the intervention is withdrawn. The ethical issues become significant when the behavior that is being targeted is more problematic; this is the case with the Tier 3 RTI cases. In ABAB reversal design can be lengthened to for full observance of the return to baseline. Another limitation with this method is that some of the target behaviors can fully exhibit the return to baseline. In such a case, the learned behaviors partially return or they are returned on the basis of variability or the rate of learning. The resultant effect is the weak version of the reversal design in majority of the academic situations (Burns and Riley-Tillman 46). Due to these serious limitations, the method is faced with a number of ethical issues as discussed above. If Martin had used the method on Sara, a number of ethical issues could have been raised concerning the method. These ethical implications include the problem with the behavior of the target, and the partial return of the learned

Organization, timing and personal accountability Statement

Organization, timing and accountability - Personal Statement Example Lack of prioritizing will affect my career in business since I will not know when and where to concentrate my efforts. As such, this will be an obstacle in my career. Lack of priorities may make it hard for me to balance different aspects of my life. Be it social life, work life and even family life. I will end up wasting a lot of time on things that are not important and neglect the important things (like in this case where I forgot to hand in my syllabus contract). This will affect my work schedule and as such, I may be late in submitting critical projects, which may end up making me lose my job or worse of all, make me spoil my professional career. In order to make sure I do not repeat the same mistake twice, I will use the following strategies. I will make a â€Å"things to do list† that will enable me prioritize my tasks from the most important to the least important. This will help me avoid procrastination since I will include in the â€Å"to do list† when the tasks are due. I also plan to set my own personal goals. These will guide me in time management as well as give me a clear vision that I will work towards. My personal goal for this course will be to work extra hard and submit my assignments on time. I also want to have a clear strategy on how will manage distractions. Distractions make me lose a lot of time when performing tasks and affect my ability to concentrate. I will also be dividing large tasks into smaller tasks and avoid many commitments. I will also create a clear timeline of how I will be scheduling my tasks. This will help me manage time as I will be scheduling to complete the most important tasks when am energized and a lot of bonus time. I will also avoid procrastination, multitasking and ensure that I take a break when performing large tasks. Organization, personal accountability and timeliness can make a business successful. These pillars are important for any business and are the pillars of a successful business.

Applied Behavioral Analysis II Essay Example | Topics and Well Written Essays - 1750 words

Applied Behavioral Analysis II - Essay Example According to the data provided, the intervention employed by Martin worked. The behavior exhibited by the patient Sara included banging her head against the wall, pulling her hair, and biting her arm. These behaviors according to the differential reinforcement of other (DRO) procedure were inappropriate. From the data provided, the frequency of biting her arm reduced from 10 to 7, the frequency of pulling her hair reduced from 23 to 5, and the frequency of banging her head against the wall reduced from 15 to 6. The method was not that successful although it reduced the frequency of the inappropriate behavior. The method is most effective for children aged four to twelve; Sara was only fourteen years old. For middle school setting in which Sara belongs, the method is used for integration into the self-management plans (NPDC on ASD 1). The ABAB reversal design has ethical and practical limitations when the intervention is withdrawn. The ethical issues become significant when the behavior that is being targeted is more problematic; this is the case with the Tier 3 RTI cases. In ABAB reversal design can be lengthened to for full observance of the return to baseline. Another limitation with this method is that some of the target behaviors can fully exhibit the return to baseline. In such a case, the learned behaviors partially return or they are returned on the basis of variability or the rate of learning. The resultant effect is the weak version of the reversal design in majority of the academic situations (Burns and Riley-Tillman 46). Due to these serious limitations, the method is faced with a number of ethical issues as discussed above. If Martin had used the method on Sara, a number of ethical issues could have been raised concerning the method. These ethical implications include the problem with the behavior of the target, and the partial return of the learned

September 11th the terrorist attack Essay Example for Free

September 11th the terrorist attack Essay The terrorist attack on September 11 will always be remember as the most terrifying day in American History. These attacks left people around the world with feeling of disbeliefs and anger. As consequences, many of American people are blaming all Muslim citizens for the attacks, accusing them as terrorists. There are an estimated of 3 million muslins living in the United States. The majority of them practice the Islam religion. Islam is a religion that means peace with ones heart, mind and soul. It also means peace with god and to live according to the sacred book. Unluckily, most Muslim people in America share the same religion as the terrorist organization, led by Osama bin Laden, who is the primary suspect for the September 11 attack. As result, many Muslim American are paying a high price for their similarities with the terrorist. They are being humiliated, harassed and discriminated against. There are more than 200 cases of hate crimes reported in Arabic American anti Discrimination Society since the attacks. For instance, a news station reported a week after the attack an Arab American passenger was kicked off the airplane because of the way she looks. In addition, some on these incident children are the most affected. Muslim children because they are more sensible and constantly interacting with their peers, especially on public school. I have seemed discrimination against Muslim people in my classroom at PCCC. One day after the attack a classmate thought it would be funny to point at on Muslim classmate. I did not find it funny, instead I found very insulting toward her, especially because I know her and I know she is not bad. All these case are true history and people live constantly in pain. Many of them are people with dream and ambition. On September 11 every one saw how destruction could be done in a powerful nation like America. Unfortunately, these events have left many loses including lives of people and economically impact. But we also learned that not all Muslim are terrorist. They are peaceful people like you and me.

Hoani Waititi Social Services Case Study

Hoani Waititi Social Services Case Study Weizhi You (Peter) Alternative care placement for BD Workplace: hoani waititi social services 1 Outline the information and issues relevant to the decisions about the alternative placement for this individual. BD is a 13years old boy. The boy’s parent are both not working and they are drug and drunk everyday. The boy couldn’t receive the good care from the family, not enough food, always wear on dirty clothes. He’s suffered from abuse in verbal and physical. The grandparents called the social services for some help because they are old and could not look after BD, and they would like BD to be placed in foster care. After discuss with grandparents, the social workers decide to remove BD from the parents care to another family which is full of love and willing to look after DB. The social worker concerned the parents of DB and told them that their children will leave them until they change them self and find themselves. 2 What other information did you need to obtain? Safety: The person is safe from any kind of harm that comes from themselves, or any other person. Make sure he won’t be abused in foster care. Check if he is at risk of running away from foster are. Wellbeing: We need to check the boy’s health situation and the psychology health situations. The person’s wellbeing is looked after – for Maori people wellbeing should be considered in the holistic sense. We need concerned the family members and have a family meeting to discuss about it. Arrange the visit for grandparents. 3  Key points of information provided to the parties involved or other observations The boy is so silent and don’t want to talk with others and hide on the back of grandparents. So we spend the tie with BD and build the trust. The grandparents have pain legs and sore back who need take medications every day and no family members can take BD, so foster family is necessary. 4  Outline how decision making was facilitated in accordance with the service provider’s standard Gain information that is relevant to the decision making process. Before an Alternative Placement happens, the families including SW, BD, BD’ parents and BD’ grandparents may meet several times to discuss and share relevant information, issues and needs of the client for their safety and wellbeing. The safety and wellbeing of BD is the subject of an alternative care placement is the first consideration Social workers use verbal and non-verbal communications to obtain information relevant to decision making Obtaining sufficient information to facilitate decision making about the alternative care placement includes all information and issues relevant to all parties involved in the decision about the alternative care placement Keep the information confidential, and get family consent to discuss family concerns with outside agencies e.g drug agency. 5 other notes which reflect on the decision making process The boy and the whanau will have the different preferences for the placement, perhaps related to the ease of access for visiting etc. Cultural issues are an important consideration for social workers, particularly when dealing with Maori. Some information may reflect on the decision making process including Health needs, Language, safety, client’s privacy,spiritual needs, Dietary needs, Medication needs, Physical comfort Task 2 Student name: weizhi you(peter) Alternative care placement for BD Workplace: hoani waititi social services 1 Outline any further or additional information or issues relevant to the decisions about the alternative placement for this individual. DB is more shy and silent at first week, but with the help of social workers and new families, he becomes improved both in physical and psychology health. For the spiritual support, the social worker bring him to the marae to join in maori activities and practice maori culture. DB made friend with them and develop his social network. But from the feedback of school, he is not focus on study and seldom do the homework. BD will go to the same school so he won’t need to involved at another school. He always walk to school. BD is happy to live in the foster family, the risk of running away is low. 2How did you plan the placement in line with the decisions of the parties involved and any other key people? The social workers keep contact with family members involved. They keep contact with the fostr family and BD, gain feedbacks and make plan to help BD get used in the new family. They also contact with BD’s parents and grandparents. Helping BD’s parents stop drug and find a job to earn some money. They have a talk with the school and the teacher of BD then the school decide to spend extra hours to help BD study. 3 how did you plan the placement in line with ethical practice? Followed agency’s policies/protocols. Ethical practice, the ethics of social work practice also need to apply to decisions about alternative care placements. For example, it will be unethical to tell the person’s family the only place available was one a long distance away, because it had a vacancy and social worker can end their involvement quickly and move on to another case. A place was found nearly to garandparents’s home and easy to visit, families kept informed at all times of all the decision making. 4 how did you make sure that everything you did was focused on the current and future safety of the person who needed the alternative care placement? BD need to moved from home because he couldn’t receive the properly care from parents which is bad for his well beings. The social worker together with relevant people needs to determine the best alternative care placement for BD, with the safety and wellbeing of the person as the first consideration. 5 key points of information provided or other obeservations The parents of BD have agree to receive the help from the community and local organizations to stop drug. BD is happy living in the foster home. 6 outline how planning was facilitated in accordance with the service provider’s standards. Give examples Followed agency’s policies. Family Group Conference (FGC) lead by Youth Justice Co-ordinator and Social Work. Family group conference (FGC) supported CYF care as an interim measure. completion of checklists: all the paper should be done and checked, it need to be sign by social worker, care provider and families. security of information: make sure that all the information through inside the person who is involved. Confidentiality and keeping accurate records of conversations or meetings Social workers acknowledging the needs and issues of parties to the alternative care placement, use the interpersonal skills to work with the different parties and make sure everything goes on line. 7other notes reflect on the planning process Home environment: low risk – high risk safety issues. Always consider person’s safety and well being first. Family visit provide spiritual support. Task 3 Student name: weizhi you(peter) Alternative care placement for BD Workplace: hoani waititi social services 1how did you encourage self-determination of the person who is the subject of the alternative care placement? To encourage self-determination means encouraging families members to the plan to fulfil their identified roles, and to take ownership of these roles. Dependency on the social worker or social service provider needs to be discouraged. Encourage grandparents to visit. Provide BD’s parents 2or 3 councilling agencies to choose to solve their problems. Outlined agency’s objectives and appropriate legislation, backing up agencies mandate/kaupapa. Fully informed BD and whÄ nau/family of the parameters and scope of the meeting, and allowed them to define the best options. Informed all the decision making at all times before it satarts. Where possible I (agency) worked collaboratively with the family to find a middle ground where agency mandate and whÄ nau choices weren’t aligned. 2how did you discourage dependency on you as the social worker and the social service provider? Gave space (and resourced where necessary) so the whÄ nau/family could define their own possible solutions. Give them 2to3 useful local agencies and let BD’s parents choose the way to help themselves. Where possible the agency would step aside, so the family/whÄ nau could step up. 3how did you assist key people in the implementation of the plan to identify progress? I will provide key people with a care-plan that included key indicators of progress, such as attending school regularly, keeping curfew, behavioural contract etc and informed all decision making at all times. 4how did you assist parties to the plan to review the plan? What if any further options were identified? If the plan was amended, how was it amended? Regular meetings to review progress were held between social service provider,BD , whÄ nau and care giver(s). to check the which task has been achived so far and what to improve. When implementation of the plan is complete, the plan (in its entirety) needs to be reviewed. In some cases the review will result in further options being identified. The review may also determine some different outcomes in terms of achievement of objectives and these also need to be recorded in the plan 5 key points of information provided or other observations Parents have enrolled the drug councilling center 6outline the implementation was in accordance with the service provider’s standards Cultural practices were followed eg a karakia/blessing was arranged for BD when he arrived at the home. The checking in processes was completed fully, including areas such as health and safety, and rules for behaviour etc were explained to BD. 7other notes reflect on the implementation process His study in school have a big improve under the help of teacher. Task 4 Student name: weizhi you(peter) Alternative care placement for BD Workplace: hoani waititi social services 1how you know you had completed your required tasks or involvement in the plan? DB is now in foster care family and the parents were enrolled in drug councilling. BD attend the school regular and make new friends. When the implementation of the alternative care placement is complete, it is time for the social worker to complete their involvement in the plan. Always first consider the safety and wellbeing of the person who is the subject of the alternative care placement. 2what possible future involvement might be required from the social service provider in this case? Think about factors that may lead to further contact being needed, what functions or services a social service provider might offer the person in the future, and how the person could go about re-establishing contact with social service provider The parents may need parenting program to help them learn how to take care of BD. If the parents could not stop drug and abuse on BD, in this situation, BD have to move to another home. The social workers will provide many suggestions and some useful organizations for them. If they need services in the future, they can ring the organizations again. 3notesor key points of information received or other obeservatons made Social worker’s tasks were clearly finished on the care plan, and the plan was updated to show they were completed. Transition from home to residential care completed. 4outline how the closure was in accordance with the service provider’s standards Review the items that were part of your role or responsibility in the plan. Check you have completed them all, and completed all related documentation etc. Consult with the other parties to the plan. Check that they consider you have completed your responsibilities, or whether there is something else they were expecting you to do. Handover meeting with host home family, BD and whÄ nau. 5outline how you made sure information was kept confidential Followed agency privacy policy. For example, consent from whÄ nau to share information with alternative education provider was received. 6provide two examples of how your actions were in accordance with relevant legislation. Name the legislation in the example. Privacy Act – I (agency) only kept information that was necessary for the purpose of facilitating BD’s placement in the host home. CYPF Act – both BD and whÄ nau were kept informed of decisions made, and wherever possible involved in the decision making process. 7other notes reflect on the closure process All parties updated and keep contacting with them. Provider policy followed, case file checked and updated, renew the information and regular check visit BD. Task5 How tiriti o Waitangi in social services? Give 3 examples how your actions on placement were guided by the tiriti. There are four principles in the Te Tiriti o Waitangi to ensure that maori’s rights were covered including partnership, protection, participation and permission. A partnership in good faith between two Maori and Crown, for that principle, when engaging with Maori or creating policy that could affect Maori, the Social Service organisations ensure needs of Maori are prioritised. In order to make ensure Maori have rangatiratanga rights over their taonga, always consultation with Maori leadership and management when organisational policies are being discussed. Te Tiriti o Waitangi applies in social services including ensure that all social services have a bi-cultural perspective. For example, we respect our maori client, maori way to deal with things, our maori workmates and client’s families, keep good relationship with them. Protection: for that principle, it allowed maori to exercise their Tino Rangatiratanga (absolute sovereignty) over all of their taonga(land), and benefit from these. Taonga in Maori language means land, resources, language, knowledge, and other aspects of the Maori way of life. Maori have the rights to enjoy their taonga in social service settings, and social service organisations must respect their way of life. It protect Maori’s rights to make choices that best serve their culture, that line with tika and kawa, suit their traditions and practices customary. For example, we working in the maori marae, we follow their traditional cultures and their process in the marae, we are not allowed to bring the food into marae and turn off the phone, no noisy when join the formal welcome. Participation: it ensure that maori take part in the social counseling and have the equal rights with crown. Consultation at all levels with Maori. It must be service accessibility for MÄ ori. Allowed Maori choose their models of health i.e (Te Whare Tapa Wha) rather than western models when working with MÄ ori. So when we working with maori, we should knowing their needs and their culture respect, provide their prefer ways to help them. Task6 How your actions throughout the process of contributing to the facilitation? At least 3 examples and include your inflections from your activities in this assessment all linked to theory for social service practice. respect my client, always ask their permission, I always collect the family agreement before the action and listen to my client, respect their choices and their maori way to do things. And I respect their culture, when enter Maura, I will follow their traditional approach and customs. Gain information that is relevant to the decision making process. Before an Alternative Placement happens, the families including SW, BD, BD’ parents and BD’ grandparents may meet several times to discuss and share relevant information, issues and needs of the client for their safety and wellbeing. We keep contact with family members involved. Keeping contact with the fostr family and BD, gain feedbacks and make plan to help BD get used in the new family. Contacting with BD’s parents and grandparents. Helping BD’s parents stop drug and find a job to earn some money. Weizhi you 13010121[à ©Ã¢â‚¬ Ã‚ ®Ãƒ ¥Ã¢â‚¬ ¦Ã‚ ¥Ãƒ ¦-†¡Ãƒ ¥Ã‚ ­-] 1

Jackie Robinson Essay -- essays research papers

Jackie Robinson was born on January 31, 1919, in Cairo, Georgia, the grandson of a slave. Jackie was the youngest of five children. When he was six months old, his father deserted the family. His mother moved them to California where it was easier for blacks to live and get work. In those days, life was very hard for black people in the South. This upset young Jackie. He became very involved in sports. He played football, basketball, baseball and ran track. In college he was a top football player. He left college before graduating. Jackie worked for the National Youth Administration at a work camp but the camp was closed. In the fall of 1941, he joined the Honolulu Bears professional football team and then was drafted into the Army. While stationed in Kansas with the Army, he worked with Joe Louis, a famous boxer, to fight unfair treatment of black people in the military. After leaving the Army, Robinson joined the Kansas City Monarchs. They were a team in the Negro League. This team was made up of African American baseball players. He soon become one of the leagues top players but did like the low pay and constant traveling. He didn't want to make baseball his career. The Brooklyn Dodger president, Branch Rickey, had been looking for a black player to bring into the major leagues. Those leagues were closed to blacks at that time. In 1945, Robinson signed a contract to play for a Dodgers farm team, the Montreal Royals. Many owners and sportswriters were against this. They ...

Mother-daughter Relations and Clash of Cultures in Amy Tans The Joy Lu

     Ã‚  Ã‚  Ã‚  Ã‚   Amy Tan is an American Born Chinese, daughter of immigrants, and her family shares many features with the families depicted in her novels. Tan's novels offer some glimpses of life in China while developing the themes of mother-daughter relations, cultural adaptation and "women with a past".   Tan’s novels share many themes and elements, but this paper will focus mainly on two episodes of the novel The Joy Luck Club: "The Joy Luck Club" and "Waiting Between the Trees"; and will make references to The Kitchen's God Wife and The Hundred Secret Senses. In the first place, mother-daughter relations between Chinese mothers and ABC daughters are not easy ones in Tan's novels. They are always problematic. Mothers want to bring up their children according to the Chinese ways, whereas daughters want to live their own life according to the "American Way of Life", despising Chinese habits and traditions, sometimes to the extent of being ashamed of their origins. Amy Tan herself confessed that, as a child, she used to put "a clothespin on her nose hoping to make it pert, to change its Asian shape."    In "Waiting Between the Trees," Lena St. Clair sees her mother, Ying-Ying as a weak-minded woman who needs constant help. This impression is aroused by Ying- Ying's traditional Chinese female education. In Ying- Ying's times, women used to be educated to be obedient, to honor one's parents, one's husband and to try to please him and his family. This education is based on Confucius's teachings: during her life a woman has to follow three persons during her whole life: at home, she has to follow her father; married, she has to follow her husband; and when her husband dies, she has to follow her son. Therefore a woman is not supp... ...hers and daughters which have their source in a clash of cultures. In her novels, she reflects Chinese history, traditions, education and superstition, together with may experiences takes from her family history, all of which provides a convincing representation directly inspired in the real everyday life of the Chinese colony in the United States.    Works Cited Tan, Amy (1989). The Joy Luck Club. New York: Ivy Books. -- (1991). The Kitchen God's Wife. New York: Ivy Books. -- (1995). The Hundred Secret Senses. New York: Ivy Books. Ng, Mei (1998). Eating Chinese Food Naked. Harmondsworth: Penguin.    Internet: Liu, Ping (1997). Adjusting to a New Society: A Study of Educated Chinese Women: http://www.ics.uci.edu/~tdo/ea/chineseWomen.html Interview with Amy Tan: The Joy Luck Club Lady: http://detnews.com/menu/stories/23098.htm    Mother-daughter Relations and Clash of Cultures in Amy Tan's The Joy Lu      Ã‚  Ã‚  Ã‚  Ã‚   Amy Tan is an American Born Chinese, daughter of immigrants, and her family shares many features with the families depicted in her novels. Tan's novels offer some glimpses of life in China while developing the themes of mother-daughter relations, cultural adaptation and "women with a past".   Tan’s novels share many themes and elements, but this paper will focus mainly on two episodes of the novel The Joy Luck Club: "The Joy Luck Club" and "Waiting Between the Trees"; and will make references to The Kitchen's God Wife and The Hundred Secret Senses. In the first place, mother-daughter relations between Chinese mothers and ABC daughters are not easy ones in Tan's novels. They are always problematic. Mothers want to bring up their children according to the Chinese ways, whereas daughters want to live their own life according to the "American Way of Life", despising Chinese habits and traditions, sometimes to the extent of being ashamed of their origins. Amy Tan herself confessed that, as a child, she used to put "a clothespin on her nose hoping to make it pert, to change its Asian shape."    In "Waiting Between the Trees," Lena St. Clair sees her mother, Ying-Ying as a weak-minded woman who needs constant help. This impression is aroused by Ying- Ying's traditional Chinese female education. In Ying- Ying's times, women used to be educated to be obedient, to honor one's parents, one's husband and to try to please him and his family. This education is based on Confucius's teachings: during her life a woman has to follow three persons during her whole life: at home, she has to follow her father; married, she has to follow her husband; and when her husband dies, she has to follow her son. Therefore a woman is not supp... ...hers and daughters which have their source in a clash of cultures. In her novels, she reflects Chinese history, traditions, education and superstition, together with may experiences takes from her family history, all of which provides a convincing representation directly inspired in the real everyday life of the Chinese colony in the United States.    Works Cited Tan, Amy (1989). The Joy Luck Club. New York: Ivy Books. -- (1991). The Kitchen God's Wife. New York: Ivy Books. -- (1995). The Hundred Secret Senses. New York: Ivy Books. Ng, Mei (1998). Eating Chinese Food Naked. Harmondsworth: Penguin.    Internet: Liu, Ping (1997). Adjusting to a New Society: A Study of Educated Chinese Women: http://www.ics.uci.edu/~tdo/ea/chineseWomen.html Interview with Amy Tan: The Joy Luck Club Lady: http://detnews.com/menu/stories/23098.htm   

B. F. Skinner and Behavior Conditioning

Behavior conditioning is viewed as a significant psychopathological influence that extends beyond the concept of psychoanalysis and sexual psychology. Burrhus Frederic Skinner (1904-1990) considers the concept of conditioning as comprehensive type of learning wherein behavioral changes are manipulated rather than intrinsically stimulated. According to the article of Moore (2002), behavior conditioning of Skinner gives rise to two primary components: (1) the biological foundation of behavior manipulation through hormonal systems and other physiologic relations (e. g. neurologic functioning, genetic relationships, etc.), and (2) the occurrence of the behavioral event. Behavior conditioning is the indirect manipulation of activities in order to elicit a behavioral response or behavioral pattern. B. F. Skinner’s idea of behavior conditioning revolves in his concept of Operant Conditioning, which is a type of learning process wherein stimulation of behaviors illicit behavioral modi fications. According to the article of O’Donohue and Plaud (1994), Skinner’s behavioral conditioning involves a mutual relationship between the strengthening and weakening effects rendered by environmental consequences.The mutual relationship between (1) reinforcement and (2) punishment is directed by a stimulus control. According to B. F. Skinner, â€Å"human behavior is not a simple machine-like product of a stimulus, but is something dynamic, changing and in flux, as the environment is in influx†. Behavior conditioning of B. F. Skinner, indeed, constitutes environmental reinforcements and punishments that set the behavioral trends of a human being. Discussion Behavioral ConditioningThe psychological activities fostering behavior in an individual are said to be dynamic, ever changing and mutually linked with the external forces of the human environment. Skinner has observed early on that a large part of our behavior is not automatically elicited by an uncondit ioned stimulus. According to Moore (2002), the concept of behavioral conditioning is associated to the process of survival wherein a human being is directed to a specific pattern of behavior in order to foster adaptation towards the changing environment.Skinner’s operant conditioning can be viewed as a diverse behavioral process that evolves and influences the individual's survival during its lifetime by facilitating the adaptation towards the environment (Moore, 2002). The consequence behavior is the result of the individual’s way of adaptation towards the environment. In the process of the individual’s adaptation, the â€Å"environment in turn acts back on the behavior and on the individual: both are changed as a result of reciprocal behavior-environment interchange (Skinner, 1953)†.According to Burgess (1997), Skinner’s idea of behavior conditioning comprises of three perceivable components that explain to the process of behavioral modification. These elements are (1) the inner activities of behavior, (2) nature of inner behavior, and (3) the role of the environment. Inner activities include the cognitive processes and activities (e. g. thinking, problem solving, decision-making, etc. ) that an individual performs prior to the adaptation of behavior.Meanwhile, the nature of inner behavior is assessed whether the individual’s behavioral change is due to the evolution of society or external environment (phylogenetic) or genetically acquired (ontogenetic). Lastly, the environment facilitates the learning atmosphere that reinforces the permanent change of behavior in the individual (Burgess, 1997). In application of this theoretical proposition, the behavioral transformation of 12-year old that initiates a bullying behavior at school is first established by an inner assessment of self and environment.The child analyzes the capacity of his strength over the others in the class, and then further internalizes the nature of his preferred action. Reinforcers of this behavior can either be other classmates influencing him to bully others or his intrinsic psychological desire to bully others. In a well-appropriate environment where the subject is regarded as the strongest, the chance of producing a bullying behavior to 12-year old boy is more likely (Burgess, 1997; O’ Donohue and Plaud 1994).As for the analysis above, behavior conditioning is therefore affected by three major components, namely (1) the inner self, (2) the environment and (3) the process of behavioral adaptation. However, according to Moore (2002), another contributing factor to consider is the biological foundation of behavior. In Moore’s (2002) argument derived from Skinner’s behavioral conditioning, the influence of hormonal and genetic compositions is another perspective of behavior modifications.â€Å"The science of behavior is concerned with behavior directly selected according to phylogenic contingencies, via inherited genetic mechanisms (Moore 2002)†. The contributions of genetics to causal behavioral events are said to be due to the sensitivity of nervous function to environmental stimulation. Skinner suggests that some behaviors dominating in an individual are not externally fostered, rather elicited only by the environment or other forms of reinforcements (Moore 2002). Components of Behavior Conditioning B. F.Skinner’s view of behavioral conditioning comprises of diverse factors, specifically (1) the material environment during the lifetime of the individual organism (Moore 2002), (2) inner activities and nature of a behavior – phylogenetic (Moore 2002; Burgess 1997), (3) the Gene-Behavior relationship (Moore 2002), and (4) the reciprocal behavior-environment interchange (O’ Donohue and Plaud 1994). In these four contributing factors of behavior conditioning, Skinner, in his operant conditioning, has proposed two essential balancing components: (1) positive reinforcements (rewards), and (2) negative reinforcements (punishments).Operant conditioning involves the functional relationships between behavior events and environmental events. Consequent behaviors can be demonstrated by systematic and controlled changes in the environment. To Skinner, â€Å"there are three-term contingency that exemplifies the relationship among antecedents, behavior and consequences. † Most activities that human beings perform socially provide the context for other people to react according to these activities in one way or another; thereby, initiating consequences of behavior.Such principle is also true in terms of physical environment through the presence of reinforcements, specifically reward systems and punishments. According to Skinner, â€Å"behavior is governed to some degree by reinforcement, which can be organized in endless variety of ways according to reinforcements and punishments. † In addition by Moore (2002), reinforcements largel y depend on the environmental settings and the behavioral nature present in the individual. Negative and positive reinforcements act as the behavior leverages that manipulates an individual’s behavior.According to O’ Donohue and Plaud (1994), behavior conditioning and the basic elements of reinforcements and punishments are defined as the Law of Effect responsible for manipulating both desired and undesired behavioral practices. The main emphasis of behavior modification is to reinforce behaviors that are valuable, and negate those behavioral patterns that are not appropriate. In operant conditioning, the individual’s behavior operates on the environment and determines the occurrence of reinforcements as contingent to the behavioral conditioning.According to Moore (2002), reinforcements are interrelated to the individual’s survival and adaptation. â€Å"Operant conditioning occurs when the probability of a response in the presence of an antecedent stimul us increases because of the prior consequences of the response in the presence of the stimulus in question (Moore 2002)†. Skinner’s view of behavioral conditioning identifies covert, implicit or private events as contributing factors to the mutual relationship between stimuli and the influence on behavior response. Conclusion In conclusion of the study, B.F. Skinner in his idea of behavioral conditioning emphasizes behavior as a consequence of the relationship between environment and behavioral events. Conditioning behaviors is facilitated by manipulating the external reinforcements, specifically reward systems and/or punishments, derived from the different contributing factors. Behavior conditioning revolves in various contributing factors, namely (1) the inner and nature of behavior, (2) physical environment, (3) biochemical processes of behavior, and (4) reciprocal behavior-environment interchange.Consequent behaviors are product of the individual’s adaptation in his environment as a form of survival mechanism. References Jensen, R. , & Burgess, H. (1997). Mythmaking: how introductory psychology texts present B. F. Skinner's analysis of cognition. Journal of Psychological Record, 47, 221-227. Moore, J. (2002). Some Thoughts on the Relation between Behavior Analysis and Behavioral Neuroscience. Journal of Psychological Record, 52, 261-266. O'Donohue, W. , & Plaud, J. (1994). The Conditioning of Human Sexual Arousal. Journal of Sexual Behavior, 23, 221-228.

Supply side factors of drop out for students

Harmonizing to the National Plan for 2003-2015 ( 2003 ) of the Royal Government of Cambodia, Education for All ( EFA ) is the first critical and inevitable measure for bettering and sharpening human resources, which are needfully needed for Cambodia ‘s economic fight in an progressively planetary and regional economic system. Driven by a figure of development be aftering enterprises by the Royal Government of Cambodia, the constitution of EFA, which was approved by the Royal Government of Cambodia in 2002, came into consequence. In add-on, the National Plan emphasizes that, to develop the state ‘s economic system, Cambodia needs to guarantee its ain countrywide basic instruction, primary and lower secondary instruction, since the Government firmly believes EFA is the first and inevitable mechanism for Cambodia to make its ain Socio Economic Development Plan II ( SEDP II ) by agencies of equalising educational entree among its both advantaged and disadvantaged kids. This E FA program is besides encouraged by the on-going Poverty Reduction Strategic Plan ( PRSP ) of 2002, which aims at poorness decrease in Cambodia since the Government found that it has been the chief trap well lending to hapless pupils ‘ dropouts in Cambodia Basic Education. A paper by United Nations Children ‘s Fun ( UNICEF ) ( 2007 ) , which outlined the cosmopolitan primary instruction by aiming making the unapproachable in Cambodia, emphasizes that, to guarantee EFA in Cambodia, it is necessarily necessary to guarantee correlativity between both supply and demand-driven factors since the two factors are inseparable, intertwined tow-side consequence. This research, conducted by agencies of literature reappraisal from several beginnings, purposes to reply the undermentioned inquiries: What are these demand-side and supply-side which may forestall hapless kids from remaining in school? What does the Kampuchean Government do to cut down the influence of these factors on drop-out? The followers are the illustrations over the above research job, which chronologically includes the present state of affairs of drop-out in basic instruction in Cambodia, both supply-side and demand-side factors which may forestall hapless kids from remaining in school, and the Kampuchean Government ‘s solution in cut downing the influence of these factors on drop-out.Present Situation of Drop-out in Cambodia Basic EducationWith necessary engagement in their household ‘s economic activities, Kampuchean pupils in basic instruction normally face late school entry and early school dropout ( ILO, UNICEF, 2006 ) . The same research by ILO and UNICEF ( 2006 ) besides explains that about 16 per centum of Kampuchean kids are already active in their household ‘s economic work at the age of six while over half of them are involved at the age of 10. Therefore, kids engagement in economic activities exceeds that in school by the age of 15. In this sense, most of them merely ana lyze entirely, so they consider dropout. A study by World Bank ( 2005 ) shows that dropout rate becomes the highest during the pupils ‘ passage from primary schools to take down secondary schools. While the pupils are making their basic instruction, some of them choose to drop out of school without even finishing it. The study, furthermore, identifies many grounds of dropout, in which poorness seems to be the most influential ( as cited World Food Programme, 2007 ) . The tabular array below is the illustration by MoEYS/UNESCO ( 2000 ) , and NPRS ( 2005 ) on different grounds why pupils in Cambodia basic instruction bead out of school:ReasonsMales ( % )Female ( % )Parents ‘ poorness 22.3 19 Needed at place 1.6 21.1 Poor instruction 0.4 0.4 Distance to school 2.9 2.9 Schooling is non utile 0.4 0.3 Family migration 3.9 3.9 Other grounds 11 8.8 No response 37.5 43.6 Beginning: MoEYS/UNESCO ( 2000 ) /NPRS ( 2005 ) ( as cited in World Food Programme, 2007, p. 5 ) Harmonizing to the tabular array above, MoEYS/UNESCO ( 2000 ) /NPRS ( 2005 ) shows that poorness is the most influential factor forestalling pupils from traveling to school and hence doing them to drop out. It besides shows a great difference in the figure of pupils who reach the last class in primary schools and the proportion of pupils who continue their survey to take down secondary schools. The study moreover explains that, despite the abolishment of primary school fees, the secondary schools ‘ fees are non free. Therefore, possibly these are the grounds why pupils decide to drop out of school during the period of their passage from primary to take down secondary school since their parents or households can non afford their go oning instruction. The same determination by MoEYS/UNESCO ( 2000 ) and NPRS ( 2005 ) illustrates that, despite increasing proportion of pupils traveling to primary schools, there are still a big figure of pupils dropping out of schools or non inscribi ng for their go oning instruction in lower secondary schools ( as cited in World Food Programme, 2007 ) .Supply-side FactorsA statement by UNICEF ( 2007 ) identifies three chief supply-side factors, which prevent hapless kids from remaining in school, viz. unequal public outgo on primary instruction, high pupil-teacher ratio, and uncomplete school substructure. The study shows that, even though 80 to 84 per centum of entire Kampuchean instruction budget has been allocated to basic instruction, turn toing the issue of unequal public outgo is still a job, which to boot involves deciding issues of distance from school, installations and substructure of school, and instructors ‘ preparation and Numberss, peculiarly for entree to primary schools in distant and rural countries. The account, furthermore, emphasizes â€Å" aˆÂ ¦though investing in instruction has helped to increase the net registration rate in Cambodia by over 20 per centum over the period 1997 to 2004, a signif icant figure of kids still denied instruction opportunitiesaˆÂ ¦ † ( UNICEF, 2007, p. 8 ) . In add-on, high pupil-teacher ratio is besides a job. â€Å" Pupil-teacher ratio in schools in the poorest 300 communes averaged every bit much as 79 students per instructor compared with 46 in schools in the richest 300 communes † ( World Bank, 2006, p.101 ) . Another statistics sing high pupil-teacher ratio in primary instruction shows: The pupil-teacher ratio in Cambodia does non compare favourably with that of other states in the regionaˆÂ ¦ Cambodia has one of the highest pupil-teacher ratios in the part, between 1.8 to 2.9 times more than other states. The high pupil-teacher ratio has a direct influence on attending and larning results, and it peculiarly affects those kids populating in underserved countries of the state ( UNICEF, 2007, p. 9 ) . UNICEF ( 2007 ) , furthermore, shows that uncomplete school substructure besides affects students ‘ survey in schools, particularly who chiefly live in distant countries and those who can non afford their day-to-day transit. The determination proves that, despite to-some-extent betterment in structural substructure in basic instruction in Cambodia, a figure of uncomplete schools remain still. Those uncomplete schools is the chief cause of primary school students ‘ drop-out since they can non travel upward as those uncomplete schools can non supply higher classs for them. Similarly, a 2004 World Bank study peculiarly points out four of import factors from supply-side: deficient school preparedness, a big figure of uncomplete primary schools, low quality of instructors, and unequal wellness attention installations, viz. H2O and latrines and such acquisition installations as library. The study posited the roots of students ‘ dropouts on poorness trap, stating that: Poverty is the first factor that predisposes kids to drop out of school. Poor households are unable to pay the cost of schooling that could be every bit high of 79 per cent of the per capita non-food outgo of the poorest 20 per cent of the population. Children ‘s deficiency of school preparedness frequently a consequence of malnutrition and deficiency of preschool experiences is another factor that particularly impacts negatively on Grade 1 repeat and drop-out ( as cited in UNICEF, 2005, p. 9 ) . Mainstreaming Inclusive Education Undertaking by Voluntary Service Oversea ( VSO ) ( 2006 ) conducted a little pilot survey of a little sample of kids ( n=32 ) on primary school dropout in Kampot state, and it provided similar account on supply-side factors. One of the grounds is excess costs for school. The research shows that students are supposed to pay more for their excess lessons, or they would neglect in their survey. The 2nd ground is that their places are distant from schools. The research show that some pupils spend at least an hr each from place to school and this is the chief ground for their school dropouts. The concluding ground in the findings is instructors ‘ behaviour. The study emphasizes that physical penalty, harmonizing to 25 % of the kids, continues to be in school and is a factor that discourages some of them non to go to school ( VSO, 2006 ) .Demand-side FactorsIn the working documents by UNICEF ( 2007 ) on Universal Primary Education: Reaching the Unrea ched, demand-side explains three factors as the grounds for pupils dropouts, viz. poorness, geographics and ethnicity. First, poorness is really likely to be the most influential facet. Without even nutrient to eat for their day-to-day endurance, kids are required to work by their household. Cambodia Child Labor Survey emphasizes that around 50 % of all kids in Cambodia, aged from 7 to 14, were much more actively involved in economic aid in 2001 if compared with other with-similar-income states ( ILO, UNICEF and World Bank, 2006 ) . â€Å" Together with the demand of significant domestic work, this economic activity delays the chance that a kid would get down primary school by the official school entry age of six † ( UNICEF, 2007, p. 10 ) . In the same statement, UNICEF ( 2007 ) found that costs of kid schooling is the issue. Since cost of basic education-both direct and indirect-is high in Cambodia, hapless pupils find it disputing to remain in school, but sing dropout might be the better pick. Poverty is besides a chief cause of hapless pupils ‘ late entry into primary school. World Bank ( 2005b ) has found that â€Å" Children in Cambodia enter school well subsequently than the official school enrolment age of six, averaging 7.6 old ages as of 2001, † ( as cited in UNICEF, 2007, p. 11 ) . Therefore, this delayed start in school seems to be a terrible disheartenment in their academic continuance and it therefore appears to be the account about why hapless pupils decide to drop out of school. Second, the Ministry of Education, Youth and Sports ( 2006 ) shows geographical location earnestly affects hapless pupils ‘ survey in footings of non merely farness but besides school conditions. Students whose agencies of transit is non low-cost have to travel to school on nutrient for long distance. At the same clip, the school conditions in distant countries are normally much worse than those in the urban countries. With no longer tolerance t o this regular state of affairs, most hapless pupils choose to discontinue school ( as cited in UNICEF, 2007 ) . Third, the study by UNICEF ( 2007 ) illustrates that cultural minorities largely live in rural countries, and they therefore do non truly mean to remain in school since survey can assist them with about nil. Therefore, dropout would be their better manner. In add-on, the same pilot survey by VSO ( 2006 ) besides identifies four factors from demand-side as the grounds why pupils drop out of schools, viz. demand for kids to work, deficiency of personal resources, deficiency of assurance, and unwellness. Need for kids to work to back up their household is largely inevitable for hapless kids in Cambodia. The determination states that around 25 % are required to assist their households with any necessary plants. The study adds, â€Å" in these state of affairss, school is frequently an excess load. Children become exhausted and therefore unable to concentrate on their survey † ( VSO, 2006, p. 16 ) . Consequently, this difficult work may forestall them from traveling to school. In add-on, guaranting adequate resources for their survey is besides the issue. â€Å" Similarly, 12.5 % of the interviewed kids [ n=32 ] in Kampot state are found unable to afford books or pens, so they can non take portion in lessons. Even though this ground is non given as a chief ground for dropping out, but it is at least in concurrence with other grounds † ( VSO, 2006, p. 17 ) . VSO ( 2006 ) adds that deficiency of assurance partially affects the pupils ‘ survey. 9 % of those kids dropped out as the consequence of their ain hapless public presentation in school. With deficiency of assurance in head, pupils are more likely to discontinue school. The account adds that, of those grounds, unwellness is another since, even though it is a rare instance, pupils are more likely to discontinue school when they are earnestly sick.Government ‘s SolutionsTo cover with this dropout issue, the Royal Government of Cambodia, with Ministry of Education, Youth and Sports as executive mechanism, needs to guarantee effectual execution for the undermentioned undertakings. UNICEF ( 2005 ) emphasizes that the MoEYS foremost needs to implement and vouch that all Kampuchean kids, particularly the hapless, are given equal chance to acquire choice instruction and to accomplish just entree to instruction. Second, the MoEYS besides needs to endeavor to supply more chances for vulnerable groups to acquire mine old ages of basic instruction. To accomplish these two chief aims, the MoEYS has outlined some of import, relevant schemes in ESP/ESSP. These include abolishment of the cost barrier to basic instruction and other illegal Acts of the Apostless by agencies of first doing enrolment run effectual ; 2nd providing to the demand and scholarship for secondary instruction, chiefly for those hapless and vulnerable kids ; 3rd extinguishing uncomplete primary schools by constructing extra schoolrooms and more lower secondary schools in underserved countries ; four turn outing school operational budget ; 5th cut downing repeat and drop-out chiefly in Grade 1 to 6 ; 6th supplying more chances for kids out of school to re-entry ; 7th making plans for out-of-school young person to acquire equal instruction ; eighth spread outing l iteracy plans for grownup ; and eventually seeking to enroll instructors from remote and cultural minority country. In a more elaborate account by EFA ( 2003 ) , to cover with these issues, the Royal Government of Cambodia has introduced a figure of strategic programs, in which some are in the procedure of execution while some are the future programs. First, it was necessary for the Government to set up both â€Å" Poverty Reduction Strategic Plan ( PRSP ) and Socio Economic Development Plan ( SEDPII ) † since the Government believes that long-run EFA sustainability, particularly to help the hapless or other deprived pupils, will ne'er be ensured without these two programs ( EFA, 2003, p. 19 ) . In another broader context, about comprehensive instruction reform has to be implemented with thorough accent on following cardinal mileposts 2000/2002: â€Å" Design and execution of PAP for primary instruction, concentrating on cut downing cost load on the hapless and publicity of improved internal efficiency in early 2000. Formulation of preliminary instruction policy and strategic model, as portion of interim PRSP in mid-2000. MoEYS hosting of Government, givers and NGO seminars on international experiences of sector broad attack to education reform in mid/late 2000. Formal understanding to education partnership rules by MoEYS, givers, NGO advisory group in early 2001, alongside revival of donor instruction sector w0rking group. Joint reappraisal and assessment of ESP and ESSP, climaxing in joint ESSP assessment study and collaborative forward program and high degree instruction unit of ammunition tabular array in mid 2001. Design and execution of assorted mode instruction sector support plan and complementary capacity edifice aid plan by cardinal donor Alliess in early 2002. MoEYS and donors/NGO readying of poorness impact, sector public presentation, revised ESSP and donors/NGO study as portion of first ESSP public presentation reappraisal in late 2002. Formulation of preliminary PRSP and MTEF, pulling on the policy and strategic waies set out in the revised ESSP 2002/6 in late 2002 † ( EFA, 2003, pp. 19-20 ) .DecisionWith elaborate amplification in response to the above research inquiries, brief decision on dropout grounds in Cambodia basic instruction can been seen as an interconnected factors between both demand-side and supply-side, which need necessary solutions from the authorities. In supply-side factor, dropout is affected by five chief grounds, viz. unequal public outgo on primary instruction, high pupil-teacher ratio, uncomplete school substructure, low quality of instructors, and deficiency of school installations, which are largely the duties of the authorities. Likewise, demand-side factors are besides the instance, in which pupils necessarily face several challenges: poorness, geographics, ethnicity, demand for kids to work, deficiency of personal resources, deficiency of assurance, and unwellness. Of all the gro unds from demand-side, poorness seems to be the most seeable ground in the pupils ‘ dropout. As can be see in the above literature reappraisals, their household ‘s fiscal crisis is the most influential barrier which causes their late school entry and ignorance. With these challenges, pupils seem to hold less motive in their survey, and they therefore end up with dropping out of school. To manage this issue, the Royal Government of Cambodia should make four prioritized undertakings: equalising basic educational entree to all pupils, supplying more chances to vulnerable groups, set uping Poverty Reduction Strategic Plan ( PRSP ) , and developing Socio Economic Development Plan ( SEDPII ) . With all the undertakings successfully accomplished, drop-out rate is expected to diminish consequently.