Analyse, deliver, evaluate and reflect a teaching experience in clinical placement The WritePass Journal

Analyse, deliver, evaluate and reflect a teaching experience in clinical placement Introduction  Ã‚   Analyse, deliver, evaluate and reflect a teaching experience in clinical placement Introduction  Ã‚   REFERENCES.Related Introduction  Ã‚   The aim of this essay is to   analyse, deliver, evaluate and reflect a teaching experience in clinical placement. So also as utilising appropriate theories to support my preferred method of   teaching and how the teaching   session was delivered.   I will also   consider in my   discussion the role of teaching, learning and supervision session evaluation and personal evaluation. I   organised a teaching package   that   is beneficial to   nursing staff, support workers, students, healthcare assistants and all teaching staff   within my placement that are willing to increase their knowledge and skills ,most especially confidence in this area.   I     designed   a teaching session which would   permit   for different learning needs and styles to be   considered .   The course objectives (Armitage et al, 2003) were   identified   as: understand   the clinical use of   the effectiveness and limitation of ECT, demonstrate an understanding of   the history of ECT. It is essential that you     know where learning finishes and what you would like your learners to know   after   learning   come to an end. The outcome of learning and the   Course objectives, provide a clear stop   point for a teaching session (Reece and Walker, 2003). Because   individual learner have their systematic ways of learning, introducing different styles of teaching     can be used to meet the different needs and preferences of individuals. According to   Ã‚  Kolb   ( 1984 )there are four learning styles which learners learn better  Ã‚   diverger: this learner learns better by undergoing an experience and then reflecting upon it,  Ã‚   Assimilator this learner prefers to observe and think,   converger: this learner like to   think while   doing   and   accommodator: they   learn best through action, by doing and feeling. Honey and Mumford (quote in Hillier, 2002) also identify four learning styles. They   developed this further, using an 80 item questionnaire   they were able to identify individual   learning styles that are important,   based on Kolbs’, but renamed ‘activist’ : these learners enjoys immediate experience but becomes bored easily, ‘reflector’ : collects information and is a thoughtful listener, ‘theorists’: these are learner that likes to analyse,   and   ‘pragmatists’: these are learners who like to try out ideas and theories.   Experimental.   According to   Armitage et al (2003) effective learners have skills in each of these areas, but to varying degrees. Fleming identified different learning styles based on how information is presented, such as the auditory learning style (Fleming and Baume, 2006).   Other   styles   identified by Fleming is the visual styles.   Fleming created a questionnaire which aimed to identify the learners   preferred learning style.   This questionnaire was later updated to include the read / write style as Fleming identified that some learners visual preference is for pictures, graphs, maps etc. whereas others is for written word (Fleming, 2009).   Fleming and Baume state that understanding learning styles can improve learning by matching strategies with styles (2006). Learner   have different way of   learning styles, and different stage of understanding (Hillier, 2003. Reece   and Walker, 2003).   Individual   learner also has specific goals and expectations (Armitage et al, 2003). I decided   not to utilise the   questionnaires among the groups because l felt it will be of more benefit in one to one teaching rather than in a group setting .  Ã‚   variety in teaching methods has   provide to be   greatly effective using a variety of media in a teaching   session promotes interest and motivation.   Ã‚  By utilising media aimed at multiple senses there is ‘a greater likelihood that the learner will perceive what is intended’ (Reece and Walker, 2003: 159).   I decided to make the attendance at this teaching session optional, As motivation is an essential aspect in the effectiveness of learning (Armitage et al, 2003). My chosen topic for my teaching session was Electro- Convulsive Therapy ( ECT).   The rationale for choosing this topic is because l have observed that it is an intervention commonly used in   the clinical practice area and because of its controversial description in psychiatry. I     will be exploring in a critical manner the clinical use of the effectiveness and limitation of ECT.   Ã‚  I structure the objectives of the teaching session with consciousness to time an attention span because l learnt that the average student attention span is between twenty minutes after which learner find it difficult to concentrate on the teaching     Penner (1984). According to   Erickson and Strummer,(1991) recommends that special attention and time to   preparation, illustration and demonstration in other to be   able to respond to student confusion or questions. Shulman, (1987) also   stated that an important characteristics of an effective teacher is the ability to take di fficult concepts and transform them in such a ways that students can understand through the use of examples,   metaphors ,and   analogies . I sent e-mail to all the nursing staff and the administration staff   few   weeks prior to my teaching session inviting them to attend my teaching session. I ensure that l got a suitable environment for my teaching ,   in   order to facilitate my teaching session   I required somewhere where I could expose my learner to some theories. According to Spouse (1998), the environment used for learning   can   have   influence   on   the learners interest to the teaching and how they develop their practical skills   development. Having   this   in mind, I considered   an area free from noise and where there is no   distraction which will benefit   my teaching delivery. I was lucky to find the training room vacant with the help   of   the   nurse manager, a quiet area where my learners could become engaged within the relative safety of a restricted audience, limited to only those within a teaching/learning capacity (Spouse, 1988).Another thing that l knew it helped my teaching was the learners feeling of safety within   the   environment use , it enhanced the learner and general experience. On the day of my teaching session, I organized my teaching session notes, read through them for     grammatical errors, and read through the teaching     handout for   some   additional points that needed to be added or removed. There was   cross   ventilation   in   the room and l made sure that there was enough water, cups   and snacks on a table for the comfort   and convenience of the staff.   I ensured that the environment was conducive for everyone. It was also explainable to   another   person ,meeting the needs of learners whose preferred style is auditory / verbal (Reece and Walker, 2003). I used Microsoft power   point   which allowed me to do my presentation in a way that met the needs of     auditory and visual learners   as I could include written information alongside information presented in pictorial and video format, which also meets the needs of the read / write style identified by Fleming (2009). Moreover, ,l gave out   handouts summarising the main points support this method (Hillier, 2002) and also meet   the needs of learners whose preferred learning style is a combination of visual and verbal (Reece and Walker, 2003). I then proceed   by introducing the topic I chose to teach, Electroconvulsive therapy (ECT) is an extremely effective method of treatment for severe depression, that   does not respond to medications or other forms of treatment (Nancy and James 2002).   The National Institute for Health and Clinical Excellence (NICE) (2003a) defined Electro convulsive therapy (ECT) as a medical treatment for severe mental illnesses in which a small, carefully controlled amount of electricity is introduced into the brain and used in conjunction with anaesthesia and muscle relaxant medications to produce a mild generalised seizure .Guidance on ECT recommended that ‘‘ECT is used only to achieve rapid and short-term improvement of severe symptoms after an adequate trial of other treatment options has proven ineffective or when the condition is considered to be potentially life-threatening in individuals with severe depressive illness, catatonia and a prolonged or severe manic   episod e’’. NICE ( 2003b). I discussed about the routine physical check that should be carried out to make sure that the patient is physically fit for the series of general anaesthetics involved in a course of ECT and the treatment itself. RCN (1987) stipulates that these checks should include full blood count; physical examination, X- rays, ECG, urinalysis, and lever function test (LFT) are required. I also discussed the roles of nurses and student nurses, which includes to   develop   therapeutic relationship with the client to build trust, to     provide emotional and educational support for patient’s behaviour, memory, and functional ability prior and post prior ` ECT. The teaching session was interactive,   the   significance of   my chosen topic was openly discussed     and there was lots of contributions,   questions , comments, and individual opinions was made know. I also delivered teaching on   engaging with client that suffers from severe depression, because it’s a     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  crucial   aspect of care that builds a relationship with clients,   careers   Bleach and Ryan (1995). The teaching style I used was humanistic approach. I made the session interactive and informal. Milligan (1995), Stated that, informal sitting arrangement facilities adults learning and best can be achieved through learning centred approach because it enhances learner’s self- concept, promotes autonomy, self direction and critical thinking. I   Reflected after my teaching session, I had a     reflection on my teaching session and my individual attributes.   Life   is   the basic for reflection and without it ,there appears to be no discernible basis for being and knowing Taylor ( 2002 ). Reflection is also very important in other to respond to clients in an individual way,   and   in other to enhance our   knowledge in a dynamic way to grow professionally and also to   increase how effective   professional . I will be using Gibb’s,   six stage problem solving reflective cycle to evaluate and reflect on my   teaching   session .   Because   it   primarily written as an educational tool for beginner reflectors (Gibbs, 1988). My teaching session focused   on   clients   that   have   mental health problem   with severe depression. The teaching session was interactive. The role of nurses and student nurses in the care and treatment, the need for engagement, the need for holistic care, the significance of the session to the placement area and care delivery for clients .The importance of the session to the placement area and care delivery for clients. This   session   also focused on some Mental health nurse that view clients with depression as difficult and challenging to be professional and give holistic care without prejudice. I was very nervous at the   start of the teaching session, most especially about the fact that l might not be able to answer questions I will be asked after the teaching session . But within   a short time l became very relaxed, the staff showed interest in the topic and the handout was a great help. I had to do an evaluation on the whole session, to determine whether or not the teaching and learning had been effective, l felt confidence, because the aims, objective and positive   opinion l targeted to put across in the session was well explained and analysed by me and it was well received and understood by the listeners. The challenge l faced was distraction during the session. Because of   some staff had to excused themselves to attend to emergency on the ward,   Ã‚  distress calls,   depot to be administered and emergency reviews with the consultant. I was able to pin point my weaknesses and strengths from   and how l can improve   better   after l collected the evaluation forms l gave out after the teaching session.   Richardson ( 2005) ,stated that Questionnaires for feedback are important in establishing the quality and effectiveness of teaching.   This feedback help my teaching method   and   style to become more effective in future. I realised l had to take criticism more positively for my   teaching   session   to   be more   effective and successful. I also felt l needed to be more competent. What   I   could have done better when it arose again ,l will include the roles of relatives and careers   in my   presentation because   they play a vital role in the clients well being. I should have also   included literature related all pre- treatment checklists in my handout , as staff criticised me positively about these two points listed.   Also, I   will   have   given   out pamphlets to back up handouts distributed. I should also have researched recent studies to   support   my teaching session, l will also involve my mentor in supervising my presentations before l start the teaching session. Supervision is a pedagogical process where clinical experiences are made clear and systematized in a professional context  Ã‚   Severinsson ( 1994 ). In conclusion, this assignment has facilitate me to   improve my confidence and competence in delivery   teaching   session. The teaching session has helped   me to reflect on positive and negative feedbacks. In     addition, l am able to take criticism   positively and constructively. The teaching session has helped   me to recognise hindrances   to successful teaching session, teaching styles, difficulty   to learning understanding learning for teaching , arrangement , delivery and evaluation of teaching sessions. furthermore this experience has made me to be aware of my learning style. My learning style is a reflector (a reflector takes a more cautious approach and thinks things though before committing to action)   . This teaching session knowledge has widened my skills, values and competencies. In future, teaching session by writer will be more professional, evidence based and competent. REFERENCES. Armitage, A., Bryant, R., Dunnill, R., Renwick, M., Hayes, D., Hudson, A., Kent, J Lawes, S. (2003) Teaching and Training in Post-Compulsory Education. 2nd ed. Berkshire: Open University Press. Bleach, A and Ryan, P (1995). Engagement and relationship in community support for Mental Health. London; The Sainsbury centre for mental health. Erickson, B,L and Strommer, D,W. (1991) Teaching college Freshmen. Sam Francisco, Jossey-Bass. Fleming, N. Baume, D. (2006) ‘Learning Styles Again: VARKing up the Right Tree!’ Educational Developments 7 (4) pp. 4-7. Gibbs, G. (1988) Learning by doing: A Guide to teaching methods. Further education unit, oxford Brookes University. Hillier, Y. (2002) Reflective Teaching in Further and Adult Education. London: Continuum. Honey P and Mumford A (1992) The manual of Learning Styles, 3rd edition, Maidenhead: Peter  Ã‚  Ã‚   Honey Publications. Kolb D (1984) Experiential Learning: Experience as the source of learning and development. Englewood Cliffs: Prentice Hall. Milligan, F (1995). In the defence of andragogy. Nurse Education Today 15:22-27. NANCY, E.B. AND JAMES, W.J. (2002) Electroconvulsive Therapy: A Guide.   Madison, USA: Madison Institute of Medicine. NATIONAL INSTITUTE for HEALTH AND CLINICAL EXCELLENCE, NICE (2003a) Appraisal of Electroconvulsive Therapy: Decision of Appeal Panel. London: NICE. NATIONAL INSTITUTE for HEALTH AND CLINICAL EXCELLENCE, NICE (2003b) Guidance on the Use of Electro Convulsive Therapy, Technology Appraisal No 59. London: NICE Penner, J.G (1984). Why many college teachers cannot lecture. Springfield Ill, Thomas. Reece, I. Walker, S. (2003) Teaching, Training and Learning: a Practical Guide. 5th ed. Tyne and Wear: Business Education Publishers Limited. Richardson, T. (2005) Instruments for obtaining student feedback: a review of the literature Assessment and Evaluation in Higher Education 30 (4) pp. 387-415. Severinsson, E (1994). The concept of supervision in psychiatry care-compare with leadership and mentorship; A review of literature. Journal of Nursing management 2,271-278. Shulman, L.S (1987). Knowledge and Teaching Foundation of the New reform. Harvard Education Review, 57(1) 1-22. Spouse J (1998) Learning to Nurse Through Legitimate Peripheral Participation, Nurse Education Today, Vol 18, pp345-351. Taylor, B (2001) Reflective Practice. A guide for Nursing and midwives. Berkshire: Open University Press. [/level-freee-rstricted]

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Financial statements Accruals Prudence and Going Concern concepts Discuss the problems for companies in applying the accruals, prudence and going concern concepts when preparing financial statements, and explain why at least two other concepts might also be important. Accounting concepts and conventions as used in accountancy are the rules and principles applied when recording economic events and in the preparation of financial statements, that all accountants abide by. Some of the fundamental accounting concepts that will be discussed are the accruals, matching, prudence, going concern and consistency concepts. In drawing up accounting statements, you have to make sure that they fairly reflect the true value of the business and the results of its operation. Whether they are external financial accounts or internally-focused management accounts, a clear objective has to be that the accounts fairly reflect the true value of the business and the results of its operation. 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Critics want to push back this boundary and argue that IR was and is deeply connected with and determined by economics, politics, social, domestic, and familial relationships of the time and place in history. Another criticism is that Dunlop has over simplified his description of actors. For example, critics argue that actors’ roles are often changing with new business environments and the emergence of new actors- such as customers and community. Critics also argue that actors make different strategic choices at different levels (eg. Kochan’s model), but Dunlop’s model does not take his into account. The model places a lot of emphasis on roles as opposed to people, thus ignoring behavioural aspects like human motivations and preferences. Other criticisms of Dunlop go on to disagree with his premise that the function of IR is ideological- to regulate conflict and integrate actors. These criticisms range from those who argue that the ideology within IR is not integ rative, but rather reconciliatory (reconcile with the dominant ideology), to those who argue that the ideology in IR is to delegitimize all actors except for workers (thus undermining employers’ authority). Others also argue that IR is non-ideological and unstable, thanks to rapid modernization and high competition. The most loudly uttered criticism of all is that the systems theory does not explain change in the field. This leads to Heery’s second type of IR model building- the models of change. This type of model has a historical perspective and looks at how change occurs in IR over time. The models also examine the pattern of change and whether it is cyclical or directional, gradual, or catastrophic, and its origin- endogenous (from within the employment relationship) or exogenous (from the wider economy and society). Heery looks at six different types of change models that are broadly divided into exogenous and endogenous. Both exogenous and endogenous models have two subdivisions each of directional (gradual and disjunctive) and cyclical change. In the exogenous-gradual model, IR change occurs due to gradual, cumulative change that is driven by forces beyond the employment control. An example is globalization. In the exogenous-disjunctive model, episodes of change are interspersed with periods of stability. The change itself is triggered into the employment relationship by some external event, like a war. In the exogenous-cyclical model, change follows a repeating cycle of decline and renewal as IR adapts to cyclical pressures in the external environment, such as election pressures and the economy. In the endogenous-cyclical model, change occurs because of the competing drives of the actors. For example, IR is said to be both adversarial (due to the competing interests) and cooperative (due to interdependence of the parties). Thus IR will oscillate between adversarial and cooperative mindsets depending on the context as the limitations of each approach become apparent to both management and workers. In the endogenous-disjunctive model, change occurs as a result of strategic choices of the actors within the employment relations. For example, as a result of unions’ traditional marginalization of women’s and minorities’ issues, there has been an increased mobilization of women and minorities within unions. In the endogenous-gradual model, change is gradually driven by forces internal to IR. This model stresses the maturing of IR institutions over time, as they become more complex and start to pursue differentiated goals- this is a model of union revitalization as a result of knowledge transfer and networking within the labour movement. Heery’s review of the two types of models of looking at IR is comprehensive in looking at the criticism of the systems theory, but does not analyze the change models with the same depth. As a relatively new student in the field, I would have benefitted from a more detailed description of the change model before dwelling into its critique. However, I felt that Heery’s description of the change models was very streamlined and organized in a logical manner. I found his inclusion of a short discussion on the ‘new actors’ that have interests in IR, such as consumers or identity groups particularly interesting and worth considering. In the end, I do agree with Heery, and think that IR is a dynamic and complex field and it is certainly useful to have more than one perspective of studying and thinking about how these relationships are formed, changed, and managed.

Comparing Thomas Hobbes and John Locke †History Essay

Comparing Thomas Hobbes and John Locke – History Essay Free Online Research Papers Comparing Thomas Hobbes and John Locke History Essay Thomas Hobbes and John Locke were two of the great political theorists of their time. Both created great philosophical texts that help to describe the role of government in man’s life, as well as their views of man’s state of nature. Even though both men do have opposite views on many of their political arguments, the fact that they are able to structure their separate ideologies on the state of man in nature is the bond that connects them. Both men look toward the creation of civil order in order to protect not only the security of the individual, but also the security of the state. For Hobbes, the state of nature is a very bleak, dreary place. He believed that people in this state were not guided by reason, but instead were guided by our innate primal, animalistic instincts . Hobbes believed that moral concepts such as the ideas of good and evil did not exist in the state of nature, and that man could use any force necessary in order to protect his life and goods around him. Hobbes called this condition â€Å"War† which meant â€Å"every man against every man.† Hobbes also described the state of nature as having no benefits that people in modern society take for granted: â€Å"No commerce, no agriculture, no account of time, no arts, no letters, and no society.† Men in this state live with an overbearing sense of fear and grief, always on the defense in order to protect themselves, and their possessions. Hobbes relates man’s wanting to escape from the state of nature and war by looking towards peace, which allows man to dissolve his incessant feeling of fear. In order to obtain peace, Hobbes looks to man using reason, which enables man to respond to what Hobbes calls â€Å"The Laws of Nature†. It is through these laws that man can seek peace and to enable man’s natural right to all things, providing that others will do the same. Hobbes labeled this mutual transferring of rights between men a â€Å"contract†. Hobbes beloved that there still must be some common power in effect in order to enforce the laws, because it was Hobbes fear that human’s hunger for power would always be a threat to the contract. Out of the various forms of government, Hobbes preferred the idea of an absolute monarch to rule over the people. Hobbes concluded that there must be some sovereign authority that was created by the people as part of the social contract that would endowed with the individual powers and the wills of all, and would be authorized to punish anyone who broke the rules. This absolute sovereign, dubbed â€Å"Leviathan† was to be so effective because it helped to create a continuous circle that reinforced the social contract. The sovereign operated through fear; the threat of punishment helped to reinforce the mandates that the laws of nature provided, thereby ensuring the continued operation of the social contract that was in place. It was through this creation of an absolute ruler, that the idea of the â€Å"Commonwealth† was created. People who lived under the rule of the sovereign in the commonwealth essentially gave up all of their own personal rights to govern themselves to the sovereign. The â€Å"people† in the commonwealth are able to retain their right to self-preservation by endowing the sovereign with all of their other rights. It is through this transfer of power, and entering into the contract with the sovereign in the commonwealth, that Hobbes states how man is able to get out of the state of nature and into society. John Locke also believed in many of the same ideas as Hobbes, such as the social contract and the state of nature, however the positions in which he took on them were sometimes polar opposites. In Locke’s view of the state of nature, Locke states that while there were no civil societies yet formed, people basically were able to live in peace, because the natural laws that governed them were an innate quality in which everyone had. Locke stated that in the state of nature, all people were equal, and had executive power of the natural laws. Where as Hobbes believed the state of â€Å"war† was a natural part of the state of nature, Locke differed, saying that the two were not the same. Locke believed that the state of nature involved people living together, using reason to govern their lives without the need for a common superior, or leader. The state of â€Å"war† occurred when people tried to force things on others, and it was Locke’s belief that when this occurred, people had the right to wage war because it was his belief that force without right was an adequate basis for the state of war. In order to transition from the state of nature into a civil society, Locke believed that people would naturally want to give up their natural freedom in order to assure protection for their â€Å"lives, liberties, and property†. Locke believed that the best form of government for a civil society would be one that would be run by the majority of people with common views, and that the individual, when entering into the society would submit him to the will of the majority and follow the rules set forth by it. In transitioning from the state of nature to a civil society, Locke stated that the state of nature differed from a civil society because it lacked â€Å"an established, settled, known law; a known, and different judge; and power to back and support the sentence†. In order to complete this transition into a civilized society, people had to relinquish their natural rights. These rights included the right to do what they wanted within the bounds of the laws of nature, and the power to punish the crimes committed against natural law. Both rights are given up in order to put oneself under the protection of the executive power of the civil society. In the end the civil society would provide â€Å"a law, a judge, and executive working to no other end, but the peace, safety, and public good of the people.† Many of Locke’s ideals were considered to be very progressive at the time of their creation, and were implemented into the forming of the United States Constitution. Many of the ideas that were put into the creation of the constitution were based on Locke’s principles of equality and government working to the advantages of the people. After entering into a civil society, Locke stated that the government of the commonwealth, using the element of a majority, should have a single legislative body that was used for the creation of laws. Locke suggests many types of governments such as Democracy, or Oligarchy, but he never states that one is better then the other. This again is another difference in the views between Locke and Hobbes. While Hobbes favored one single person to be the law maker, or absolute monarch, Locke stated that the power to create law should rest within a majority legislative body and that the law created by it should be absolute. No other body could create laws of its own, and every member of society and the commonwealth must abide by the laws that were created by the legislative majority. While the legislation is an absolute governing body, it does in fact have limits as well. Locke states that the legislative body must govern by fixed laws that apply equally to everyone, and that the laws that are designed are to be done solely for the good of the people; lastly, the legislative body cannot increase taxes on property owners with out the people’s consent. John Locke and Thomas Hobbes ideas about common law governments help to explain, at least from a philosophical ideal, the evolution of man from the animal age to the enlightened 17th century in which they resided in. While I believe the critical difference between their views is the amount of power they each placed in the idea of a sovereign power, they also shared many other different ideals, such as the state of nature in which people resided, and their ideas of how people living in the commonwealth should relinquish their rights. However, one crucial element of commonality should be noted that existed between Locke and Hobbes. Even though many of their ideals differed their end result was the same; the common good of the people. Though they both may differ on how this plan works, they are able to base at the crux of each of their arguments, the essential need for reason in man’s life, and how we as a race are able to better ourselves through the tools of reason and gove rnment. Research Papers on Comparing Thomas Hobbes and John Locke - History EssayComparison: Letter from Birmingham and CritoAssess the importance of Nationalism 1815-1850 EuropeCapital PunishmentPETSTEL analysis of IndiaUnreasonable Searches and SeizuresTwilight of the UAWQuebec and CanadaAppeasement Policy Towards the Outbreak of World War 2Bringing Democracy to Africa19 Century Society: A Deeply Divided Era

The Role of Government Regulations in Human Economic Activities

The Role of Government Regulations in Human Economic Activities Thesis section Since governments emerged in the evolutionary history of humans, they have been involved in the regulation of social, political, and economic activities of people (Ashcroft and Ashcroft 39). Governments are initiated with the aim of averting social anarchy and stagnation of development in society. Therefore, regulation is a process through which rules are made, applied, and adjusted according to the needs of the targeted society (Jennings 231). During the past 20 years, economic regulations by most governments have been enhanced.Advertising We will write a custom essay sample on The Role of Government Regulations in Human Economic Activities specifically for you for only $16.05 $11/page Learn More Nonetheless, the decline in economic activities witnessed in the industrialized nations has been associated with strict government regulations of economic activities (Jennings 120). Most government regulations are aimed at protecting the well being o f citizens especially when conducting economic activities. However, the current regulations have made it almost impossible for most economic processes to proceed. The situation has been made worse due to incessant government demands and regulations for small and well established businesses. In comparison to the early 20th century, the current regulations are failing the economic system. It is evident that the disadvantages that emanate from government regulations tend to outweigh the perceived merits (Carroll and Buchholtz 390). Therefore, regulation of businesses by governments is unnecessary because the market forces such as demand and supply can effectively control the much needed dynamics of propelling business growth. Body of the argument Government regulation has been perceived by several people as the best way of ensuring accountability in the distribution of resources (Carroll and Buchholtz 684). Most stable governments have put in place measures to ensure that the rich dona te more to the government that the poor. Measures have been instituted in certain businesses in order to spur the growth of large companies that have helped most developed nations to realize the current economic status. These regulations often aim at redistributing and balancing resources in an economy. As much as the latter is usually the intention of governments, the practice has resulted into economic decline since the large companies are cutting down their expenses so that they can be able to meet the current regulations and expenses needed in running businesses. In addition, unemployment rates have continued to rise as a result of the regulations on economic activities (Ashcroft and Ashcroft 365). Furthermore, governments have been using regulations with the aim of enhancing high quality services. These regulations have greatly reduced competition. The decline in competition has also resulted into reduced efficiency and quality of economic products.Advertising Looking f or essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The current trends that are also being witnessed globally are quite alarming. There is a global economic decline. The government is supposed to instigate measures that will stimulate economic development. If the current regulates are effective, then the prevailing economic hurdles could not be experienced. The issue of over taxation of individuals with a huge financial base is a total failure (Ashcroft and Ashcroft 439). Increasing levels of unemployment attributed to retrenchment of workers by large companies is directly influenced by government regulations. Moreover, most people who are losing their jobs are the ones that governments want to uplift. The dilemma seen in these scenarios is a major setback in the effectiveness of government regulations. In addition, the strict government regulation of businesses negatively affects people with limited capital. Su ch people cannot afford to meet all the requirements needed to obtain licensing form their respective governments. Such regulations have also affected economic growth of several poor communities. As much as regulations were initially put in place with the aim of ensuring that economic development could be achieved substantially, there are myriads of limitations of these regulations. Most of the limitations are associated with the inability of the government to fully implement the actual regulative measures. This leaves loopholes that allow several other people to acquire wealth inappropriately at the expense of others (Ashcroft and Ashcroft 555). Most of the measures instigated by the government in order to boost economic recovery or stimulation have been a failure due to lack of effective implementation mechanisms. In some cases, the failures are attributed to lack of political will. The latter limits government policies on economic development (Carroll and Buchholtz 447). The laws governing economic processes have also resulted into massive failure of the economic regulatory processes. Some individuals take advantage due to the ambiguity of the laws in order to sabotage government regulations. A free market that has no government regulations offers opportunities for participants in economic activities to offer the best in what they can do (Jennings 76). Unregulated market allows increased efficiency due to the availability of market forces such as competition.Advertising We will write a custom essay sample on The Role of Government Regulations in Human Economic Activities specifically for you for only $16.05 $11/page Learn More Moreover, such a market ensures that the participants in the economic activities are responsible. If an individual participates in a business that is producing poor quality products and services, the market forces will work against that business entity. Such a business cannot survive in a competitive market. Conclusion Government regulations have proven to be effective in managing human economic activities and peaceful coexistence. Nevertheless, the current economic regulations are negatively affecting development and hence slowing down economic process in some economies. The weaknesses of government regulations have been clearly illustrated. It has been observed that a free market will allow economies to advance faster than in regulated economy. Ashcroft, John and Janet, Ashcroft. Law for Business. New York, NY: Cengage Learning, 2010. Print. Carroll, Archie and Ann, Buchholtz. Business Society: Ethics Stakeholder Management. New York, NY: Cengage Learning, 2009. Print. Jennings, Marianne. Business: Its Legal, Ethical, and Global Environment. New York, NY: Cengage Learning, 2010. Print.

Historical Background that Led to the Eighth Amendment Coursework

Historical Background that Led to the Eighth Amendment - Coursework Example It later became a theme of the U.S. Supreme Court Eighth Amendment discussion about normal penalties collectively forced in an undue and unprecedented way. Why the Eighth Amendment Has Not Been Fully Incorporated The Eighth Amendment has not been fully incorporated since it was only applied as a clause to the states when a suitable case challenging the state's contravention of that clause is formally requested for review. Moreover, the Supreme Court makes use of the principle of selective incorporation when it comes to applying the Bill of Rights to the given states (Harr, Hess and Orthman 420). What was considered initially was the cruelty when it comes to method of punishment, and not the ban of excessive punishments. The reason being that it is hard to ascertain the level at which the court can be able to tell between the permissible from that considered as cruel or unusual, bearing in mind that the Bill of Rights is a pronouncement of universal principles aimed at presiding over the social order of freemen (Harr, Hess and Orthman 397). ... Secondly, the appellate court may possibly not be able to handle disputes to bail quicker than trial courts are able to hear the case, and as a result this renders it moot or hard for trial prior to review (Harr, Hess and Orthman 400). How Bail Can Be Assured For Those Accused of Crimes The right to bail can be assumed through case law and statutory law. Hence, the Bail Reform Act of 1984 provides the judicial authority to comprise definite conditions for granting bail based on community safety or otherwise the risk of the individual not appearing for trial (Harr, Hess and Orthman 398). This is in view of the fact that the pretrial detention should not violate due process or the eight amendment. For this reason, when the only asserted interest is to warrant that the accused will stand trial and give in to sentence when found guilty, then in that case bail should be handed by the court at an amount designed to make certain that objective and no more. Notably, the legislature rather th an the constitution is the actual framer of bail law. The Federal law defines that every noncapital offenses is bailable, but in capital offenses the decision to hold a suspect prior to a trial is left up to the judge (Harr, Hess and Orthman 400). The state courts assure bails for those accused of crime based on the excessive bail provisions within the state constitution or else through legislation and case law, however, the constitution only bars excessive bail (Harr, Hess and Orthman 401). Basic Need for Bail Bail seeks to serve two needs. Firstly, bail seeks to uphold the presumption of innocence by permitting the person not yet convicted to avoid continued incarceration. Secondly, bail seeks to

Gender and Consumer Culture Essay Example | Topics and Well Written Essays - 3000 words

Gender and Consumer Culture - Essay Example The culture of consumption is related with goods and products, where the purchase activities are largely grounded on the quality of the products and the value of its material usage. The difference in style possessed by different genders has therefore often been evaluated during the transitional phase, from pre-industrial economy to an industrialized and capitalistic economy, where the sole aim of the manufacturers was to maximise production and earn higher amount of revenue through the sales (Leonini & Santoro, 2004). It has further been observed that even though production dominated the earlier periods, in the modern era, consumer goods have gained its significance as the supreme factor which influences the purchasing behaviours of both the genders. In this context, shopping malls have replaced individual shops where the rudiments influencing consumers’ purchasing behaviour reflects immensely. Furthermore, from the perspectives of family, woman has been observed to spend thei r earnings towards fulfilling their family needs by a significant extent. Comparatively, men are generally noticed to keep aside a proportion of their earnings for their personal requirements. However, differences have aroused in situations where women are examined to be dependent on the earnings of the male members for the effective accomplishment of their family needs. Recent studies in this regard state that women are more concerned about the welfare of their family and children and thereby prefer spending for themselves after the needs of other family members have been attained. On the contrary, men have been identified to possess individualistic attitudes while considering the consumption choices (Leonini & Santoro, 2004). Emphasising on this conception, the study will evaluate the various factors that determine the consumption behaviour of both the genders. Furthermore, it will focus on identifying the relationships shared between consumption and gender analysing the ways in w hich the gender based perspectives tend to influence the consumption patterns amid customer groups. Literature Review According to Grazia & Furlough (1996), while decorating their homes, women not only focus on furnishings and attractive appliances, but also tend to consider the style and tastes of the other family members. Furthermore, women magazines, furnishings and marriage manuals have been an influencing commodity for the women consumers in deciding the consumption of its products. In relation to the modern day context, the development of departmental stores in major cities has further been observed to have re-defined the experiences of shopping for the female customers which was earlier considered as a highly-skilled task in regard to homemaking (Grazia & Furlough, 1996). However, Felski (1995) argued that although women consider themselves a prime source for decoration of households, they are the most irrational consumers, simply prone to wastefulness and extravagance when e ncountered with the attractive displays of products for sale (Felski, 1995). Thus, it can be stated that even though women are more concerned about family choices while consuming products, they are at times illogical while purchasing products, especially for the decoration purposes. This is because they cannot resist the attractive displays set up in the shopping malls which give them the opportunity to choose from a wide range of products. According to Veblen (1965), consumption is a symbolic act that evolved from the difficult distinction between ‘subordinate working people and dominant leisure classes’