The Most Effective Treatment For Anxiety Disorders Essays

The Most Effective Treatment For Anxiety Disorders Anxiety disorders are becoming a widespread epidemic in America. Each year we spend more than $46 billion dollars, nearly one third of our total mental health bill, treating the almost 20 million Americans affected by anxiety disorders. With these staggering numbers, it is no surprise that researchers and experts are examining many different forms of treatment in order to find more and better ways to diagnose and treat these debilitating disorders. The American Psychiatric Association states that no single situation or condition causes anxiety disorders. Rather, physical and environmental triggers may combine to create a particular anxiety illness. Psychoanalytic theory suggests that anxiety stems from unconscious conflicts that arose from discomfort during infancy or childhood. For example, a person may carry the unconscious conflict of sexual feelings toward the parent of the opposite sex. Or the person may have developed problems from experiencing an illness, fright or other emotionally laden event as a child. By this theory, anxiety can be resolved by identifying and resolving the unconscious conflict. The symptoms that symbolize the conflict would then disappear. Learning theory says that anxiety is a learned behavior that can be unlearned. People who feel uncomfortable in a given situation or near a certain object will begin to avoid it. However, such avoidance can limit a patient's ability to live a normal life. More recently, research has indicated that biochemical imbalances can be factors. Many scientists say all thoughts and feelings result from complex electrochemical interactions in the central nervous system. Moreover, some studies indicate that infusions of certain biochemicals can cause a panic attack in some people. According to this theory, treatment of anxiety should correct these biochemical imbalances. Although medications first come to mind with this theory, remember that studies have found biochemical changes can occur as a result of emotional, psychological or behavioral changes. No doubt each of these theories is true to some extent. A person may develop or inherit a biological susceptibility to anxiety disorders. Events in childhood may lead to certain fears that, over time, develop into a full-blown anxiety disorder. Dr. Rolland Bailey, D.O. states in a recent interview, "A variety of factors have been identified as possible causes of persistent anxiety. There is evidence it may be due to an imbalance of a chemical called serotonin n the brain. In people with anxiety disorders, it has been suggested that there is an excess of serotonin. Other chemicals may also be responsible for causing anxiety. Persistent anxiety has also been shown to run in families, indicating a possible hereditary influence. Stressful events may also be causes or triggers of anxiety. According to the National Alliance for the Mentally Ill several factors seem to contribute to the development of an anxiety disorder. Much new research suggests that these disorders both run in families and are the result of one's brain chemistry. Certain life experiences and one's general personality are also thought to influence the likelihood of having an anxiety disorder. As indicated by James Herbert, Ph.D. Program Director and Associate Professor of Psychology at Hahnemann University that while no one knows for certain what causes social phobia, the scientific research suggests that both biological and environmental factors are probably involved. People with social phobia have also been shown to have certain biases in their thinking. For example, they often exaggerate the risks and dangers of certain social situations. The treatment options are as varied as the number of professionals treating these disorders. The problem with treatment options for social anxiety disorders is that, unlike some other psychological problems, social anxiety is not well understood by the general public or by medical and mental health care professionals, such as doctors, psychiatrists, psychologists, therapists, social workers, and counselors. In fact, people with social anxiety are misdiagnosed almost 90% of the time. People with social phobia are often labeled as schizophrenic, manic-depressive, clinically depressed, panic disordered, and personality disordered, among other damaging misdiagnoses. Social anxiety disorders, like other mental illnesses, reflect dysfunction within the brain, according to Dr. Steven Hyman, "we are beginning to understand the specific circuits in the brain that underlie the different illnesses" (1). Most people experience feeling of anxiety before an important event, so what separates these

St. Johns, Capital of Newfoundland and Labrador

St. John's, Capital of Newfoundland and Labrador St. Johns, the capital city of the province of Newfoundland and Labrador, is Canadas oldest city. The first visitors from Europe arrived at the start of the 1500s and it grew as a prominent location for fisheries for the French, Spanish, Basques, Portuguese and English. Britain became the dominant European power in St. Johns by the end of the 1500s, and the first permanent British settlers put down roots in the 1600s, around the same time that the first English settlements occurred in what is now Massachusetts in the U.S. Near the harbor is Water Street, which St. Johns claims is the oldest street in North America. The city shows its Old World charm in winding, hilly streets lined with colorful buildings and row houses. St. Johns sits on a deepwater harbor connected by the Narrows, a long inlet, to the Atlantic Ocean. Seat of Government In 1832, St. Johns became the seat of government of Newfoundland, an English colony at the  time,  when Newfoundland was granted a colonial legislature by Britain. St. Johns became the capital city of the province of Newfoundland when Newfoundland joined  Canadian Confederation  in 1949.   St. John covers 446.06 square  kilometers or 172.22 square  miles. Its population as of the 2011 Canadian census was 196,966, making it Canadas 20th largest city and the second largest in Atlantic Canada; Halifax, Nova Scotia is the largest.   The population of Newfoundland and Labrador was 528,448 as of 2016. The local economy, depressed by the collapse of the cod fishery in the early 1990s, has been brought back to prosperity with  petrodollars  from off-shore oil projects.   St. Johns Climate Despite the fact that St. Johns is in Canada, a relatively cold country, the city has a moderate climate. Winters are relatively mild and the summers cool. However, Environment Canada rates St. Johns more extreme in other aspects of its weather: Its the foggiest and windiest Canadian city, and it has the greatest number of days of  freezing rain  per year. Winter temperatures in St. Johns average around -1 degree Celsius, or 30 degrees Fahrenheit, while summer days have an average temperature around 20 degrees Celsius, or 68 degrees Fahrenheit. Attractions This easternmost city in North America   situated on the east side of the Avalon Peninsula in southeast Newfoundland is home to several interesting attractions. Of special note is Signal Hill, the site of the first transatlantic wireless communication in 1901 at Cabot Tower, which is named for John Cabot, who discovered Newfoundland. The Memorial University of Newfoundland Botanical Garden in St. Johns is a designated All-American Selections Garden, with beds of award-winning plants bred in the U.S. The garden offers visitors beautiful viewing, with more than 2,500 plant varieties. It has a superb collection of rhododendrons, with 250 types, and nearly 100 hosta cultivars. Its alpine collection displays plants from mountain ranges around the world. Cape Spear Lighthouse is where the sun first comes up in North America- it sits on a cliff jutting out into the Atlantic on the easternmost point on the continent. It was built in 1836 and is the oldest lighthouse in existence in Newfoundland. Go there at dawn so you can say you saw the sun before anyone else in North America, a true bucket list item.

Minimum wage Article Example | Topics and Well Written Essays - 750 words

Minimum wage - Article Example If the growth in minimum wages had been at par with the growth in average Wages, minimum wages in America would have been $10.50 today. Moreover, if they had been concurrent with ‘productivity,’ then the minimum wages should have been $18.75 and if it had grown at the same rate as the upper 1% wage paid to workers, the minimum wage would have been $28 per hour today. (Cooper and Hall) There are many returns associated with increasing the minimum wages. Firstly, contrary to many who believe that increasing minimum wages creates unemployment in the economy, it actually creates more employment. Secondly, an increase in minimum wages would give more money in the hands of the workers, which would mean extra spending in the economy. According to the economic analysis done by Cooper & Hall (2013), they say that a â€Å"$115,000 increase in economic activity results in the creation of one new full-time-equivalent job in the current economy.† (Cooper and Hall). Considering this analysis, they conclude that an increase in minimum wage from the current levels to $10.10 an hour would result in extra employment opportunities of about 140,000 new workers. However, Jacob Mincer (1974) believed that there was no real evidence to suggest that an increase in minimum wages would lead to unemployment or create employment. (Mincer). Currently, for each job opportunity in the US, there is an unemployment of approximately 3.4 (Shierholz cited by Cooper and Hall). This is because the employers do not have to offer the adequate wages to employ a worker, nor do they have to increase wages to retain the worker. Cooper and Hall quote American Enterprise Institute scholar Desmond Lachman, a former managing director at Salomon Smith Barney, as told to The New York Times, â€Å"Corporations are taking huge advantage of the slack in the labour market—they are in a very strong position and workers are in a very weak position.

Rationale and Teaching Episode Assignment Example | Topics and Well Written Essays - 1250 words

Rationale and Teaching Episode - Assignment Example These cultural differences and preferences affect effective curriculum implementation in Australia. Curriculum is able to mobilize understanding of culture in Australian Society through various ways which are practical in nature. This is because it is able to instill good schooling system standards in an effort to impart knowledge to the Australian Indigenous population (Phillips & Lampert, 2005).Since some cultures are associated with bad habits or practices that does promote crime rate. For instance, alcohol is known to be a common antecedent to offending among the Indigenous Australians. This indicates that it is a factor contributing to the high crime rate of all the indigenous Australian people. The crime culture has led to the establishment of committee whose role amongst others include having initiatives on ways of diverting any cultural practice that promotes crime in one way or the other. The drop in crime and certain cultural practices enables good environment for promoting education standards. Curriculum specialist provides the avenue for promoting education system even to the Indigenous Australians. For instance, it is quoted that every indigenous young people with self education support fund is to be assisted. This is by promoting their participation which then enables their retention in the education system (Phillips & Lampert, 2005). ... At this point there is across culture mix. The system of education must support this in order to strengthen the population. Teachers have a daunting tusk in playing a crucial role to ensure that existing curriculum system is implemented effectively across the divide (Phillips & Lampert, 2005). In identification of multicultural classroom setting, the international students, indigenous Australian and non indigenous Australians come together irrespective of the cultural differences among them. The teacher must have a definite approach to the scenario in away of implementing the curriculum effectively (Clancy, 2004). In this case, there are several individual differences some of which includes personal interest, gender, nationality, hobbies among others. Curriculum enhances cultural understanding and confirms that the presence of unique identities within several families from different communities which contributes to the greater concept of being Australian .All these need to be integra ted in the cultural teaching (Clancy, 2004). Make up of classes should promote social cohesion plus cultural diversification of various communities. Emphasis on cultural diversity should also exist in monoculture classes just as it exists in multicultural classroom setting. There should also be an emphasis on the Australian identity. When the name of the greater nation is shared among different personalities, this enhances unity and promotes social understanding of people of different cultures (Bell, 1998). In the school setting, the most appropriate thing to be done is to expand students’ knowledge on their identity. The students should also be urged to develop tolerance and understanding amongst themselves and

Case study Pedophile Housing Research Paper Example | Topics and Well Written Essays - 1750 words

Case study Pedophile Housing - Research Paper Example However, some argue that the offender's civil liberties are being violated in conjunction with these laws. In regard to Ms. Abaca's decision to change the current legislation she must consider the different types of offenders. The federal government requires the federal registration of all sexual offenders to register under the Sex Offender Registration and Notification Act. However, sexual offenders can be further classified by their crimes. All sexual offenders have committed a violation of the victim's privacy. However, this violation can differ based upon classification. Presently differentiations divide sexual crimes into two categories. According to the United States Department of Justice (2008), "(i) any type or degree of genital, oral or anal penetration , or (ii) any sexual touching of or contact with a person's body either directly or through clothing" (6). However, there are strong differentiations between the two categories. Penetration of the victim's body is a serious violation of both the victim's civil liberties and personal space. In comparison category two as defined by the federal government is a broad category. These differentiations raise ethical questions if offenders that do not penetrate the victim should be required to register with both the federal and state sex offender registries as this maybe construed as a violation of the offenders civil liberties. The age of the victim plays an important role in sentencing the offender. Aggravated factors include imprisonment, kidnapping, making videos, prostitution of minors, possession/distribution of child pornography and any type of sexual violations that involve a minor. Currently sexual offenders cannot live within a specific distance of schools, churches, daycare centers, park and community centers. In certain states sexual offenders are not allowed to work within a specific mileage of these places. However, one can argue that this is not just to have broad rules and restrictions placed upon all offenders. Sexual offenders that do not have aggravated circumstances (which include the involvement of a minor) are classified into the broad classification of rules applied to sexual offenders. Like other offenders these offenders that have not committed sexual offenses against minors and do not have aggravated circumstances are not able to reside or work within a certain distance of places t hat involve children. These circumstances are unjust to these offenders as these limitations do not allow for the offender to pursue life in many different aspects. To further complicate the differentiations among sexual offenders, individuals over the age of 18 can be prosecuted for having sexual interactions with individual's fewer than 18. Although, this may appear to be a valid and important point there are instances in which this categorization can be unethical. For example, is it ethical to prosecute an 18 year old senior in high school that has had sexual interactions with his sixteen year old sophomore girlfriend In these cases, should the individual be forced to register as a sex offender for the rest of his life Instead of focusing on ethics these cases often slip through the system and are meant to be exemplary. According to Students Against Destructive Decisions (2007), "Currently 46.8% of all high school students report they have had sexual intercourse." With regard to these statistics one must wonder if it is fair to punish as eighteen year old senior that is having sexual

The concept of leadership in US and japan

The concept of leadership in US and japan Introduction United States and Japan are two giant economic powers in the pacific region. Each country has developed their own management and leadership practice that is suitable for their culture. Gupta, Hanges Dorfman (2002) found that United States is clustered in the same group as Australia, New Zealand and England in the Anglo Culture while Japan is in the same group as Korea, China and Taiwan in the Confucian Asia. The argument is that the nations in the same cluster have more closely related culture than the other cluster. Despite the cultural differences there is one significant aspect where United States and Japan are similar; both countries embrace the capitalism ideology. However Ralson, Holt, Terpstra Cheng (2008) suggest that the Japanese interpretation of capitalist idea is not identical to their US counterpart. That is one reason why Japan can still preserve their culture regardless the westernization enforced by globalization. Leadership is one of the areas where the Japanese is still different compared to United States. Due to long economic and political relation between Japan and United States, it can be argued that there are some exchanges of values and belief. Which raise the question whether the leadership across the different culture is different in its entirety or have similarities? This essay is aimed to compare and contrast the western approach to leadership represented by United States and the eastern approach to leadership represented by Japan by using Hofstedes five dimension of culture as the factor of comparison. The essay will first explain the culture and its dimensions and then followed by the detailed description of each dimension by comparing both United States and Japan in each section. After that the suggested leadership style based on path-goal theory and rewarding system will be provided for each country on the framework of five culture dimension. Also the issue where leadership transcends the cultural boundaries which is possessed by transformational leaders will be discussed and to be concluded in the end. However it is important to note that the culture dimension of Hofstede is only a general perspective of a countrys culture. Cultural dimension Luthans and Doh (2009) define culture as a system that is integrated into the society where the accumulated experience of behavior and characteristics of the members is the foundation. Therefore the culture affects legal system, education, economic system, management practice and leadership style and perception. Some culture requires a leader to be democratic, where in other culture an autocratic leadership style is more appropriate (Hartog, House, Hanges Ruiz-Quintanilla, 1999). That is why it is important to understand the similarities and differences across culture, especially the Japanese and United States to compare and contrast both nation approaches to leadership. To compare the leadership of United States and Japanese culture the model that will be used is Hofstedes (1980, 2001) cultural dimension which consist of power distance, uncertainty avoidance, individualism collectivism, masculinity femininity, and future orientation. Even though there has been much criticism for the generalization of a nations culture and its inability to represent the cultural differences within each country (Siyakumar Nakata, 2001), this model still can be used to compare the differences of leadership in United States and Japanese culture because the behavior and characteristics of leaders in one country is relatively the same compared to the other regardless. Power distance The concept of leadership is closely related to the power distance between the leaders and their followers. This is because the role of a leader is related to power, influence and status in the society or in organization (Lord Maher, 1991 as cited in Hartog et al., 1999). Power distance itself is the degree of acceptance from the society of the power and authority distribution in organizations and institutions, defined by Hofstede (1980, 2001). Power distance and decision making process and authority are related together in inversely manner (Schuler Rogoysky, 1998). United States is regarded as a country with low power distance in the culture dimension. Therefore the decision making and responsibility is more likely to be more directed from the leaders. On the counterpart the Japanese decision making process is unique where the process has to go through peer consultation before it is approved. This is also related to the responsibility of leaders in each country. Glinow, Huo and Lowe (1999) assert that pursuing goals and degree of responsibility varies depends on the degree of leaders authoritarianism. Individualist Collectivist This dimension is defined as a degree of framework where society is closely related to their group or not (Hofstede, 1980, 2001). In individualist countries where people are more concerned about their own interest and needs, leaders tend to take credit of their success. Compared to the countries where collectivism is more valued the credit of success goes to the group. This is similar to the argument of Yan and Hunts (2005) argument where: â€Å"Individualistic cultures, such as the U.S., where leaders often take credit for their organizations success, inference-based perceptions dominate. However, in collective cultures, such as Japan, where self-effacement is valued, leaders often keep a low profile when their organizations succeed, and recognition-based perceptions dominate†. Lack of insensitivity towards the culture which ignores the expected behavior, value and assumptions can put leaders at stake, especially leaders that expatriate to another country where the cultural dimension is different. This dimension is well affected by the socioeconomic development of a country and also its democratization which increase the independent thought and action, concern of others, acceptance to change, self indulgence and pleasure and decrease the conformity, tradition and security (Schwarz Sagie, 2000). Masculinity Femininity The values that is dominant in masculine societies are the materialistic objectives, not caring for others and assertiveness while feminine society have different values such as quality of life, social relationship and caring for others (Hofstede, 2001). Again the U.S and Japan is in the opposite side of this dimension. Leadership in U.S does not tolerate poor performance in the organization while its counterpart the Japanese allow poor performance if the subordinate is to learn from the mistakes. This dimension is also linked explicitly with the gender differences. In the research conducted by Wu Minor (1997) comparing female managers in United States Japan and Taiwan they found out those female managers in United States tend to be more practical and aggressive compared to their counterpart in Japan and Taiwan. Even though there are significant differences in leadership of female managers in United States and Japan, it seems that in both countries leadership role is dominated by male compared to female, despite both nation acceptance of equality in gender. Uncertainty avoidance Uncertainty avoidance is defined as the degree to which certain culture willing to take or reject the risk associated with the decision (Hofstede, 1980, 2001). In relation to leadership this dimension does not explain directly how a leader in certain culture, rather it explain on one of the aspect of leaders criteria based on their loyalty to the organization. Glinow et al. (1999) suggest that in a country where the uncertainty avoidance is high loyalty is significant factor and leaders is perceived as giving a behavioral model for their subordinate, however in the countries where uncertainty avoidance is low this is not a factor. For instance Japanese workers which is categorized in culture with high uncertainty avoidance values their job highly and most likely to be the important part of their personal life, especially if they work in large corporation (Ouchi Jaeger, 1978). This phenomenon will not be found in United States where the uncertainty avoidance is low. The system in most western countries is based on a person achievement. One can be a leader as long as they have sufficient ability and capability to regardless the period of working in the company. Future orientation The final culture dimension added by Hofstede (2001) and it is simply state that certain countrys cultural orientation is on the long term while other is short term. Japan is one of the countries that are categorized in the long term. As pointed out by Alston (1989) that the Japanese leaders evaluate the activities in term on the long term development of organization. This is in congruence with their high loyalty to organization. On the other hand the United States is mostly oriented to the short term because of their achievement based value. United States Leadership United States has been the subject in this essay as the country that highly represents the low context culture. The culture has the characteristics of low power distance, high individualistic, masculine, low uncertainty avoidance and short term oriented in the cultural dimension. Therefore it is more suitable for United States leaders to use participative, supportive leadership and implement the reward and punishment (Dorfman, Hibino, Lee, Tate Bautista, 1997). Participative leadership can be used because the fact that United States is a country with high individualistic and also strongly hold to democratic system. However it is not the case for directive leadership because most workers in United States are highly educated with skills and experience (Kerr Jermier, 1978). Supportive leadership is also acceptable due to moderate to strong relationship of leaders and followers (Indvik, 1986 cited in Dorfman, et al., 1997).Due to the materialistic nature of United States culture the reward and punishment system is effective. According McClelland Boyatzis (1982) high individualism and high achievement is also factors leveraging the effectiveness of reward and punishment in United States. Thus leaders in this country should use these different leadership styles depending on the demand of situations to effectively lead the people in the organization. Japanese Leadership Japanese is regarded as a country with high power distance, moderately collectivist, more feminine, low uncertainty avoidance and long term orientated. Arguably, external pressure arising from the expansion of globalization will eventually force Japanese to converge towards the western values and norms that are deemed to be global and standardized (Frenkel, 1994 as cited in Dalton Benson, 2002). Ornatowski (1998) also concurred to the notion of forces of globalization of creating one world market will lead to standardization of management practice across the globe including ending Japanese-style Leadership. However, Dalton Benson (2002) observed although Japanese firms are undergoing transformational phase of â€Å"westernize† management practices, the effort fall short as constraints exist by strong employment security enforced and supported by legal framework, traditional management values, government policy and advocating position from enterprise union prevail. Therefore Japanese leaders, directive, supportive, rewarding system is more appropriate (Dorfman, et al., 1997). Directive and supportive leadership style is acceptable because of the Japanese has their own mentor relationship system â€Å"sempai-kohai† which can not be found in United States. This relationship system can increase the personal bond between leaders and followers (Chen, 1995 as cited in Dorfman, et al., 1997). The participative leadership style is not acceptable because the power distance of leaders and followers in Japan is relatively high. And because of the cultural value and the loyalty to the company, rewarding can have more influence rather than punishing system. Transformational Leadership Transformational leaders have several attributes that are universally seen as contributing to outstanding leadership (Hartog et al., 1999). Luthans Doh (2009) suggest that those attributes can be characterized into four interrelated factors: idealized influence, Inspirational Motivation, Intellectual stimulation and Individualized consideration. Transformational leaders are the source of charisma and they increase the confidence, loyalty or followers by providing vision that the later accept. The effectiveness of leaders charisma is follower dependent especially if there was a significant change or crisis preceding (Northouse, 2001 as cited in Reave, 2005). Moreover Yukl (1998) as cited in Hartog et al. (1999) stressed that there is a negative consequences for followers to follow the leader if they have low self esteem. Nevertheless this factor of transformational leadership is accepted across culture. Transformational leaders are also extremely effective in articulating their vision and providing sense of purpose to the followers to idealize their influence. There are certain ways to communicate a vision leaders vision the followers such as soft spoken manner of Ghandi and bold manner of J.F. Kennedy (Hartog et al., 1999). These leaders have the capacity to stimulate their followers mind in challenging the old paradigm and accept new one in order to bring change and fulfill the vision. This can also mean that followers in organization are empowered by leaders to be more creative and by doing so bring more value to organization itself and being closer to the desired vision (Fry, 2003). Lastly the leaders that are categorized as transformational leaders are able to recognize the needs of their followers and fulfill those needs by their individualized consideration. This will enhance the trust and loyalty of their followers. High loyalty of followers can realize the achievement or vision and mission in more effective manner which is build by trust between leaders and their followers. This trust is one of the most important variables in leadership (Yukl, 2006 as cited in Jung, Yammarino Lee, 2009). Conclusions Firstly it can be concluded that despite Japan and United States have the same ideology of capitalism, the cultural value of each country have a very significant impact on the Japanese and United States Leadership style. Though the cultural dimension is treated one by one in contrasting Japan and United states, it is also true that those five dimensions can simultaneously affect the value and belief that is important for both leaders and followers (Offermann Hellmann, 1997). And congruence in value and belief with the culture increase the effectiveness and acceptance of the contingency theory (House Aditya, 1997).Secondly there are some aspects of leadership that is acceptable across the cultural differences. For instance the Transformational leadership mentioned earlier. That is affected not only by leaders but also the followers are important factor to consider. These findings can be used by leaders and managers in organization, especially when they are faced with situation to lead people from different cultural background. It is also not limited only in organizational level but also for personal understanding to better learn and develop their leadership quality. References Alston, J. P. (1989). Wa, Guanxi, and Inhwa: managerial principles in Japan, China and Korea. Business Horizons, 32(2), 26-31. Dalton, N. Benson, J. (2002). Innovation and change in Japanese Human Resource Management. Asia Pacific Journal of Human Resources, 40, 345-362. Dorfman, P. W., Hibino, S., Lee, J. K., Tate, U. Bautista, A. (1997). Leadership in Western and Asian countries: Commonalities and differences in effective leadership process across cultures. Leadership Quarterly, 8(3), 233-274. Fry, L. W. (2003). Toward a theory of spiritual leadership. Leadership Quarterly, 14, 693-727. Glinow, M. A. V., Huo, Y. P. Lowe, K. (1999). Leadership across the Pacific Ocean: a trinational comparison. International Business Review, 8, 1-15. Gupta, V., Hanges, P. J. Dorfman, P. (2002). Cultural clusters: methodology and findings. Journal of World Business, 37, 11-15. Hartog, D. N. D., House, R. J., Hanges, P. J., Ruiz-Quintanilla S. A. (1999). Culture specific and crossculturally generalizable implicit leadership theories: are attributes of charismatic/transformational leadership universally endorsed?. Leadership Quarterly. 10(2), 219-256. Hofstede, G. (1980). Cultures consequences: International differences in work-related alues (Abridged ed.). Newbury Park, CA: Sage. Hofstede, G. (2001). Cultures consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Newbury Park, CA: Sage. House, R. J., Aditya, R. N. (1997). The social scientific study of leadership: Quo Vadis? Journal of Management, 23, 409-474. Jung, D., Yammarino, F. J. Lee, J. K. (2009). Moderating role of subordinates attitudes on transformational leadership and effectiveness: A multi-cultural and multi-level perspective. Leadership Quarterly, 20, 586-603. Kerr, S., Jermier, J. (1978). Substitutes for leadership: Their meaning and measurement. Organizational Behavior and Human Performance, 22, 374-403. Luthans, F. Doh, J. (2009) International Management: Culture, Strategy and Behavior (7th ed.). Boston: McGraw-Hill Irwin. McClelland, D., Boyatzis, R.E. (1982). Leadership motive pattern and long term success in management. Journal of Applied Psychology, 67(6), 737-743. Offermann, L. R., Hellmann, P. S. (1997). Cultures consequences for leadership behavior: National values in action. Journal of Cross-Cultural Psychology, 28(3), 342-351. Ornatowski, G. (1998). The end of Japanese-style human resource management. Sloan Management Review. 39(3). 73-84. Ouchi, W. G., Jaeger, A. M. (1978). Type Z organization: stability in the midst of mobility. Academy of Management Review, 3, 308-311. Ralston, D. A., Holt, D. H., Terpstra, R. H. Cheng, Y. K. (2008). The impact of national culture and economic ideology on managerial work values: a study of the United States, Russia, Japan and China. Journal of International Business Studies. 39, 8-26. Reave, L. (2005). Spiritual values and practices related to leadership effectiveness. Leadership Quarterly, 16, 655-687. Schuler, R. S., Rogovsky, N. (1998). Understanding compensation practice variations across firms: The impact of national culture. Journal of International Business Studies, 29, 159-177. Schwartz, S. H., Sagie, G. (2000). Value consensus and importance: A cross-national study. Journal of International Business Studies, 14(2), 61-74. Sivakumar, K., Nakata, C. (2001). The stampede toward Hofstedes framework: Avoiding the sample design pit in cross-cultural research. Journal of International Business Studies, 32, 555-574. Wu, W. Minor, M. S. (1997). Role Perceptions, Personal Traits, Lifestyles and Leadership: an Empirical Study of American, Japanese, and Taiwanese Female Managers. International Business Review. 6 (1). 19-34.

Psychoanalytic Approach to Little Red Riding Hood Essay -- Little Red

Psychoanalytic Approach to Little Red Riding Hood Although there are numerous approaches employed in understanding literature, the psychoanalytic interpretation most significantly attempts to utilize the symbolic mysteries of a work. In exclusive contrast to the formal approach, which focuses entirely on the wording, the fascinating aspect of the psychoanalytic investigation is that it searches for a purpose beyond that which is strictly in the text. By insinuating the existence of innate and hidden motives, it allows for a broad range of abstract and creative possibilities. When applied to Perrault's, "Little Red Riding Hood," it appropriately suggests evidence toward underlying sexual motivations and tensions. Additionally, this analysis unfolds a constant interplay between forces of the human psyche. Sigmund Freud pioneered the introduction of the psychoanalytical concepts behind his principle theory that all human behavior is primarily motivated by sexuality. Throughout Perrault's version of "Little Red Riding Hood," veiled sexual implications are in abundance. In fact, the moral suggests that the entire purpose of the story is to caution against the "smooth-tongued†¦dangerous beasts" which like to rob young ladies of their innocence. Likewise, the hungry wolf does not simply eat the grandmother. Instead, Perrault distinctly portrays that before consumption, "he threw himself on the good woman." And furthermore, before digesting the young girl, he invites her into bed. At which point, she "took off her clothes and went to lie down in the bed." After she thoroughly inspects and comments on nearly every aspect of the wolf's "big" body parts, the wolf then "threw himself upon Little Red Riding Hood" to consume ... ...l, she then goes into the woods to encounter the id. There she disobeys her mother's instructions, and becomes "the poor child." In the moral, these "pretty, nicely brought-up young ladies" turn "foolish" upon talking to strangers. As "elegant" as they were once considered, it is a child's own fault if she leans to far to the irrational id. Furthermore, Freud dramatically insinuates that this struggle can only end in death, which is the exact fate of Little Red Riding Hood. Despite the fact that the psychoanalytic approach is the most controversial interpretation of literature, it proves to be utterly intriguing. In stories such as this, the sexual undertones are clearly evident, and thus substantiate the intricacies behind the approach. Perhaps it is a bit untraditional. However, this investigation remains both thought provoking and brilliantly compelling.

Abnormality and Normality

Concepts of normality and abnormality The presence of a mental disorder may be considered a deviation from mental health norms and hence the study of mental disorders is often known as abnormal psychology Normal† and â€Å"abnormal,† as applied to human behavior, are relative terms. Many people use these classifications subjectively and carelessly, often in a judgmental manner, to suggest good or bad behavior. As defined in the dictionary, their accurate use would seem easy enough: normal–conforming to a typical pattern; abnormal-deviating from a norm.The trouble lies in the word norm. Whose norm? For what age person? At what period of history ? In which culture ? The definition of the word abnormal is simple enough but applying this to psychology poses a complex problem: what is normal? Whose norm? For what age? For what culture? The concept of abnormality is imprecise and difficult to define. Examples of abnormality can take many different forms and involve diff erent features, so that, what at first sight seem quite reasonable definitions, turns out to be quite problematical.There are several different ways in which it is possible to define ‘abnormal’ as opposed to our ideas of what is ‘normal’ 1. Deviation from statistical norms One way is the statistical approach which is based on the premise that abnormal behaviour is statistically rare. In some cases it is possible to gather data in a numeric form and derive a mean average value. We can then say that the majority of values which are nearest to the mean are â€Å"normal†, and the minority of values farthest from the mean are â€Å"abnormal†.For example, if the average height of a set of people is five foot eight, with most values falling in the range four feet to six foot six, then a height of less than three foot or more than eight foot would or probably be considered â€Å"abnormal†. As another example, anxiety can be assessed using Spiel berger’s State-Trait Anxiety Inventory. The mean score for trait anxiety is 40 and people who achieve over 55 are seen as statistically rare as only 1 in 50 score that high. Therefore those with high scores are seen as deviant from the greater majority of the population.Evaluation The statistical approach helps to address what is meant by normal in a statistical context. It helps us make cut – off points in terms of diagnosis but it still does not helps us define the term. There are many people who have high levels of anxiety, but would still not be categorised as clinically abnormal — it is also equally true that people with very low scores on the anxiety scale are also statistically abnormal! The decision of where to start the â€Å"abnormal† classification is arbitrary.Who decides what is statistically rare and how do they decide ? For example, if an IQ of 70 is the cut-off point, how can we justify saying someone with 69 is abnormal, and someone with 70 normal ? An important consideration of statistically â€Å"abnormal† values is that â€Å"abnormal† doesn't tell us about the desirability of the deviation. For example, obesity is a statistically normal but not associated with healthy or desirable. Conversely high IQ is statistically abnormal, but may well be regarded as highly desirable

A Profile of Supreme Court Chief Justice John Roberts

A Profile of Supreme Court Chief Justice John Roberts John Roberts is the current Chief Justice of the Supreme Court and a George W. Bush appointee. He controversially cast the deciding vote upholding Obamacare. Conservative Credentials: Just after passing the bar exam, a young John Glover Roberts went to work clerking for Chief Justice William H. Rehnquest, a position any aspiring Chief Justice likely would covet. Roberts then went to work for US Attorney General William French during the Reagan administration. Both as an attorney, and as a judge on the US Circuit Court or US Supreme Court, Roberts has reflected his conservative, traditional principles in his rulings. Roberts doesnt make many speeches or write many articles. He prefers to speak through his court opinions. Early Life: Chief Justice John G. Roberts, Jr. was born in Buffalo, NY on Jan. 27, 1955 to John G. Jack, Sr. and Rosemary Podrasky Roberts. His father was an electrical engineer and executive for Bethlehem Steel in Johnstown, Pa. Roberts was brought up by his parents as a Roman Catholic. His penetrating intellect manifested itself as early as elementary school. In the fourth grade, he and his family moved to Long Beach, Ind., where he attended private schools. Despite his intelligence, he was a natural leader and was named captain of his high school football team even though he wasnt its most athletic member. Formative Years: Roberts originally intended to be a history professor, and chose Harvard over Amherst during his senior year in high school. Perhaps because of his Catholic upbringing, Roberts was identified early by liberal classmates and teachers as a conservative, although outwardly he expressed no particularly profound interest in politics. After graduating Harvard College in 1976, he entered Harvard Law School and was well known for not only his intelligence, but his even-temperament, as well. As in high school and college, he was identified as a conservative, but was not politically active. Early Career: After graduating summa cum laude from Harvard and Harvard Law School, Roberts first position was as clerk for Second Circuit Appeals Court Judge Henry Friendly in New York. Friendly was well-known for his disdain for the liberal activism of the Supreme Court under Chief Justice Earl Warren. Next, Roberts worked for Chief Justice William H. Rehnquist, who at the time was an associate justice. Legal analysts believe this is where Roberts honed his conservative approach to law, including his skepticism of federal power over the states and his support of executive-branch power in foreign and military affairs. Work With the White House Counsel Under Reagan: Roberts worked briefly for the White House counsel under President Ronald Reagan, where he established himself as a political pragmatist by tackling some of the administrations toughest issues. On the issue of busing, he opposed conservative legal scholar Theodore B. Olson, the assistant attorney general at the time, who argued that Congress could not prohibit the practice. Through memos, Roberts matched legal wits with Congress members and retired Supreme Court justices alike on issues ranging from the separation of powers to housing discrimination and tax law. Justice Department: Before his stint as an associate White House counsel, Roberts worked at the Justice Department under Attorney General William French Smith. In 1986, after his stint as associate counsel, he took a position in the private sector. He returned to the Justice Department in 1989, however, serving as principal deputy solicitor general under President George H.W. Bush. During his confirmation hearings, Roberts drew fire for filing a brief to allow a clergyman to deliver an address to a junior high school graduation, thus blurring the separation of church and state. The Supreme Court voted against the request, 5-4. Path to Judicial Appointment: Roberts returned to private practice at the end of Bushs first term in 1992. He represented a large range of clients including international automakers, the NCAA and the National Mining Company to name just a few. In 2001, President George W. Bush nominated Roberts to serve as judge of the DC Circuit Court of Appeals. Democrats held up his nomination until losing control of Congress in 2003. On the bench, Roberts participated in more than 300 rulings and wrote majority opinions for the court in 40 of those cases. Circuit Court: Although he issued and joined many controversial decisions, Roberts most notorious case in the DC court of appeals was Hamdan v. Rumsfeld, in which Osama bin Ladens alleged chauffeur and bodyguard challenged his status as an enemy combatant who could be tried by a military commission. Roberts joined a decision reversing a lower court ruling and sided with the Bush administration, saying that such military commissions are legal under a congressional resolution of Sept. 18, 2001, which authorized the president to use all necessary and appropriate force against al Queda and its backers. Supreme Court Nomination Confirmation: In July 2005, President Bush announced Roberts as his pick to fill the vacancy being created by retiring Supreme Court Associate Justice Sandra Day OConnor. However, after the death of Chief Justice Rehnquist, Bush withdrew Roberts nomination on Sept. 6 and re-nominated him to be chief justice. His nomination was confirmed by the Senate on Sept. 29 by a vote of 78-22. Most of the questions Roberts fielded during his confirmation hearings were about his Catholic faith. Roberts stated unequivocally that my faith and my religious beliefs do not play a role in my judging. Personal Life: Roberts married his wife, Jane Sullivan Roberts, in 1996, when they were both in their 40s. After several failed attempts at having children of their own, they adopted two children, Josephine and John.Mrs. Roberts is a lawyer with a private practice firm, and shares her husbands Catholic faith. Friends of the couple say they are deeply religious ... but dont wear it on their sleeves at all.The Robertses attend church in Bethesda, Md. and frequently visit the College of the Holy Cross, in Worcester, Mass., where Jane Roberts is a graduate former trustee (along with Justice Clarence Thomas).

The eNotes Blog Happy Birthday, Shakespeare! 4 Ways to Celebrate theBard

Happy Birthday, Shakespeare! 4 Ways to Celebrate theBard Today is the anniversary of the Bards birth. Check out ways to commemorate the day below, complete with cakes, quizzes, quotes and more. 1. Bake a Shakespeare-inspired birthday cake Introducing Cakespeare! To celebrate Shakespeares b-day, the Victoria and Albert Museum in London invited bakers to design cakes inspired by the Bards prose. See a few below, or check out the full gallery here. A Bottom-inspired cake, from  A Midsummer Nights Dream Quill and ink cupcakes Chiron and Demetrius in the Pie, from  Titus Andronicus. Looks appetizing 2. Do you know your Bottom from your Elbow? Taketh a Shakespearean Quiz! (The weaver in A Midsummer Night’s Dream from the constable in Measure for Measure, that is.)  Find out with one of the Shakespearean quizzes below! William Shakespeare Quiz Romeo and Juliet Quizzes Guess the Play by Its Body Count Which Shakespearean Character Are You? 3. Watch a Hollywood Shakespearean Adaptation Whether its full on Bard or Shakespeare disguised as a teen movie, celebrate Wills birthday with one of these tributes to his great plays: Romeo + Juliet Baz Luhrmans adaptation with  Claire Danes and Leo DiCaprio as the title lovers sticks to the original script, with the exception of being set in modern-day Venice Beach, California. Still, totally counts as a study sesh if youre reading the play. 10 Things I Hate About You Bet you didnt know this 1999 Heath Ledger and Julia Stiles flick was actually based on Shakespeares comedy  The Taming of the Shrew. Shakespeare in Love Who can resist this imaginary romance between Shakespeare and his muse, concocted by none other than the legendary Tom Stoppard. Transport yourself  to another century long ago, when we all still liked Gwyneth. The Lion King Oh yes, Disney fans, that whole prince avenging his fathers death at the hands of his scheming brother plot is a little Bard original called  Hamlet. 4. Lie in the grass with your favorite Shakespearean quotes Were counting down our very own top 5 from our list at /shakespeare-quotes: 5.   All the worlds a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts, His acts being seven ages. As You Like It Act 2, scene 7, 139–143 4.   What a piece of work is a man, how noble in reason, how  infinite in faculties, in form and moving how express and  admirable, in action how like an angel, in apprehension how like  a god! the beauty of the world, the paragon of animals- and yet,  to me, what is this quintessence of dust? Man delights not me- nor woman neither, though by your smiling you seem to say so. Hamlet Act 2, scene 2, 303–308 3.  Love looks not with the eyes but with the mind. A Midsummer Nights Dream (I, i, 234) 2.  To-morrow, and to-morrow, and to-morrow, Creeps in this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Lifes but a walking shadow, a poor player, That struts and frets his hour upon the stage, And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing. Macbeth Act 5, scene 5, 19–28 1.  Let me not to the marriage of true minds Admit impediments. Love is not love Which alters when it alteration finds, Or bends with the remover to remove. O no, it is an ever-fixà ¨d mark That looks on tempests and is never shaken; It is the star to every wandring bark, Whose worths unknown, although his height be taken. Sonnet 116, 1–8 Whichever way you celebrate it, we hope your day  is Bard-tastic.  Cheers, Will!

Aviation Aircraft Investigation Research Paper Example | Topics and Well Written Essays - 2500 words

Aviation Aircraft Investigation - Research Paper Example Nevertheless, aviation accidents do occur. Between 1999 and 2008 there were 370 aviation accidents, resulting in 4,970 fatalities. Commercial passenger airlines are the least likely of all flights to be involved in an accident (www.1001crash.com). The causes for aviation accidents are varied, but can be categorized into three groups: the physical environment, mechanical failure and human error. Specific issues within each of these three groups are the root cause for all aviation-related accidents. Accidents caused by the physical environment occur from Mother Nature herself. Things such as lightening, wind, ice, rain, etc. are all physical causes. In these cases, it is important for accident investigators to rule out any human error when reacting to physical causes. An airplane sliding off of an icy runway would be one example of an accident caused purely by the physical environment. There is nothing a flight crew could do in this situation to avoid it. Mechanical failure is the next category of accidents. Examples of mechanical failure include complete engine shut down, rudder failure, wheel structure malfunction, etc. Again, there has to be care taken to ensure that human error is not at play in mechanical failure. Investigators have to research carefully to make certain that the failure was completely related to the physical part of the equipment and not the maintenance or lack of. Over the past 20 years, accidents relating to mechanical failures have been steadily declining when compared to other accident causes. Accidents caused by mechanical issues are easier to determine and fix as compared to human errors and the physical environment. When there is a mechanical error, it can be analyzed and improvements can be made in the mechanical structure to avoid the same problem happening again. This isn’t the case for human error (Wiegmann & Shappell, 1997). The remainder of this paper will focus

Risk Assessment Essay Example | Topics and Well Written Essays - 1250 words - 1

Risk Assessment - Essay Example Slip and fall in bathroom 4. Bioterrorism 9. Living near a farm 5. Electromagnetic radiation from above 10. Household pesticides ground power lines Epidemiology 3 Response from a 24 year old female nurse, single, living with parents & working in a hospital. 1. Cigarette smoke 6. Alcoholic beverages 2. Disinfection by-products in drinking water 7. Nuclear radiation 3. Asbestos in drinking water 8. Contaminated chicken 4. Household pesticides 9. Cholesterol 5. Mold in house 10. Sedentary lifestyle Task 4 My response is more similar to that of the female nurse than the male teacher. It is because both I and the female nurse share almost the same attitudes in life as well as risk sensitivity and specific fears. We happen also to have almost the same cultural, educational and social backgrounds as well as some similarities in past experiences. Thus, we have almost the same reaction to risks and acceptance of risks. This cannot be said as to the male teacher who believes that because he has reached such old age despite consumption of alcoholic beverages and cigarettes, contaminated and highly fattening foods, drinking water from whichever source and unhealthy environment, managed to stay alive and relatively healthy. He is more prone to fear of risks in inevitable accidents because...WHO, UN etc.). My response is more similar to that of the female nurse than the male teacher. It is because both I and the female nurse share almost the same attitudes in life as well as risk sensitivity and specific fears. We happen also to have almost the same cultural, educational and social backgrounds as well as some similarities in past experiences. Thus, we have almost the same reaction to risks and acceptance of risks. This cannot be said as to the male teacher who believes that because he has reached such old age despite consumption of alcoholic beverages and cigarettes, contaminated and highly fattening foods, drinking water from whichever source and unhealthy environment, managed to stay alive and relatively healthy. He is more prone to fear of risks in inevitable accidents because he himself at one time or another experienced near or actual accidents of such sorts such as car crash or slip at the bathroom. It should be observed that both subjects agreed only in 2 factors i.e. nuclear radiation and pesticides. It is expected because the female nurse is pious and religious and leaves everything to God's will. Thus, she fears less about car or airplane crashes and terrorism, which the male teacher intensely dreads. It is clear from tasks 2,3 and 4 , that different people from different b