Swot Analysis of Railway Transportation

1. 1 Study objective * To satisfy the prerequisite of this module, Introduction to Land Transportation and Railways mode * The goal of this investigation is worried about distinguishing Analysis of Railways Transport. * To increase additional information on Land transportation that will help me now and later on. 1. 2 Scope The initial step worries of presenting Land transport and Railways mode. Second step is demonstrating the Strength and Weakness Analysis of Railways at that point examine in subtleties on Strength and Weakness focuses. 1. 3 Introduction We utilize different items in our day by day life.But do we realize where are they delivered? A significant number of them are created at better places far away from our area. So how would we get them? These are carried on from every one of those spots through rail, street or air and are made accessible to us at our area. You more likely than not seen trucks, beat, bullock trucks; and so on. Those would convey items and crude materi als from a spot to another. Additionally, you likewise probably observed individuals making a trip starting with one spot then onto the next by transports, trains, vehicles, bikes, carts, cycles, and so on. This development of merchandise and people is significant in business.Because of this, crude materials arrive at the spot of assembling, completed items arrive at the spot of offer or utilization, people move around to deal with the business, and so on. In this exercise, let us figure out how merchandise and travelers move starting with one spot then onto the next. 2. 1 Mode of Transport Basically transport is conceivable through land, air or water, which is known as the various methods of transport. Ashore we use trucks, tractors, and so forth , to convey merchandise; train, transport, vehicles and so forth. to convey travelers. In air, we discover planes, helicopters to convey travelers just as goods.Similarly in water we discover ships, liners, and so on , to convey products a nd travelers. All these are known as different methods for transport. Let us examine about different methods of transport. The methods of transport can be extensively partitioned into three classifications: Land transport, Water transport and Air transport. 2. 2 Land Transport: Land transport alludes to exercises of physical development of products and travelers ashore. This development happens on street, rail, rope or funnel. So land transport may additionally be separated into Road transport, Rail transport, Ropeway transport, pipeline transport.Let us know the insights concerning Rail Transport. 2. 3 Rail transport Transportation of products and travelers on rail lines through trains is called rail transport. It possesses a significant spot in land transport arrangement of our nation and is the most reliable method of transport to convey merchandise and travelers over a significant distance. Other than significant distance, nearby vehicle of travelers is additionally given by nei ghborhood trains or metro-rail in some metropolitan urban communities. Rail transport is accessible all through the nation aside from some bumpy or rocky districts. In India two sorts of trains are found.One is traveler train and other is merchandise train. While traveler trains convey both people and a constrained amount of merchandise, the products trains are only utilized for conveying products starting with one spot then onto the next. These trains are driven by rail motors and they use steam, diesel or electric capacity to move. Let us presently talk about the SWOT Analysis of Rail Transport. Figure 1: SWOT Analysis of Rail Transport 3. 1 SWOT Analysis of Rail Transport in Malaysia There is some quality, shortcoming, openings and dangers have been found in the rail transport arrangement of Malaysia.Malaysia principle rail framework was mange by Kereta Api Tanah Melayu Berhad (KTMB) since the 1940’s, the railroad organization deal with an aggregate of 1,699km of tracks in the Peninsular Malaysia. The following are the SWOT investigations for KTMB 3. 1. 1 Strength * Cheap The charges offer by KTMB are generally low cost, hence it is reasonable by people in general in Kuala Lumpur. Charges from 1 station to another are underneath 5 Ringgit Malaysia, model Station Tasik Selatan to Mid Valley Station just expense about RM2. 40 for a grown-up. * Eco-Friendly Since the vast majority of the train worked by Malaysian Railway was controlled by overhead electric wire, no carbon outflow was produce.Therefore by utilizing the train, air contamination was limits. * Large Capacity Since train can be long by including cart or carriage and will have a colossal limit, it is conceivable to deal with a lot of cargo transportation and furthermore travelers to one spot to another. In KTMB, trains are competent to deal with enormous measure of cargoes and up to 300 travelers for every outing. * Long Distance Trains are structure for either short or significant distance o f voyaging. Starting with one point then onto the next, present day train can be quicker than vehicles to arrive at a destination.Since KTMB has a long track of 1699km, it is simple for explorer from the north of Perlis to make a trip toward the south of Johor effortlessly. In this way without sitting around, exertion and cost, explorer can unwind by going on train. * No Road Congestion Road blockage is a significant issue in each city around the globe, investing energy in street clog are regularly disappointing and exercise in futility. Since rail transport can go on its single track absent a lot of impediment, it is liberated from street clog. Publics in Kuala Lumpur frequently take KTM Commuter to fill in as a method of transport to maintain a strategic distance from the substantial traffic in pick long periods of Kuala Lumpur. . 1. 2 Weakness * Crowded Although train are liberated from street clog, it is inconceivable for individuals to keep away from the packed circumstance in the carriage during top hour. It is most exceedingly awful when the cooling framework was coming up short or the individuals around are perspiring or messy. In Malaysia, during the morning when individuals are answering to work or schools, early afternoon during lunch hour and night when everybody is hurrying home will be the most noticeably awful an ideal opportunity to be ready on a passenger train. * Delays Rail transport can cover and arrive at numerous urban communities, in this way legitimate time the board must be uphold to forestall delays or late arrivals.Unfortunately for KTMB, delays are the most widely recognized sight in their stations, here and there it can defer as long as an hour or more. This defers frequently pressing the station and furthermore the carriage considerably progressively swarmed, KTMB clients regularly need to trust that couple of train will pass by before they even can get into a jam-packed train. * High Maintenance Cost One of the shortcomings that can be found in each railroad organization will be the high upkeep cost. Railroads Company needs to go through a great deal of money during train upgrade, track upkeep, electric link substitution and numerous more.While on account of Malaysian Railway, money was spend on support of the track and renovation in the majority of their old transporters while bringing in for the new electrical train to show up from Mitsubishi Electric and Rotem. * Low Flexibility Train are configuration to run uniquely on steel tracks, along these lines the train goal and refueling break are fixed diminishing the adaptability of decision of goal. With the restricted decision of goal it will be difficult to satisfy the requests in specific territories. In this manner, it is significant for the organization to choose where to manufacture a station to satisfy the requests and not building it for a waste.KTMB stations in certain region are old and some of the time excessively near another station, most exceed ingly awful the quantity of individuals getting down the station was less. While in specific territories the interest was high however the clients may need to walk or take transport to come to the closest station. * Sound Pollution Sound was produce from the motors sound (diesel power motors), the steel wheels running erosion and furthermore the horning sound. While the tracks for the train to run on were regularly close to the lodging territory, this frequently bothers the occupant in the areas.The track for KTM some were construct only barely any meters from their patio, in this way the sound of each train pass by can be noisy and irritating during rest hour. 3. 1. 3 Opportunity * Development of Public Transport There’s enormous zone accessible for improvement in broad daylight transport in Malaysia. Open vehicle framework in Malaysia are serving general society around a normal score just, in this manner, it is obvious that rail transport can be prospect or to be a key guar dian angel to improve and build up the open vehicle framework. For KTMB, it is being talked about of building a railroad line for superior projectile train to serve the public.With this, it will be a preferred position for voyager from neighboring country’s to reach Kuala Lumpur very quickly. * Advertisement (Income) Carriage or cart regularly had separating on the outside accessible for paint works or publicizing purposes. Thusly, by leasing this scattering to the market for business reason will be a preferred position to procure extra pay for the organization and decrease an opportunity to time painting cost for the carriage or cart. KTMB can lease all the more dispersing for publicizing rather than simply keeping up it with the yellow, blue and red shading. * Social ServicesPeople with incapacity regularly made some hard memories going with other method of transport, for example, jumping on a transport or a taxi. Along these lines, with rail transport, Railway Company can structure their station for inability neighborly and set up an exceptional segment for the handicap to enter the train. KTMB can manufacture slants and visually impaired guide’s floor for the neighborhood OKU (Orang Kurang Upaya) in each station. The organization can likewise utilize an educator on the ground to control this individuals into the train. * Increase Employment Rate Managing a railroad organization requires numerous laborers to make it a success.Therefore, rail route organizations, for example, KTMB can utilize individuals to deal with the railroad track, train, electrical cables, booking of train and a lot more occupation arrangement. * Technology Improvement Since innovation around the globe are improving, it can likewise assist with improving the innovation apply on the train. Train in certain nations has begun to run on magnet power. Along these lines, it has a tremendous hole of innovation in Malaysia to be improved. KTMB should begin to change and improve t heir innovation on tracks as well as their station and tagging framework. 3. 1. 4 Threat * Losing Market Sh

Human Respiration Lab Report Example | Topics and Well Written Essays - 1000 words

Human Respiration - Lab Report Example Ordinary qualities extend from 12 to 20 breaths for every moment. The Inspiratory Reserve Volume (IRV) is the amount of air that is taken into the lungs during a maximal constrained motivation that starts toward the finish of a typical motivation. The follow for fundamental limit shows an IRV perusing of 2300cc. The ordinary incentive for IRV is 2500cc. The Expiratory Reserve Volume (ERV) is the amount of air that is removed from the lungs during a maximal constrained termination that starts toward the finish of an ordinary lapse. The follow for imperative limit shows a perusing of 900cc for ERV. The ordinary estimation of ERV is 1500cc. The Vital Capacity (VC) is the complete volume of air that is removed from the lungs during a constrained maximal exhalation that happens after a constrained maximal inward breath. The follow for fundamental limit shows a direct VC perusing of 4100cc. The ordinary incentive for VC is 4800cc. The profundity of breathing toward the beginning of the analysis is appeared in the follow for CO2 aggregation section A. The TV perusing is 1000cc. The profundity of breathing toward the finish of the trial is appeared in the follow for CO2 collection part B. The TV perusing is 1500cc. The recurrence of breathing toward the start of the trial is appeared in the follow for CO2 collection section A. The recurrence toward the start is 10 breaths for every moment. The recurrence of breathing toward the finish of the analysis is indicated is the follow for CO2 collection part B. ... The profundity of breathing toward the beginning of the test is appeared in the follow for CO2 gathering section A. The TV perusing is 1000cc. The profundity of breathing toward the finish of the analysis is appeared in the follow for CO2 collection part B. The TV perusing is 1500cc. Recurrence of Breathing toward the Start and End of the Experiment The recurrence of breathing toward the start of the analysis is appeared in the follow for CO2 aggregation section A. The recurrence toward the start is 10 breaths for each moment. The recurrence of breathing toward the finish of the trial is demonstrated is the follow for CO2 amassing part B. The recurrence toward the finish of the analysis is 17 breaths for each moment. Impressions of Subject toward the End of the Experiment Subject reports a slight sentiment of shortness of breath toward the finish of the analysis and reports the vibe of shallowness of typical relaxing. Impact OF REBREATHING WITH CARBON DIOXIDE ABSORPTION The two follows that show the impacts of rebreathing with carbon dioxide ingestion are appeared in the outlines marked CO2 Absorption Part An and CO2 Absorption Part B. Profundity of Breathing toward the Start and End of the Experiment The profundity of breathing toward the beginning of the trial is appeared in the follow for CO2 retention section A. The TV perusing is 1000cc. The profundity of breathing toward the finish of the examination is appeared in the follow for CO2 assimilation part B. The TV perusing ranges from 1200cc to 1500cc. Recurrence of Breathing toward the Start and End of the Experiment The recurrence of breathing toward the start of the test is appeared in the follow for CO2 assimilation section A. The recurrence toward the start is 12 breaths for every moment. The recurrence of breathing toward the finish of the analysis is demonstrated is the follow for CO2 retention part B. The recurrence at the

Interested in Transferring to Illinois - Illinois Admissions Blog

Interested in Transferring to Illinois - Illinois Admissions Blog So, you’re interested in transferring to Illinois. This is a great place to start in order to ensure that you have all of your bases covered. In this blog, I’ll discuss the transfer application process as well as some really helpful resources for students looking to transfer to Illinois. Do Your Research Requirements for transferring vary depending on your credit level and intended program of study. Our Transfer Handbook lists all of our required and recommended courses as well as any minimums in terms of GPA or credit level, while our Transfer Requirements Directory gives you a quick overview of course and GPA requirements. If you took AP, IB, or A-Level exams, you can also review our credit equivalencies. If you are a current in-state student, you should reference iTransfer. Transferology If you’re wondering which of your courses will transfer to Illinois, look no further than Transferology! Transferology will help you determine which courses transfer to Illinois, while planning guides show you how your transfer credit can be used in an Illinois program of study. If you don’t see your course listed on Transferology, it doesn’t mean that it doesn’t transfer; it just means that nobody has ever transferred that course before. If this is the case, we may request a copy of your syllabus, so I would recommend holding onto those through your time at your current institution. Please note that the documents listed on Transferology don’t constitute a contract between you and Illinois, and that transfer credit for fine art skills courses are subject to audition and placement exam or portfolio review. If you have questions about general education requirements you can also email us at TransferAdvising@Illinois.edu. Open/Closed List Before you apply, you’ll definitely want to confirm that your intended major is currently considering applicants at your level. To do so, you can view our Open/Closed List. Applying Now that all of your prep work is done, you can look more into the application process. Our application for Spring 2019 opens on September 1 and closes on October 15, and our application for Fall 2019 opens on December 15 and closes on March 1, with an early action deadline of February 1. We do have rolling admission for transfer students, meaning it’s likely that the earlier you apply, the earlier you will receive your admission decision. For Spring 2019, you should hear by November or December, and for Fall 2019, you should hear by March or April. For more information about how we review transfer applications, visit our website. Hopefully I’ve answered any questions that you have regarding transfer admission here at Illinois. If not, feel free to leave a comment and I will get back to you as soon as possible. Finally, dont stress out too much during the transfer application process. Stay relaxed (just like this cat)! Zoe Transfer Recruitment Coordinator, Undergraduate Admissions I help transfer students navigate our application and admission process. I have a background not only in admissions but also in financial aid. I'm originally from southeastern Michigan.

Emotional Intelligence For Biologists By Dr. Paulette Laubsch

Abstract: This paper is based on the seminar topic â€Å"Emotional Intelligence for Biologists† by Dr. Paulette Laubsch. Emotional Intelligence is the capacity to understand one’s feelings or others’ feelings. This differs from general intelligence because it is a step further than taking known information and interpreting it to make it useful; it is using emotions to make information beneficial and useful. The following paragraphs will explore emotional intelligence and how it affects people’s decision making and sociability with others. Introduction: Emotional Intelligence is defined as an individual’s ability to govern their own emotions and the emotions of others (PsychologyToday). In order to be emotionally intelligent, the†¦show more content†¦For example, the way someone comforts a person can be a result of cultural aspects; some people use touching, while others opt to just talking. Dr. Laubsch described the hierarchy of happiness, noting how everyone requires their basic needs to be met in order to be happy and content. She also mentioned ways to be emotionally intelligent, i.e. knowing when to deliver bad news (not on a Friday), knowing who’s vulnerable and who’s not, and knowing how to read body language. Lastly, she discussed empathy and how feeling for someone can impact emotional intelligence. In order to properly understand emotional intelligence, more research must be done. Many psychologists conducted experiments to explore how one’s capacity for emotional intellig ence can affect the way they work with others, especially in the health field. Materials and Methods: One of the studies conducted was in Malaysian public hospitals. Emotional intelligence was studied among nurses to see how it impacted caring behavior. This was done by using a cross-sectional survey and administering it to five hundred and fifty nurses and using structured equation modeling to analyze the data (Kaur 2015). Another study sought to examine the relationship between self-rated and performance measures of emotional intelligence by using tools such as the Self-Rated Emotional Intelligence scale (Bracket et al. 2006). This type of test (SREIS), along with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT),

The Evil Character of Iago in Shakespeares Othello Essay

Iago is a complex character that takes evil to a whole new level in the 1600’s and plays a key role in this tale. Iago’s main goal is to get Othello and Cassio out of the army, but in the end fails to ruin Cassio’s life, only Othello’s. He uses many characters to his advantage, realizing how trustworthy and oblivious these people are. Iago cannot be relied on and has many masks, behind which he hides. He has many disguises and secrets that he hides from everyone and his acting skills come in handy when he works to destroy the happiness that many people have in this story. Iago is smart. He is also underestimated and ruthless. Iago thinks about himself and doesn’t care about others. We first see his plan unfold early in the story when†¦show more content†¦Instead, all of the gifts that are suppose to go to Desdemona, Iago keeps them for himself. This shows how deceitful Iago is. When Iago inserts his poison, it spreads like wild fire. He has no conscience, and by having no conscience he can hurt and harm anyone he chooses because he does not care. Iago conceals himself very cleverly and fools other people with his false charming personality and what seems to be a thoughtful and warming heart. Instead, Iago is a racist person who refers to Othello as the â€Å"Moor† and uses animals as a resource to his hatred of people. â€Å"Even now, now, very now, an old black ram in tupping your white ewe† (I. i. 97). This is one of the most famous racial statements in the book. This is when Iago is talking to Brabantio about what Desdemona and Othello are doing behind Brabantio’s back and Iago feels the need to inform Brabantio of this to try and get him on his side. Iago feels that he needs revenge on Othello for giving away his position, and uses many people to his advantage. He wants to get back at Othello because he believes that Othello slept with Emilia, and to call it even between them two, Iago must sl eep with Desdemona. Of course, that never happens in the book, so Iago decides that since Othello is not giving up Desdemona, he brain washes Othello into believing every word that comes out of Iago’s wicked mouth. Iago controls Othello from the beginning to the end, and has him so tightly boundShow MoreRelatedOthello: Good vs Evil1525 Words   |  7 PagesGood Or Evil: A Critical Analysis of Othello’s Main Characters William Shakespeare’s Othello is a classic depiction of a struggle between good and evil. In the play,, the characters are faced with the choice to either conquer or succumb to the overpowering force of evil. Shakespeare places his characters on a sort of spectrum in which a character’s amount of god or evil can be represented by a shade of color: black representing pure evil, white representing absolute goodness, and a shade of greyRead More Comparison of an Evil mastermind in Shakespeare’s Othello and MacDonald’s Goodnight Desdemona (Good Morning Juliet)1433 Words   |  6 PagesIago is one of the most renowned villains of pre-modern literature, as first introduced in Shakespeare’s Othello. His deceiving personality and complex nature is painted such that readers are amazed by his ingenious schemes. At the beginning of Shakespeare’s Othello, Iago is represented as trustworthy and honest, but readers soon realize that he is the opposite of what he seems. Even though Iago’s personality and thoughts are revealed less in MacDonald’s Goodnight Desdemona (Good Morning Juliet)Read MoreOthello Character Analysis1678 Words   |  7 Pagesdrama. Shakespeare’s masterpieces and tragedies such as Hamlet, Othello, Macbeth, King Lear and Romeo and Juliet caused a remarkable turning point in English literature as whole, and English drama in particular.His play Othellois one of his unforgettable tragedies. The play of Othello is the finest example of Shakespeare’s poetic and narrative style. Thus, Shakespeare is known as the most influential dramatist whose tragedies found the way to interact with the audience.Shakespeare’s Othello is aboutRead MoreNature of Evil in Othello1704 Words   |  7 PagesThe Nature Of Evil In Othello The Nature of Evil in Othello William Shakespeare’s Othello uses different and unique techniques in his language to express the nature of evil throughout the play. Verbal twists and the characters most importantly stress the act of evil. Iago, most of all is portrayed as the â€Å"villain† or â€Å"protagonist in the play. Shakespeare uses this character to set the basis of evil. 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Understand Procedures For Res Free Essays

Also it would put my colleagues at risk of becoming ill so more staff would be off work and they in turn would be taking the illness back to their homes thereby spreading the bug even further. So by making sure hands are thoroughly washed after aiding each service user, wearing the appropriate aprons gloves mask etc I can help prevent spreading any by germs and bugs and by keeping good hygiene I will help keep myself healthy and if I was to become ill to make sure I did not go back to work until I was given the all clear by doing this I will help to keep the service users, work colleagues family and friends from catching any germs. . We will write a custom essay sample on Understand Procedures For Res or any similar topic only for you Order Now 3 Explain the most thorough method for hand washing. . Wet hands with hot water. . Apply enough soap and handsaws to cover all hands surfaces.. Rub hands palm alma. . Right palm or the other hand with interlaced fingers and vicar versa.. Palm to palm interlaced. . Backs of fingers to opposing palms with fingers interlocked.. Rotational rubbing of left thumb clasped in right palm and vice versa.. Rotational rubbing, backwards and forwards with clasped fingers of right hand in left palm and vice versa.. Rinse hands with warm water. . Dry thoroughly with towel. Duration of procedure at least 15 seconds. 4. Describe when to use different types of personal protective equipment. . Gloves= when aiding each service user to help prevent the spread of any germs.. Asks= To cover mouth and nose when dealing with the service user who may be ill or have a contagious bug, So I will not catch or help spread the bug.. Goggles= A shield against body fluids, blood, faces, urine. This helps to stop the se fluids from getting injured or contaminated.. Aprons= When aiding a service user with washing or personal care, I will keep my clothes clean and I can dispose of apron afterwards so will stop any spread of infection.. Shoe covers= If a service user has a contagious so my shoes will not spread any germs through the home. Outcome 5 know how to move and handle equipment and other objects safely. . 1 Identify legislation that relates to moving and handling. Manual handling operations regulations (MOOR) 1992 amended 1998 Provision and use of work equipment regulations 1992 (POWER) Lifting operations and lifting equipment regulations 1998 (LOWER) 5. 2 List principles for safe moving and handling 1. Plan the move and prepare the environment. 2. Starting position. 3. Lifting effort. 4. Completing the move. Ensure that the object is light enough to lift, is stable and unlikely to shift or move.. Heavy or awkward loads should be moved using a handling aid.. Make sure the route s clear of obstructions. . Stand as close to the load as possible, and spread your feet to shoulder width.. Bend your knees and try and keep the backs natural upright posture.. Grasp the load firmly as close to the body as you can. . Use the legs to lift the load in a smooth motion as this offers more leverage reducing the strain on your back.. Carry the load close to the body with elbows tucked into the body.. Avoid twisting the body as much as possible by turning your feet to position yourself with the load. 5. 3 Explain why it is important for moving and handling tasks to be carried out allowing specialist training. By having the correct training I can lift safely and know how to use the correct equipment for the Job intended and know how and when to use it. By also attending the courses and training my employers are meeting the health and safety regulations to make myself and other staff safe and also the service user is safe during the transfer. If I had not been trained correctly and got injured through lack of training they could be accountable , also they would be putting the service user at risk if I did not know how to assist them correctly. So by having the erect training every body is safe and also we are meeting the policy and procedures of the home. Outcome 6 Understand the principles of assisting and moving an individual. 6. 1 Explain why it is important to have specialist training before assisting and moving individual. By having specialist training I can move or assist the service user safely. Also by having the correct training I can use the correct equipment safely needed to assist myself and the service user to be able to move, If I did not have specialist training I could not assist the service user safely and I would not know how o use the equipment correctly or safely. As I will be trained how to fit the equipment trained so I will know how to lift correctly so I will not injure myself, and I will not put the service user at risk. 6. 2 Explain the importance of following an individuals care plan and fully engaging with them when assisting and moving. By reading an individual ‘s care plan I will know the mobility and capabilities of the service user, also what equipment is needed to assist the service user. When I need to assist the service user by talking to the service user and engaging them in the whole process hey will feel confident about the procedure and in control as the service user will be able to tell me if they are comfortable, and if they are ready to start the movement process, thereby the service user will stay calm and relaxed and in control making the whole process calm and easy for all involved. Outcome 7 know how to handle hazardous substances. . 1 Identify hazardous substances that may be found in the social care settings. 1 Urine 2 Blood 3 Vomit 4 faces 5 cleaning chemicals bleach, sprays, carpet cleaning chemicals. 6 medications 7. 2 Describe safe practices for: Storing hazardous substances= Cleaning chemicals are to be kept in a locked cupboard. Medication can be harmful so these are kept in a medicine cabinet with only authorized personal to have the keys, other medication that needs to be refrigerated will also only be accessed by relevant personnel. Make sure no chemicals are left out unattended if in use. Using hazardous substances= When using hazardous substances like cleaning fluids, wear the appropriate equipment ‘e: gloves, masks, goggles,and aprons, this will help from getting splash back and stop chemicals getting clothes, skin or in the eyes, this will also apply when aiding a arrive user with their personal care so the career will not get contaminated by urine, vomit, faces, they will keep clean when aiding the service user in washing, dressing, or personal care, the career can on finishing take off the gloves and apron etc and dispose of them safely and therefore prevent any cross contamination or spreading of germs whilst keeping themselves clean. Disposing of hazardous substances; . Sharps- When using a needle make sure you have a sharps box so the needle can be disposed of safely and the nurse/career does not risk the chance of scratching or rocking themselves by carrying the needle around trying to find a sharps box. Make sure it is kept closed when not in use, also to make sure it is not over filled, and when it reaches the full limit that it is taken away and disposed of correctly.. Clinical waste- Pads or soiled clothes or soiled bed linen need to be disposed of safely to prevent cross contamination. Pads need to go into a yellow bag and disposed off in the clinical waste bin this is collected by a company that deals with clinical waste. Load or faces this can be put into a washing machine on a high temperature and after the wash the bag is disposed off safely thereby the soiled linen does not have to be touched by staff or contaminate the other laundry. .Medication- Medication that has been refused or no longer needed must be documented and disposed of in the correct manner ‘e: deposited in a container and sent back to the pharmacy to dispose of correctly. Outcome 8 know environmental safety procedures in the social care setting 8. 1 Outline procedures to be followed in the social care setting to prevent; . Fire= You can prevent fire by first identifying hazards and who could be at risk. Evaluate them ND take action to reduce them. Record findings and actions and develop a plan. How to cite Understand Procedures For Res, Papers

Diffusion of Innovations free essay sample

Much research from a broad variety of disciplines has used the model as a framework. Dooley (1999) and Stuart (2000) mentioned several of these disciplines as political science, public health, communications, history, economics, technology, and education, and defined Rogers’ theory as a widely used theoretical framework in the area of technology diffusion and adoption. Rogers’ diffusion of innovations theory is the most appropriate for investigating the adoption of technology in higher education and educational environments (Medlin, 2001; Parisot, 1995).In fact, much diffusion research involves technological innovations so Rogers (2003) usually used the word â€Å"technology† and â€Å"innovation† as synonyms. For Rogers, â€Å"a technology is a design for instrumental action that reduces the uncertainty in the cause-effect relationships involved in achieving a desired outcome† (p. 13). It is composed of two parts: hardware and software. While hardware is â€Å"the tool that embodies the technology in the form of a material or physical object,† software is â€Å"the information base for the tool† (Rogers, 2003, p. 259). Since software (as a technological innovation) has a low level of observability, its rate of adoption is quite slow. For Rogers (2003), adoption is a decision of â€Å"full use of an innovation as the best course of action available† and rejection is a decision â€Å"not to adopt an innovation† (p. 177). Rogers defines diffusion as â€Å"the process in which an innovation is communicated thorough certain channels over time among the members of a social system† (p. 5). As expressed in this definition, innovation, communication channels, time, and social system are the four key components of the diffusion of innovations.Four Main Elements in the Diffusion of Innovations Innovation Rogers offered the following description of an innovation: â€Å"An innovation is an idea, practice, or project that is perceived as new by an individual or other unit of adoption† (Rogers, 2003, p. 12). An innovation may have been invented a long time ago, but if individuals perceive it as new, then it may still be an innovation for them. The newness characteristic of an adoption is more related to the three steps (knowledge, persuasion, and decision) of the innovation-decision process that will be discussed later.In addition, Rogers claimed there is a lack of diffusion research on technology clusters. For Rogers (2003), â€Å"a technology cluster consists of one or more distinguishable elements of technology that are perceived as being closely interrelated† (p. 14). Uncertainty is an important obstacle to the adoption of innovations. An innovation’s consequences may create uncertainty: â€Å"Consequences are the changes that occur in an individual or a social system as a result of the adoption or rejection of an innovation† (Rogers, 2003, p. 436).To reduce the uncertainty of adopting the innovation, individuals should be informed about its advantages and disadvantages to make them aware of all its consequences. Moreover, Rogers claimed that consequences can be classified as desirable versus undesirable (functional or dysfunctional), direct versus indirect (immediate result or result of the immediate result), and anticipated versus unanticipated (recognized and intended or not). Communication Channels The second element of the diffusion of innovations process is communication channels.For Rogers (2003), communication is â€Å"a process in which participants create and share information with one another in order to reach a mutual understanding† (p. 5). This communication occurs through channels between sources. Rogers states that â€Å"a source is an individual or an institution that originates a message. A channel is the means by which a message gets from the source to the receiver† (p. 204). Rogers states that diffusion is a specific kind of communication and includes these communication elements: an innovation, two individuals or other units of adoption, and a communication channel.Mass media and interpersonal communication are two communication channels. While mass media channels include a mass medium such as TV, radio, or newspaper, interpersonal channels consist of a two-way communication between two or more individuals. On the other hand, â€Å"diffusion is a very social process that involves interpersonal communication relationships† (Rogers, 2003, p. 19). Thus, interpersonal channels are more powerful to create or change strong attitudes held by an individual. In interpersonal channels, the communication may have a characteristic of homophily, that is, â€Å"the degree to which 14The Turkish Online Journal of Educational Technology – TOJET April 2006 ISSN: 1303-6521 volume 5 Issue 2 Article 3 two or more individuals who interact are similar in certain attributes, such as beliefs, education, socioeconomic status, and the like,† but the diffusion of innovations requires at least some degree of heterophily, which is â€Å"the degree to which two or more individuals who interact are different in certain attributes. † In fact, â€Å"one of the most distinctive problems in the diffusion of innovations is that the participants are usually quite heterophilous† (Rogers, 2003, p. 9). Communication channels also can be categorized as localite channels and cosmopolite channels that communicate between an individual of the social system and outside sources. While interpersonal channels can be local or cosmopolite, almost all mass media channels are cosmopolite. Because of these communication channels’ characteristics, mass media channels and cosmopolite channels are more significant at the knowledge stage and localite channels and interpersonal channels are more important at the persuasion stage of the innovation-decision process (Rogers, 2003).Time According to Rogers (2003), the time aspect is ignored in most behavioral research. He argues that including the time dimension in diffusion research illustrates one of its strengths. The innovation-diffusion process, adopter categorization, and rate of adoptions all include a time dimension. These aspects of Rogers’ theory will be discussed later in more detail. Social System The social system is the last element in the diffusion process. Rogers (2003) defined the social system as â€Å"a set of interrelated units engaged in joint problem solving to accomplish a common goal† (p. 23).She used both qualitative and quantitative methods to analyze the characteristics of early adopters and the difference between early adopters and mainstream faculty. The selected factors investigated were patterns of computer use, computer expertise, generalized self-efficacy, participant information, teaching and learning changes, motivators to integrate technology for teaching and learning, impediments to integrating technology for teaching and learning, earning about technology, methods for using and integrating technology in teaching and learning, and evaluating the outcomes of using technology for teaching and learning. Less’ (2003) quantitative research study used Rogers’ (1995) diffusion of innovations theory to investigate faculty adoption of computer technology for instruction in the North Carolina Community College System. She classified the faculty members based on Rogers’ five categories of innovation adoption and compared them on the demographic variables of age, gender, race/ethnicity, teaching experience, and highest degree attained.While a significant relationship emerged between Rogers’ adopter categories and their years of teaching experience and highest degree attained, the results did not show an important difference between faculty adopter categories and age, gender, and race/ethnicity. Less further classified the faculty as users in any of Rogers’ five categories and non-users of computer technology in instruction. No significant difference existed between users and non-users in demographic characteristics of age, gender, race/ethnicity, teaching experience and highest degree attained.Using Rogers’ diffusion theory, Blankenship (1998) employed both qualitative and quantitative research methods in studying the factors that were related to computer use by instructors in teaching. In his study, the variables were attitude toward computers, access to computers, training in computer use, support for computer use, age, grade level taught, curriculum area, gender, and teaching expertise. All these factors were used to predict computer use by teachers in classroom instruction. One of the major findings of the study was that grade level and curriculum area must be considered for successful training.Also, attitude, support, access, and age were statistically s ignificant predictors of computer use in classroom instruction. Finally, Blankenship suggested the following strategies to increase computer use in classroom instruction: grade and curriculum targeted computer training, technical support, and computer labs in every building. Using quantitative research methods, Surendra (2001) examined the diffusion factors proposed by Rogers (1995) and other sources to predict the acceptance of Web technology by professors and administrators of a college. He reviewed the training factor among the types of access.Access in general and training in particular were found to be the best predictors in the diffusion process of Web technology-based educational innovation. Moreover, he found that the diffusion factors, Rogers’ attributes of innovations, are useful predictors of the adoption of innovation. Also, a relationship was found between computer knowledge and the adoption of innovation. Carter (1998) conducted a computer survey and in-depth interviews to determine computer-based technologies that were bein g used by the faculty members and the factors that affect their use of these technologies. Faculty attitudes toward using computer-based technology, support, resources, and training were the selected factors needed to use these technologies effectively. Also, Carter found that word processing software, e-mail, and Internet resources were the most frequently used computer-based technologies. Another study was conducted by Zakaria (2001) on factors related to IT implementation in the curriculum. The selected factors in the study were the Malaysian Ministry of Education Polytechnic faculty members’ attitudes toward IT, their IT use in teaching, and the availability of IT.Despite a lack of IT use in general, faculty members usually had a very positive attitude toward IT use in their teaching. Most faculty members reported barriers to IT use in their teaching. Furthermore, Zakaria argued there was a gender difference in terms of IT use. No significant difference existed between the faculty members’ department membership and IT use in general. Also, he found that the highest level of education was negatively correlated with IT use and other demographic variables, and the level of education was correlated with email and World Wide Web use.While age was positively correlated with teaching experience, teaching load was significantly correlated with online discussion use. Finally, the highest level of education and adoption willingness were found to be the most significant predictors of IT use in teaching. Analyzing the data quantitatively and qualitatively, Anderson et al. (1998) studied the attitudes, skills, and behaviors of the faculty members related to their IT use at a large Canadian research university.Based on Roger’s (1995) two major adopter categories, they defined the faculty members as â€Å"earlier adopters† and â€Å"mainstream faculty† and provided strategies for reducing the gap between these two groups. Although mainstream faculty used information technologies for research and professional communication applications, their adoption of these applications in teaching was very low. To increase their adoption of computer 21 The Turkish Online Journal of Educational Technology – TOJET April 2006 ISSN: 1303-6521 volume 5 Issue 2 Article 3 echnologies for instructional purposes, the incentives, training programs, and barriers should be taken into account in comprehensive adoption strategies.

Get Social for SEO

by Chris Reid Once upon a time, Google and the other major search engines used mainly on-page signals to determine search rankings, scanning websites for links to determine which sites were more relevant. But this led to some people using shady link-building tactics to manipulate search results. Today, after years of algorithm updates, there are more ranking factors than ever before. Links and on-page SEO still matter, but quality content, site usability, and click-through rates are also key. However, in today’s super-social online environment, most SEO experts agree that one of the best ways to improve rankings is by having a strong social media strategy. Basically, if you want to get noticed, you need to get social. Do Social Signals Impact Search Rankings? When Google’s Matt Cutts released a video in which he said that social signals such as Facebook Likes and Twitter followers do not affect search rankings, it came as a shock to many marketers. Aren’t social signals a sign of authority and reliability that Google factored into their search algorithm? On closer inspection, it’s not that simple. Although certain social signals don’t directly affect search rankings, being active on social media can have a significant impact. Many marketers believe that links to your website from social networks help to boost your search rankings. By publishing useful and original content that is then shared across various social channels, you’re demonstrating to Google and other search engines how valuable your content is to users. It also shows which websites should be ranked for certain keyword phrases. In fact, Cutts said that Google does crawl social websites in the same way that it crawls regular sites, so links on your social pages could be counted as quality backlinks and therefore affect page rankings. Don’t Forget Bing Bing, the second most popular search engine, has been more straightforward in explaining how their algorithm uses social signals. A few years ago, they said that their algorithm takes into account the number of times a link is tweeted or retweeted, as well as the authority of Twitter users. The Power of Social Media Profiles There’s no longer any doubt that social profiles affect search engine results. If you perform any search for a brand name, social media profiles are often among the top results. Social profiles are also important to people who are trying to find out more about your company, products, and services. Having a strong social presence builds your credibility and helps potential customers engage with your brand. People Use Social Channels Like Search Engines Twitter, Facebook, LinkedIn, YouTube, Google+, Pinterest, and other leading social networks now play a crucial part in the way people search online. Social networks are often the first port of call for finding out more about a company. SEO today should incorporate keyword strategies across social media channels to make your company more visible on these networks. Next Steps So what should business owners and marketers do to improve their search rankings through social media? . Publish high quality, unique content. Great content is one of the most powerful ways to get noticed online and encourage more people to engage with your brand and link to your blog or website. Whether you create it yourself, or invest in well-written content, the ultimate aim is to publish useful, engaging, and unique content that people can link to on social networks . Don’t ignore image sharing sites. Images from sites like Instagram, Pinterest, and Flickr are all used for images searches on search engines. Just remember to link images back to your website using relevant keywords in the URL, include alt text and title tags, and name the images appropriately The Bottom Line The consensus among most marketers today is that social media plays a significant role in search rankings. Having up-to-date social profiles can clearly influence search rankings, and the power of social content to generate links and drive traffic is beyond doubt. Although Google says that social signals currently have no affect on search rankings, this could change in the future. The best strategy is to continue to produce unique, high quality articles and engage with your audience on social media. This will boost your traffic, strengthen your reputation, and help you reach your marketing goals.

Oppressed Rights by the Oppressive Regime in Margaret Atwood’s the Handmaid’s Tale Essay Essays

Oppressed Rights by the Oppressive Regime in Margaret Atwood’s the Handmaid’s Tale Essay Essays Oppressed Rights by the Oppressive Regime in Margaret Atwood’s the Handmaid’s Tale Essay Essay Oppressed Rights by the Oppressive Regime in Margaret Atwood’s the Handmaid’s Tale Essay Essay Essay Topic: The Handmaids Tale Margaret Atwood’s The Handmaid’s Tale delves good into the horrid nature of utmost control and immoral restrictions in specifying the corrupt theocratic authorities at big. and more specifically the consequence this control has on the society’s adult females. In an age in which a freshly emerged and unmerciful governmental system called the Republic of Gilead has â€Å"put life back to the in-between ages. † sparked by a widespread terror of sterility. personal freedom and individualism have become unthinkably decreased ( Genny 1 ) . Handmaids selected to populate in the houses of affluent. well-respected twosomes go through a life wholly designed by the authorities for the exclusive intent of bearing kids. Caught between following the rigorous regulations made for adult females by the Republic and interrupting them in secret for the interest of her saneness. the supporter Offred basically but non purposefully offers close to nil for her society’s benefit. Not allowed to read. compose. talk her ideas or even look another in the oculus. the most she can offer proves to be occasional. well-monitored food market errands and the little possibility of supplying the gift of life for an elect Commanding officer and his Wife. Parallel to a dystopia in which Offred has been stripped of the most simplistic allowances. adult females in today’s assorted Middle Eastern societies find comparatively equal trouble in using their strengths due to the terrible suppression and forced construction of their day-to-day lives. Regardless of the changing context of these two scenarios. they both present themselves problematically in visible radiation of women’s personal battle to lend in society- in both Atwood’s The Handmaid’s Tale and the modern Middle East. apparently unethical yet utmost theocratic authorities exercises illustrations of such radically unformed control over its people that the development and demeaning of the natural rights of adult females become prevailing. But on what evidences should the male citizens of the Republic of Gilead and those in today’s foreign communities be granted more release and chance while the adult females are held more confined of their ain independency? As Offred finds herself trapped in such an unreasonably restrained living state of affairs. she instinctively recognizes the current deficiency of available free will because she one time knew what freedom looked and felt like. For illustration. in resistance of her preparation as a servant with the Aunts. she can non assist but roll her ind back to the pre-Republic yearss â€Å"thousands of old ages before. † when she and fellow females could really travel to school and ticker â€Å"movies of the remainder of the world† that even included â€Å"dancing [ . ] vocalizing. ceremonial masks. [ and music ] . † clearly taking topographic point in a land where â€Å"people†¦were happy† ( Atwood 118 ) . Offred every bit good as other servants in her topographic point necessarily endure within their world by seeking to keep a appreciation on the memories of such privileges they one time took for granted. such as existent telecasting to advance quality instruction. Alternatively of populating the of course broad life of chance that was one time available to Offred and existed in her place and school life. such a vision has been taken off by the authorities and exists now merely in her memory. as the Aunts present to her and the other possible servants a government-approved movie with â€Å"the rubric and [ few ] names blacked out†¦with a crayon so [ they ] couldn’t read them†- another illustration of a farcical restraint. reading. that could hold instilled fruitful possibilities in the head of a adult female ( Atwood 119 ) . In add-on. as if the remembrance of commissioned instruction and other past events were non plenty a cause of yearning. Offred besides recalls the fearless. authorising liquors of her late loved ones- particularly her female parent whom she spots in the movie. â€Å"wearing the sort of outfit Aunt Lydia told [ the servants ] was typical of Unwomen in those days† while â€Å"smiling. laughing†¦and raising [ her ] fists in the air† ( Atwood 119 ) . To witness such a wild and free spirit in action. that one time was allowed for adult females but has been officially banned by the extremist Christian followerss of the Republic of Gilead. doubtless sparks a deep enticement within servants to arise against this authorization bring downing such â€Å"unacceptable losingss of rational liberty† ; nevertheless. such a enticement proves to be a challenge to prosecute for some adult females today ( Tolan 1 ) . While the initial instructions of Islam attempted to better life conditions for Muslim adult females by allowing them some of the same rights as work forces in the 7th century. adult females become incapable of backing these rights when their society efforts to implement the â€Å"laws† of the Islamic faith. described by the Columbia University professors who wrote At the Crossroads of the World: Womans in the Middle East: Today. many Muslim adult females do non hold the chance to bask rights one time considered theirs by their faith. Womans may be unaware of their rights or live in societies where these rights have been misinterpreted or misrepresented by persons in power ( be it the province. civilization. or household ) . In Moslem states around the universe. there is a cardinal difference between what is prescribed by spiritual texts and what is really practiced. a gulf between the ideal and the existent ( Esposito 1998. thirteen ) . Frequently. the supposedly ‘religiously grounded’ limitations placed on adult females within certain societies have small or nil to make with the instructions of Islam. More frequently they are a map of socioeconomic and political factors. Recent illustrations of such limitations included Taliban-controlled Afghanistan. which prohibited adult females from having medical attending from males and placed other limitations on their motion in public ( Revolutionary Association of the Women in Afghanistan ) ( Crocco. Pervez. and Katz 110 ) . At most. these adult females are granted with the semblance that they possess legitimate freedoms. when in actuality their authorities prohibits this executing with the false justification that it merely conforms to the Islamic faith. The servants and all adult females likewise governed by the Republic of Gilead correspondingly must follow the regulations of the government that claims to be runing in the name of the Christian religion in an effort to formalize its restrictive kernel. Therefore. no inquiry exists as to how Offred becomes â€Å"increasingly foolhardy with her actions and behaviours. † or to why in the terminal â€Å"there is the strong possibility that her foolhardiness has cost her her life† ( Genny 1 ) . Most decidedly does Offred’s state of affairs come off as unjust when she eventually experiences a little gustatory sensation of the natural freedom she one time had but still deserves. Because it is evidently an â€Å"oasis of the forbidden. † she has to coerce herself to â€Å"hold†¦absolutely rigid† when the Commander invites her into his out-of-bounds personal sod to play a game of Scrabble. something harmless. yet banned. Despite â€Å" [ T ] he fact that [ she’s ] terrified. † Offred still recognizes that â€Å"this is freedom [ ; ] an eyeblink of it. † as if â€Å"he were offering her drugs† ( Atwood 138-139 ) . While Atwood implies in her novel that â€Å"feminist Utopianism can non avoid the contamination of dictatorship. † she employs the construct of rebelliousness in that Offred can nurture her natural inclinations to really bask herself through interrupting the regulations ( Tolan 30 ) . Similarly for the adult females in Iraq. the Ba’ath Party that emerged in 1963 sought commissariats for women’s equality. including the autonomies of instruction and employment ; nevertheless. outside the major urban centre of Baghdad. â€Å"the society still relegated Iraqi adult females to a really inferior place vis-a-vis men† ( Brown and Romano 1 ) . To keep two next communities with such contrasting ways of regulating adult females is arguably beliing and hence. a cause for concern. Ultimately. adult females have simplistically natural rights that ought non to be rendered in the least. particularly by illicit theocratic authoritiess. Under no fortunes are the rights to believe. determination. reading. and composing. among many others. capable of being outlawed justifiably. regardless of gender. With such autonomies. adult females carry great possible in lending to society. despite the possibility of sterility or radically spiritual devotion- and in a batch of instances. that part can be imperative. Today in Iraq. a adult female can non have private belongings or keep any position. while forced to give up her instruction and get married a alien. However. adult females still make up 65 % per centum of the population. and do up 70 % of the agricultural work force ( Al-Jawaheri and Harris ) . Though they continue to contend for the equal rights and intervention they deserve while accepting their low fortunes. the important importance of allowing adult females this moral approval remains strong.

Juvenile Delinquent after Care Program Essay Example | Topics and Well Written Essays - 1250 words

Juvenile Delinquent after Care Program - Essay Example Such programs also help in making the youth productive and socially responsible citizens of the society. Purpose of Juvenile Delinquent Program: The sole purpose of juvenile delinquent program is to support and guide the delinquent youth with the best guidance and resources available. This will help them play a better role in the society and to become a more productive citizen. Intervention programs have to be innovative and effective in their nature. It has been observed that early and on-time intervention helps in reducing the rate of juvenile delinquency. The more a program is community and family based, the more effective it becomes in its application. Vision: This program is designed to help and support the morally and socially degraded youngsters who want to transform and re-shape their lives and want to get rid of their self-defeating attitudes. This program is focused towards bringing the change in their lives by empowering them with education, skills, counseling and unlimite d support. Mission: The mission of this juvenile delinquent program is to help the young offenders in becoming responsible citizens of the society. The duration of the program depends on the nature and the seriousness of the offense committed by the young offenders which can vary from few months to a year. ... Structure of the Program: Many aftercare programs have turned unsuccessful due to many reasons. Effectiveness of a program lies in drawing the perfect alignment between the program, the offender and the available sources. The program has especially focused on those young kids who are at high risk of becoming repeated young offenders due to various factors such as close association with negative peer groups, broken family and those have found out having a disruptive behavior at school. This program is especially designed to focus and address the problems of the young kids and works effectively on the factors that contribute together and give rise to delinquent offenders. This program requires offenders to stay at the aftercare facility during their probation period and every individual is monitored by a specially trained officers, counselors and psychotherapists. The program provides counseling and medical services. The program helps the young offenders to make their smooth transition back into their communities. This program bridges the gap between the community and the offenders. This also helps the young offenders to heal themselves spiritually through their religion. The program focuses on basic education along with providing training on different skills as preferred by the individual. This program is also focused on addressing different issues that might be the cause of an individual’s disruptive behavior such as family issues, broken link with community or religion. Our program coordinators have emphasized on developing sound and smooth communication flow among offenders and their parents as well as other social networks are also included. Target Population: It has

Trainee Evaluation for Advocacy Council Inc Assignment

Trainee Evaluation for Advocacy Council Inc - Assignment Example This is probably meant to make the respondents become more open and provide information that could be used for the future improvement of the program (Fondern, 2006).   Instructions are indeed available at the beginning of the survey. The message here directs the respondents on the procedure of how the questionnaire is supposed to be filled. For instance, in the beginning, respondents are advised to circle as appropriate (Fondern, 2006).   Data in these survey is gathered by use of a questionnaire containing questions that the respondents are expected to answer. The questions are a structured in accordance with the objects of the evaluation process (Fondern, 2006).   The shortest item has only four words present. That is, â€Å"The presentation was clear.† The longest item, on the other hand, has eleven words. That is, â€Å"I have acquired knowledge that I can transfer to my practice† (Fondern, 2006).   There are thirteen items on the survey to be filled. However, based on the nature of the questions, the survey may take the respondent less than twenty minutes to complete. This is because some of the questions only require the respondent to circle as appropriate (Fondern, 2006).   Describe the statistical analysis that will most likely be utilized to analyze the various types of data acquired from the survey. It is possible that more than one analysis will be necessary! For example, frequencies, percentages, qualitative or perhaps all of these.   

An Infants Innate Proximity Seeking Behaviour Psychology Essay

An Infants Innate Proximity Seeking Behaviour Psychology Essay Bowlbys classical attachment theory (1969/ 1982, 1973) is an ethological theory emphasising the regulatory functions of an infants innate proximity-seeking behaviours directed towards their primary caregiver. Fundamentally, it classifies the infant-caregiver relationship as the foundation of an infants future social development and further ability to form relationships. Bowlby believed that a childs attachment with its caregiver governs the development of internal working models (or mental representations) which the child subsequently applies to relationships with other people and in general, the social world. In turn he proposed that by determining the nature of an infants attachment with their caregiver (considered primarily to be the mother in this case), an infants future social behaviour patterns could be predicted i.e. certain attachment types would lead to certain behaviour types as a result of these internal working models (1973). Attachment types were formally assessed via t he Strange Situation experiment (Ainsworth et al. 1978), out of which three basic types were discerned: the secure and the insecure: anxious/ambivalent and insecure: avoidant. A fourth attachment style insecure: disorganised was later included, encompassing an insecure attachment style which couldnt reliably be characterised as either anxious or avoidant (Van Ijzendoorn et al.; 1999). Attachment theory is intrinsically relevant to psychoanalysis; being characterised as an attempt to update classical psychoanalysis (otherwise lacking empirical evidence; Kihlstrom, 1999), in light of advancements in evolutionary biology and cognition (Ainsworth et al. 1978, Schore Schore, 2008). Fonagy (***) has extensively outlined the commonalties of both; fundamentally, both theoretical perspectives class anxiety as engendered by loss and postulate a non-isomorphic relationship to exist between (mental) representations and their external referents whereby the former moreso reflect the psychic reality from which the latter are perceived. Related to this, Fonagy has likened the internal working models (IWM) of attachment theory to the mental representations (MR) of psychoanalysis, further distinguishing them by highlighting that the IWM are processed implicitly as opposed to explicitly (MR) and are stored in procedural as opposed to episodic memory (MR). Additionally, in both, personality development is conceived as most primarily a function of early social context, where infancy is a potent period of intense growth and the importance of the maternal figure is emphasised. The development of mentalisation (in Fonagys terms) which is akin to a theory of mind, or set of empathic-based processes is also key for growth in both. Finally, both Freud (1895) and Bowlby (1963) emphasised the role of early trauma in later vulnerability to psychopathology. While many are reticent in accepting the implications of attachment theory and the possible anti-therapeutic effects of the labelling ethos it subscribes to (***), its cogency is difficult to deny considering its wide base of empirical support and its enduring legacy. The latter point is fortified by the well-documented recent resurgence of classical attachment theory initiated by the rise of neuroscience (the decade of the brain) and its transformation into modern attachment theory (Slater, 2007) . Specifically, it can be said to underscore the advent of neuropsychoanalysis (a branch of interpersonal neurobiology; Siegal, 2001; Schore Schore, 2008); an assimilation of neuroscientific and psychoanalytic principles. With such links and terms thus established, the ensuing aim of this essay is to outline the modern re-conceptualisation of attachment theory, which draws on neuroscience and forges a link between psychoanalysis and mainstream science. The neurobiological components underlying attachment will be outlined and discussed in relation to affect regulation. The subtext of the essay will be the implicit relevance of psychoanalysis and its use for modern practice which contrapose condemnations of it as being theoretically dead (i.e. Kihlstrom, 1999). According to Whitehead (2006), psychoanalysis has undergone three major revolutions (currently in its third) since its inception, namely the Classical-Freudian, Post-Freudian and the third, currently wheeling, revolution characterised by a return to the project of mind-body integration which Freud abandoned. Indeed, while the likes of Freud eschewed neurological findings from theories of self and personality (vowing to stick with the psychological realm) a number of psychoanalytically minded researchers are reconciling the two to form a field of research coined neuropsychoanalysis (Schore, 2002), which implicitly underlines mind-body integration in accordance with psychoanalytic principles via appeal to attachment theory and neuroscience; undergoing periods of resurgence and dominance, respectively, as of late (Slater, 2007). The advent of neuropsychoanalysis has also coincided with a new appraisal of the problem regarding the interface between outer reality and the inner fantasy wor lds of the individual which Freud found problematic (Whitehead, 2006) reflected in the shift from one-person to two-person psychology (Pulver, 2001) arguably based on the advent and predominance of object relations theory propounded most evidently by Klein and Winnicott. The fundamental point of object relations was an emphasis on the role of interpersonal interactions in the development of personality and mind. The self psychology of Kohut (1957*) is in some ways an offshoot of object relations theory and engenders the most fertile and evident link between psychoanalysis and attachment theory; specifically considering that it has been taken as the basis for many explications of the neurophysiological underpinnings of the attachment process (i.e. Schore Schore, 2002; Shore, 2008; 1994). As explicated by Schore Schore (2002), Kohuts self-psychology concerns itself with four fundamental issues: 1) the emergence of self 2) the structuring of self 3) the genesis of psychopathology as a function of deficits in the structure of self and 4) the manifold manner in which psychotherapy may instigate change in the self. All of such issues have been addressed explicitly via modern attachment theory and its neurobiological underpinnings, the first three of which will be focussed on here. Most significantly, the other is required for the emergence of self (i.e. intersubjectivity engenders subjectivity). For Kohut coupling with the self-object (i.e. the primary caregiver) facilitates affect regulation and the establishment of internal homeostatic equilibrium which precedes (structuring of) burgeoning selfhood. This reflects the aforementioned two-person psychology which characterises the current revolution of psychoanalysis; most apparent in (modern) attachment theory which will subsequently be discussed in greater detail. The main aim of the first year of life is to form an attachment with the primary care-giver which will facilitate subsequent emergence of self and the optimal psychobiological development. To accommodate this is an innate, attachment behavioural system which manifests in a number of instinctual behaviours (or attachment strategies) undertaken by the infant in an attempt to form such an attachment (Siegal, 2001). The primary attachment strategy engaged in by the infant is proximity-seeking; in moments of distress or threat the infants seeks out the primary caregiver as a source of security and comfort (Mikulincer, Sahver and Pereg, 2003). Attachment is achieved, whilst proximate to the caregiver, via inter-subjective interactions (engagement) with the self-object (attachment figure) through affect-laden face to face interactions not strictly limited to visual stimulation (i.e. gaze episodes) but multi-modal (i.e. all senses implicated) emotional transactions. Evidencing the innate ca pacity to engage in such interactions are studies demonstrating infants as young as 12 days old imitating facial expressions (Eltzoff Moore, 1977) and making facial movements in response to communications from the mother expressions which, coupled with those of the mother, assist interpersonal contact and affect regulation (Trevarther, 1985). The sensitivity and responsiveness of the self-object are pivotal for optimal attachment sensitivity inheres that the self-object will recognise when engagement and affect regulation are required (i.e. in times of distress) while responsiveness entails a successful interpretation of social cues, regarding affect, as provided by the infant. The self-object, if sensitive and responsive, may facilitate the minimisation of negative affect and the increase of positive affect, that is, regulation of the infants affect-states a process which gradually become internalised by the infant (Schore Schore, 2008). This occurs as a function of appropriate, consistent responses to such social cues (affect synchrony) permitting the development of mechanisms of anticipation the infant learns of a correspondence between their own actions and the responses of others (and will begin to gauge just how their affects/experiences may be regulated). This in turn facilitates a self-other distinction to be made in which internal working models of the self and the self-object are constructed, engendering processes through which the infant may begin to modify their own behaviour in light of their dyadic interactions with the self-object. As I see it, these processes effectively pre-empt the emergence of subjective consciousness. Particularly, Lipton et al (1999) has associated the development of orbito-frontal systems at this time of development with the infants integration of past, present and future experiences; which permits anticipation of future states of self and reflection on past states. In phenomeno logical terms, this manifests as the emergence of temporality; one of the fundamental tenets and characterisations of intentionality (i.e. consciousness; Husserl, 1952). This may be considered the foundation of the self, corroborating with self-reflexivity (i.e. the establishment of an internal working model of the temporal self) which emerges at this time in line with the above assertions of Liptons. Indeed Slater (2007) has suggested that this marks the beginning of an internalisation of the attachment figure i.e. the accessing of IWM/ MR of the self-object facilitates anticipation of future events and their instantiation of affect regulation. More specifically, as will be discussed, the process of internalising the schematics produced via the dyadic relationship with the self-object become to be gradually subsumed under the rubric of self. That is, the constellation of beliefs structured around representations of self and other bear affect regulation strategies which are elicited in future times of distress. Should such beliefs reflect an unavailability or insufficiency of response from the self-object, secondary attachment strategies are cultivated which manifest attempts at affect regulation other than aforementioned proximity-seeking (Mikulincer et al. 2003). To explicate this point further, comprising the in-born attachment behavioural system (Mikulincer, Sahver and Pereg, 2003) are a number of dynamic processes which govern which set of attachment strategies will be engaged in. These processes comprise of the infants monitoring and appraisal of: a) events (deeming whether or not theyre threatening), b) the availability of the attachment figure and c) the viability of proximity seeking as a means of dealing with a possibly threatening situation. Should an event be appraised as threatening, the infant considers whether or not the attachment figure is available. If the attachment figure is deemed unavailable, secondary attachment strategies classed as deactivating are implemented (characterising the avoidant attachment style). If the attachment figure is deemed available but non-responsive or insufficient in their engagement (i.e. inefficient in their affect regulation), secondary strategies classed as hyper-activating are employed (consti tuting the anxious attachment style). Finally if they are appraised as available and responsive, proximity seeking behaviour is undertaken as already outlined and engagement takes place (secure attachment). According to Dozier and Lee (1995) corresponding to each specific attachment style is a schema for appraisal of ones own self-concept, whereby insecure attachments lead to distortions in such appraisals whilst secure attachments manifest as appraisals of self as worthy and lovable (Schore, 1994) . Namely the avoidant strategies instigate a denial of feelings of distress when they arise while those of the anxious category amplify such feelings. In line with this characterisation it might be suggested that such appraisals lead to re-enforcement of such schemas which consequently persist into later life. Indeed, the continuity of attachment styles, from infancy onwards, according to Mikulincer et al. (2003) is grounded in the inhibitory/excitatory network which accompanies the activation of attachment strategies. Specifically, implementation of hyper-activating strategies acts to increase sensitivity to later threatening event appraisal and evaluation of the availability of the attachment figure, whereby innocuous events are more likely to be deemed threatening and greater attempts to elicit responses from the attachment figure are made. The resultant state of hyperarousal (****) manifests in an over-zealous urgency to be close to the attachment figure. The deactivating strategies on the other hand desensitise the individual to appraising events as threatening and similarly decrease the likelihood of appraisals of the AF as being available. This manifests in a sort of dissociativeness (***); the individual disavows concern as to whether or not a figure is available from which they mi ght garner support and comfort. Due to previous frustration with the stress-response system, arising from it not being adequately handled, the avoidant infant acts to deactivate it altogether (Cassidy Kobak, 1988). Consistent with the neuropsychoanalytic approach; the neurobiological underpinnings of such a system are evident through appeal to the intense synaptic growth (neuron overproduction) experienced in the brain during early infancy (Siegal, 2001). Specifically during the earlier periods of infancy synaptic pruning occurs driven by environmental interaction. In a use it or lose it fashion those connections which are not implemented are pruned away under the guise that they are not needed in the current environment; those that are, are fortified, fine-tuned and maintained. As such it is considered that interpersonal experiences directly shape genetically driven unfolding of the human brain (p72, Siegal, 2001). In this manner it is readily conceivable as to how early interpersonal experiences shape cognitive and affective processes which consequently persist into later periods of life. Schore (1994) has localised processes underlying the attachment process further, namely implicating attachment in the development of the right-brain, the neurobiological core of human consciousness. According to Schore (2001), the right brain dominant in infancy- houses the developing limbic system and remains the hemisphere most dominant for stress response throughout life due to its links to the autonomic nervous system, which regulates the somatic aspects of stressor responses i.e. fight or flight. To this extent, engagement between the infant and caregiver is characterised by a coupling of the AFs right brain with the infants right brain the consequent transactions are non-verbal, affect laden and intrinsically informative of the shaping of the unconscious (Schore Schore, 2008). Psychoanalytic principles are thus represented insomuch that components of the right brain operate at a free-associative, non-verbal and unconscious level (indeed Schore has emphasised that psychotherapy implicitly involves a connecting of clients right brain to therapists right brain) and implicitly exerts influence, as will be outlined presently, on the processes of cognition (Schore Schore, 2008). Indeed, the right hemisphere has been involved in the storage of information pertaining to the emotional ties we have to certain experiences and events (Shuren Grafman, 2002). Accordingly, encountering familiar events leads to a recall of related non-verbal, non-conscious emotional content which further instigate specific reasoning processes which are implemented in the appraisal of such experiences. The link between affect and cognition is well documented and another field of research which modern attachment theory and neuropsychoanalysis forge a mutually-beneficial tie with (Robins Zacks**). Specifically, research from the field of affective cognitive neuroscience has shown that the neural circuits involved in cognition overlap and intertwine with those involved in affect (emotion) (****); as suggested by modern attachment theory. As such, taking this into consideration we can validly assert, through inference, the role attachment strategies/behaviours play on engendering particular patterns of cognition i.e. attachment effects (and affects) cognition (Mikulincer et al. 2003) . Studies by Mikulincer Sheffi (2000) and Pereg (2001) demonstrate, for example, that inducement of negative affect leads to a greater recall of positive thoughts amongst securely attached than those who are anxiously attached, who conversely recall significantly less positive cognitions and significantly greater negative thoughts indicating the amplification of negative affect input and its pervasive effects in the brain suffusing regions of working memory and cognition. Meanwhile, in both studies, cite the authors, those who were avoidant in their attachment styles demonstrated no particular differences in cognitive functioning as a result of positive or negative affect inducement; supporting the hypothesis that those of the avoidant category tend to dismiss and dissociate themselves from sources of distress. To further propound these points, Gillath et al (2005) found that attachment-related anxiety positively correlated with the activation of emotion-implicated areas of the brain and inversely correlated with the activation of areas involved in affect regulation (i.e. the orbito-frontal cortex); paralleling ties between anxious attachment and distress amplification/affect dysregulation (Dozier and Lee, 1995). Furthermore, coinciding with Schores (2002) emphasis on the right brain as centre of self and regulatory/ stress response systems, affective disorders such as depression and dysthymic personality traits have links with the right hemisphere of the brain. Liotti Tucker (1992) for example document that depression interferes with the functions of right hemisphere activity by influencing its arousal mechanisms. Related to this point, a plethora of studies support both Freud and Bowlbys assertions that early insecure attachments increase vulnerability to later psychopathology; specifically whereas the internalisation of affect-regulation schematics conducive to minimisation and manageability of distress occurs in secure attachment, a later to resilience to stressors is observed. Insecure attachments, however, with their accompanying internalised distortion of self-concept and detrimental (under/over) appraisal of threatening events and the disproportioning of the availability of support, lead to a documented increased vulnerability to psychopathology (Schore, 2004*). Indeed, if we consider attachment theory as a theory of affect regulation and affective disorders such as depression as forms of affect dysregulation (Sroufe Waters, 1977) a link between both (attachment styles and psychopathological vulnerability) seems readily tenable. Forbes Dahl (2005), for example, suggest that depression instead of a disorder in which there is an abnormal increase in negative affect; rather is a disorder reflected in the diminished activation of positive affect systems and motivation. This aligns with definitions of its major syndromal-features i.e. anhedonia (diminished capacity for enjoyment), fatigue (diminished motivation) and social withdrawal (diminished enthusiasm). As such we might infer that strategies for minimising negative affect and increasing positive affect (established in infancy) are inefficient in some way. The authors cite many examples of studies which espouse this consideration; for example, adults with MDD have shown diminished response to positive stimuli; in some instances evincing similar responses as if it were aversive. Furthermore, depressive adults have demonstrated lower expectancy of positive events in their futures. Additionally, studies have shown how adults with anxious attachment (hyperactivation strategies); more readily access painful memories, while demonstrating exaggerated appraisal of negative events and are subsequently more vulnerable to depression (Mikulincer and Orbach, 1995). While many may criticise attachment theory as being highly pessimistic derogating the possibilities for a child who happens to present with an insecure attachment style to have a positive future free from psychopathological vulnerability, it is fair to say that it wasnt the intent of Bowlby to delineate such a deterministic perspective. Indeed, as Siegal (2001) points out, the brain is plastic throughout the lifespan and as such attachment capacities can change. Furthermore, positive social factors such as prevailing support of peers may act to alter and/or loosen implicit secondary attachment strategies. Wu (2010) for example has cited that self esteem mediates the relationship between self-concept appraisal and attachment style, therefore social factors which bolster self-esteem might be seen as re-adjusting self-appraisal thereby breaking the re-enforcing patterns of negative self-perception. In addition, while many have emphasised the maternal role in the development of such att achment patterns, others have advised that the infant can develop different attachment styles in accordance to their interactions with different people (Siegal, 2001); as such there are a number of mediating factors which imply that early insecure attachment status to one figure isnt as condemning as oft considered. To conclude: this essay has outlined how classical attachment theory, rooted in psychoanalysis, has been transformed into modern attachment theory coinciding with the recent advent of neuropsychoanalysis; that is, a branch of neuroscience dealing with the interpersonal facilitations of neurobiological development, as advocated by object relations theory and self psychology which are themselves rooted in psychoanalysis. This third revolution of psychoanalysis heralds a return to the problems once confronted by Freud namely the mind/body separation and the interface between inner and external realities, and with attempts to resolve them comes a greater alliance between psychoanalysis and mainstream science. Modern attachment theory as framework for many studies in affect (dys-)regulation have furthermore supported earlier postulations of Bowlbys and Freuds that earlier abnormal development and trauma may predict later vulnerability to psychopathology.

Comment on the development of the character of Pip Essay

We are acquainted with Pip from the outset of the novel, the opening lines telling of his unfortunate name and of the untimely deaths of his parents. To the reader, Pip appears to be a perceptive young boy- his visions about his parents were very lurid and imaginative, considering they were only taken from the font and style of his parent’s tombstones. Pip talks in a very matter of fact manner, i.e. he has no feelings of sadness or guilt when he talks about both his parents and his brothers. His encounter with the convict is a catalyst for change in Pips character, we can see that he changes from being quite confident and sure of himself, to being paranoid and afraid. When Pip hears the guns of the prison-ships, he begins to worry quite spontaneously, and links the fact that a convict has escaped with his encounter in the graveyard. This makes Pip even more fearful, seeing as now he has no doubt that the convict will carry out the necessary incisions to take out his heart and liver, unless of course Pip delivers the food. After the drop off has been made, Pip’s character takes another turn, this time into the realms of paranoia. Straight after Pip came back to his house in chapter four, Pip’s first words were ‘I fully expected to find a constable in the kitchen, waiting to take me up.’ All the way through the Christmas dinner when Pip’s relatives were present, Pip was constantly on the edge of his seat- ready to hide under the table every time Mrs. Gargery left the room, his fears about the missing food and drink riding high in his hyper-paranoid state. When Pumblechook informed Pip of his imminent visit to Miss Havisham’s, Pip is filled with questions to do with the purpose of his visit, and we see the deeply inquisitive side of Pip. His visit and time there bred mixed feelings within Pip: feelings of shame, ungratefulness, jealousy and a very prominent inadequacy within himself. He wishes he had Estella for himself, he wishes he had Miss Havisham’s fortune and he wishes he was someone else. He wishes he was someone uncommon, and someone well educated, gentlemanly and with fair hands. These wishes and strong feelings awakened his inadequacy and thus inadvertently his expectations. Estella sets an inner turmoil into motion within Pip. He feels strong feelings of love, jealousy, dislike for her (and himself) and an intuition which says leave her well alone, while his reckless love for her is in direct conflict with this. His love for her is a mystery to even himself, he analyses scrupulously his interactions with her, and the cold and heartless things she does to him, and he himself cannot explain the feelings he has towards her. Pip’s expectations change the way Pip thinks. He no longer looks upon himself as common and due to a few hints here and there from Miss Havisham, is convinced that she is his secret benefactor and that she has set him and Estella up for each other. This knowledge that Pip thinks he has leads to a change in Pip’s character, whereas before he was thinking of ways to improve himself so that Estella would look more kindly upon him, he now thinks that he just has to sit back, relax and wait. The truth was a shock to Pip, in his own words: ‘The abhorrence in which I held the man, the dread I had of him, the repugnance with which I shrank from him, could not have been exceeded if he had been some terrible beast.’ His foolishness with which he had treated Estella became apparent and inwardly Pip wished he had done more. He became both guilty and ashamed, and he came to almost resent his good fortunes, close to but not.

French Existentialism Philosophers Essay

Gabriel Marcel is known to be one of the more religious philosophers who was a French Existentialist. He was a committed Catholic Philosopher and he believed that by being connected to others he will be connected to god. He believed that philosophy should be about hope and wanted to portray the more positive aspects of human characteristics through his writings and thoughts. Marcel has a belief that problems and mysteries were two separate ideas where problems exist outside and apart from ourselves and mysteries were unsolved queries that were more internal to one’s self. For example determining what a body is, is a problem and determining what my body is, is a mystery. He believes that we can use primary and secondary reflections in order to seek a solution to the problem or mystery being faced with. Primary reflections use analytical skills to separate the thinker from the problematic object in order to find a resolution. Separating the thinker from the problem is important in order to effectively reflect and create intellectual and moral means to a solution. Primary reflections use means of abstracting data and using it in order to manipulate the world and deal with the problem that is not always black and white or a right or wrong answer. Primary reflection approaches problems from an objective standpoint where the thinker is separate from the problem while the secondary reflection begins with the experience of existence within the problem and is used with reflection of a mystery. The secondary reflection is open to contemplation by looking at it as a unique presence. The existence within the world is not a problem that needs to be solved because humans and their bodies are intrinsically related to the world and they are in relation to each other, not objects or problems that can be manipulated. Marcel believed that Philosophy is a part of reflecting on a mystery and the mystery requires participation of the person reflecting because it is an experience of presence itself. A mystery involves you as an intrinsical part of the question which is a question of yourself and requires a solution by secondary reflection. A question becomes a mystery when it takes itself into the subject. Marcel believes that humans are increasingly becoming defined by their problems which cause alienation of themselves from themselves and also causing separation from others. The questions of â€Å"being† and humans are mysteries within the Marcel philosophies. When something is recognized as â€Å"not being† it cannot be a mystery. As humans we have a need for â€Å"being† with â€Å"ontological exigence† which consumes â€Å"being† upsurges of joy, happiness, hopefulness, expectations and desires. â€Å"Being† as a human means existing and experiencing the world and the subjects within it. Having something means exercising power over that thing by possession and rights to those possessions. By having rights over a possession can also enables that person to have the ability of disposal of that subject as well. Having something is different from experiencing that thing, for example having a body is different form experiencing your body because you cannot rid yourself of your body without ceasing to be. Life is not identical to a person’s â€Å"being† because â€Å"being† is the whole self which is more than life and it is what a person aspires to be. Humans can only evoke the fullness of â€Å"being† by engaging with others and coming together as a community. Marcel promotes the idea of living I-Thou which opens up and enhances a person’s â€Å"being† which God being the ultimate Thou. The I-Thou idea requires a person to be open to the â€Å"being† of others within their lives and not living only for themselves. Marcel has an interesting stance on the subject of love and how it should be defined. He believes that love has to do with inner subjectivity and it is about seeking and experiencing the â€Å"being† of the other. Love is not about possession or having another person which is commonly thought to be the main definition of what love means. Marcel believes that a self does not love, but it is the self that is constituted by love. When we attach predicates to a thou we limit our love for another and it’s trust and faith which constitutes love in the â€Å"being† of the other. I always thought that love had to do with possessing and labeling a person or subject as yours. However, Marcel’s philosophy on love has changed my point of view into believing that love is about fully accepting a person as who they are instead of trying to possess them and changing them into being an object of your desire and control. Part B: In Simone Beauvoir’s writing of The Ethics of Ambiguity she begins to elaborate on ethics and the importance of a moral obligation to overcome oppression. Moral acts and willing one’s self free is an obligation of a person in order to become a moral person. With moral freedom a person is not free unless they can deal with free individuals. We all should strive for our freedom as well as the freedom of others and the freedom of all. The freedom to choose is shaped by social and political freedom of people. Beauvoir believes that in order to free all we must take a stand for justice especially in the political sense. We ought to respect freedom when it serves freedom, but not when freedom distances itself from itself. For example when freedom is used in the oppression and the abuse of others, we ought not to respect it in cases such as a dictatorship oppressing the freedom of its people. Oppressing an oppressor is justified even when it requires violence and in cases of people rising up and rebelling the person or the system that has been oppressing them it is justifiable. In such cases casualties of war with sacrifices is justified when fighting for freedom because it makes it a just war. Simone Beauvoir states â€Å"the truth is that if division and violence define war, the world has always been at war and will always be; if man is waiting for universal peace in order to establish his existence validly, he will wait indefinitely: there will never be any other future. † (Beauvoir ) With this she means that if the only reasons for war are for violence to annihilate the other opponent because of division then war will never end and people will never reach complete liberation. However, oppressing and oppressor should never be driven by blind faith. The actions must be considered fully well and deliberate over choice. Each circumstance should be considered on a case by case basis and analyzed by practical problems. Ethics emphasize physical and social interaction in relation to other human beings because of freedom. Authentic morality involves engagement with the world that is not abstract intellectualism. People who sit by and talk about the problems and the circumstances that accustom the world are not engaging with the world directly. Beauvoir stresses that in order to achieve authentic morality people must do something to engage with the world not intellectualize the problems within it. Humans have a moral commitment to liberate the oppressed individuals because it causes limited liberation of their own freedom. Oppressed individuals may not even know that they are being oppressed and this why it is important for others to enlighten them and help them become liberated from their situation. With an oppressed individual, their own judgment that they are oppressed is what counts and this is why it’s an obligation of others who recognize the oppression to give them knowledge of their situation. Oppressed people are cut off from the future without the power of liberation to decide what is next for them in their lives. With liberation a person must be able to question values and oppressed individuals are not able to do this. Being oppressed does not gain moral character because character is not built by suffering. A person cannot say that they are a strong person because they have been accepting oppression and the suffering that comes with it. A person is strong when they take a stand for their liberation and fight for their own values as well as the liberation of others. However, power is limited within liberation, Beauvoir enforces this by stating that â€Å"to be free is not to have the power to do anything you like; it is to be able to surpass the given toward an open future; the existence of others as a freedom defines my situation and is even the condition of my own freedom. † (Beauvoir ) Power is a foundation of moral freedom and in order to engage the world a person must have power, but it is a limited power. Not only individuals of the world, but state also has an obligation to ensure that it’s people have a minimum level of well-being because this is necessary to freely act within the world. External help is needed in order to alleviate oppression and once an oppressed individual is placed within the presence of freedom they must pursue freedom for themselves and one cannot force freedom upon them or it would not be recognized as freedom at all. Works cited Beauvoir, S. D. The Works of Simone de Beauvoir. Zuubooks. com, 2010. Print. Marcel, Gabriel. A Gabriel Marcel Reader. 1st edition. St. Augustines Press, 2011. Print.