Individual reflective report on business plan Essay

Individual reflective report on business plan - Essay Example The business plan was to be graded according to a rubric; thus, this rubric was considered to be a tool aimed at facilitating the consistency in grading assignment (Martinez, Wells, Peterson, Hannigan, & Stevenson, 2008, 19). Therefore, we took the rubric as the criteria of working on the business plan in order to ensure that it met expected level of quality for the purpose of grading. There were a lot of things that I learnt in the experience from this team work; for instance, I learnt that the team assignment is divided to be assigned to members. I also came to lean than the team leader ensures that member is assigned to the section that they are comfortable with. This was by letting the members decide the section that they were to tackle. I also learnt that there should be a separate section of compiling, editing, proofreading, revising, and submitting (Martinez, Wells, Peterson, Hannigan, & Stevenson, 2008, 19). There was to be one of our members who were to concentrate on this s ection, hence, this was facilitating the covering of all the section of the business plan and work to be credited appropriately. I also learnt the importance of setting dates for checking on the progress with the other members. We used online workspace for updating one another on various tasks of the projects. This helped us to maintain the cohesiveness of the team and ensure that everyone is still doing what was expected. I also learnt that there is the importance in setting the dates for submitting the drafts and the final work for each team member. We also used the time frame for gathering the feedback and ideas from the members before the business plan was finally compiled together. We also ensured that we had enough time for proofreading the business plan before submitting. 2. Process of Idea Initiation: Ideas initiation process began with a stage where members were oriented to the task of coming up with a business plan in a way that created awareness regarding objectives of th e team. Member held a discussion, which was focused on the scope of the task and the approach to undertaking the task (Belbin, 2012, 1). Proceeding to the next stage in the process, members were expected to present their ideas regarding any form of a business plan. In fact, this stage required members to be engaged into a brainstorming session, whereby all the ideas from members were acknowledged. Moreover, they were expected to bend their feeling and attitudes in order to deal with the task that was to be undertaken by the team (Belbin, 2012, 1). On the other hand, members were offered a chance to gather reasonable information regarding any company’s employees, partners, associates, and customers. Nevertheless, during this stage I gained understanding of the performance stage, whereby team members are offered a chance to develop their capacity and interdependence, social skills, and personal relations (Belbin, 2012, 1). Furthermore, this session facilitated development of ab ility to convey ideas and it also assisted the members of the team to acknowledge each member’s contribution. On the other hand, coming up with the business idea required extensive research in the internet in order to gather relevant information; in fact, this facilitated completion of this business plan. This stage gave me the skills to be able to finding journals articles, books, and websites that could provide the relevant information for the research (Martinez, Wells, Peterson, Hannigan, & Stevenson,

Private Security Law Essay Example | Topics and Well Written Essays - 750 words

Private Security Law - Essay Example Private security agencies have played a vital role in preventing, detecting and investigating instances of crime on the employer’s premises (Dempsey, 2010). Private security agencies have engaged in activities such as cash transportation, building surveillance using closed circuit televisions (CCTVs) and alarm systems, and private investigation of crime (Dempsey, 2010). Private security law is contained in the Private Security Officer Employment Authorization Act of 2004, which licenses and provides guidelines for the operation of private security services and agencies (Dempsey, 2010). When it is necessary to search an individual on your employer’s premises, there are certain legal risks which the security persons should be concerned about. These legal risks present potential causes of action against the personnel. Laws protect individuals from being searched, since security personnel are not authorized to search individuals for the purpose of finding evidence to arrest them (Maxwell, 1992). To have an opportunity to conduct the search, security personnel should first detain the individual after discovering the ongoing crime (Maxwell, 1992). Security personnel should not assist in, or allow any opportunity of, disposing the items stolen from the premises. According to Penal Code 846, a member of security personnel is allowed to search for weapons only if he or she believes that he or she is in physical danger after detaining the suspect. The searching officer must be in uniform and a badge to avoid any misunderstanding between him and the suspect (Dempsey, 2010). Some potential risks that can lead to criminal liability during the search include intimidation of the suspect to make him or her cooperate and confess the crime (Maxwell, 1992). Another potential risk includes the use of excessive physical force which is unreasonable in restraining the suspects who resist the search (Pastor, 2007). Use of excessive and unreasonable force will lead to bot h criminal and civil liability of the private security personnel. For instance, discharging a firearm and shooting the suspect in order to ensure the safety of the employer’s property will lead to criminal liability, since deadly force is only permissible in protecting human life (Maxwell, 1992). The use of unauthorized deadly weapons such as switch-blade knives and guns will also lead to criminal liability. For instance, proprietary security guards are usually unarmed and thus cannot carry or use any weapons such as knives, batons and guns during the search, since they are deadly weapons. The unlawful use of defensive weapons like batons or making misdemeanor arrest will lead to criminal liability, since the security guard has not actually observed the suspect committing the crime (Maxwell, 1992). If the there is a reason to believe that a particular employee of your employer was engaging in anonymous harassment of a co-worker and you wanted to confront the individual in a m eeting in your office, there are several steps that you can undertake in order to reduce the legal exposure of the company by the alleged harasser arising from the meeting. The investigator should desist from spreading any rumors, gossip or false statements about the alleged harasser and should conduct fair and impartial investigations before the meeting in order to avoid causing personal harm to the alleged haras

Ford Motor Company Essay Example for Free

Ford Motor Company Essay Strengths Ford Motor Company is a Multi international Company with 90 plant and facilities selling vehicles in 200 markets. It is the second biggest plant in the world, with approximately 345,000 employees The Ford Motor Company is the Fifth largest vehicle manufacturer in the world and the second in the U.S. with a total (Sales 2010) of 4,988,031 vehicles manufactured including Cars, land craft vehicles (LCV), Heavy Commercial Vehicles (HCV) and Heavy Buses. Ford Motor merges with Hertz Rent-A-Car, the worlds leading vehicle renting organization, operates from approximately 8,100 locations in 143 countries worldwide. Ford Motor Company is in ten place in 2011 Fortune 500 list (Us), with Revenues of (Millions) 128,954.0 and Profits of (Millions) 6,561.0 and in the 2011 Global 500 list, Ford Motors in twenty fifth place. †¢ Ford is a Household name brand †¢ Has physical presence in all major continents †¢ Ford motor credit company helps finance, lease and sell insurance customers †¢14,400 international patents, copyrights and trademarks †¢2nd highest market share in truck sales †¢Sponsor special-rate financing programs available only through Ford Credit Programs increase Ford Credits financing volume and share of financing sales of their vehicles Weaknesses Ford Motors doesn’t have a fuel efficient stander pickup or cargo van, compared to Chevrolet Silverado (Pickup) that gives 20mpg in city and 23mpg in highway and the Chevrolet Express (Van) that gives a 15mpg in city and 20mpg in highway. †¢ Durable good- in rough economical times it is not necessary to replace †¢ If consumers continue to demand vehicles that are relatively large, have high performance, and/or are feature-laden, while regulatory standards require the production of vehicles that are smaller and more economical, the mismatch of supply and demand would have a negative  effect on profitability †¢ Market share has declined in many regions of the world over the last year. Overall market share in the United States, including PAG-brand vehicles, has declined in each of the past five years, from 20.5% in 2003 to 15.6% in 2007 †¢Stock shares have declined, resulting with volume reductions have had an adverse impact on our results of operations Ford Motor warned its European operations may lose $500 million to $600 million this year. Opportunities Innovation technologies, Sync with My ford touch is a combine technology, that help and assists drivers for a more comfortable drive experience. The Sync technology consist in integrating Bluetooth- enable cell phones and Mp3 players in to the car, providing hand free call and music selection capabilities using voice activate commands. My ford touch replaces many traditional buttons with clear, colorful and user friendly LCD screens. †¢ Block Exemption Regulation (Europe) Makes it easier for a dealer to display and sell multiple brands in one store (Ford, Lincoln, Mercury) without the need to maintain separate facilities †¢Increasing presence in China, with more investment in manufacturing capacity, introduction of new products and expansion of distribution channel †¢Opened a second assembly plant and new engine plant located in Nanjing, China Initial capacity of the plant was approximately 160,000 units annually, boosting total annual passenger car production capacity in China to more than 410,000 vehicles Operates a purchasing office in China to procure components for operations outside of China Threats †¢ Decline in overall market share due to Including increased competition Industry shift away from traditionally stronger segments (e.g., traditional SUVs and full-size pickups) Reduced vehicle sales to daily rental companies †¢Decrease in commercial fleet sales reflected lower industry volume †¢Japanese and Korean manufacturers are increasing their production capacity in Europe Strength †¢ Ford Motor Company is a Multi international Company with 90 plant and facilities selling vehicles in 200 markets. It is the second biggest plant in the world, with approximately 345,000 employees. (http://www.freeonlineresearchpapers.com/ford-diversity-commitment) , (http://media.ford.com/article_display.cfm?article_id=7670) †¢ The Ford Motor Company is the Fifth largest vehicle manufacturer in the world and the second in the U.S. with a total (Sales 2010) of 4,988,031 vehicles manufactured including Cars, land craft vehicles (LCV), Heavy Commercial Vehicles (HCV) and Heavy Buses. (Oica.net, 2011) (http://oica.net/wp-content/uploads/ranking-2010.pdf) †¢ Ford Motor diversity in Ford Credit is a subsidiary of The Ford Motor Company that finance vehicles to customer and dealers to support Ford Motor Company sales. They also provide financing on Lincoln vehicles, offering: competitive rates, innovative products, flexible terms (http://www.fordcredit.com/companyInfo/prof ile.jhtml) †¢ Ford Motor merges with Hertz Rent-A-Car, the worlds leading vehicle renting organization, operates from approximately 8,100 locations in 143 countries worldwide. †¢ Ford Motor Company is in ten place in 2011 Fortune 500 list (Us), with Revenues of (Millions) 128,954.0 and Profits of (Millions) 6,561.0 (http://money.cnn.com/magazines/fortune/fortune500/2011/full_list/index.html) and in the 2011 Global 500 list, Ford Motors in twenty fifth place. (http://money.cnn.com/magazines/fortune/global500/2011/full_list/index.html) Weakness †¢ Ford Explores rollover and firestone tires recalls controversy announced on August, 2000, approximately 14.4 million tires contain a safety-related defect. Harmed Ford brand image. (http://www.nhtsa.gov/PR/FirestoneRecall) †¢ Ford Motors doesn’t have a fuel efficient stander pickup or cargo van, compared to Chevrolet Silverado (Pickup) that gives 20mpg in city and 23mpg in highway and the Chevrolet Express (Van) that gives a 15mpg in city and 20mpg in highway. (http://www.fueleconomy.gov/feg/bestworstepatrucks.htm) †¢ Ford Motors only has seven subsidiaries, Lincoln, mercury, Mazda, Volvo, Jaguar, Land Rover, Aston Martin. Opportunities †¢ Fuel efficient cars, Ford Motor Company is launching the most fuel-efficient cars in the market. The All-new 2012 Ford Focus will be powered by a fuel-efficient 2.0-liter DOHC four-cylinder engine with twin independent variable camshaft timing (Ti-VCT) and direct gasoline injection that will deliver up to a projected 40 mpg highway. The combinations of these technologies helps to lower gas emission but, still have horse power. For a 4 cylinder 2.0 liter engines it is rated at 160 horse power and 146lbs of torque. (http://media.ford.com/article_display.cfm?article_id=33438) †¢ Big donator to charity and victims of natural disasters. October 27, 2000 Ford Motor Company will donate $1.4 million to the San Diego Environmental Foundation (SDEF) for the preservation, protection and enhancement of the San Eliot Lagoon Ecological Reserve, which is one of San Diegos and Southern Californias most precious and unique natural resources. (http://media.ford.com/article_display.cfm?ar ticle_id=6425) †¢ Innovation technologies, Sync with My ford touch is a combine technology, that help and assists drivers for a more comfortable drive experience. The Sync technology consist in integrating Bluetooth- enable cell phones and Mp3 players in to the car, providing hand free call and music selection capabilities using voice activate commands. My ford touch replaces many traditional buttons with clear, colorful and user friendly LCD screens. (http://media.ford.com/images/10031/Drive_Smart_HR.pdf) †¢ Driving Technology, Blind Spot Information System (BLIS) gives out three warnings when a vehicle not visible or enters ones blinds spot. The signals consists in a Yellow light appears in the corresponding side view mirror, an audio alert and a message warning displayed.  (http://media.ford.com/images/10031/Drive_Smart_HR.pdf) †¢ Rear view camera and Forward Sensing System, helps drives to see on screen when parking in reverse. The Forward Sensing System helps to determine how close are the objects form the vehicle. (http://media.ford.com/images/10031/Drive_Smart_HR.pdf) †¢ Electric Power-Assisted Steering (EPAS). This technology consists in adapting to the road conditions and help drivers to compensate directional shifts caused by crowned roads surface or steady crosswinds. (http://media.ford.com/images/10031/Drive_Smart_HR.pdf) †¢ Active Park Assistants uses ultrasonic based sensing system and EPAS for parallel parking. (http://media.ford.com/images/10031/Drive_Smart_HR.pdf) †¢ Rain-Sensing Wipes has a optical sensor that auto adjust to the climate conditions. (http://media.ford.com/images/10031/Drive_Smart_HR.pdf) Power train and convenience †¢ Adaptive cruise control allows the vehicle to set and mating speed without using the pedals. It also has a radar- based system thats can monitor the vehicle in front up to 600 feet. (http://media.ford.com/images/10031/Drive_Smart_HR.pdf) †¢ Easy fuel or cap less system helps drives when filling the car with gasoline a hassle-free, odor free, and have a more consistent seal compared to traditional manual cap.( http://media.ford.com/images/10031/Drive_Smart_HR.pdf) †¢ Eco-Boost gains of up to 20 percent and reduction of CO2 emissions by as much as 15 percent compared with larger, less efficient engines. (http://media.ford.com/images/10031/Drive_Smart_HR.pdf) †¢ Dual-clutch Power Shift six-speed transmission combines the responsive performance and fuel economy of a manual gearbox with the convenience of a traditional automatic transmission. (http://media.ford.com/images/10031/Drive_Smart_HR.pdf) Threats †¢ Government regulations. Do to the pollution and the Global warming caused by the Co2, car manufactures are trying to develop fuel efficient cars. In Jul 29,2011 Major car developers and manufactures joined President  Obama to discusses the further in fuel economy and proposed a new Fuel-efficiency standers. Today’s stander is 27.3mpg by 2025 the stander should be at 54.5 mpg. Its estimated that this new â€Å"stander† will save a average of $8,000 on fuel bill per vehicle, and will reduce U.S. oil consumption by 2.2 billion barrels per day. (http://news.consumerreports.org/cars/2011/07/government-raises-fuel-economy-standards-to-545-mpg-by-2025.html) †¢ Change of oil price, is one of the most volatile components oil, is very heretical as it prices increases and decreases. Consumer are more aware that fuel efficient vehicle can guarantee more performance for their money. In 26-07-2011 oil crude open at $99.0 an close$99.6 (http://www.livecharts.co.uk/futures_commodities/oil_prices_historical.php) †¢ Increase of raw materials. This effects the manufacturing of the automobile if the steel components raises then the car will have to be a lot more expensive. According to the World Carbon Steel Transaction Prices in Mar,2011 medium steel sections were $719/Ton in April,2011 it was 926/Ton. (http://www.steelonthenet.com/price_info.html) †¢ Recession is another factor that Ford Motor Company has to battle. As the economy declines in activity, more people are not investing or spending their incomes in new vehicles. It is estimate that the US unemployment rates is at 13.9 million persons a (9.1 percent) http://www.bls.gov/news.release/empsit.nr0.htm)

Possibility Thinking Research

Possibility Thinking Research Introduction Most people accept that early years education should aim to develop childrens creativity but this raises a number of questions; namely what is creativity? How does it relate to imagination, self expression and intelligence? What ways can creativity be taught and assessed and why is it valuable? Fostering childrens creativity involves more than the creative corner in the classroom it involves recognising their creative engagement manifested by young learners. According to Wilson (20.10.05) It is important that we foster creativity at an early stage so that children are more prepared to lead an active role in their own learning, develop better self-esteem and are more willing to take chances. Possibility thinking is at the heart of all creativity in young children. (Craft 2002) Possibilities are generated by children in all areas of learning e.g. play, music and scientific enquiry. It allows children to explore imaginative ways to produce a variety of outcomes e.g. is a banana a fruit or is it a telephone? The possibilities to develop childrens creative thinking are endless. Possibility thinking has been acknowledged in some educational literature on creativity but it has not been fully accepted by some educationalists (Craft 2001). Jeffrey (2005) believes it is at the core to creative learning and represents the being imaginative part of the current policy framework for creativity in England. Craft and Jeffrey (2004) believe that possibility thinking involves enabling children to find and refine problems as well as solve them. The aim of this research is to investigate whether possibility thinking is at the heart of creativity in young children. I hypothesise that: Possibility thinking is at the heart of creativity in young children Creativity and imagination allows young children to learn and develop Possibility thinking will only take place if adults give children time and space The resources, environment and available tasks affect the possibilities for creative thinking Literature Review Creativity has been described as a voyage of discovery (Craft 2008). When it comes to creativity in schools the second half of the 20th century can be first seen as a drought following the introduction of the National Curriculum in 1989 which rejected children centred curriculum practices. After 1999 there were numerous opportunities for creativity in terms of curriculum and learning due to a shift in values in educational provision and the landscape of the classroom. During the end of the 20th and the start of the 21st century creativity has become significant in education due to the advice of the National Advisory Committee on creative and culture education (NACCCE 1999) led by Sir Ken Robinson and researchers such as Woods and Craft (1997) and Harland et al (1998). The key findings from their work was that creative learning involves children experiencing innovation in the classroom, control over activities, together with a sense of ownership in their learning. These features are characteristic of creative teaching (Jeffery and Woods 2003). The NACCCE saw creativity as imaginative activity, fashioned so as to produce outcomes that are original and of value (NACCCE 1999 pg 29). The approach together with linking creativity with culture saw a shift away from the view that creativity was only attainable by the gifted and a view of learning as empowerment in and beyond the classroom (Jeffrey and Craft 2001, Sefton-Green 2008). From 2002 the establishment of creative partnerships has promoted creative learning. The most recent curriculum polices of creativity within the early years are the Early Years Foundation Stage (DFES 2007, DCSF 2008) which continues to emphasize the significance of creativity. It encourages student engagement and offers teachers a means of personalised learning (Hargreaves 2008). The message seems to be creativity is for everyone everywhere! However there are problems as to how creativity is documented, assessed and how progression is supported (Rose 2008). Learning through the arts has the potential to stimulate open ended activity that encourages discovery, exploration, experimentation and invention contributing to a childs development (Bernadette Duffy 2006). Music, dance, and drama enable children to express their feelings. Creativity and imagination in the light of Every Child matters, Sure Start and the Foundation Stage curriculum enables young children to learn and develop whilst expressing their feelings, thoughts and responses. Anna Craft (2000) introduced and developed the notion of possibility thinking as core to little c creativity. Possibility thinking is means by which intelligence, self-creation, self-expression and know-how are bought together and expressed, It finds a way around a problem by posing questions and finding a problem through identifying a question or topic to be investigated. Fostering young childrens possibility thinking involves moving their thinking on from what does this do? to what can i do with this? It involves a move from the convergent to more divergent thinking. The paper Pedagogy and Possibility Thinking in the Early Years (Cremin, Burnard and Craft May 2006) sought to identify what characterises possibility thinking expanded on young childrens learning experiences and how teachers pedagogical practices fosters this critical aspect of creativity. Possibility thinking is central to creative learning and at the heart of all creative engagement. A 12 month study carried out in a primary school by University researchers showed that teachers use the practice of standing back whilst giving pupils time and space so as to foster possibility thinking. Studies undertaken by the team (Craft 2001, Burnard et al 2006, Chappel 2006, Cremin et al 2006) suggest that the concept of Possibility thinking has creative engagement across all contexts. Possibility thinking implies attention to impact of ideas and nurtures trusteeship (Claxton 2008). The Curriculum Guidance for the foundation stage emphasizes that creativity begins with curiosity and involves children in exploration and experimentation. They draw upon their imagination and originality. They make decisions, take risks and play with ideas. If they are to be truly creative, children need the freedom to develop and the support of adults (DFES 2000:118). The work of researchers such as Craft (2002), Csikszentmhalyi (1997), Fisher (1990) and Lipman (1988) has demonstrated the value of creativity in learning in the early years. In the foundation stage curriculum document creativity is presented as a subject and promoted in areas such as dance, music and stories. However they argue young childrens learning is not compartmentalised (DFES:45). Thus subjects such as mathematics should provide opportunities for creative thinking as teachers need to recognise the importance of creativity throughout the whole curriculum so as to develop childrens creative thinking and extend t heir learning whenever possible. (Worthington and Carruthers 2005) Given the pace of change in the 21st century education needs to be creative whilst enhancing the creativity of both young children and the adults who work with them (Facer 2007). Methodology The researcher chose to use a combination of both secondary source materials alongside primary sources. The already published literature provided her with a solid base on which she was able to begin to base the investigation as well as providing the researcher with possible areas to explore and correlations to look out for when carrying out her research. The primary sources enabled her to support the research that already existed and helped to draw balanced conclusions when it came to answering the research question. This made her investigation current and valid but will also aid the researchers future practice. Research in education is a disciplined attempt to address questions or solve problems through the collection and analysis of primary data for the purpose of description, explanation, generalisation and prediction (Anderson et al, 1998). There are many types of research but they all share the following basic characteristics; They are all, or aim to be planned, cautious, systematic and reliable ways of finding out or deepening understanding (Blaxter et al, 2001, p.5). The researcher used a variety of primary methods: Unstructured interviews Unstructured interviews are a qualitative method of research that provides informal, open ended flowing conversations. The advantage of this method, when discussing a subjective area such as creativity is that it provides in depth information. Interviews provide valid and useful information which will enrich her research and by gathering opinions on possibility of thinking she will gain insight into the benefits and motivation it provides to young children. Participant Observations The researcher will carry out overt observations in a variety of settings namely a primary school, a playgroup and a residential home. She will use overt observations whereby adults, and children are aware of her presence so as to avoid ethical issues. The researcher chose participant observations so that as a trusted adult she could join in with the creative activities and thus fully understand what was happening in each individual setting. The researcher was also keen to observe how an adult intervention and presence affected the childrens creative process. Ethics considered There are research concerns specific to children and young people set out in the British Educational Research Association (BERA) ethical guidelines. Primarily, these are focused upon the informed and valid consent of participants, and ways of assuring that this is attained (Lindsay, 2000). It was ensured that the BERA ethical guidelines were followed. This included, informing the primary school teacher, playgroup leader and childminder what the research entailed and what would be expected of the children included in the sample. In line with ethical issues it was stressed that the data would remain anonymous. Empirical chapter 1: Observations Introduction Observations are an interpretivist approach. Interpretivism emphasizes that people have consciousness involving personal beliefs, values and interpretations and these influence the way people out. They do not simply respond to forces outside of them. (K.Browne 2006) The researcher aims to interpret the values and feelings of both individuals and the group. The information will be in-depth and on a micro scale. Aims Participant observations aim to develop an understanding from the view point of the subjects of the research without allowing the researchers own values and prejudices to distort the observation. Children pose questions and find solutions to stimulate creative thinking. If young children are prepared to take risks they are more creative. Methodology Participant Observation The first task of any research is to gather information. The researcher will be doing this by carrying out observations so that explanations and correlations can be made. The information generated will provide her with opinions about the extent to which possibility thinking is at the heart of creativity in young children. She will carry out three observations the first at a primary school in Stafford where she will observe a year one numeracy lesson. The second at a playgroup in Wolverhampton and finally the third at the residential home of a childminder in Northampton. The observations will be overt and participant. The researcher will be honest with the children and adults so they understand what she is doing. All observations will take place in a non-threatening, safe atmosphere. At both the playgroup and childminders home the children will be either playing or involved in creative activities. At school the year one pupils will be involved in a numeracy lesson. The researcher will use an observation sheet to record information and write the observations up at a later date. She has chosen participant observation as the researcher joins the group being studied and can therefore see things through their eyes. Observation 1 Participants Barnfield Primary school Stafford year one class 25 pupils 14 girls 11 boys Materials Numeracy lesson plan on shape Procedures Firstly she wrote to the head to ask permission to carry out the observation and then visited the school on Monday 14th December 2009 for a pre-visit to discuss the observation with the class teacher. She carried out the observation on Tuesday 12th January 2010. Analysis The data will be written up on the observation sheet and analysed at a later date. Observation 2 Participants Portobello Community Centre pre-school playgroup 8 children 5 boys 3 girls Materials Cut out reindeers, card Construction toys Observation sheet Procedures Firstly she contacted the play leader by telephone to discuss the observations. She carried out the observations on the 7th December 2009 and the 18th January 2010. Analysis The data will be written up on the observation sheet and analysed at a later date. Observation 3 Particpants Registered childminders home in Northampton. At present she looks after boys aged seven and five and a girl aged three. Materials Toys e.g doll house, brio and magnetix Musical instruments e.g drums and shakers Observation sheet Procedures The child minder is a family friend so the researcher made contact by phone. The researcher then visited on Monday 21st December 2009 to carry out the observation. Analysis The data will be written up on the observation sheet and analysed at a later date. Results from observations The researcher chose to observe young children in a variety of settings. The children at school were involved in a directed task namely a numeracy lesson about shape. The children at playgroup and at the childminders home were either playing or involved in semi-structured activities which gave scope for creativity and allowed for personal expression, unlike the numeracy lesson the play, art and music tasks excluded the notation for right and wrong. The children in all 3 settings produced a variety of results and their scope for creativity was dependent upon The environment The activity The resources available The level of adult support and intervention Discussion of Playgroup Observation 1 The observations at the playgroup showed three aspects of the process using the Possibility Thinking framework namely: Posing questions Play Immersion and making connections They also included three aspects of process outcome: Being imaginative Innovation Risk taking There was little evidence of development or innovation but this was probably due to the fact that the children were aged between two to four. The first observation on 7th December 2009 showed the youngsters involved in a Christmas workshop making cards and 3D reindeers. The children were excited and constantly posing questions about what colours and materials to use. The children were immersed in the activity and the outcomes were imaginative and showed they were happy to take risks. The youngsters were confident and supported by numerous adults thus the level of adult supervision was high. Discussion of Playgroup Observation 2 The second observation took place at the playgroup on January 18th 2010. The youngsters were allowed to play in the sand and water, home corner and with construction toys such as bricks and Lego. The boys were more interested in the construction toys, whilst the girls predominately played in the home corner. All children were immersed in play and asked questions. They were imaginative and took risks; however there was little evidence of innovation or development. The level of adult supervision was quite high however the intervention by the adults was low. Discussion of Childminders Observation The researcher visited a childminders home on Friday 18th December 2009 when she was looking after three children. The youngsters played with construction toys, jigsaws, dolls house, and my little ponies. They then played with musical instruments such as a drum set and maracas. The children were thrilled to make music. The three children constantly chatted to each other. They played together and on their own. The boys were immersed in creating a brio track and Lego models whereas the girl immersed herself in the imaginary world of my little pony. All three children were imaginative and creative especially when the musical instruments appeared. They discovered different sounds and ways of making music and formed a mini band. Discussion of Numeracy Lesson observation (year one on shape) The researcher expected the lesson to have limited opportunities for creativity due to space and structure constraints. She views numeracy as a factual, uncreative lesson which focuses on the understanding of set rules. However the researcher was surprised that the pupils ideas were welcomed and they could pose questions. The children could not really produce original work as there were right and wrong answers although they did explore different methods to get there so were given some ownership for their own learning. There was also some scope for development and innovation in their work. Conclusion of observations The aim of participant observations is to develop an understanding from the point of view of subjects without prejudice. The researcher achieved this by observing youngsters and their adult supervisors in a variety of settings whilst becoming a full trusted member of the group. All the children posed questions so as to find solutions to stimulate creative thinking. The youngsters at both the playgroup and childminders home had more opportunities to take risks than those in the classroom so had more chance to be creative. Empirical Chapter 2: Unstructured Interviews Introduction An unstructured interview is like a guided conversation. The interviewer has the topic to cover but questions are open-ended. The researcher seeks to put the respondent at ease, in a relaxed informal situation and hopefully the questions will trigger further discussion. The interviewer aims to obtain further depth than is possible in a structured interview. Unstructured interviews are from an interpretivist approach and provide qualitative data as they are concerned with peoples feelings and views. Aims Unstructured interviews provide rich, detailed information where by the respondents can express their feelings about the issue of creativity and possibility thinking. Certain tasks such as art, music, drama and dance are more suitable to creative thinking. The learning environment and teaching strategies need to provide scope for imagination if children are to produce a variety of outcomes and thus accommodate creative learning. Methodology Unstructured interviews The researcher will interview three adults and conduct the interviews like a discussion with open-ended questions. She will be careful not to influence the replies so as to avoid interviewer bias. She will write down the replies on an interview sheet but try not to disrupt the flow of the interviews. The replies will hopefully produce rich, qualitative information and comparisons between interviews can be drawn. The use of interviews, stimulate reflection and critical conversations about possibility thinking as a form of engagement and strategy of creativity and the creative thinking process. The probing questions will allow the adults to focus on what they consider to be significant in the creative learning experiences. Interview 1 Particpants Barnfield Primary School Stafford Year one class teacher. Materials Procedures The researcher wrote to head to ask permission to interview a class teacher. The researcher visited the school to meet the teacher on Monday 14th December. The researcher carried out the interview on Tuesday 12th January 2010. Analysis The researcher will write the interview up on the interview sheet and compare the three interviews. Interview 2 Particpants Portobello Community Centre playleader Materials Procedures The researcher contacted the play leader by telephone to discuss the interview. The researcher then carried out the interview on January 18th 2010. Analysis The researcher will write the interview up on the interview sheet and compare the three interviews. Interview 3 Particpants Registered childminder who is also a qualified teacher. Materials Procedures The researcher contacted the childminder by phone to discuss the interview. The interview was carried out on Monday 21st December 2009. Analysis The researcher will write the interview up on the interview sheet and compare the three interviews. Results from Interviews The researcher chose to interview the three adults who were involved in her observations. The questions had a focus related to creativity and possibility thinking but were open ended so allowed for development. All adults were interviewed in a quiet environment where they felt at ease. The three adults all said they used similar strategies to encourage creativity namely standing back and providing a safe environment, with multiple resources that encouraged creative thinking. Two out of three adults were unsure that possibility thinking was central to creative learning but thought strategies such as posing questions and giving children time and space does develop the notation of possibility thinking. All three adults thought the environment was important for creative learning and believed a safe, challenging experience helps to provide opportunities for imaginative experiences. All three adults felt some tasks were more suited to creative thinking such as dance, music and play however the class teacher thought subjects such as maths and science should provide opportunities for creative thinking. Discussion of Interviews with year one teacher, play leader and registered childminder All three adults interviewed discussed different strategies they used to encourage children to be creative that included giving youngsters time and space and providing a variety of resources which allowed children to explore activities in imaginative ways. The children were allowed to pose questions and take risks. They felt the environment and the tasks offered were crucial to creative thinking however only the class teacher thought possibility thinking was central to creative learning. They all thought that creativity begins with curiosity and is developed if children are given the opportunity to explore and experiment with different resources and ideas. Conclusion of interviews The aim of unstructured interviews was to provide rich identical information whereby respondents could express their feelings about creativity and possibility thinking. All three interviewees gave the researcher detailed insight into the adults views about the research issue. All three interviews felt certain tasks such as art and music were more suitable to creative thinking. They gave a detailed account of how the learning environment and strategies such as giving children time and space provide opportunities for imagination and creative learning. Conclusion NACCCE (1999) argued creativity is imaginative actively fashioned so as to produce outcomes that are both original and of value. According to Craft possibility thinking is at the heart of creativity in education. This idea has implications as the engagement of learners according to Jeffrey (2005) leads to engagement with problems. Fostering childrens possibility thinking can be seen as building their resilience and confidence and referencing their capabilities as confident explorers, meaning makers and decision makers. (Craft 2005). Possibility thinking involves problem finding and solving. Creative teaching may foster learner creativity providing there are co-participative partnerships between teachers and learners, in which they explore issues, pose questions, identify problems and reflect upon their thinking and learning. The key factor being that the control has to be handed back to the learner (Craft and Jeffery 2003). In seeking to unravel the issues of what constitutes possibility thinking in the learning experiences of young children and how teachers, play leaders and childminders foster possibility thinking as an aspect of creativity, the researcher carried out observations and interviews. She used probing questions and encouraged the adults to engage in in-depth reflective practice. Following close observations in each context using the possibility thinking documentation framework and further interviews with the adults in charge, core areas of possibility thinking in childrens learning were identified. They included the three aspects of process i.e posing questions, play immersion and inversion. They also included the three aspects of process outcome i.e being imaginative, innovation and risk taking. The observations were written up in the light of the three-fold-structure. Many of the youngsters were involved in risk taking and were immersed in an activity. On the outcomes there was little evidence of development and the question of taking intentional action was problematic as many of the children were too young. In terms of process outcome the notation of innovation was also difficult as what might be normal for one child in one particular environment may not be normal for another. The separation of process and outcome is not easy during the early years as young children often take risks to move their thinking forward but this may not be an outcome. The integration between creative teaching and learning also seemed to foster possibility thinking. If young children feel safe they gain confidence as with the children in all three observational settings. The three interviews highlighted the fact that they all tried to foster creativity in their youngsters by providing a stimulating learning environment which allowed the children to pose questions and explore a variety of outcomes in an imaginative way. The adults tried to stand back but felt some tasks were more suited to creative thinking than others. The aim of the research was to investigate whether possibility thinking is at the heart of creativity in young children. Researchers such as Professor Anna Craft believe it is so as does one out of three of the adults interviewed. Many researchers such as Craft, Jeffrey, Burnard and Chappel all feel creativity and imagination allow young children to learn and develop. If children are to be creative, adults need to give them freedom to develop. Cremin, Burnard and Craft (2006) found that in a twelve month study carried out in schools; that teachers needed to stand back and give children time and space to foster possibility thinking. The observations and interviews carried out by the researcher reinforced this. The final hypothesis was that the resources, environment and tasks affect the possibilities for creative thinking. The observations and interviews with adults confirmed this. Deciding whether the motivation of pupils based on the creative setting was difficult to determine as she only carried out observations in three settings and only interviewed three adults, thus her findings were limited. Possibility thinking does appear to influence creativity but the sample was small and the decisions the researcher made were subjective and not based upon objective scientific testing. Bibliography Blaxter,L. (2001). How To Research. Second edition. England. Open University press. Browne,K. (2006). Introducing Sociology for AS level. Second edition. Cambridge. Polity Press. British Educational Research Association (BERA). [Online]. (http://www.bera.ac.uk/blog/2010/03/04/exploration-and-analysis-on-creativity-and-innovation-in-initial-vocational-education-and-training/). (Accessed 10.12.2009) Britzman, D. (1986) Cultural myths in the making of a teacher: biography and social structurein teacher education. Harvard Educational Review, 56(4), pp. 442-446. Burnard, P., Craft, A. and Grainger, T. (2006), Possibility Thinking, International Journal of Early Years Education. Volume 14. No. 3, October 2006 pp 243-262 Chappell, K. (2006). Creativity within late primary age dance education: Unlocking expert specialist dance teachers conceptions and approaches. [Online].(Available from http://kn.open.ac.uk/public/document.cfm?documentid=8627). London. (Accessed 21.01.2010) Claxton, G. (2008). Creativity, Wisdom and Trusteeship. Thousand Oaks, CA., Corwin Press. Craft, A. (1997).Can You Teach Creativity? Nottingham. Routeledge. Craft, A. (1999) Creative development in the early years: some implications of policy for practice.[Online]. (http://www.informaworld.com/smpp/content~content=a739635700db=all). The Curriculum Journal. Volume 10(Issue 1). (Accessed 002.01.2010). Craft, A. (2000), Creativity Across the Primary Curriculum. London. Routledge Craft, A. (2001) Little c Creativity. In A. Craft, B. Jeffrey and M. Leibling Creativity in Education. London.Continuum. Craft, A. (2002).Creativity and Early Years Education. London. Continuum Books Craft, A. (2005) Creativity in schools: tensions and dilemmas. Abingdon.Routledge. Craft ,A. (2008). Creativity in the school.[Online].(http://www.beyondcurrenthorizons.org.uk/wp-content/uploads/ch3_final_craft_creativityinschool_20081218.pdf). Exeter. Open University. (Accessed 02.01.2010) Craft, A. Creativity and Possibillity in the Early Years.[Online] (http://www.tactyc.org.uk/pdfs/Reflection_craft.pdf). (Accessed 02.12.2009) Craft, A. Cremin, T., Burnard, P.(2006) Pedagogy and possibility thinking in the early years.[Online]. (http://www.sciencedirect.com/science?_ob=ArticleURL_udi=B7XN8-4M2WTP9-1_user=10_coverDate=11%2F30%2F2006_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_searchStrId=1255424291_rerunOrigin=google_acct=C000050221_version=1_urlVersion=0_userid=10md5=0241bbe9052a7b6bb3b1e704447d2c06). International Journal of Thinking Skills and Creati

Concept Paper :: essays research papers

Truth, Honor, Integrity Truth, honor, and integrity can be used and interpreted in many different ways. These three concepts are instilled into people during childhood, enforced during school years, and reinforced as adults. In the end, though, it all depends on how an individual chooses to interpret these principles before any of them can be seen as good or bad.   Ã‚  Ã‚  Ã‚  Ã‚  The dictionary definition of truth is an agreement with fact or reality. There are many different aspects of truth; there is the whole truth, and the partial truth. When someone tells the whole truth there is no lacking in it. It is the complete and absolute truth with no editing for personal reasons. An example of partial truth would be the case of President Clinton and, White House intern, Monica Lewinsky. Although Clinton did admit to having oral sex with Ms. Lewinsky he denied having sex with her. What is the difference, you ask? Clinton claims that the dictionary definition of sex says that it involves intercourse, which he never had with Ms. Lewinsky.   Ã‚  Ã‚  Ã‚  Ã‚  Honor is another word for respect. The Bile states that children should honor their fathers and mothers. My interpretation of this is that children should not only show respect directly towards their parents, but also show it to their name, in the way that they act. The Bible also states that the same respect that is shown to parents should also be shown to peers and authority. There are many different ways to show that you have respect for someone. Doing things like: obeying orders, even if they do not appear logical, and behaving appropriately when in public, can show respect.   Ã‚  Ã‚  Ã‚  Ã‚  Integrity is the state of total honesty and sincerity. Showing integrity is like coming out ant telling the whole truth, no matter what the consequences may be. One of my favorite examples of integrity is shown in the movie While You Were Sleeping. In that particular movie, a lonely female is mistakenly identified as the fiance of a man who has been rendered unconscious.

Essay --

Main Problems Ryanair is the leading carrier by passenger numbers and market capitalization in Europe by 2010. The challenges Ryanair is faced with could be divided into two areas. Macroeconomic Environment The unfavourable economic conditions in 2008 limited Ryanair’s opportunity to raise fares, in the event of continued global recession, Ryanair’s passenger volume growth would be restricted: Passengers would reduce the spending on leisure and business travels for saving money. Also, the cost of aviation fuel is another element would effect Ryanair’s profitability. In view of fact that accessibility of oil decreases, global demand increases, and the unpredictable exchange rate, the Ryanair model, i.e., to be as low-cost, would be difficult for Ryanair itself. Furthermore, the controversial advertisements of Ryanair besmeared the firm’s reputation. Ryanair reduces it advertising costs and relying on cheap PR. Because it used a photograph of Spanish Queen Sofia without authority, the firm was forced to pay a fine to the Queen and made a public apology. These controversial advertisements were beneficial to the expansion of the brand at beginning, however the offensive theme would subsequently risky to the company’s image. Interior of Ryanair The relationship between employees and Ryanair was negative. Ryanair providing humble working conditions for employees and refuse to recognise unions. According to the case study, the Irish High Court ruled Ryanair had bullied pilots to accept new contracts in July 2006. The pressures come from pilots over their desire for higher wage and better working conditions. In 2009, only 11 out of the 64 pilots who decided to stay with the company. Thus, Ryanair would struggle to avoid recognisin... ...ative feeling of ‘from nowhere to nowhere’. For services of the value chain, the cost could be saved by becoming a no frills and low fares carrier. However, the low quality services might destroy Ryanair’s public reputation. Under primary activities-marketing & sales and support activities- the technology development, Ryanair spreads accommodation as well as car rentals news through its official website. In 2010, its website ranked 12th by number of visits for e-tailers in the UK. The cost of travel agents and advertising could be kept in a minimum level. However, the heavy dependence on the official website might be a potential risk for Ryanair. As a consequence, the value chain helps Ryanair to think of itself in terms of sets of activities, to identify its particular competitive advantages and weaknesses thus enhance value or decrease cost in value activities.

Treating Eczema Essay -- Diseases, Disorders

Have you ever had or witnessed someone with Eczema? Well it is not fun having or experiencing this skin disease. Eczema is a chronic skin disorder that cannot be cured and causes the skin to become itchy, red, and dry, but it can be treated by dieting, home remedies, medications, and therapies. People coping with this disease try many forms of these treatments and even try to come up with some of their own treatments. Dealing with eczema can be a lifelong process for people who have it. Having Eczema, many things can cause flare ups including foods. Foods such as eggs can cause flares in younger children. â€Å"Avoiding eggs, fish, peanuts, and soy may help some people reduce flares†¦Ã¢â‚¬  (Ehrlich 1). Dairy products, wheat, corn tomatoes, and citrus such as lemons and oranges can cause allergic reactions in the skin. â€Å"Eat less saturated fats (meats, especially poultry, and dairy, refined foods, and sugar. These foods contributed to inflammation in the body.† (Ehrlich 2). Beneficial foods to help with Eczema would be your fatty acids that can be essential. â€Å"In one study, people taking fish oil equal to 1.8 g of EPA (one of the omega-3 fatty acids found in fish oil) had significant reduction in symptoms of eczema after 12 weeks.’ (Ehrlich 2). Other fatty acids containing oils that can help are evening primrose oil, which helps in reducing the itch of eczema, and borage oil, which helps as an anti-inflammatory; both have gamma linoleic acid containing omega-6 fatty acid. Eating salubrious can help reduce the effects of eczema on the body.†Ã¢â‚¬ ¦ so eating a healthy diet may help reduce inflammation and allergic reaction.† (Ehrlich 2). Having more fresh vegetables and whole grains are better for you than preserved foods. Adding he... ...f home remedies and some people even come up with their own. Medications and therapies are available for people with eczema just asked a doctor about them or to provide information about them. Eczema is a chronic skin and causes the skin to become itchy, red, and dry, but it can be treated by dieting, home remedies, medications, and therapies. Works Cited â€Å"Eczema: What You Should Know." 01 05 2007 . Ehrlich, Steven D." Eczema." 20 09 2009 . Health, National Institutes of. "Eczema and Atopic Dermatitis". 01 02 2011 . M., B. "Eczema" Brooke Brockman. 01 2012. Vorvick, Linda J. "Atopic Eczema." 10 10 2010 .

Ambush Marketing

Ambush marketing is a marketing tool, which may lead to serious marketing success. Ambush marketing emphasizes the importance of shows in big business promotion, and the role of big business in creating shows. Sporting events represent just one example of the way ambush marketing can work in real world business environment. Sponsorship becomes secondary as soon as ambush marketing tools are applied in practice. Ambush marketing is the use of a Sporting Event, in marketing, while not sponsoring the event.The use of the event is done to associate the company with the event, however, in most cases a rival company will be the official sponsor of the event. This is done in full legality and does not break any laws. Ambush marketing is an extremely flexible means of using shows in business promotion. Ambush marketing can take variety of forms, and be adjusted to particular marketing situations. However, this form of marketing strategy generates numerous legal and ethical issues. Sponsors c laim discriminative character of ambush marketing approaches.Simultaneously, ambush theory offers a list of solutions to tackle ethical and legal issues. A Great, yet hypothetical, Example of ambush marketing would be an American Superbowl, which is usually sponsored by Budweiser Beer. Miller beer traditionally associated with the game is not its official sponsor. In reality, Miller uses the benefits of Budweiser’s sponsorship to promote its own trademark, without breaking the legality of the sporting event. Why this trend? Sport is a big business and big businesses are heavily involved in sports.Athletes in the major spectator sports are marketable commodities, sports teams are traded on the stock market, sponsorship rights at major events can cost millions of dollars, network television stations pay large fees to broadcast games, and the merchandising and licensing of sporting goods is a major multi-national business. Although sports have had a commercial component to its o peration since its formative years tracing back to Ancient Greece, in no previous time have we seen the type of exponential growth in the commercialization of sports as occurred in the past decades.This is mainly due to the sophistication of advertisement such as the purchasing of TV and radio slots and billboards in prime locations. It is important to note that sponsorship is not the first financial resource of sport organisations. The main sources of funding for major sport and mega events are TV broadcast rights, sponsoring comes in second and ticketing third . Sponsoring grew in line with the phenomenal increase in TV demand for sport events. One of the main reasons for the emerging yet inevitable trend of Ambush Marketing is to this hype surrounding famous events such as the Olympics, FIFA World Cup and the NFL Super Bowl.Due to the high costs of sponsoring such events, smaller companies cannot afford to spend the amounts larger conglomerates and multinational companies like Co ca Cola, Samsung, McDonalds, Nike, and Kodak pay for getting their sponsorship, and this is one of the basic reasons that is perpetrating ambush marketing. Even larger companies are limited to the amount of events they can sponsor since the sponsorship fees do not include the expenses of the advertisement such as TV, print, outdoor ads, and promotional activities.For the 1996 Olympic Games in Atlanta, the Coca-Cola Company forecasted their expenses to about $60 million for commercial air time on NBC’s Olympic telecasts in addition to the $40 million the company paid for its worldwide sponsorship rights. Common Forms & Strategies Ambush Marketing takes many forms. One main form commonly used is known as Association Ambushing. This is when the non-sponsor gives the impression of being an official sponsor by using words or symbols associated with the event.For example, during the 2002 Winter Olympics in Salt Lake City, Anheuser-Busch was the official sponsor and Schirf Brewery, a local and small company, came up with a fairly clever idea of marking its delivery trucks with â€Å"Wasutch Beers. The Unofficial Beer. 2002 Winter Games. † Another main type of ambush marketing is known as Intrusion Ambushing, which is when the non-sponsor piggybacks on the media and spectator exposure of the event for instance by advertising near event venues. Some of the most commonly, but not restricted, employed ambush marketing strategies are as follows:1. Sponsoring the broadcast of the event: Kodak’s sponsorship of the ABC broadcasts of the 1984 Los Angeles Olympics when Fuji was the official IOC sponsor.2. Sponsoring sub-categories within an event and exploit the investment aggressively: During the 1988 Olympics at Seoul, Kodak secured the worldwide category sponsorship for the Games, while Fuji obtained sub-sponsorship of the U. S. swimming team.3. Making a sponsorship-related contribution to a players’ pool: Ian Thorpe was sponsored by Adidas when Nike was the official clothing supplier for the Australian Olympic team.Thorpe was even photographed with his towel draped over Nike’s logo at a medal presentation ceremony to protect his personal contract with Adidas. 4. Engaging in advertising that coincides with a sponsored event: Intense advertising done by a competitor during or around a sponsored event such as booking billboards near to event venues to fool consumers into thinking there is a link to the event. An example of this was during the 1992 Olympics; Nike placed large murals of USA basketball team members Michael Jordan and Charles Barkley on the sides of buildings in Barcelona.Nike was not an official sponsor of the Games. 5. Pulling a stunt: This is when a small amount of people pull a high profile stunt to attract attention. For example, during an Australian-New Zealnd rugby match in 2002, two naked men streaked onto the playing field â€Å"wearing† a painted-on Vodafone logo, while Vodafone was not a sponsor. Effectiveness Ambush marketing, undoubtedly has been found to be quite effective in its success in creating the appearance of being a legitimate sponsor. In practice, it appears that the public does not properly identify the official sponsors.On corporate sponsorship, Tony Meenaghan explained in an article for the Sloan Management Review, â€Å"By sponsoring an event or providing a budget for an event's broadcast, a sponsor can generate audience awareness while simultaneously creating associations of the event's values in people's minds,† Further on he states, â€Å"An ambush marketer can associate with a major event without large-scale investment in securing rights and thereby fulfill brand awareness and image objectives at low cost—benefits usually available only to the official sponsor,† â€Å"It also generates goodwill, which is a consumer's natural reaction to support for an activity of which he or she approves.At the very least, it creates consum er confusion, thereby denying the legitimate sponsor clear recognition for its sponsorship role. † Meenaghan claimed that ambush marketing â€Å"simultaneously reduces the effectiveness of the sponsor's message while undermining the quality and value of the sponsorship opportunity that the event owner is selling. † In a 1994 survey by the Wirthlin Group, a corporate image research organization, showed that only 12 percent of American adults were able to identify Coke as an Olympic sponsor, despite its’ 66-year affiliation. Furthermore, no other Olympic corporation sponsor had more than 3 percent recognition.An outstanding example on the effectiveness of ambush marketing that is still seen as the ambush of all ambushes is Nike’s marketing campaign for the 1996 Atlantic Olympics. Nike plastered the city in billboards, handed out swoosh banners to wave at the competitions and constructed an enormous Nike center overlooking the stadium. Following the 1996 Atla nta fiasco, many thought Nike had been an official sponsor of the games. In December 2001, a study found that, from a list of 45 likely sponsors of the 2002 World Cup, 20 percent of those polled picked Nike. Ethical & Legal Issues The main question that arises is whether or not the practice of ambush marketing is ethical, illegal, or simply smart business practice.In reality, marketing has never been a gentle industry to begin with. Ambush marketers refer to the event and to their own names and products in an ingenious and creative manner, without using registered trademarks, logos, and slogans so in most cases they manage to circumvent the law. This puts the legal position of ambush marketing practices in an unclear position. Referring back to the Nike example during the 1996 Atlantic Olympics, Simon Pestridge, Nike’s brand manager explains diplomatically in an interview with MSNBC following the event, â€Å"We play inside the rules and we bring a different point of view th at’s true and authentic to sport. â€Å"Corporate sponsors and event organizers regard the â€Å"parasitic† or piggyback tactics, a term often used by aggrieved event organizers and their sponsors, as unethical. On the other hand, ambush marketers argue it is a fair game. Merrill Squires, managing partner of the Dallas-based Marketing Arm, said in a 1999 interview with ABCnews. com, â€Å"The weak link is marketers who sign a sponsorship deal and don’t look at it carefully. They need to negotiate for every potential right to block out competitors. † Tackling the Issue Learning from experience, sponsors and event owners have picked up on several strategies for countering ambush marketing:1. Pressurize event owners to protect their events. The International Olympic Committee (IOC) seeks to block ambushing by controlling images, official license souvenirs, and by offering first option to official sponsors on other promotional opportunities.2. Link event and broadcast sponsorship. This includes combined packages of event sponsorship, broadcast sponsorship and advertising time around television broadcast of the event.3. Anticipate potential competitive promotions. Sponsors must investigate the terms of sponsorship contract, what rights co-sponsors have and if they are in the same industry.4. Exploit the sponsorship rights secured. Sponsors should launch a well-rounded marketing communications campaign and exploit the association with the event fully.5. Resort to legal action, especially if a non-sponsor uses marks associated with an event. There have been several major attempts to crackdown on ambush marketing. One major attempt was the Sydney’s Solution also known as the Sydney 2000 Act, which went further than ever in trying to counter ambush marketing.The highlights of the Acts passed were the Indicia and Images Act and Olympic Arrangements Act. The Indicia and Images Act prohibited the use of phrases and images from unlicense d commercial use, which was broadly defined that would suggest a connection with the Sydney 2000 Olympic Games. The Olympic Arrangements Act prohibited any selling or distribution of articles in public places within a 3km radius from the event.There were several non-sponsors who were still able to legally market their brand around the event. In the end, Sydney went further that ever in trying to crackdown on ambush marketing strategies, but were still found to be inadequate for responding to ingenious marketing strategies. It is clear that the control of ambush marketing requires additional strategies. In the future as the Beijing Olympic Games are approaching in August 2008, the International Olympic Committee claims they are preparing to counter ambush marketing. The IOC plans to safeguard its sponsors’ interests inside the venues by making sure no ambush marketing campaigns are being picked up by television cameras.Non-authorized beverages will be banned from the venues as well as t-shirts and products featuring non-sponsor corporate names linked with the Olympic Games. Conclusion If Ambush marketing provides smaller companies with a chance to promote themselves, does that mean that ambush marketing approaches are legally and ethically misbalanced?Does that mean that smaller companies illegally use the official sponsorship benefits to promote their trademarks? There is no definite answer to that question. One thing is clear: Ambush marketing remains one of the most effective marketing tools in contemporary business and sports. As long as sports turn into business, and business makes money in sports, ambush marketing will bring substantial financial profits to those who are aware of its benefits.The coming Olympic Games in Beijing will show the effectiveness of anti-ambush procedures which the IOC plans to implement, but companies will still seek new means of advertising themselves without sponsoring big shows. Ambush marketing is an evasive tool of s elf-advertising; as long as it takes unclear legal position, ambush marketing strategies will keep flourishing across all levels of promotion in business. Ambush marketing is an ambiguous means of companies’ self-promotion. On the one hand, it helps smaller companies gain a better market share and make their trademarks recognizable to potential customers. On the other hand, larger sponsors view ambush marketing as the means of undermining their marketing stability.Confusion is the third, and probably, the most important effect ambush marketing causes on consumers. In this complicated marketing environment, competitors should be more careful when signing sponsorship deals. Legal responsibility will eliminate the majority of ambush marketing threats which sponsors should address on their way towards success and recognition.Bibliography1. Sauer, Abram. â€Å"Ambush Marketing Steals the Show. † May 27, 2002. .2. Meenaghan, Tony. â€Å"Ambush Marketing—A Threat to C orporate Sponsorship. † Sloan Management Review. Fall 1996. .3. â€Å"THE MEDIA BUSINESS: ADVERTISING; In ‘trolling for sponsors,' organizers of the 1996 Games are playing against the clock — and trailing. † The New York Times. 31 August 1995 .4. Garrigues, Cristina. Ambush Marketing: A Threat to Global Sponsored Events? 26 March 2004. .5. http://www. usp-age. com/flash/2006/jul06/marketing_battle. swf.6. http://www. austlii. edu. au/au/journals/MurUEJL/2001/10. html.7. http://www. accessmylibrary. com/coms2/summary_0286-9614696_ITM.8. Shah, Tina. â€Å"Ambush Marketing.† November 2004 http://www. advancedge. com/archives/nov04/MBArk_ambush_marktng. pdf.9. ALSO NOTE ABOUT RAPPAPORT DOCUMENT Wei L, Kretschmer M. , Ambush Marketing: A study of strategies and legal responses, ISLR Pandektis, Vol. 5:3, 2004. Davis R. N. , Ambushing the Olympic Games, ISLR/Pandektis, Vol. III Nr. ?, p. 7.10. Page name: Ambush marketing, Author: Wikipedia contributors , Pu blisher: Wikipedia, The Free Encyclopedia. , Date of last revision: 28 April 2008 04:46 UTC , Date retrieved: 30 April 2008 15:14 UTC , Permanent link: http://en. wikipedia. org/w/index. php? title=Ambush_marketing&oldid=208688867 , Page Version ID: 208688867.FOOTNOTE : According to the International Olympic Committee, the revenues generated from these sources for the period from 2001 until 2004 accounted for respectively 53%, 34% and 11% of , the remaining 2% coming from other licensing activities, http://www. olympic. org/uk/organisation/facts/revenue/index_uk. asp;This is roughly true in relation to football as well. According to FIFA’s 2006 Financial statements, 58% of its revenues in 2006 came from TV broadcasting rights and 24% from marketing rights, i. e. sponsoring, http://fr. fifa. com/mm/document/affederation/administration/2006_fifa_ar_en_1766. pdf; FIFA’s overall yearly revenue for the period 2003-2006 reached CHF 3. 238 billions.

Snatch Theft

The Causes of Snatch Theft Cases in Malaysia Most of the people who involve in snatch theft cases are adolescents. They are probably poorly educated from their parents or even have a broken family. Parents play the most important role in character building and personality development of their children. In the age of information technology and globalization, they are always busy working until they forgot their true responsibility of educating and teaching children to be a perfect- educated human being. This is the main cause of moral decadence among teenagers.Children who are lack of love and attention from their parents will want to get their parents’ attention by involving themselves in snatch theft cases. They may also influence by the partner who was involved in the snatch theft cases because they choose the wrong friend. They will join their friends and also involved in snatch theft cases. This crisis was caused due to the lack of moral and religious education, especially for our younger generation. Moral and religious practices are increasingly forgotten by modern society's growing.If people have enough moral and religious knowledge, they will not be involving themselves in snatch theft cases. Deficiency causes a decrease in the religious aspect of a person's immunity to not commit crimes. So, thefts increase as our society has forgotten their religion. People who are involve in gambling and taking drug may also involve in snatch theft cases because they need to snatch other people’s bag and jewelry to get money for gambling and buying drugs. They will do what they can to get the money because they already addictive to the activities.Therefore they will take the risk and involve themselves in snatch theft cases. Moreover, the cause of the snatch theft cases is that victims of crime often walking alone in a quiet place. This will cause snatchers have the space and opportunity to snatch them. Typically, snatch cases did not plan in detail durin g a theft crime. Instead, the victim, the environmental and snatchers behavior itself that causes the snatch theft cases to happen. Factors such as a quiet environment and plenty of space to escape, have given the snatching opportunities to the snatchers to act quickly to snatch victim’s handbags or jewelry.This causes people not be able to hear the screams for help from the victim because the victim is in a quiet area alone. Actually snatch thefts became so rampant due to the attitude of society itself that does not concern about their safety aspects. Still many individuals in our society who loves to bring a lot of money in their wallet or handbag and are being targeted. Similarly, our attitude which fails to take safety precautions when returning from office alone, walking in a dark alley or credulous foreigners will make us be the targets of the snatchers easily.So, aspects of personal safety that are not being led snatching are increasingly becoming a common practice in this country. In fact, snatch thefts were also exacerbated by the global economic situation is in a recession so severe. Many factories and companies in the country had to reduce its employees because of lack of demand for their products drastically. Inability of the retrenched workers to find another job in the near future has led them to the brink of crime especially when thinking about their wife and children who need the money to survive. Therefore, snatch thefts cases rises as many workers do not have jobs.Last, the cause of the increasing snatch theft cases is the failure of the authorities to take effective preventive actions. Lack of closed-circuit cameras in high-risk areas (hotspot) causing the problem continues to worsen. If the government is putting more cameras, the snatchers will certainly think twice before they action. Thus, the lack of closed-circuit cameras have caused the problem persists, especially in the quiet environment and at night time. http://gerbangsejara ham. blogspot. com/2011/11/mengapa-jenayah-ragut-kian-meningkat. html http://5bestari-sivik. blogspot. com/2010/06/faktor-faktor-yang-menyebabkan-kes. html Snatch Theft The Causes of Snatch Theft Cases in Malaysia Most of the people who involve in snatch theft cases are adolescents. They are probably poorly educated from their parents or even have a broken family. Parents play the most important role in character building and personality development of their children. In the age of information technology and globalization, they are always busy working until they forgot their true responsibility of educating and teaching children to be a perfect- educated human being. This is the main cause of moral decadence among teenagers.Children who are lack of love and attention from their parents will want to get their parents’ attention by involving themselves in snatch theft cases. They may also influence by the partner who was involved in the snatch theft cases because they choose the wrong friend. They will join their friends and also involved in snatch theft cases. This crisis was caused due to the lack of moral and religious education, especially for our younger generation. Moral and religious practices are increasingly forgotten by modern society's growing.If people have enough moral and religious knowledge, they will not be involving themselves in snatch theft cases. Deficiency causes a decrease in the religious aspect of a person's immunity to not commit crimes. So, thefts increase as our society has forgotten their religion. People who are involve in gambling and taking drug may also involve in snatch theft cases because they need to snatch other people’s bag and jewelry to get money for gambling and buying drugs. They will do what they can to get the money because they already addictive to the activities.Therefore they will take the risk and involve themselves in snatch theft cases. Moreover, the cause of the snatch theft cases is that victims of crime often walking alone in a quiet place. This will cause snatchers have the space and opportunity to snatch them. Typically, snatch cases did not plan in detail durin g a theft crime. Instead, the victim, the environmental and snatchers behavior itself that causes the snatch theft cases to happen. Factors such as a quiet environment and plenty of space to escape, have given the snatching opportunities to the snatchers to act quickly to snatch victim’s handbags or jewelry.This causes people not be able to hear the screams for help from the victim because the victim is in a quiet area alone. Actually snatch thefts became so rampant due to the attitude of society itself that does not concern about their safety aspects. Still many individuals in our society who loves to bring a lot of money in their wallet or handbag and are being targeted. Similarly, our attitude which fails to take safety precautions when returning from office alone, walking in a dark alley or credulous foreigners will make us be the targets of the snatchers easily.So, aspects of personal safety that are not being led snatching are increasingly becoming a common practice in this country. In fact, snatch thefts were also exacerbated by the global economic situation is in a recession so severe. Many factories and companies in the country had to reduce its employees because of lack of demand for their products drastically. Inability of the retrenched workers to find another job in the near future has led them to the brink of crime especially when thinking about their wife and children who need the money to survive. Therefore, snatch thefts cases rises as many workers do not have jobs.Last, the cause of the increasing snatch theft cases is the failure of the authorities to take effective preventive actions. Lack of closed-circuit cameras in high-risk areas (hotspot) causing the problem continues to worsen. If the government is putting more cameras, the snatchers will certainly think twice before they action. Thus, the lack of closed-circuit cameras have caused the problem persists, especially in the quiet environment and at night time. http://gerbangsejara ham. blogspot. com/2011/11/mengapa-jenayah-ragut-kian-meningkat. html http://5bestari-sivik. blogspot. com/2010/06/faktor-faktor-yang-menyebabkan-kes. html

Homeschool vs Public Schools Essay

Education has always been an important factor for many people in today’s society. For some being able to have a higher education is very important. There are two forms of general education homeschooling and public schools. Homeschooling is taught at home in an isolated place with a personal instructor. Students are requiring to study without the surrounding of other children. Public school are different children are able to connect and grow with others. This is the most general way students study. Both homeschooling and public school has its advantages and disadvantages such as relationships, achievements, and some risk of danger. One of the main differences between homeschooling and public schools is the daily environment. Difference between Homeschooling and Public Schools People have been homeschooling their children for many years. Some people believe that homeschooling is best choice to go. Homeschooling there are no distractions from other children, because students are studying at their own risk. This is no communicating face to face with friends. It causes less trust and little memories. Students do not have the advantage of going to prom and walking across the stage, with fellow classmate. In homeschooling student are not stable mentally. Many students need the advice that can help organize the values from teachers. A young adult needs the attention and require serious communication among instructors and followers. Students have a hard time with reality from advice, on what is required. This causes them to be more confused. While public schools offer students the chance to develop relationships. Friends are able to meet and create wonderful memorable times. They will be necessary existence towards each other. Therefore, teachers can counsel from personal experiences. It helps and intensifies fellowship. The disadvantages for Homeschooling  Academically homeschooling and public schools; both provide him or her with general education. Each of them has qualified and professional instructors to help with learning experience. Generally grade, awards and achievements are good significant points. Many things can distract homeschooling students from concentrating on home studies. With the technology of internet, face book, and video games can be a major distraction. People don’t realize how much time and energy are spending on the internet alone. The stress that it will have on family is homeschooling causes confusion. Parents have to prepare a lesson plan on every subject. This will be so that the parent is comfortable answering questions on different topic. A huge amount of work goes into teaching at home, but there is still question on how the lesson is represented. If the child is struggling to understand, it might cause a conflict between the parent and child. Disadvantages for Public Schools When we cosign children to public schools, we feel satisfied that they are receiving the right quality of education. Parents always like to know if they are getting their money worth. More importantly if their children are safe at a public school. Students have a chance to socialize with others young adults. Some students are getting bully every day in public schools. This can result in suicidal thoughts or depression, because of the high stress level. It leave parents with concern of did I make the right decision for my child. School environment are ways peers interact with one another and develop different attitudes. A homeschooling environment brings in a more a natural social environment. There is little long- standing knowledge among regular school goers, because most things are learnt for mainly exams. With children there is no correlation of fact with life. It can be why parents are more comfortable with homeschooling their children at home. Public Schools Public schools, despite all of their bad press, are still the most popular way to educate a child. Like most services consumers deal with in their daily lives, there are outstanding public schools and some that can receive a failing grade. Students attend school for the primary purpose of learning and that’s what any school should be judged on most heavily. Looking at the average of performance in some schools are very poorly, but comparing a public school to the other option isn’t entirely fair. Public schools are charged with educating all students in a class size of 25 or more students. However, public schools offer more than academic. Homeschooling doesn’t offer the same opportunities in the arts, athletics and other activities that students get in a public school. A study in Chicago found student who participate in the arts, achieve higher test scores then those who did not. Although these types of classes and activities are offer in private and homeschooling environments, they aren’t offered at the same level of many public schools. Homeschooling There is no doubt that researchers speaks very highly of homeschooling. Not only is it cheap compared to other education options, but the results are generally better. Most parents who homeschool spend less than $600 per year. In a public school parents are spending $10,000 way more in the public school systems. However parents who homeschool still pay a percentage of 10,000 expenses. Surprisingly, spending such a low amount on a child’s education produces impressive result. The averaged homeschool outperform student out preformed the average homeschool student the average public school students by roughly 30 percentile points. The largest drawback mention by opponents of homeschooling is that kids are lacking socialization once they enter college. Homeschoolers are no less socialized than other children. Just like public schools, the quality of the homeschooling experience depends on the drive of the drive and motivation of the teacher. It takes a discipline, motivated and intelligent person to homeschool his or her child.

Ethical and Professional Issues in Psychology Essay Example

Ethical and Professional Issues in Psychology Essay Example Ethical and Professional Issues in Psychology Essay Ethical and Professional Issues in Psychology Essay Taking a critical view of the qualifications required for administering psychotherapy: shedding light on why the yoga practice and Eastern philosophies are not considered therapies whereas humanism and positive psychology are accredited. Ethical and Professional Issues in Psychology 2/1 1/2014 Clatter-Suzanne sore (561993 (M)) Selene vela (390593 (M)) Emilie coupled (68225 (A)) Introduction Academically, an individual becomes a psychologist after completing a first degree in psychology, a masters program in a specific psychological field, and a further program set to acquire a work warranty as a professional. Furthermore, to be a psychologist, one must encompass 5 cardinal values (PAP, 2010). These values are beneficence and malefaction, fidelity and responsibility, integrity, Justice, respect for peoples rights and dignity (PAP, 2010). Once a psychologist adheres to the aforementioned academic achievements and ethical codes, they are authorized to engage in psychotherapeutic practice. The main focus of this paper will be to analyses the principle of humanism and positive psychology In relation to unaccredited Eastern philosophies and the yoga practice that have synonymous benefits to psychotherapy, but are delivered by different professionals/non-professionals. Initially the focus will be on humanistic psychology and positive psychology, followed by specific values of the humanistic theory in relation to the practice of psychotherapy. This will be followed by an analytic view point of mindfulness based therapies. In addition we will attempt to delve into aspects of how one can quantify the emotional benefit derived from the aforementioned practices, the scientific benefits of the yoga practice, and finally, consider the use of intuition in clinical practice and Eastern philosophy. Humanistic Psychology and Positive Psychology The main objective of humanistic psychology is to aid individuals in achieving the potential within the individual that is present at birth. This highlights and alms to develop dignity and self-worth of each individual, and thus promotes their authenticity (Ragman, 2008). In therapy It Is the clients perception that Is emphasized so that the therapist can fully conceptualize the clients subjective experience of their current Internal state (Corey, 2013). Furthermore, the psychologist that allows self-exploration even after the required therapy sessions have been employed (Corey, 2013). In the same way, positive psychology is a model which highlights the value of being hopeful, spiritual, wise, responsible and resilient in everyday life (Cone Teen, 2010). Positive psychology focuses on the adaptive, creative and intrinsic motivation in the lives of individuals. It is specified to address the optimal functioning of ordinary people and their everyday lives, highlighting their positive attributes not only within themselves but also within the community (Sheldon King, 2001). One of the main shortcomings of such an approach is that the psychologist is required to possess a certain degree of maturity along with life experience, extensive training and comprehensive knowledge of existentialism (Corey, 2013). Thus, one might argue whether the academic achievements achieved through the psychologists previous training are enough to validate the psychotherapeutic methods they offer. In Mascots self-actualization theory he produces a schema that the humanistic biology that makes up an individual is good or neutral. In Mascots hierarchy of needs, this humanistic biology is seen to derive its energy from deficiency needs and growth needs (Rickrack, 2008). The hierarchy starts with a base level of physiological needs, moving on to safety needs, belongingness and love needs, esteem needs and finally self-actualization and growth needs. According to Mascots humanistic approach people who are self- actualities are problem-centered, are interested in taking on projects that benefit others and tend to feel a greater sense of personal accomplishment. The character of self-actualities people is generally non-critical, detached from the dominant culture but they adhere to societys rules. Self-actualities people are able to understand heir own shortcomings and are willing to seek assistance or guidance when their personal inventory of knowledge is limited (Rickrack, 2008). If humanistic psychologists view the essentially most developed aspect of an individual to be based on a foundation of six steps that need to be achieved before reaching their full potential, one would argue on how it is possible to have nothing and really have everything. Examples of such a postulation are characters such as Mother Theresa. Thus, adopting a critical perspective, one can argue whether it is actually possible to measure self-actualization. If it not possible to measure self-actualization, then how is humanistic psychology different to eastern philosophy in terms of statistical validity? In the spectrum of therapies used in humanism, mindfulness based therapy is one of the accredited psychotherapeutic domains for psychological intervention. Mindfulness is the concept of being aware of your own cognitive and affective state of mind. Mindfulness allows one to be totally in the present moment, without passing judgment, and maintaining an earnest attitude to their current state and mental processes (Burks Kabobs,2012). When considering mindfulness based psychotherapy, and eastern meditation, the main difference is that mindfulness based psychotherapy can be quantified using MASS and other scales. The MASS measures the amount of instances in which individuals enter a mindful state (Brown Ryan,2003). After mindfulness based psychotherapy, the MASS : Mindful Attention Awareness Scale reveals that this intervention is associated with lower expression of neurotics, anxious and depressive feelings as well as negative affectively. In fulfillment, dignity and self-actualization. Furthermore, it also corresponded to higher autonomy, competency and relatedness; all of which constitute the basic tenets underlying self-determination theory (Brown Ryan, 2003). In addition, mindfulness also corresponds to Openness to experience as explained in the Big Five. However, since openness to experience is in itself indefinable, the validity of mindfulness being a part of the spectrum is open to interpretation (Costa McCrae, 1992; as cited in Brown Ryan, 2003). This means that the essential difference between a psychotherapist initiating mindfulness based psychotherapy and a practitioner of Eastern philosophy initiating meditation is that a psychotherapist has the tools for identifying and interpreting the resulting outcomes of the therapy. Mindfulness- based cognitive therapy (AMBIT) is an intervention derived from Kebab-Zions (1990) 8 week group treatment program aimed at reducing stress, and involves components of cognitive behavioral therapy. The objective of this therapy is for the treatment of depression and to increase awareness of personal and negative thoughts. The therapist assigns specific tasks which enable the client to apply skills learned in the hereby room into the external environment (Corey, 2013). Another mindfulness based approach emphasizes acceptance and commitment therapy (ACT) which focuses on increasing non-judgmental awareness and acceptance rather than attempting to alter the individuals cognitive state (Corey, 2013). Consequently, mindfulness highlights the importance of being in the present moment rather than formulating an ideology of self-judgment and criticism (Carson Longer, 2006). In light of this information, one may ask: how can we say that mindfulness based psychotherapy is better or different to meditation? Potential describes meditation as a mental saddens (practice) which leads one to a ashamed paranoia which means a transformation towards tranquility. Meditation is said to lead a person to a balanced state of mind, and to provide spiritual attainment through observation and reflection of oneself (lounger, 2002). An evident distinction in mindfulness based therapies and Buddhist meditation is that the cognitive states when entering the intervention are different and distinct, however the resulting post-meditative state results in the same cognitive mindful awareness (Carson Longer (1989); as cited in Carson Longer, 2006)). This means that both types of intervention are technically different but are essentially leading to the same, focused, therapeutic result. This raises questions as to why psychologists need to be accredited to initiate mindfulness based therapeutic interventions, whereas practitioners of Eastern philosophy are using similar interventions without being regulated. Scientific Evidence of the Benefits of Yoga Derived from Eastern philosophy, Yoga was perceived by Westerns as a path to self- realization. According to Potential, yoga is made up of action, self-discipline, self- duty, and surrender to the divine. The physical (practice) asana focuses on taps; the desire to remove impurities from the body, spirit, and mind. This practice over many years will bring intelligence, and a full, vibrant life (lounger, 2002). The maintenance of the yoga practice provides benefits such as changes in perspective, increased self-awareness, and a general sense of energize motivation to live a positive, fulfilling life (Woodward, 2011). More recently and with the basis of scientific inquiry, Yoga is believed to provide physical and mental health benefits. It has Kandahar Verbally, 2012). The yoga practices combats the physiological fight or flight response in the autonomic nervous system, and thus provides the individual with the tools for dealing effectively with stresses, in order to continue to explore a more balanced state of cognition (Woodward, 2011). The yoga practice has been found to improve psychophysiology in individuals, as well as improve memory, cognition, and general well-being in any individuals life (Albuquerque et al. 2012). It is interesting to note that the scientific evidence provides us with a new perspective on owe we can lead individuals to a state of overall well-being in their life. Thus, if yoga is a practice that can be practiced by anyone, in order to benefit their well-being, and psychology benefits the general well-being of individuals life, then one would ask how ethical it is that psychology is not readily offered to all people, and yet yoga studios and meditation centers are largely available and at only a fraction of the cost of psychotherapy. This being said, among the values of psychology and yoga, one notable distinction is that one who attends a psychotherapeutic session is protected y the law, and their confidentiality and anonymity is preserved throughout treatment. Other techniques derived from particular aspects of the yoga practice are loving-kindness meditation and compassion meditation. Loving-kindness meditation (ELK) is a clinical technique used to instill a sense of profound loving compassion in the client for all those that surround him/her throughout their life (Grossman, Hint Hofmann, 2011). Another technique used in line with ELK is compassion meditation (CM) which is meditation that centers on empathic feelings towards others who have been subject to misfortune in their lives. The result of the therapies together do not necessarily create a compassionate psyche, however, they present the individual with the tools to be curious of their own personal feelings, and cultivate compassion in moments of anger, thus preserving the individuals current state of peace, and not allowing external disturbances to affect the individuals state (Grossman, Hint Hofmann, 2011). This therapy, directly derived from Buddhist tradition allows an individual to cultivate feeling of gratitude and kindness towards oneself, and eventually understanding that these feelings are universal in all human nines, and thus the kindness and compassion is shared with others (Grossman, Hint Hofmann, 2011). Scientific evidence proves that the techniques of ELK and CM are effective interventions when clients are exposed to interpersonal issues, depression, anxiety, problems in their marriage, problems with anger management, and issues relating to the stresses of carving (Grossman, Hint Hofmann, 2011). Considering he physical and emotional benefits of the yoga practice in mind, a grey area arises within the construct of the ethical code for psychologists due to the act that not all psychologists may be informed of the benefits of this practice, and thus may not use these therapies to intervene when these therapies could be the most effective in the situation. This raises issues to whether a clinical practitioner can really be 100% ethical in their practice and choice of treatment. Intuition In clinics, professional psychologists are known to make use of intuitive processing of clinician uses this approach to direct therapeutic intervention and to form cognitions on the clients current situation. Intuition itself can be described as a process of ensign or attaining information from the external environment in order to make an informed decision or postulation about the internal current or future states that will develop within the client. Predisposing factors in the personality of the clinician will lead to a definite bias in the perception of pattern of observed behavior or cognition in clients, which leads to an intuitive Judgment (Welling, 2005). The four main phases of intuitive processing are detection phase (inception of a feeling) (Erik, 1948; as cited in Welling, 2005), dichotomy awareness phase (awareness of feeling), related object hash (cognitive postulation with an unclear emotional state) and metaphorical solution phase (concrete evaluation of emotional processing). When one analyses the intuitive processing that occurs within psychologists one can conclude that the manner in which an intuitive Judgment is formed cannot be quantified and thus cannot be scientifically proven. This lack of empirical evidence raises ethical concerns about whether a clinical psychologist is any better to a practitioner of Eastern philosophy who uses intuition based techniques throughout their practice. This Ewing said, clinicians need to be aware of any ethical dilemmas that may occur within client interactions in order to protect the well-being of their clients. A main issue of concern is that wrong intuitive Judgment can lead to unnecessary treatment processes. Conclusion When one looks at the many different psychological therapies that are based on derivatives of eastern philosophy, one is subject to question how we can devastate eastern philosophy as something that is not scientific and does not feature in a psychotherapeutic setting. It is interesting to note that from such an analytic view mint, it becomes increasingly aware of the possibility of viewing both psychology and eastern philosophy from scientific and unscientific, unaccredited stand points. This postulating raises significant dilemmas in the practice of psychology, as the practitioner needs to always keep informed and analyses their actions carefully in order to conform to ethical codes of conduct and not range into the unscientific aspects of psychology. Essentially, we can conclude that the use of psychotherapeutic methods and their benefits can be perceived and adapted to different cultures, and ore importantly, to individual needs. Thus, it is the prerogative of a qualified psychologist to integrate their academic knowledge, comply with ethical codes, and apply the most effective therapies for the context and always keep the clients best interest as the foundation for the therapeutic process.