Symptoms And Symptoms Of Manic Depressive Illness Disorder

INTRODUCTION Manic-depressive illness disorder also known as bipolar disorder is a disorder of the brain that makes and abnormal change in moods, energy, activity level and the ability to carry out day to day activity. There are many symptoms of bipolar disorder which can be severe and are not the same as the regular ups and downs that people go through from time to time. It is a potentially deadly multisystem condition complicated by a variety of known comorbid conditions including both psychiatric and physical diagnoses but unfortunately most of these symptoms are undertreated and unrecognized (Manning,2015; NIMH, 2016; dmh.mo.gov). CAUSES There are no medically diagnosed causes of bipolar disorder and it is suggested that there is no single trigger or cause to this illness but a collaboration of comorbid factors that lead or cause the effect of bipolar depression. Also research has shown that this illness tends to run in families with the genes either from one or both parents. Also abnormal stress like physical illness or money problems may cause an episode (Manning,2015; NIMH, 2016; dmh.mo.gov). SINGS AND SYMTOMS Comorbid and bipolar depression progression in first episode symptoms could be passed through the inflammatory processes, oxidative stress, apoptosis, and genetic susceptibility in the neurologic, cardiovascular, autoimmune, and other systems. Symptoms during the manic phaseShow MoreRelatedManic Depression : An Effective Disorder952 Words   |  4 PagesIn this research paper, mood disorder is known as an effective disorder. This Mood disorder has another name or title that is psychiatrically labeled as Manic Depression. Sometimes individuals have good days or bad days, or just simply feel depressed. This manic depression concept reaches way beyond the trivial aspects of life. Sometimes life itself throws a curve, to the point, where an individual becomes unhappy about things that may lead them to a state of being emotionally depressed, but thisRead MoreBipolar Disorder Essay1615 Words   |  7 PagesBipolar disorder, also commonly referred to as manic-depressive illness, is a brai n disorder that causes unusual and heightened swings in a person’s mood, energy level, and ability to function. The symptoms of bipolar disorder can be severe and therefore, they are quite different from the normal shifts in mood that everyone goes through on a daily basis. The effects of bipolar disorder can result in broken relationships, poor performance at work or school, self-mutilation, and even suicide. HoweverRead MoreBipolar Disorder And Other Mental Illnesses Essay1344 Words   |  6 Pages Having Bipolar Disorder means waking up not knowing whether Tigger or Eeyore will be making your decisions for you(healthyplace.com). I became interested in bipolar disorder and other mental illnesses because my older cousin suffers from bipolar disorder and dissociative identity disorder. After he was diagnosed I wanted to learn more about it, to better understand how he felt living with these disorders. He wasn t able to come over because my parents were afraid he would do something to harmRead MoreBipolar Disorder1485 Words   |  6 PagesBipolar Disorder HCA/240 Toni Black Andrew Bertrand 11/21/2010 What is Bipolar Disorder? Bipolar disorder, is also known as manic-depressive illness, this is a brain disorder that causes unusual mood swings, energy levels are either up or down and your ability to function a normal everyday life would be a challenge to these individuals with this mental illness. 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Aft er collegeRead MoreBipolar Disorder : Symptoms And Symptoms1493 Words   |  6 PagesRorman Ms. Chrisman English 10 30 November 2016 Bipolar Disorder If people don’t get enough sleep and miss a meeting, they are just upset, but for people with bipolar disorder, it can trigger another episode to their week. Bipolar Disorder is a brain disorder that can cause shifts in people s mood that are more unusual. Signs and symptoms can be different depending on if the person has manic or depressive episodes. A person with the disorder can also give their family and friends struggles, asideRead MoreBiography Of Emil Kraepelin s Theory Of Psychiatric Psychology1708 Words   |  7 Pagespsychology. This paper will discuss some of his greatest discoveries such as his establishment in clinical observation. As well as the importance that Emil Kraepelin had on the taxonomy of psychiatric disorders and how his idea for this came about. It will also review his findings on bipolar disorder and schizophrenia. Kraepelin also founded some ideas on what later on came to be known as Alzheimer’s disease. Introduction Emil Kraepelin was a student under Wundt. Under Wundt KraepelinRead MoreBipolar Disorder And Manic Depressive Illness1734 Words   |  7 PagesDefinition Bipolar disorder, also known as manic-depressive illness, is a brain disorder that causes unusual shifts in mood, energy, activity levels, and the ability to carry out day-to-day tasks. There are four basic types of bipolar disorder; all of them involve clear changes in mood, energy, and activity levels. These moods range from periods of extremely â€Å"up,† elated, and energized behavior (known as manic episodes) to very sad, â€Å"down,† or hopeless periods (known as depressive episodes). Less severeRead MoreMental Health Is An Issue Throughout Society1529 Words   |  7 Pagespeople suffer with these illnesses and the media tends to treat it as a stigma. The media portrays mental health as negative and it is not. Having a mental illness is just like having a medical illness. It is important to give mental illnesses the same respect. This is why I chose to write about Homeland, because it accurately represents a mental illness. Homeland is a television series on Showtime. It is a political thriller about the Central Intelligence Agency and their involvement in the destructionRead MoreBipolar Disorder or Manic Depression719 Words   |  3 PagesBipolar disorder is also known by many as manic depression. It is a serious mental disorder that is associated by sever changes in a person’s mood, the mood changes range from feeling low and depressed to being manic, these changes are the typical symptoms of Bipolar disorder. Bipolar disorder is a mental illness caused by a chemical imbalance in the brain, and can be managed with therapy and medication. The episodes can last for days, hours or can be very short. Bipolar disorder affects both women

A Part Of Epistemology Is The Study Of Knowledge - 873 Words

A part of epistemology is the study of knowledge. The study of knowledge deals with various questions such as: What is considered as knowledge? How is knowledge acquired? What are the limits of knowledge? (Steup, 2014). Knowledge can be acquired in two ways as there are two types of knowledge. One type of knowledge is a posteriori knowledge which is gained through experience. The other type of knowledge is a priori knowledge which is based on reasoning and independent of experience. Through the limits of knowledge, the problem of scepticism arises. Scepticism is concerned with the existence of knowledge. A sceptic is a person who doubts whether we have any knowledge. â€Å"It has been suggested that we do not, or cannot, know anything, or at least that we do not know as much as we think we do. Such a view is called skepticism.† (Turncellito). There are four types of sceptics: Radical, Local, Cartesian and Humean. A radical sceptic says that we do not and cannot have knowledge, knowledge is therefore unobtainable. A local sceptic suggests that a person can have knowledge in certain subjects and not in others. For example, I can have knowledge about my thoughts but not about the thoughts of others. We will learn about Cartesian scepticism through Descartes’ First Meditation. Descartes (1641) talks about how whatever he has considered true until now has come to him through his senses and these senses have occasionally deceived him. Therefore, he says that it is unwise to completelyShow MoreRelatedWays Of Being By Indigenous People943 Words   |  4 PagesWays of Being Indigenous people believe that they are part of the existing entities and have rights to earned and bestowed the resources to country, self and others (Martin Mirraboopa, 2003). They thought that physical world is co-existed with human world. So that they must protect the physical world as their guardians (Martin Mirraboopa, 2003). 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Substances and Mixture Free Essays

string(137) " properties are due chiefly to the electronic structure of the element, others are more closely related to properties of the nucleus, e\." A pure substance: †¢ contains atoms of only one kind. †¢ It has fixed  physical and chemical properties  like boiling point, melting point, valency, density   †¢ contains only one chemical identity, e. g. We will write a custom essay sample on Substances and Mixture or any similar topic only for you Order Now one element or one compound. †¢ cannot be separated into 2 or more substances by physical or mechanical means †¢ is homogeneous, ie, has uniform composition throughout the whole sample †¢ its properties are constant throughout the whole sample †¢ its properties do not depend on how it is prepared or purified †¢ has constant chemical composition Pure Substances Elements and compounds  are both examples of pure substances. Pure substances cannot be separated into simpler substances by physical or mechanical means such as sifting, filtering, crystallization, distillation, etc. eg, distilling pure water (H2O) does not separate water into hydrogen and oxygen, it only produces water vapour. Pure substances display a sharp melting and boiling point. On a graph of temperature vs time, this is shown as flat line where the temperature does not change over time until all the pure substance has melted or boiled. A mixture: †¢ can be separated into 2 or more substances by physical or mechanical means †¢ contain more than one chemical substance †¢ displays the properties of the pure substances making it up †¢ its composition can be varied by changing the proportion of pure substances making it up †¢ they do not have a fixed composition †¢ heterogeneous substances, ones with non-uniform composition throughout the sample, are always mixtures Mixtures Some examples of mixtures are given below: Type of Mixture |Example | |gas in gas |The atmosphere is a mixture of gases, mostly nitrogen and oxygen. | |[pic] | |liquid in liquid |Wine is a mixture of mostly ethanol and water. | |[pic] | |solid in solid |Alloys, such as brass, are made up of a mixture of metals. |[pic] | |gas in liquid |Soft drinks, such as cola, are mixtures of mainly carbon dioxide gas and water. | |[pic] | |solid in liquid |Sea Water is a mixture of salts dissolved in water. | |[pic] | |solid in gas |Smoke is mixture of tiny solid particles in atmospheric gases. | Homogeneous mixtures do not display a sharp melting point, they melt over a range of temperatures. Sharpness of the melting point is often used to determine whether a substance is pure or impure (mixture) On a temperature vs time graph there is no flat line during which the temperature remains constant over time. Instead, there will be a slope indicating that the components of the mixture are melting Mixtures can be separated into the pure substances making them up by physical or mechanical means because each pure substance retains its own properties. Separating the Components of a Mixture Most laboratory work in biology requires the use of techniques to separate the components of mixtures. This is done by exploiting some property that distinguishes the components, such as their relative †¢ size †¢ density †¢ solubility †¢ electrical charge Dialysis Dialysis is the separation of small  solute  molecules or ions (e. g. , glucose, Na+, Cl-) from macromolecules (e. g. , starch) by virtue of their differing rates of  diffusion  through a differentially permeable membrane. An example: Cellophane is perforated with tiny pores that permit ions and small molecules to pass through but exclude molecules with  molecular weights  greater than about 12,000. If we fill a piece of cellophane tubing with a mixture of starch and sugar and place it in pure water, the sugar molecules (red dots) will diffuse out into the water until equilibrium  is reached; that is, until their concentration is equal on both sides of the membrane. Because of their large size, all the starch (blue disks) will be retained within the tubing. Chromatography Chromatography is the term used for several techniques for separating the components of a mixture. Follow the links below for examples. Electrophoresis Electrophoresis uses a direct electric current to separate the components of a mixture by the differing  electrical charge. Some methods for separating the components of a mixture include: |separation technique |property used for separation |example | |Sifting (sieving) |particle size |alluvial gold is separating from smaller soil particles using a sieve | |[pic] |Visual Sorting |colour, shape or size |gold nuggets can be separated from crushed rock on the basis of colour | |[pic] | |Magnetic Attraction |magnetism |magnetic iron can be separated from non-magnetic sulfur using a magnet | |[pic] | |Decanting |density or solubility |liquid water can be poured off (decanted) insoluble sand sediment | | | |less dense oil can be poured off (decanted) more dense water | |[pic] | |Separating Funnel |density of liquids |in a separating funnel, less dense oil floats on top of more dense water, when | | | |the valve is open the water can be poured out from under the oil | |[pic] | |Filtration |solubility |insoluble calcium carbonate can be separated from soluble sodium chloride in | | | |water by filtration | |[pic] | |Evaporation |solubility and boiling point |soluble sodium chloride can be separated from water by evaporation | |[pic] | |Crystallization |solubility |slightly soluble copper sulfate can be separated from water by crystallization | |[pic] | |Distillation |boiling point |ethanol (ethyl alcohol) can be separated from water by distillation because | | | |ethanol has a lower boiling point than water | Element ? Any substance that contains only one kind of an atom ? Elements are made up of  atoms, the smallest particle that has any of the properties of the element. John Dalton, in 1803, proposed a modern theory of the atom based on the following assumptions. |1. Matter is made up of atoms that are indivisible and indestructible. | |2. All atoms of an element are identical. | |3. Atoms of different elements have different weights and different chemical properties. | |4. Atoms of different elements combine in simple whole numbers to form compounds. | |5. Atoms cannot be created or destroyed. When a compound decomposes, the atoms are recovered unchanged | ? cannot be broken down into simpler substances ? is a chemical substance that is made up of a particular kind of atoms and hence cannot be broken down or transformed by a chemical reaction into a different element, though it can be transmitted into another element through a  nuclear reaction. ? all of the atoms in a sample of an element have the same number of protons, though they may be different  isotopes, with differing numbers of neutrons. elements can be divided into three categories that have characteristic properties: metals, nonmetals, and semimetals ? Some properties of an element can be observed only in a collection of atoms or molecules of the element. These properties include color, density, m elting point, boiling point, and thermal and electrical conductivity. ? While some of these properties are due chiefly to the electronic structure of the element, others are more closely related to properties of the nucleus, e. You read "Substances and Mixture" in category "Essay examples" g. , mass number. Compounds †¢ The relative proportions of the elements in a compound are fixed. †¢ . Two or more elements combined into one substance through a  chemical reaction form a  chemical compound. All compounds are substances, but not all substances are compounds. †¢ The components of a compound do  not  retain their individual properties. Both sodium and chlorine are poisonous; their compound, table salt (NaCl) is absolutely essential to life. †¢ Properties of compound is different from the elements that made it up †¢ The mass of the compound is determined by the mass of the elements that made it up. †¢ Compounds cannot be separated by physical means: using magnet, filtration, etc. It takes large inputs of energy to separate the components of a compound Compounds can be broken back into elements by chemical reaction, exposure to light, etc. When compounds are formed heat and light is given out or absorbed. †¢ Compounds  are homogeneous forms of matter. Their constituent  elements  (atoms and/or ions) are always present in fixed proportions (1:1 depicted here). The elements can be divided into three categories that have characteristic propert ies: 1. Metals 2. Nonmetals 3. Metalloids Most elements are metals, which are found on the left and toward the bottom of the periodic table. A handful of nonmetals are clustered in the upper right corner of the periodic table. The semimetals can be found along the dividing line between the metals and the nonmetals Properties of an element are sometimes classed as either chemical or physical. Chemical properties are usually observed in the course of a chemical reaction, while physical properties are observed by examining a sample of the pure element. The chemical properties of an element are due to the distribution of electrons around the atom’s nucleus, particularly the outer, or valence, electrons; it is these electrons that are involved in chemical reactions. A chemical reaction does not affect the atomic nucleus; the atomic number therefore remains unchanged in a chemical reaction. Some properties of an element can be observed only in a collection of atoms or molecules of the element. These properties include color, density, melting point, boiling point, and thermal and electrical conductivity. While some of hese properties are due chiefly to the electronic structure of the element, others are more closely related to properties of the nucleus, e. g. , mass number. The elements are sometimes grouped according to their properties. One major classification of the elements is as  metals,  nonmetals, and metalloids. Elements with very similar chemical properties are often referred to as families; some families of elements include the halogens, the inert gases, and the alkali metals. In the  periodic table  the elements are arranged in order of increasing atomic weight in such a way that the elements in any column have similar properties. Chemical properties Chemical properties of elements and compounds Atomic number  Ã¢â‚¬â€œÃ‚  Atomic mass  Ã¢â‚¬â€œÃ‚  Electronegativity according to Pauling  Ã¢â‚¬â€œÃ‚  Density  Ã¢â‚¬â€œÃ‚  Melting point  Ã¢â‚¬â€œÃ‚  Boiling point  Ã¢â‚¬â€œÃ‚  Vanderwaals radius  Ã¢â‚¬â€œÃ‚  Ionic | |radius  Ã¢â‚¬â€œÃ‚  Isotopes  Ã¢â‚¬â€œÃ‚  Electronic schell  Ã¢â‚¬â€œÃ‚  Energy of first ionisation  Ã¢â‚¬â€œÃ‚  Energy of second ionisation  Ã¢â‚¬â€œÃ‚  Standard potential | |Atomic number | | | |The atomic number indicates the number of protons within the core of an atom. The atomic number is a n important concept of chemistry and | |quantum mechanics. An element and its place within the  periodic table  are derived from this concept. |When an atom is generally electrically neutral, the atomic number will equal the number of electrons in the atom, which can be found around | |the core. These electrons mainly determine the chemical behaviour of an atom. Atoms that carry electric charges are called ions. Ions either| |have a number of electrons larger (negatively charged) or smaller (positively charged) than the atomic number. | |Atomic mass | | | |The name indicates the mass of an atom, expressed in atomic mass units (amu). Most of the mass of an atom is concentrated in the protons and| |neutrons contained in the nucleus. Each proton or neutron weighs about 1 amu, and thus the atomic mass in always very close to the  mass (or | |nucleon) number, which indicates the number of particles within the core of an atom; this means the protons and neutrons. Each isotope of a | |chemical element can vary in mass. The atomic mass of an isotope indicates the number of neutrons that are present within the core of the | |atoms. The total atomic mass of an element is an equivalent of the mass units of its isotopes. The relative occurrence of the isotopes in | |nature is an important factor in the determination of the overall atomic mass of an element. In reference to a certain chemical element, the| |atomic mass as shown in the periodic table is the average atomic mass of all the chemical element’s stable isotopes. The average is weighted| |by the relative natural abundances of the element’s isotopes. | |Electronegativity according to Pauling | | | |Electro negativity measures the inclination of an atom to pull the electronic cloud in its direction during chemical bonding with another | |atom. | |Pauling’s scale is a widely used method to order chemical elements according to their electro negativity. Nobel prize winner Linus Pauling | |developed this scale in 1932. | |The values of electro negativity are not calculated, based on mathematical formula or a measurement. It is more like a pragmatic range. | |Pauling gave the element with the highest possible electro negativity,  fluorine, a value of 4,0. Francium, the element with the lowest | |possible electro negativity, was given a value of 0,7. All of the remaining elements are given a value of somewhere between these two | |extremes. | |Density | | | |The density of an element indicates the number of units of mass of the element that are present in a certain volume of a medium. | |Traditionally, density is expressed through the Greek letter ro (written as r). Within the SI system of units density is expressed in | |kilograms per cubic meter (kg/m3). The density of an element is usually expressed graphically with temperatures and air pressures, because | |these two properties influence density. | |Melting point | | | |The melting point of an element or compound means the temperatures at which the solid form of the element or compound is at equilibrium with| |the liquid form. We usually presume the air pressure to be 1 atmosphere. | |For example: the melting point of  water  is 0  oC, or 273 K. |Boiling point | | | |The boiling point of an element or compound means the temperature at which the liquid form of an element or compound is at equilibrium with | |the gaseous form. We usually presume the air pressure to be 1 atmosphere. | |For example: the boiling point of water is 100  oC, or 373 K. | |At the boiling point the vapor pressure of an element or compound is 1 atmosphere. | |Vanderwaals radius | | | |Even when two atoms that are near one another will not bind, they will still attract one another. This phenomenon is known as the | |Vanderwaals interaction. |The Vanderwaals forces cause a force between the two atoms. This force becomes stronger, as the atoms come closer together. However, when | |the two atoms draw too near each other a rejecting force will take action, as a consequence of the exceeding rejection between the | |negatively charged electrons of both atoms. As a result, a certain distance will develop between the two atoms, which is commonly known as | |the Vanderwaals radius. | |Through comparison of Vanderwaals radiuses of several different pairs of atoms, we have developed a system of Vanderwaals radiuses, through | |which we can predict the Vanderwaals radius between two atoms, through addition. |Ionic radius | | | |Ionic radius is the radius that an ion has in an ionic crystal, where the ions are packed together to a point where their outermost | |electronic orbitals are in contact w ith each other. An orbital is the area around an atom where, according to orbital theory, the | |probability of finding an electron is the greatest. | |Isotopes | | | |The atomic number does not determine the number of neutrons in an atomic core. As a result, the number of neutrons within an atom can vary. | |Then atoms that have the same atomic number may differ in atomic mass. Atoms of the same element that differ in atomic mass are called | |isotopes. | |Mainly with the heavier atoms that have a higher atomic number, the number of neutrons within the core may exceed the number of protons. | |Isotopes of the same element are often found in nature alternately or in mixtures. | |An example: chlorine has an atomic number of 17, which basically means that all chlorine atoms contain 17 protons within their core. There | |are two isotopes. Three-quarters of the chlorine atoms found in nature contain 18 neutrons and one quarter contains 20 neutrons. The mass | |numbers of these isotopes are 17 + 18 = 35 and 17 + 20 = 37. The isotopes are written as follows: 35Cl and 37Cl. |When isotopes are noted this way the number of protons and neutrons does not have to be mentioned separately, because the symbol | |of  chlorine  within the periodic chart (Cl) is set on the seventeenth place. This already indicates the number of protons, so that one can | |always calculate the number of neutrons easily by means of the mass number. | | | |A great number of isotopes is not stable. They will fall apart during radioactive decay processes. Isotopes that are radioactive are called | |radioisotopes. | |Electronic shell | | | |The electronic configuration of an atom is a description of the arrangement of electrons in circles around the core. These circles are not | |exactly round; they contain a wave-like pattern. For each circle the probability of an electron to be present on a certain location is | |described by a mathematic formula. Each one of the circles has a certain level of energy, compared to the core. Commonly the energy levels | |of electrons are higher when they are further away from the core, but because of their charges, electrons can also influence each another’s | |energy levels. Usually the middle circles are filled up first, but there may be exceptions due to rejections. | |The circles are divided up in shells and sub shells, which can be numbered by means of quantities. |Energy of first ionisation | | | |The ionisation energy means the energy that is required to make a free atom or molecule lose an electron in a vacuum. In other words; the | |energy of ionisation is a measure for the strength of electron bonds to molecules. This concerns only the electrons in the outer circle. | |Energy of sec ond ionisation | | | |Besides the energy of the first ionisation, which indicates how difficult it is to remove the first electron from an atom, there is also an | |energy measure for second ionisation. This energy of second ionisation indicates the degree of difficulty to remove the second atom. | | |As such, there is also the energy of a third ionisation, and sometimes even the energy of a fourth or fifth ionisation. | |Standard potential | | | |The standard potential means the potential of a redox reaction, when it is at equilibrium, in relation to zero. When the standard potential | |exceeds zero, we are dealing with an oxidation reaction. When the standard potential is below zero, we are dealing with a reduction | |reaction. The standard potenti | How to cite Substances and Mixture, Essay examples

Vegetarian Essay Research Paper Thesis Growing up free essay sample

Vegetarian Essay, Research Paper Thesis: Turning up in a traditional Mexican family caused me to go a vegetarian. Casual Chain: I grew up in a traditional Mexican household- my household held a bbq affecting a unrecorded pig- my female parent was a really strong Mexican adult female who s cooking meant eating- I haven t eaten ruddy meat since. I was born in Ventura, California into two strong Mexican households. Families who were largely born and raised in Mexico. Strong traditions and families were kept up for many old ages. I, nevertheless, was moved with my immediate household when my pa received a occupation working in Sisters, Oregon. We moved when I was one. I was born in California, but raised in Oregon. Because of my male parent s occupation passages, we have moved several times in and out of Oregon and Washington. We have stayed in Central Oregon the longest period of clip so far. We will write a custom essay sample on Vegetarian Essay Research Paper Thesis Growing up or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We have been here for about 9 old ages. My sister and I were fortunate plenty to continue our Mexican traditions and values. We are besides fortunate in the fact that we have parents who have traveled many stat mis to California over many old ages to maintain our household near to us. That is besides anther Mexican value, household is the most of import. In a VERY traditional Mexican family the adult female s duties are that of the place and household. These duties are taken highly earnestly and are considered the occupation of that adult female. Taking attention of the kids, nutrient, hubby, and house are a few of those occupations. Now, everything I have merely mentioned would be considered the responsibilities of a family that is usually seen in Mexico. Because my household is fortunate, my female parent works full clip as a instructor and my male parent besides works. These responsibilities taken by a traditional Mexican adult female were non purely for my female parent in our place, they were taken attention of by both parents. Over coevalss there are still certain Acts of the Apostless, duties, or attitudes carried down from these traditions. One of those in my place was the nutrient. Some Mexican adult females who cook, take it really personally when you don t eat what they have made. This is a mark of discourtesy. My female p arent doesn Ts take it every bit personally as some Mexican wo work forces I have seen before, but she ever emphasized we eat all that is on our home base. She emphasized it so much, that one dark she made meat loaf and I wouldn t eat it. She made me sit there for 2 hours before she allow me travel to bed, I guess she saw how obstinate I was acquiring about it. This was the beginning of the terminal for me. On twelvemonth when I was approximately 10, we took one of our regular summer trips to southern California to see our household. Fortunately, both sides of my household live in the same country. It is our tradition that we have household bbq s at my gramps s house. All the expansive childs come and aunts and uncles, there must hold been over 30 people at this one in peculiar. It was great at first, all the childs were playing and the aunts and uncles speaking. My gramps was the most traditional of all from my female parents side, so I should hold guessed something like what I was approximately to see was bound to go on. As everyone was socialising I look over and see my gramps and an uncle carry in a unrecorded hog. We had a pace about the size of a house in the dorsum. They told all of the childs to sit up on the fencing as they let the hog go. It ran around as they chased it and caught it. They tied it s legs and weaponries together as the butchered it right in forepart of everyone . I couldn t ticker, but I could still hear the hog as it was being killed. That was everyone s dinner for the bbq. I couldn t believe what had merely happened. I ran over to my ma and asked why they did what they did. They said that it was a tradition in Mexico and that it was a normal thing to make. I couldn t even eat that whole twenty-four hours. That twenty-four hours, every bit good as the twenty-four hours my female parent made me sit at the tabular array to eat meat loafs, were the two yearss that made me a vegetarian. To this twenty-four hours, when people ask me why I am a vegetarian I think about those two yearss. They play back in my head like a film. Most people s response would be because I don t eat animate beings, or it s cruel to eat animate beings, or even it doesn t gustatory sensation good. My reply is I was traumatized. Now, that might be a small amusing now that it s been about 11 old ages since that incident happened, but I merely can t bury that twenty-four hours, nor will I of all time forget that twenty-four hours.

Johnny Tremain Essays - Johnny Tremain, , Term Papers

Johnny Tremain Johnny Tremain takes place in pre-Revolutionary Boston. Johnny Tremain is boy who is proudtoo proud. His pride made him overconfident. He pretty much planned all of his life while he was young; he would be a silversmith and marry Cilla. His mother dies when he is fourteen years old. Before his mother died, he was apprenticed to a silversmith named Mr. Lapham. When his mother died, she gave him a silver cup that showed that he was a member of the Lyte family. The cup signifies that he is related to the famous merchant Lyte who was very rich. One Sunday, in order to get a silver basin for Mr. John Hancock done on time, Johnny broke the Sabbath and cast a silver pitcher. Dove, who is very unintelligent and jealous of Johnny gave him a cracked crucible and it spilled all over the stove top and Johnny went to get it but it burned his hand. Mr. Lapham sent out for a midwife to come and fix his hand because they didnt want to get caught working on the Sabbath by a doctor. She wrapped it up together and it crippled and stuck together which meant he couldn't work as a silversmith anymore. Johnnys master, Mr. Lapham, said that he would always have a home there. Soon Mr. Lapham was getting impatient and Johnny knew that he needed to get a job. So Johnny went out to find a job. He had a rough time finding a job because nobody wanted a so-called crippled boy who supposedly couldn't do anything. After searching and searching for a new job, he was offered a job by a boy named Rab who was about his age to deliver the Boston Observer, which was a town newspaper. Johnny became a messenger for the Sons of Liberty, a group of patriots that includes Sam Adams, Paul Revere, and John Hancock. Johnny wanted to get to Lexington, so he made himself look like a soldier and tore open his shirt and smeared mud and blood on his face and body. He successfully slipped past the soldiers and got to Lexington. When he got there, he saw Pumpkin and gave him some clothes to escape and Pumpkin gave Johnny his uniform and a gun. Johnny dressed up and got to Dr. Warren. Dr. Warren fixed his crippled hand by cutting the skin. Johnny later finds out that Rab had been killed in the war. Dr. Warren tried to save him but could not because he had been fatally wounded.

Marketing strategies of BMW and Mercedes-Benz Essays

Marketing strategies of BMW and Mercedes-Benz Essays Marketing strategies of BMW and Mercedes-Benz Paper Marketing strategies of BMW and Mercedes-Benz Paper These people have high incomes, and have usually completed higher education. The family life cycle that the brands market themselves to differs, depending on the particular model of the car. (See above. ) 3- Psychographic Segmentation: BMW markets itself to the upper middle, as well as both the lower and upper upper class. Mercedes-Benz markets itself mostly to the upper class. 4- Behavioural Segmentation: People usually buy cars on special, as opposed to regular, occasions. The buyers of BMWs and Mercedes expect extremely high quality and service. MARKET POSITIONING. BMW and Mercedes both put much effort into making sure that their respective products leave enthusiastic impressions in the hearts and minds of their customers. They both developed slogans that they hoped would stick in customers minds; Mercedes-Benz is known for its quality engineering, while BMW markets itself as the ultimate driving machine. BMW and Mercedes-Benz also have to differentiate themselves from each other in order to draw customers to their respective brands. One example of how Mercedes tried to do this was when it developed the CLS model. 1This model was positioned against the BMW 645Ci,2 while at the same time being positioned between the E- and S-Class sedans. The CLS was close enough in price to the BMW 645Ci so as to appeal to the same group of consumers, so in this way, Mercedes-Benz was directly challenging one of their major competitors. When tested by drivers, some concluded that the 645Ci was a better drive, but the CLS was more comfortable. From this, it is clear that Mercedes-Benz succeeded in positioning itself in customers minds as separate from BMW. MARKETING MIX Product Both BMW and Mercedes-Benz offer customers a wide range of products. Mercedes-Benz has twelve separate classes 3 of automobiles just within the passenger car sector. BMW, meanwhile, has nine series. 4 The way in which both brands try to differentiate themselves from each other is evident even in the dissimilar names they have given their line of products. Price Mercedes-Benz does not place much emphasis on keeping prices down. Indeed consumers expect both Mercedes-Benz and BMW, being in the luxury automobile market, to be priced higher than the average car. Therefore, Mercedes has to concentrate more on how its prices compare with its competitors rather than on how high its prices are in absolute terms. BMW, as part of its premium brand strategy, (see Promotion) wants to maximize its revenues per vehicle; they think that their strong brand recognition and the excellent quality of their products will help them achieve this goal. This means that they do not focus their efforts on keeping prices down; instead they want to sell exactly the right number of well-produced cars so as to attain a targeted profit. 5 Both Mercedes-Benz and BMW have relatively low price elasticity. This is because the consumer who can afford to buy the car in the first place will most likely not be deterred from making the purchase simply because the price went up by a few thousand dollars. However, since BMW markets itself to the upper-middle class, which is more price conscious than the upper class that Mercedes-Benz focuses on, it has higher price elasticity. People in the upper-middle class might change their minds about the purchase of a car if the price went up by a few thousand dollars. Promotion BMW promotes itself using a highly selective strategy. It has chosen certain segments in the automobile market, and it does not involve itself in the mass market, otherwise known as the volume segments of the automobile market. BMW calls this selectivity premium brand strategy. This means that BMW does not promote itself to all segments of car buyers; instead, it concentrates on targeting those consumers who it thinks will be interested in automobiles from their specifically chosen markets. Mercedes-Benz promotes itself as the worlds leading luxury brand. Within its target market of upper class middle-aged people, it is not as selective about who exactly to promote itself to as BMW is. It wants to attract and keep as many customers as it can. It promotes itself as innovating products rather than simply designing new versions of the same old product. For example, in promoting the Compact Sports Tourer, Mercedes-Benz said it: is the astounding response to a new zest for life: athletic, distinctive and versatile. For people who wish to live out their individuality. 6 It is promoting itself as a company that makes cars for people who are not afraid to stand out from the crowd; in much the same way, Mercedes- Benz Brand wants to stand out among its competitors. Place Most sales for both BMW and Mercedes-Benz take place at car dealerships. However, oftentimes consumers research the vehicles on the Internet before coming to the dealership, so the companies websites are also an important place where they can connect with consumers. It is therefore in the best interests of both brands to foster a strong presence online. To this end, Mercedes-Benz worked with iProspect, a search engine marketing firm, in order to increase its websites visibility within the major search engines. 7 Recommendations for futures strategies Both BMW and Mercedes-Benz want to build up a good relationship with female buyers, car buyers especially, and then the overall objective is to keep these buyers buying their products. Female buyers may feel nervous or even scared when going to look far a new car, especially if they are alone and do not have much knowledge or any confidence in their knowledge about cars, and with this nervousness they probably will be approached by an aggressive salesman, who may feel has got an easy target to sell a car to that they may not necessarily want or need, the salesman would just be trying to get a sale and get their commission. This may mean that many potential female customers to these two companys may feel overwhelmed and put off going to the dealer, which may result in a loss of a customer. Female buyers may feel a lot more comfortable when approached by a female sales representative at the dealership. BMW and Mercedes-Benz may want to look into employing more female sales representatives, especially in areas where they feel or know there are numerous prospective female buyers of their products. After sales customer service is a major area in which a customer will buy or re-buy their products. If for whatever reason, the customer, is not completely satisfied with the service they have received or they feel or have heard by word of mouth that they can get better service from another company, they may buy from that company, even if they feel the car is not as good as one from BMW or Mercedes-Benz. In a survey carried out by the BBC television show Topgear, where the general public with cars no older than three years where asked to write in or vote for how satisfied they where with the after sales service from the dealer and overall reliability of their car. In this vote there were a total of a hundred and forty two different cars included written in about or voted for. From these 142 cars the Mercedes-Benz M-Class was voted one of the most unreliable cars, and was also one of the cars that would be least recommended to someone else, or bought again. Also, from this list of 142 cars there were a total of six Mercedes-Benz models in the bottom third of the list, showing a general dissatisfaction of the service received after the initial sale of the car, and more worryingly for Mercedes-Benz none of their models made the top ten of the list. Even though none of BMWs models made the top ten list for the overall after sales service, BMW did have two cars in the buy again top ten with the BMW Z3 and 5-Series. The rest of BMWs models may not have made any other of the top ten lists; none of their models made the bottom ten lists, therefore according to the survey, the general public prefer the service offered by BMW than Mercedes-Benz. Although both companies may provide a friendly, professional looking service, they may want to look at the structure of their service, as the consumer that have purchased their products clearly are not greatly satisfied with the service they have received, according to the survey carried out by Topgear, shown on the next page. One reason why the Mercedes-Benz range of cars and especially the M-Class may have done so badly in the Topgear survey is because the consumers who purchased these cars are likely to have had experiences with other companies and there dealers and may have thought that Mercedes being classed as a luxury brand expected more than the other brands offer, which may have not been the case and therefore, the customers may feel that even though they spent more money on the car, they did not receive a better service, and may have been disappointed by this. 2004 Top Gear Survey the Last 10 (Ranking: Model Score out of 100) 133: Fiat Stilo 73. 7 134: Renault Megane 73. 6 135: Citroen Xsara 73. 5 136: Peugeot 206 73. 5 137: Citroen Saxo 73. 4 138: Fiat Bravo 70. 7 139: Renault Espace 70. 6 140: Renault Laguna 70. 3 141: Peugeot 307 69. 8 142: Mercedes M-Class 69. 8 The 10 most unreliable cars There were 142 cars listed in the final survey, of which the following 10 were ranked as the most unreliable. Citroen C3 (133rd) VW Polo (New) (134th) Citroen Xsara (135th) Citroen C5 (136th) Fiat Stilo (137th) Renault Megane (New) (138th) Mercedes M-Class (139th) Peugeot 307 (140th) Renault Laguna (141st) Renault Espace (142nd) Would you buy this car again? Top 10 who said Yes, Id buy this car again! Jaguar XJ (100%) Honda S2000 (99%) Subaru Forester (99%) Honda Jazz (98%) Skoda Fabia (98%) Skoda Octavia (97%) Seat Toledo (97%) Honda CR-V (96%) BMW 5-Series (96%) BMW Z3 (96%) Taken from www. bbc. co. uk/topgear website under the car survey link Another area which both companies may want to look is the cost of maintaining their cars. Many customers that can afford to buy a BMW or Mercedes-Benz, be it brand new or second hand, may not necessarily be able to afford to maintain the car. The labour charge that is incurred by both these companies is around the i 90 per hour, which is about three times more than if you were to go to a private mechanic. The labour charge does not include parts which are added on top. Some parts have to be specially ordered from Germany as authorised dealers do not carry all the parts, this means that the customer will have to wait until the part is shipped over to have their vehicle repaired. Therefore both companies may want to look at maybe reducing their labour charges, as this may attract less wealthy customers to the range. In the Topgear survey (shown above), the Mercedes-Benz M-class may have done so poorly in the reliability section because it did not have a proper target audience, it was not targeted at the wealthy customers nor the poorer customers, and therefore the wealthier customer may have expected more from the car than it delivered, and the poorer customers may not have been able to afford to maintain the car as Mercedes-Benz cars ought to be maintained. The two companies should also look into carrying all the parts, even if its one or two of the less popular parts that are required, this would mean that customers would have their vehicles repaired back to them sooner. BIBLIOGRAPHY 1- onemotoring. com 23/11/04 2- autointell. net 22/11/04 3- mbusa. com 19/11/04 4- bmwusa. com 18/11/04 5- irishtrucker. com 23/11/04 6- criticalmass. com 23/11/04 7- bmw. com 18/11/04 8- unb. ca 17/11/04 9- johnkay. com 19/11/04 10- bmw. com 17/11/04 11- iprospect. com 22/11/04 12- mercedes-benz. com 18/11/04 13- mercedes-benz. com 18/11/04 14- bmw. com 22/11/04 15- bbc. co. uk/topgear 22/11/04 16- whatcar. com 22/11/04 1 onemotoring. com 2 bmw. com 3 mercedes-benz. com 4 bmw. com 5 unb. ca 6 mercedes-benz. com 7 iprospect. com.

Getting booked into jail Essay Example | Topics and Well Written Essays - 500 words

Getting booked into jail - Essay Example If the suspect is arrested for, let’s say driving under the influence, breath, urine, or blood test has to be conducted. This process may take some hours before the individual is transferred to be booked in a county jail. The jail system does not have any notice of an individual’s arrest until they are forwarded to the jail for bookings. A communication to the jail in a while after an individual’s arrest may find they still are in the pre-booking processing and not in the jail system yet (Cole 227). Many people are concerned by this kind of delay; the pre-booking stage is routine and necessary. When arrested individuals are brought at the jail facility, go through the intake procedure before being contained in the inmate populace. This process can roughly take from 1 to 6 hours and is involved of the booking process, medical screening and the classification interview (Carlson 47). Instantaneously upon appearance at the jail, the convict is tested for any medical conditions which would need immediate treatment. Another medical questionnaire is done later in the booking procedure to ensure all illnesses that an inmate may be having are properly noted and the facility is able to meet the inmate’s medical requirements. During the booking process every inmate is searched to verify that no contraband is brought into the jail facility. They are fingerprinted and photographed. Their charges and personal information are entered into a computer system, their bail calculated, and a law court date is set. There are inmates who may be eligible to be freed on their own recognizance eighteen hours after booking. Majority of inmates are eligible to be bailed out, and to have access to telephones for bail arrangements through family, friends, or bail agents (Frantz 220). When it is confirmed that inmates are not going to be released on

Critically discuss the extent to which 'globalisation' is an Essay

Critically discuss the extent to which 'globalisation' is an opportunity or threat to international business - Essay Example A fundamental dynamic of our epoch driving the change processes of the 21st century, globalization is promoted and resisted in equal measure, with its management touted as the most satisfying and morally upright compromise (McGrew, 2000, p. ix). From the perspective of the radical right reaching other continents with mutually beneficial effects to the more adaptive strategies that has found favor in the mainstream politics of the Third World, the writing, which may seem obscure, is on the wall; the weight of the concept is felt in both the extremes. Indeed, as the confused ideals of globalization become more pronounced with opportunities that more than break into the hitherto insulated environments for certain ventures, the multifold risks in the enlarged business environment are increasingly taking ventures even closer to complete elimination. Put into perspective, it is most revealing that even in the face of fierce criticisms, notwithstanding how both sides of the divide conceives or rationalizes the concept, it is firmly accepted that globalization is but a reality on course (Held, et  al, 1999). ... Held, et  al, (2000) define globalization as â€Å"a set of transformative processes reorienting the spatial organization of social relations and transactions- in terms of intensity, velocity and impact- to generate transcontinental flows [networks of activity] that by and large result in the creation and the subsequent exercise of power in conformance with the new transactional model [emphasis added].† Petras and Veltmeyer (2001, p.11), echoes the same in their definition that more than captures the widening scope of the international flows that combines not only the exchange of capital, but also of technology and information within a single integrated market; a representational shift that Teeple (2000, p. 9) notes has diffused capital accumulation from single production units to integrated venues situated in different parts of the world. Observably, global flows, as Ohmae (1995, p.15) points out, are without a doubt, the basic elements of globalization found in the differe nt definitions that distinguishes our moment in history. It is clear that the new globalizing logic of the market and capital is at the epicenter of the different angles taken by the scholars already sampled. To be sure, globalization is viewed as a process that not only reconstitutes national economies, but one that restructures international engagements through building and/or the destruction of the existing relations in order to integrate the global economy into a single system. That is to say, its integrative aspect in effect involves homogenous interconnections across and within boundaries, with cooperation driving the interdependence among independent states/regions (Hurrell and Wood, 1995, pp.447-448). Noteworthy, the singularization of the global

Tourism in Manchester Essay Example | Topics and Well Written Essays - 3250 words

Tourism in Manchester - Essay Example The intention of this study is Manchester as the place of contrasts and a place of enormous wealth, meaning that it is a place that depicts the cultural heritage of different areas and tourists pay a huge amount of money for visiting these places. Similarly, another historian wrote about Manchester that it is a place which has all the basic necessities of life worthy for a standard lifestyle besides water, and among all this, the beauty of Manchester is the one that is worth seeing Ritvo. Asking from one of the respondents he replied: â€Å"it is the boundless beauty, worth seeing places, availability of all facilities like spa, beauty salon, shopping malls, dining, water parks and much more makes Manchester famous for tourism among tourists†. This takes us to the point that makes Manchester eminent among outsiders is its interminable beauty, untainted environment, and all the facilities that are available at the doorstep. Tourism places are always equipped with wonderful mast erpieces of architectural designs, museums, recreational places, and much more that not only enhance the real beauty of the respective place but attract different people from all parts of the world. As indicated by respondents they perceive that the factors responsible for increasing inclination of individuals towards the development of tourism industry are the never-ending beauty and availability of all the facilities at the threshold. Thus, if we critically analyze this point we can see that the tourism industry in Manchester has undergone a huge development because of its infinite beauty that has always and still is attracting tourists from different parts of the world.

Western Lowland Gorilla Essay

Western Lowland Gorilla Essay

Defender of the Faith Theme Essays -- Defender of the Faith

Defender of the Faith Theme Theme in â€Å"Defender of the Faith† can be interpreted in many varying ways, some of which are life-long lessons and others to the relation between faith and the individual. Throughout much of the story, Nathan Marx is lost between his role as a sergeant, Jew and human being. The relationship between the church, state and individual is a well-known concept. The three must be independent of each other and this story explores what happens when the three are forced together. His religion starts the whole process of the three intertwining. As his grandmother said, â€Å"Mercy overrides justice.† The quote reflects Marx’s human side, where feelings dominate over duty. I think the theme warns about faith interfering with government and vice versa, with the single ...

Understand How to Create Inclusive Learning in Lifelong Learning

|Unit Number: |CU3813: Roles, Responsibilities and Relationships in LL | |Summary/Introduction: |The roles and responsibilities of a teacher in the sector of a lifelong learning are the key relationship | | |between the learner and the teacher, the teacher is endeavoured to treat each learner has an individual, | | |practising equality and diversity among the learners always.Having effectiveness of a good communication skill,| | |and the importance of self-evaluation and feedback. The use of the training circle and the Learning Styles | | |(VAK). The completion of attendance records, induction of learner for the course to identify their learning | | |style, which would, helps a teacher to plan the session more effectively, to be able to know the learners | | |learning styles, a learning styles test or skill scan needs to be carried out on the learner.After obtain the | | |learning style, boundaries and ground rules are established between learner and teacher to know their limit. | | |Having a duty of care for the learner, carrying out a one-one feedback with learners where needs arise. | | |Maintaining a record of the learners’ progress.Referring learners to others when necessary. Be aware of the | | |different types of levels of learning, the need of a good verbal skill, intellectual skill, cognitive strategies| | |and a good attitude towards the learners and the organisation. |Learning Outcome 1: |Understand own role and responsibilities in LL | |AC 1: | Aspects of Legislation and code of practice are: | |Summarise key aspects of |Equal opportunities 2000: | |legislation†¦Ã¢â‚¬ ¦.. |Learners must be treated as individual regardless of their gender, race, ethnic origin, religion, disability, | | |sex, civil partnership, age.Treating each learner fairly and according to their needs. Rights for learner to be| | |able to attend and participate in any session. These differences create productive environments where everyone | | |feels valued, talent s are fully utilised and organisational goals are met. | | |Data Protection act: | | |Processing of learners information to be kept under confidentiality, not to be disclosed to another party. | |Personal data must be accurate and kept up to date where necessary. Personal data shall be processed in | | |accordance with the right of the data under the act 1998. | | |Health and safety act 1974: | | |The responsibility to be able to protect yourself and all others around you, who may be affected, Learners are | | |entitled to learn in a safe environment.And be aware of rights as an employee to the employer. | | | | |AC 2: |Responsibilities in promoting equalities and valuing diversity; always treat the learner has an individual with | |Analyse own responsibility in |different needs and abilities, each learner is entitled to be treated with adequate respect and dignity, | |promoting equality and valuing |ensuring equal support to all learners and no favouritism, ensuring equal access o pportunities to learners to | |diversity. |fully participate in the learning process.Ensuring the policies, procedures and processes are not | | |discriminating. Learners may come to an educational organisation and therefore act differently in this | | |environment from the way they would at school, all must be treated and according to various needs. Teacher has | | |to be Honest, not to say you don’t know something, but better to say I will find out, communicating effectively;| | |involving learner activity and listening to what they have to say.Giving constructive and positive feedback | | |(University of Edinburgh). | |AC 3: | Areas of work: Health and Social care. Roles of learning are; Preparing the material according to the syllabus,| |Evaluate own role and |Following ethics and values, keeping records of learners’ progress, carrying our one to one feedback/tutorials | |responsibilities in lifelong |with learners.Maintaining confidentiality and a positive learnin g experience. Applying lifelong learning skills| |learning. |obtained, Developing skills by outdating and regularly. When applied to benefit the organisation goals, e. g. | | |Customer service, good telephone manner, be a people person, listening and customer satisfaction been met. | | |Identify needs and deficits, working towards it. Gram training| | |PowerPoint) | |AC 4: | The organisation must provide a syllabus to use, to develop the course content on the subject to be taught, the| |Review own role and |learners needs should start from skill scan, induction/interviews, to be able to identify their styles, needs, | |responsibilities in identifying|and potentials.And be able to identify the level of assessment they are able to learn. Set a time with | |and meeting the needs of |organisation to review the learning plan, with this learning plan to set a target with supervisor, keeping | |learners. |records (portfolio) of the life long learning, having a mentor to meet regularly. Kn owing your learning styles,| | |to be able to identify weakness and strengths and devise a plan on how to improve it.This plan has to be | | |measurable, realistic and achievable, Facilitating learning in a conducive environment, been a facilitator makes| | |learning enjoyable for the learner. ( Gravells A Simpson S 2008) | |Learning Outcome 2: |Understanding the relationships between teachers and other professionals in Lifelong Learning. |AC 1:Analyse the boundaries |Every organisation has professional boundaries within to work, and it’s a tutor duty to abide by the | |between the teaching role and |organisation rules, been. Unprofessional. i. e.. been too familiar with the learner. In the teaching role, | |other professional roles |ground rules are made and all learners are required to work within it, its makes the learner to know their | | |limit, their routine and be organised.In adult learning there are responsibilities to learning by them self, | | |learning by observat ion, discovery, evidence-based and trial by error. Contract is drawn between learner and | | |teacher, which could consist of a learning duration of 12 weeks, 1years etc. A module is followed, either theory| | |based or practical or combined. Ability and competences is required. Belbin 1996) | |AC 2: Review points of referral|Individual learning: teaching on a one-one basis, learner may respond differently then when learning within a | |to meet the needs of learners |group. A learner can be referred to another professional, if learning needs are not met in the one-one | | |learning. When learners are not responding to teaching, or the resources been used are not fully utilised. | |Explaining to learner that the other professional is more specialised in the learners learning styles. | | |(Daines JW 2006) | |AC3:Evaluate own |As a teacher working, within a value base organisation with a code of professional practice, set by an external | |responsibilities in relation to|body. hen teac hing value must be added to get a good outcome, remaining professional and retain self respected,| |other professionals |been passionate about the course been taught, Helping to motivate the learners and their learning experiences,| | |not only are they learning the subject but, they are also observing the way the teacher is been conducted, | | |composed, dresses, responds to feedback and support them. Identifying their needs, planning, designing, | | |facilitating, and evaluating their learning plan and styles. Reece, walker, 2007) (Gravells, Simpson | | |2008) | |Learning Outcome 3: |Understand own responsibility for maintaining a safe and supportive learning environment | |AC 1:Explain how to establish |Suitable/Safe learning environment; | |and maintain a safe and |Preparing the presentation in advance. | |supportive learning environment|Setting up the room according to delivery method. | |Ensuring the venue has accessible facilities, (toilets, refreshments areas, fire exit and evacuation procedures,| | |and ventilated room). | | |Considering flexible breaks and other individual needs are met, informing learner how long the break is. | | |Informing learners the importance of learning and how what they are learning has value and meaning, giving | | |precise targets of the subject and summarising occasionally. | |Making learning interactive, by giving groups discussions, role-play. | | |Introducing yourself, and getting to know your learner by name. | | |Informing learner on any useful resource material they might need. | | |Making special requirement is any of the learners has Disabilities. | | |(Learning and skills network lsneducation. org. k) | |AC 2:Explain how to promote |Appropriate behaviour between learner and teacher must be addressed immediately with the learner, informing the | |appropriate behaviour and |learner of the ground rules and boundaries and the reasons for instigating the rules, for the learners to know | |respect for others |their li mits. Learners should be engaged in an activity relating to the session to avoid boredom and class | | disruption. group discussions or role play among one another make the learner more interactive and focus, having| | |a one-one session with them to improve working as a team and good feedback being professional always, whatever | | |the feedback good or bad. Having a positive approach towards the learner and self, not losing temper at the | | |learner staying in a relaxed and positive manner. National programme for specialists of behaviour and | | |attendance) | | |(Wallace 2007) | |Evaluation: |What Have I learnt? | |The use of Planning in advance all materials needed, Identifying the needs of the learner, Facilitating the | | |learners learning styles; giving clear and precise instruction and summarising the subject regularly, | | |encouraging the learner to ask questions, treating each of the learners has individuals.Assessing the learners | | |at the end of the session or duri ng the session, to ensure they have learnt the knowledge and skills. Feedback| | |from the learners to ensure how to deliver next sessions. Taking into account equality, entitlements, | | |inclusively and diversity of all learners, always having a positive and professional attitude, most importantly | | |Listening to learner, having eye contact.Making sure the Aim of teaching is delivered and reflected on the | | |sessions to develop future delivery. | |Bibliography |What text have I researched or used to answer the assessment criteria? | | |Books | | |Berlin M, Team Roles at work, (1996) | | |Gravells A, Simpson S, Planning andEnabling in the Lifelong Learning Sector, Learning Matters. (2008). | | |Daines JW, Adult Learning, Adult Teaching, (2006) | | |Reece I, Walker S, Teaching, Training and Learning, (2007) | | |Wallace S, Achieving QTLS: Teaching, tutoring and training in the Lifelong Learning Sector, 3rd edition. (2007). | |Gram Training, PowerPoint (Handout), July (2012) | | | | | | | | | | | | | | |Websites | | |City & Guilds – www. cityandguilds. com | | |City & Guilds 7303 – www. anqdevelopment. co. uk | | |Educational sites and resources – www. support4learning. org. uk | | |Learning and Skills Network – www. lsneducation. org. k | | |National Programme for specialists of Behaviour and Attendance – www. teachernet. gov. uk | | |University of Edinburgh – www. ed. ac. uk | | |GSS Training – www. gsslimited. co. uk | | |Ask Jeeves – www. ask. com | | | |

Free Essays on The First World War

â€Å"Some nations were more to blame than others† The legendary and unforgettable 20th century, an epoch of scientific discoveries, a brand new, flawlessly modern, at the same time secretly mystifying, but none the less attractive and remarkable world. Numerous developments, industrial improvements and technical growth, as well as political progression had made it a period of great changes, both socially and politically, resulting in the horrible, however colossal First World War. Before 1914, the world was merely a community, resembling a battlefield, it had not yet put all the latest hi-tech machinery, of the time, into practice. A front line, which was fought by independent countries in self-sufficient ways, where your neighbour would rarely be involved and the land you fought for was the main objective, became the conflict between many nations, for everyone was in a wild race for power and foreign territories. Due to such intentions, the tension and differences of the various world communities began to evolve. Europe, being the centre of much scientific, artistic and industrial advancement, hosting numerous empires, extremely dominant and able, was gradually building up its fights, clashes and arguments over small, simple issues, which would turn into greater ones reasonably soon. Germany, a nation of strength and remarkable pride, had taken the lead in industry, over Britain. Austria-Hungary, a multicultural environment, containing nations with those who wanted self-government and liberty, was losing its once so firm and respectably well-built supremacy over countries, such as Serbia. Britain, an independent tough and incredibly capable remote island, which wanted equal power for everyone, however remained happy as long as it was a little bit more advanced than anyone else would ever be. A dream come true, however not for long, as the rapid growth of Germany had promptly taken over her marvels. France, a plentiful and s... Free Essays on The First World War Free Essays on The First World War â€Å"Some nations were more to blame than others† The legendary and unforgettable 20th century, an epoch of scientific discoveries, a brand new, flawlessly modern, at the same time secretly mystifying, but none the less attractive and remarkable world. Numerous developments, industrial improvements and technical growth, as well as political progression had made it a period of great changes, both socially and politically, resulting in the horrible, however colossal First World War. Before 1914, the world was merely a community, resembling a battlefield, it had not yet put all the latest hi-tech machinery, of the time, into practice. A front line, which was fought by independent countries in self-sufficient ways, where your neighbour would rarely be involved and the land you fought for was the main objective, became the conflict between many nations, for everyone was in a wild race for power and foreign territories. Due to such intentions, the tension and differences of the various world communities began to evolve. Europe, being the centre of much scientific, artistic and industrial advancement, hosting numerous empires, extremely dominant and able, was gradually building up its fights, clashes and arguments over small, simple issues, which would turn into greater ones reasonably soon. Germany, a nation of strength and remarkable pride, had taken the lead in industry, over Britain. Austria-Hungary, a multicultural environment, containing nations with those who wanted self-government and liberty, was losing its once so firm and respectably well-built supremacy over countries, such as Serbia. Britain, an independent tough and incredibly capable remote island, which wanted equal power for everyone, however remained happy as long as it was a little bit more advanced than anyone else would ever be. A dream come true, however not for long, as the rapid growth of Germany had promptly taken over her marvels. France, a plentiful and s...

John Donne Poetry Essay Example

John Donne Poetry Essay Example John Donne Poetry Essay John Donne Poetry Essay Essay Topic: Donne Poems JOHN DONNE, we sometimes forget, was an Elizabethan. Scholars do well to warn us against over-simplifying the pattern of literary change into a simple succession ofmovements and reactions, and to remind us that in periods of heightened vitality developments in different directions often exist side by side. 1 By no means all of what we now consider typically Elizabethan poetry was in existence when Donne began to write. It remains true, nevertheless, that Donne chose to do something different from his predecessors and from those of his contemporaries who were still exploiting and developing the existing modes; and younger followers like. Carew looked back on this choice as revolt or form: The Muses garden with Pedantique weedes Orspred, was purgd by thee; The lazie seeds Ofservile imitation throwne away And fresh invention planted . An Elegit upon the death of the Deane of Pauls, DrJohn Donne Modem students ofrhetoric have argued that Donnes innovations did not run counter to contemporary rules,2 but even if he is to be regarded as implementing existing theoretical possibilities, his practice remains the kind ofnew departure which marks a decisive alteration in the course of literary history. In considering the nature of Donnes poetic originality, it is common to begin with his development of the metaphysical conceit. Yet there is a great deal to say on the subject ofhis verse style before broaching the topic of imagery at all. The first point likely to strike the reader who comes to Donne from the smooth fluency of the average Elizabethan lyric or sonnet is the surprising directness of the speaking voice conveyed by his rhythms and diction: For Godsake hold your tongue, and let me love, Or chide my palsie, or my gout, My five gray haires, or ruind fortune ? lout, 98 THE POEMS OF JOHN DONNE With wealth your state, your minde with Arts improve. Take you a course, get you a place, Observe his honour, or his grace, Or the Kings reall, or his stamped face Contemplate, what you will, approve, So you will let me love. The Canonization Here the occasional inversions of normal speeeh-order and the fact that line 4 by itself might come from an eighteenth-century couplet hardly affect our general impression that technique and conception are essentially dramatic; the colloquial outburst of line I, the heavy stresses on palsie and gout, the contemptuous alliteration ofline 3, above all the play of an exasperated splutter of short phrases across the intricate stanza form, all impose on the reader the desired emphasis, tone, and mood. Plainly the aim here is not sweetness, grace, or verbal melody, either for its own sake or to accommodate any pQSoO sible musician who, as Donne complains in The Triple Poole, his art and voice to show Doth Set and sing my paine. It is rather a realistic expressiveness of the kind developed in the I590S by the dramatists, above all by Shakespeare, and nothing quite like it had previously appeared in lyric poetry,s in spite of certain foreshadowings in Wyatt. As in dramatic verse, the aim of realism is, of course, not absolute; whatever metrical licences are taken, the pattern ofline and stanza remains, to reinforce, modify, or generally play against the rhythms of speech with the effects of heightened intensity and concentration proper to poetry. When we speak of realistic expressiveness we use a shorthand term for the maximum of realistic expressiveness compatible with a sense of artistic form. Donnes lyrics have a music of their own, though the immediate effect is of vivid speech rather than song: Deare love, for nothing lesse than thee Would I have broke this happy dreame, It was a theame For reason, much too strong for phantasie, Therefore thou wakdst me wisely; yet 99 PART THRBB My Dreame thou brokst not, but continuedst it, Thou art so truth, that thoughts of thee suffice, To make dreams truths; and fables histories; Enter these armes, for since thou thoughtst it best, Not to dreame all my dreame, lets act the rest. The Dreame That Donne could write with a simple lyrical sweetness when he chose is shown by one or two songs to existing airs, especially Sweetest love, I do not goe, For weariness of thee, though even here his originality comes out in the careful subtlety of the poems argument. He was a conscious artist, and his avoidance of conventional fluency of movement and courtliness of diction must be assumed to be deliberate. As with the lyric stanza, so in his satires and degies with the couplet, Donne makes use oflicences similar to those ofdramatic blank verse. Always the formal devices ofpoetry metre, rhyme, alliteration, and other effects of sound are made to serve an expressive purpose; a constant control of pause, stress, and tempo works to the same end.

Cultural and Historical Studies Essay Example | Topics and Well Written Essays - 2000 words

Cultural and Historical Studies - Essay Example However, fashion is to a greater extent a term that refers further than the clothing aspect. As Kratz et al (1998) suggest, fashion can be broadly defined as a cultural phenomenon since it is concerned with different meanings and symbols. It is thus a mode of instant and direct visual communication. They contend that fashion can be broadly used to refer to other aspects such as hair styles, accessories make up and can also include other items that do not have anything at all to do with clothing (1998, p. 195). Therefore, there are a lot of assumptions that can be made about an individual through the mere observation of the dress they are wearing. These include the part of the continent that they are likely to be coming from, the kind of job that they are likely to hold, or even their economic position. However, an important question is still raised as to whether we as the audience are able to make a true assumption of the true character of an individual simply by looking at what they wear. In general, however, fashion is mostly about identity, which is used to define the self as Roche (2000, p. 123) describes it as the â€Å"most talkative of all social facts†. On the other hand, identity can be defined as a way through which individuals can represent themselves in a social manner. It is this that mediates the relationship between the individual and the social world within which he lives. There are a number of reasons that push an individual to want to express their identity. These mainly revolve around issues that are related to the social status, the economic class, gender, age, race, ethnicity, religious condition, recreation, sexual orientation and individualism. When fashion is applied in a creative way, individuals are able to confirm or reject most of these aspects about identity and fashion (Barker 2000, p. 58).

Age discrimination in employment in the U.S Research Paper

Age discrimination in employment in the U.S - Research Paper Example Solis Hilda (2008) observes that ADEA prohibits discrimination on the basis of age in terms, conditions and privileges of employment such as hiring, promotion, termination, training, compensation and benefits. Despite this, employers find themselves stereotyping old age which according to the Act is any applicant or employee aged 40 years and above and hence discriminating against such employees. In â€Å"Age Discrimination by Employers,† Segrave Kerry (2001) argues that age discrimination is rampant in the most centralized and fastest growing industries. Age discrimination at work environment in the U.S is a result of the financial risks that older people present for companies due to lack of productivity, increased health insurance costs and high salaries. Productivity in employment is associated with high performance organizations and employees. It is achieved through use of high skilled, committed and motivated employees. Most employers view old people as having deteriorating physical and mental abilities hence unable to perform their jobs effectively despite the fact that some old people have the ability to perform better than young people. The nature of work keeps on changing as the economy moves from manufacturing to service sector. Most jobs thus require use of technology as opposed to manual skills held by older people. Young people are able to keep up with advancing technology as opposed to the old people who are nearing retirement age and hence see no need in investing in skill advancement. If they happen to lose their jobs, it is difficult for them to be absorbed in the job market due to lack of the required skills. For example, since the introduction of computers most jobs that require tedious paper work have been simplifie d. Information is recorded in the computer where it can be retrieved easily and large amount of work can be done with less time hence improved productivity. However, not many old people have learnt computer technology thus making

Clement Greenbergs Past Theories of Post-Modernism Essay

Clement Greenbergs Past Theories of Post-Modernism - Essay Example The essay "Clement Greenberg’s Past Theories of Post-Modernism" gives a review of Clement Greenberg’s past theories of post-modernism. Within the context of the stated, the research aims to respond to the question of the applicability of Greenberg’s post-modernism theory to contemporary photographic art. In an attempt to satisfy the stated purposes, the research will first overview Greenberg’s writings, following from which it will define and discuss the concepts of modernism and postmodernism. It will also look towards the works of female photographers and critically analyse the works of three photographers. Prior to proceeding, it is necessary to clarify that the essay focuses on female photographers and the feminist artistic movement. The said approach/focus was determined by the importance of establishing a clear and precise focus for this research and, secondly, by the fact that the feminist movement, especially in the arts, is often argued to have be en enabled by both modernism and postmodernism, on the one hand, and to have promoted and popularised modernism and postmodernism, on the other. In Greenberg's Early Criticism, there is an emphasis on the dominance of literature over other arts. As far as he was concerned, Klee's work is representative of the continual struggle which visual art has with literature. Within the context of the stated, in Greenberg's Early Criticism, the canvas is the product of a struggle and conflict. Harmony is important to Greenberg, but not at the expense of intensity.

Comparison between Japanese and Canadian Central Bank Policies Essay Example for Free

Comparison between Japanese and Canadian Central Bank Policies Essay The present paper is an investigation of the central bank policies in the countries of Japan and Canada. The paper takes into examination Bank of Japan and Bank of Canada and explores the grounds on which similarities and differences, if any, can be noted. This study is a comparison between the central banks’ policies of both the countries. The structure of the paper overviews the banking system of both the countries then furthers with individual analysis only to bring a major comparison at the second last section. The paper discusses findings in the conclusion section and makes recommendations for future policy making and development. 2- Overview This section overviews the past, present of the two banks in the concerned countries. This is in the attempt of creating a base of the later sections that would be dealing with specific policy issues of the two banks. 2.1- Japanese Banking System Today Japanese banking system finds its foundational roots in the aftermaths of World War II and is still continuing to grow support for the financial and industrial organizations of the country. Ever since World War II, Japanese banking system has gone through a number of changes and adaptations in corporate behavior as well as in the shaping of economic and regulatory policies. The period that can be said to be the golden time for the development of the Japanese banking system is regarded to be from the early 1950s to the early 1970s. This was the time when Japanese firms were growing rapidly and needed financial backing and monetary assessment to hold solid on the corporate grounds. However, from the 1970s, some changes were experienced by this banking system and that solid position was shaken. Of the major reasons, international paradigm change in financial transactions, corporate behavior with regard to investment of funds both internal and external, (firms started issuing securities rather than borrowing from banks) and other such reasons can be said to be the causes for the shaking of such a strong banking system as was in Japan once especial up to the early 1970s. Up to the present day, in the Japanese financial system, bank loans still possess the dominant place as the external financing source for the corporate sector which is non-financial – until 1986 the borrowings done from private institutions were recorded to be more than seventy percent. Other such common services as issuance of bonds, client monitoring, cost monitoring for different services, and so forth are also found to be in practice in the Japanese banking system. As such, there is much more that is needed to be examined in this country’s banking system that makes it notable on the international horizon (Aoki, Patrick, Sheard, pp. 1-15, 1994). 2.2 – Canadian Banking System The central banking system of Canada is also with its typical issues and challenges and up to the present time, these challenges have been multiplying for a number of factors. For example, nowhere in history general public was so much conscious about the evil unemployment and is now showing a hyper attitude which simply put the government and its financial institutions up front to the criticism. As such, the challenges are to make such financial policies as can help confront these challenges and move over them. Although the central bank of Canada did go through a long period of adjustments, say the depression period of the 1930s and later, Neufeld (1958) notes that â€Å"The constitutional adjustments experienced by the Bank of Canada were not as great as those of some older central banks† (p. 4). There are noteworthy reasons for this observation. For instance, beginning in the market, the bank was sponsored by the government leading to a stable position. However, political interventions and the bank’s responsibilities to cater for the needs or demands of the political party government continued to exist. The bank went through war crisis, financial instability, and social pressures like unemployment, all along its birth becoming an adult from an immature youth. At present the Bank is in a more favorable position to serve for the purposes of the government and perform its multifarious purposes with regard to financial activities along with the challenges. Some of the challenges that the bank faced during its stability periods were â€Å"serious foreign exchange outflows and phenomenal capital inflows† (212). The three areas, back in the stability phase, i.e., bond market, stock exchanges, and foreign exchange markets, have been tactfully established by the bank to create a positive picture of the overall economic situation of the country. Presently, the Bank holds a primary position in the decision making process of these three areas. Today, as a successful bank, the expert opinion about this bank is that it has dealt in the time of difficulty more with technique which was versatile than conservatism (213). The banking system of Canada is in a constant process of up gradation for better output; one such instance is the use of geographic information systems (GIS) technology â€Å"for a wide range of applications† (Macdonald, 2001, p. 419). Therefore, it is important to have a deep examination of the policies and practices of this bank so that the insider’s view can help others form such a system in any other country. 3-Policies of the Bank of Japan There are a number of policy issues that need to be revisited but for the limited space of the paper, only a few major are discussed. First of all, policies of the Bank of Japan (BOJ) have been central to critics’ attention due to a number of reasons but the most important is that it is one of the three G-3 central banks that have been reviewed in the past decades. The special features of BOJ are numerous. The most apparent, however, is its stance on deflation. Although BOJ was forced to take â€Å"a highly leveraged position† in local financial environment, it has taken no risk to fight the challenge. Moreover, it might have been possible for the bank to give in to a number of challenges that were created by deflation, however, the bank continued to survive with a number of different policies and measures (Cargill, 2005, p. 311). BOJ’s approach to monetary policy is pragmatic. The overall focus of this monetary policy is to maintain stability in price and encourage economic development. To meet these ends, the Bank monitors such areas as exchange rates, the aggregates of money, the indices of consumer and wholesale rates, growth of the GDP, production taking place in the industry, on-going interest rate in the market, prices of assets, and a number of other factors. It is also notable that in the functions of the Bank, international policy association and coordination can also play a role in the Bank’s domestic policy making. It is important to note that throughout its existence the BOJ has never come to stand as hardcore monetarist. Instead of this, the Bank has been treating the policy making of money more like a form of art. There are a number of methods by which the Bank lets its policies become public. The implementation of policies also takes a number of forms, for instance, â€Å"discoun t window† guides other financial institutions through loans etc. (Miller, 1996, pp. 1-47). By the late 1980s, BOJ held its position as positive in the eyes of the critics due to a number of policy making issues since WWII. Up to then the bank had gone through a number of remarkably shaky times coping up with such challenges as industrialization and establishment of it. By that time major characteristics of BOJ were its commitment to price stability and positive outcomes that came out of its policies. The most important point is that since its establishment, its legal position did not go through a change. Then it was the only bank rated as the most dependent of all the central banks in the world. Hence the notable feature is its keeping price stability instead of being a dependent bank. It also contradicted the widely acclaimed view that the more independent a central bank, the more price stability would be extended (Cargill, 2005, p. 311).   May 1989 is the period called the low point policy period of BOJ which continued through the year 2004. Here the bank increased the rate of discount in a number of steps that included historically low rate of 2.5 percent to 6.0 in the first stage of 1991. It was sternly a reaction against the asset inflation of the 1980s. However, the sharp recession and diminishing asset rate backed the bank to move for ease of policy in 1991 and the call and discount rates came down to 0.05 percent by the early 1995. Until it obtained the first â€Å"0 rate of interest† policy in 1999, the bank went on lowering call rate discount. It was drawn to a close in 2000. It came back to zero rate policy again in 2000 and moved on to a statistical easing down of policy in 2001 because declining economy alerted the authorities; moreover, it needed to adopt a different framework of operation for short-term rates on interest which had to be fundamentally zero (Cargill, 2005, p. 311). Although internationally, it is the reputation of the Bank of Japan that it has been moving too gradually in terms of the formation of monetary policy, fiscal policies, and resolving the issues present to it, there are important areas where this criticism becomes void. For example, Japan is often compared with the USA without considering the fact that former faced a great many more problems than the latter. Additionally, there are such instances as Japan’s tighter economic policy in 1996 that has much to discard this criticism (Browne, 2001, p. 3). 4- Policies of the Bank of Canada The Bank of Canada (BOC) is often criticized for influencing the level of price, jobs, and the development of its country’s economy. However, in the recent years the Bank has acquired a reputation that it is very concerned with keeping the inflation rate low so that it can make other ends meet for broader goals of economy. The Bank has also been charged with its acute concerns to inflation rate only and looking over such challenges as unemployment and economic growth. However, there are proponents of the Bank’s policies who come forward to defend the policies of the bank as they are presently in practice stating that if the focus of the Bank shift to the vice versa perspective, there would be no growth in economy and inflation rate will increase causing devaluation of the dollar. Vanderhart (2003) conducted an in-depth analysis of BOC’s response to inflation rate and other such concerns as unemployment, growth of economy, and other factors. The author found that there is insufficient evidence to suggest that the Bank of Canada’s response to economic data available on inflation is direct, â€Å"inflationary precursors as raw materials and intermediate goods prices are only significant when other important factors are omitted† (p. 357). But the author does not make it a remark that the Bank does not follow the procedures to pursue anti-inflationary policy. What the BOC has successfully achieved with regard to keeping control over inflation is that it responds to those factors which are other than â€Å"the releases of price level data†. Moreover, the recent policies also prompt to the suggestion that the Bank is taking measure to fight the challenge of unemployment. Two factors also came up to the author’s analysis that determined the actions and responses of the BOC. These are exchange rates and federal fund rate. The bottom line that the author draws is the there is little doubt about the health of the Canadian economy and the BOC is actively involved in the process of keeping this health stable. However, if some out-of-Canada issues are present, there may be some criticism on the Bank for example, its interconnection with the U.S. monetary policy because there are voices that might want a Canada which is independent of U.S. related economic policies (Vanderhart, 2003). If we review comparative analysis of Canadian economic growth with other countries (say Australia), there is sufficient evidence to mark the above observation that the Canadian economy has grown stronger than before and that such challenges as labor utilization has been carefully handled in the favor of the country. Harchaoui, et al. tell us that the growth of Canada’s real average income has large credit to a magnificent improvement in the way labor has been utilized, i.e. â€Å"the combination of high average hours worked and a high rate of employment in the total population†. In addition to this, capital deepening effect has also played an important role in the present stability of the Canadian financial outlook (Harchaoui, et al., 2005, p. 36). 5- Bank of Japan and Bank of Canada Comparing the policies of the central banks of Japan and Canada each gives us more insight. There are a few studies that have been done on the comparative analysis. In one such study, Tomljanovich (2007) informs that the central banks of these two countries (including banks of other countries, as well) are on a constant pursuit of having open dialogue with the general public and this is in the efforts of increasing efficiency and reducing volatility in financial markets. In the case of Canada, which comes in the category of a majority of interest rate maturities, it is found that there is greater predictability in terms of market functions because there is a high flow of information to Canada and this flow coincides with sub-periods simultaneously to lower interest volatility rate. However, Japan (as well as Germany in this study) appears to be the only country in which there is no such evidence of lower interest volatility. Moreover the study shows that the central Bank of Japan and the central Bank of Canada both moved to greater transparency measures in the 1990s which shows that both these banks want to progress on the modern lines (p. 791). As for the policies of Canadian central bank, it is evident that there is inclination of these policies to those of the U.S. There is no doubt that Bank of Canada has greater interests in keeping these ties with the financial environment of the U.S. monetary and fiscal policies. However, Bank of Japan has stood on a very different turf that is of independence with dependence and of unique regulatory framework of all policies handled ever since World War II. There is no doubt that government like Canada and Quebec recognize China and Japan for their strategic partnership in the region of Asia. For this the credit goes to Japanese ever-growing economic curve which in turn holds credit for the policies that the central banking system of Japan for a long time formulated, ran, and implemented successfully (Inomata, 2002, p. 259). 6- Conclusion Examination of the policies of central Bank of Japan and the central Bank of Canada in detail reveal that both countries have to face challenges that emerge from their specific environment. There are similarities and differences in the approaches of the Banks of both the countries. One acute similarity is that both countries have moved to greater transparency and are considered successful banks on the international horizon. Another is that Banks of both these countries are focusing more on interest rate and inflation level stability. For this purpose, however, the approaches of the two banks are different; both are putting efforts to fight the challenge of unemployment. As for the differences, Japanese bank is legally dependent, whereas, Canadian bank is independent; yet there is this sharp observation that Bank of Canada looks at the U.S. financial environment for policy making, whereas, Japanese Bank looks at its own typical challenges that need to be tackled on the international f ront. Another important thing which comes out from this study of the two banking systems in two different countries is that both function in their own environment and that it is not possible to find acute similarities in both the systems because of different financial and social outlook of the countries. This is important to look into more details in these central banks and banks of other countries as well so that a sound analysis about policy making and other measure against present and upcoming challenges can be met.