Behavioural - Avoidance of Colleague. The WritePass Journal

Behavioural - Avoidance of Colleague. Introduction Behavioural Avoidance of Colleague. IntroductionREFERENCESRelated Introduction Although this model can be criticised for being too simplistic and failing to take social factors into account that can affect all its component parts, it does illustrate how SP can be disabling for the client as it reveals that the emotional distress and avoidant behaviour (C) is a consequence of the negative inferences and evaluations (B), and not, as the client mistakenly believes, a consequence of the activating event (A). There may be many innocent reasons as to why the colleague ignored the client, but it is how the client not only interpreted the colleagues action negatively, but also inferred a negative meaning and subsequently a negative evaluation, as it is certainly not catastrophic if someone does not like you. During assessment, the CB therapist will identify the As, Bs, and Cs by focusing on a specific emotional episode and following this procedure: 1) Assess the C 2) Assess the A 3) Connect the A and C 4) Assess B 5) Connect B to C Both (A) and (C) are assessed before (B) and 2 or 3 of these assessments are conducted as there are often several emotional episodes that have an underlying irrational belief (B) in common.   It is this identification of (B) that facilitates the next stage of formulation. A CB formulation makes an assertion that the client has one or more irrational beliefs underlying several specific episodes.   CB formulations integrate information gathered during assessment and provide a working hypothesis for how the clients SP developed, how the SP is being maintained by the client and how it might be resolved.   Any formulation made by the CB therapist must be based on the clients stated problems and be accepted by the client as a working formulation which then goes on to form the basis for CB intervention. Examples of case formulations include the Three Systems Approach (Rachman Hodgson, 1974), illustrated diagrammatically below, which attempts to understand emotional issues in behavioural, cognitive and physiological terms. However, this model does not take into account any environmental issues that may have precipitated the emotional distress.   This failing was addressed by Greenberg and Padesky, (1995) in the Five Aspect Model, illustrated diagrammatically below. In this model, all aspects are experienced within the environment.   An individuals ethnicity, socio-economic status, education level or upbringing can all be considered as environmental aspects of the problem. Using a fictitious client example, James has been referred by his GP for counselling for SP.   His CB therapist has conducted 3 ABC assessments, the first of which revealed that James is anxious about a job interview (A) and thinks that people will judge him as stupid (B). Jamess second assessment revealed his worry about blushing when dealing with people in authority (A) and that this means that he is physically abnormal (B).   His third assessment revealed his nausea (A) before delivering a best man speech where everyone would laugh at him (B). A general formulation here would be that Jamess SP results from his tendency to misinterpret the facial expressions and reactions of others and his constant negative evaluation of himself in the social situation of work. It is important that the client genuinely understands the formulation.   Irwin et al (1985) found that only 25% of patients genuinely understood the benefits and side effects of their treatment when questioned specifically.   This means 75% did not, and without this understanding, the client will not attribute any changes to their own efforts. Once the therapist is satisfied that the client genuinely understands the formulations, then the 4 steps of intervention can begin.   Firstly, the therapist and the client must agree on specific formulations to work on and secondly, using these formulations as a guide, they must together select specific goals that the client wishes to work on. Step 3 is the selection by the client, and agreed on by the therapist, of specific tasks that will help achieve the specific goals.   These tasks may include the keeping of a diary of events, behaviour and emotions.   Key elements of CBT treatments include Exposure, in which a client enters and remains in a feared situation despite distress, either in vivo or in vetro, beginning with situations that the client has ranked as moderately fear-provoking and moving up gradually to more highly feared situations.   The use of Exposure techniques is based on the assumption that the client must fully experience the feared situation in order for change in emotional and behavioural symptoms to occur (Foa Kozak, 1986). Relaxation techniques are also used in order to help the client deal with the physiological symptoms of SP.   Progressive muscle relaxation (PMR) techniques are taught to the client so that they can practice using the techniques during everyday activities and then be able to use them when in a fear provoking situation (Ost, 1987). A final key element in the CBT treatment arsenal is Cognitive Restructuring (CR).   This is based on the assumption that it is the client’s irrational thoughts and beliefs that perpetuate the SP and not the actual situation (Beck Emery, 1985).     CR is often used in combination with Exposure to challenge the client’s irrational thoughts and beliefs rather than simply a process of teaching the client to ignore SP provoking stimuli. Finally, step 4 is the agreement of boundary conditions where the therapist and client agree by negotiation the number, frequency and duration of sessions, the agendas of those sessions, role relationship and locus of responsibility. Strengths and limitations of CBT CBT is a collaborative treatment, with the therapist as an expert in friends clothing rather than an aloof and removed ‘expert in doctors uniform’.   It helps the client to develop new skills for their use in future situations, and its brevity and time-limited aspect makes it attractive for cost-conscious primary care trusts here in the UK. CBTs focus on the issues in the here and now help to break maladaptive thinking and behavioural patterns that maintain the client’s distress levels.   This in turn may help past issues from a current viewpoint, as the new skills develop to cope with one situation, they can also be applied to other situations by the client to effectively heal themselves. CBTs structure and specificity in relation to goals and tasks make it very easy to evaluate and research and also gives the client positive reinforcement by being enabled to achieve realistic goals. Few studies have compared CBT with other psychotherapies in  the treatment of SP, however, Cottraux et al. (2000)  found that CBT was superior to supportive therapy. Treatment  effects for CBT were sustained at 36 and 60 week follow-ups, although the long-term effects of supportive therapy were not assessed. CBT also has its limitations.   Efficacy rates depend on the clients expectations of success, their willingness to complete the behavioural tasks and their ability to confront uncomfortable thoughts (Rosenbaum Horowitz, 1983; Marmar, Weiss Gaston, 1989). Psychological therapies in general are increasingly becoming an integral part of government planning in mental health care with CBT increasingly being viewed by government as the first choice of treatment for many psychological problems (Clark et al, 2009) however, CBTs apparent superiority may be undeserved. The NIMH study, now 20 years old, was the largest in the world and it found CBT performed poorly in comparison to interpersonal therapy and drug therapy (Elkin, 1994, pp. 114-142). There is also the question of CBTs clinical relevance as opposed to its ability to produce change under lab conditions.   CBT may do well in university based clinical trials with participants recruited from adverts but in the real world of clinical practice, not so well.   Leff et al (2000) found that in the London Depression Trial, CBT was discontinued early due to poor compliance from clinically typical patients. CBT does not address the biological issues that may cause SP, as mentioned earlier in Blair et al (2008) and their findings regarding the amygdalas role in causing SP, neither does it take into account the issue of co-morbidity, especially with Axis II disorders that could seriously disrupt CBT treatment.   Alnaes and Torgersen (1988) found that patients with borderline  personality disorder are at heightened risk for developing an anxiety disorder while Oldham et al (1995) found significant levels of comorbidity of anxiety  disorders with borderline, avoidant, and dependent personality disorders. Developmental psychologists argue that SP can result from attachment problems in early childhood. Longitudinal analyses (Brumariu Kerns, 2008) showed that lower attachment security and higher ambivalent attachment were most consistently correlated with higher social anxiety levels. Alternatives to CBT include hypnotherapy (Kirsch et al, 1995; Vickers Zollman, 2001), which has shown promising results when combined with CBT.   Antidepressants were initially developed to treat depression, but they are now also used to treat anxiety disorders. SSRIs such as fluoxetine (Prozac) and sertraline (Zoloft) are commonly prescribed by starting at low doses and then increased in dosage levels over time for panic disorder and social phobia (Hauser, 2006). Neural Linguistic Programming (NLP) has also shown to be effective as a ‘fast phobia cure’. Konefal Duncan (1998) provides evidence of significant reductions in SP using the Liebowitz Social Phobia Scale after NLP training. In conclusion, while CBT may have its limitations, and depend largely on the co-operation of the client, the same can be said for any psychotherapy as the outcome appears to be considerably enhanced when the client and therapist are actively involved in a cooperative relationship (Tryon Winograd, 2011).   It is of note that Horvath et al (2011) found that the effect size of the link between alliance and psychotherapy outcomes was 0.275, and that this statistically significant effect accounts for about 7.5% of the variance in outcomes, showing that the alliance-outcome relationship is one of the strongest predictors of treatment success that any research has been able to document thus far. REFERENCES Alnaes, R., and Torgersen, S. (1988). The relationship between DSM-III symptom disorders (axis I) and personality disorders (axis II) in an outpatient population. Acta Psychiatr Scand, 78, 485–492. American Psychiatric Association. (1994). Diagnostic and Statistical Manual for Mental Disorders (4th ed.). Washington, D.C: APA. Antony, M. M., and Swinson, R. P. (2008). The shyness and social anxiety workbook: Proven, step-by-step techniques for overcoming your fear (2nd ed.). Oakland, CA: New Harbinger Publications. Beck, A.T., and Clark, D.A. (1988). Anxiety and depression: An information processing perspective. Anxiety Research: An International Journal, 1, 23-36. Beck, A. T., and Emery, G. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books. Blair, K., Shaywitz, J., Smith, B. W., Rhodes, R., Geraci, M. R. N., and Jones, M. (2008). Response to emotional expressions in generalized social phobia and generalized anxiety disorder: Evidence for separate disorders. American Journal of Psychiatry, 165, 1193-1202. Clark, D.M., Layard, R., Smithies, R., Richards, D.A., Suckling, R., and Wright, B. (2009). Improving access to psychological therapy: Initial evaluation of two UK demonstration sites. Behaviour Research and Therapy,  47 (11),  910-920. Elkin, I. (1994). The NIMH Treatment of Depression Collaborative Research Program. In A. E. Bergin S. L. Garfield (Eds.), Handbook of Psychotherapy and Behaviour Change (4th ed.), 114-142. New York: Wiley. Ellis, A. (1977). The Basic Clinical Theory of Rational-Emotive Therapy. In A. Ellis and R. Grieger (Eds.), Handbook of Rational-Emotive Therapy. New York: Springer. Foa, E. B., and Kozak, M. J. (1986). Emotional processing of fear: Exposure to corrective information. Psychological Bulletin, 99, 20–35. Greenberg, D. and Padesky, C. (1995). Mind Over Mood. New York: Guilford Press. Heimberg, R. G., and Becker, R. E. (2002). Cognitive-behavioral group therapy for social phobia: Basic mechanisms and clinical strategies. New York: Guilford Press. Hauser, J. (2006). Treatments for Social Phobia. Psych Central. Retrieved on July 29, 2011, from http://psychcentral.com/lib/2006/treatments-for-social-phobia/ Horvath, A.O., Del Re, A.C., Flà ¼ckiger, C. (2011).   Evidence-based psychotherapy relationships: Alliance in individual psychotherapy. Psychotherapy, 48 (1), 9-16. Kirsch, I., Montgomery, G., and Sapirstein, G. (1995). Hypnosis as an adjunct to cognitive-behavioral psychotherapy: a meta-analysis.   J Consult Clin Psychol, 63, 214-220. Konefal, J.,   and Duncan, R.C. (1998). Social anxiety and training in neurolinguistic programming.  Psychological Reports, 83 (1), 1115-22. Leff, J., Vearnals, S., Brewin, C., Wolff, G., Alexander, B., Asen, E., Dayson, D., Jones, E., Chisholm, D. and Everitt, B. (2000). The London Depression Intervention Trial. Randomised Controlled Trial of Antidepressants v. Couple Therapy in the Treatment and Maintenance of People with Depression Living with a Partner: Clinical Outcome and Costs, British Journal of Psychiatry, 177: 95–100; Erratum, 177: 284. Comment, 178: 181–2. Marmar, C.R., Weiss, D.S., Gaston, L. (1989). Toward the validation of the California Therapeutic Alliance Ratings System. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 1, 46-52. Oldham, J.M., Skodol, A.E., Kellman, H.D., Hyler, S.E., Doidge, N., Rosnick, L., and Gallaher, P.E. (1995). Comorbidity of axis I and axis II disorders. Am J Psychiatry 152, 571–578. Ost, L.G. (1987). Applied relaxation: Description of a coping technique and review of controlled studies. Behaviour Research and Therapy, 25, 397–409. Rachman, S. and Hodgson, R. (1974). Synchrony and desynchrony in fear and avoidance. Behav. Res. Ther.12, 311-318. Rosenbaum, R. and Horowitz, M.J. (1983). Motivation for psychotherapy: a factorial and conceptual analysis. Psychotherapy: Theory, Research, and Practice, 20, 346-354. Tryon, G.S., Winograd, G. (2011). Goal consensus and collaboration. Psychotherapy, 48 (1), 50-57. Vickers, A. and Zollman, C. (2001). Hypnosis and relaxation therapies. Western Journal of Medicine, 175 (4), 269-272.

How to Win a Coca Cola Scholarship

How to Win a Coca Cola Scholarship SAT / ACT Prep Online Guides and Tips If you're looking into scholarship programs to help pay for your college education, the famous Coca-Cola scholarships are a good place to start. Why are they famous? Well, the Coca-Cola foundation offers some of the most generous awards out there to graduating high school seniors. They tend to be very competitive, so if you want a shot at the scholarship, you should learn as much about them as you possibly can. In this post, I'll talk about some of the logistical concerns you might have about the scholarship- things like deadlines and eligibility requirements. But more importantly, I'll also offer helpful tips and strategies to give your application the boost it needs. Read on to optimize your chances of winning one of these competitive scholarships! What Is the Coca-Cola Scholarship? There are a few different types of Coca-Cola scholarships, but the one you'll likely be most interested in is called the Coca-Cola Scholars Scholarship. This scholarship is a merit-based award given to graduating high school seniors who are enrolling in college. Each year since 1989,150 high school seniors per year have received $20,000 through this award program. If you've looked into other scholarship programs, you might recognize that the Coca-Cola Scholars award amount is pretty generous. $20,000 can cover a significant portion of your cost of attendance! As you might expect, the scholarship is pretty competitive: the top five colleges that scholarship recipients attend are Harvard, Stanford, Duke, Yale, and Princeton. Applicants are evaluated on leadership, academics, and service. Many scholarship recipients also demonstrate a passion for social justice. How Do You Know If You're Eligible? In order to qualify for the Coca-Cola Scholars Foundation Scholarship, you must meet all of the following requirements: Be a current high school senior attending school in the US Be a US citizen, national, or permanent resident Anticipate receiving your high school diploma Plan on attending an accredited US post-secondary institution (two- or four-year college) Cannot bea child/grandchild of any employee, officer, or owner of Coca-Cola bottling companies, the Coca-Cola company, Company divisions or subsidiaries If you meet all of the above criteria, you're on the right track to submitting a successful Coca-Cola Scholars Foundation Scholarship application. What Information Do You Need to Apply? The next step to submitting a successful application would be to gather all necessary materials and information ahead of time. You'll need all of the following to complete an application: Your high school transcript and academic record- You'll need this to report courses and grades starting with your freshman year. Contact information- You will need to provide the names, emails, and phone numbers of your guidance counselor and principal. List of clubs and organizations- The application will ask you to provide a list of school and non-school related activities in which you've participated since your freshman year, along with any corresponding leadership positions. The application asks about the following specific domains: School activities: student council, class officer, academic/honor societies, school newspaper or literary magazine, school yearbook Performing arts: drama, theater, dance Speech, debate, or forensics Music: band, orchestra, vocal Visual arts Athletics Other: any school-related clubs, organizations, or intramurals List of honors and awards- You'll have to list any accolades you've received while participating in any clubs or organizations, and the level of each award (local, state, regional, or national) since your freshman year. List of volunteer activities- You'll be asked about all of your unpaid community service activities for each grade in high school. Be prepared to provide the number of hours you spent in each activity in addition to any honors or awards you received for your participation. List of paid work experiences- If you have an updated resume, you're already set! Be prepared to provide thenumber of weeks employed, average number of hours worked per week during the school year, and average number of hours worked during the summer for each job. Because this isn’t a need-based scholarship, you won’t have to worry about submitting any financial information. You also don’t need to worry about reporting any standardized test scores or asking for any letters of recommendation. How Do You Submit a Coca-Cola Scholarship Application? You have nothing to lose by submitting an application. Even if you're worried you won't receive an award because the scholarship is so competitive, think about how a few hours of your time could lead to a $20,000 scholarship. It's a no-brainer! The application window typicallyopens in early August andcloses in late October. This year's application period is from August 1, 2019, to October 31, 2019. Click through to find the appropriate link to the scholarship here. You can also check out a full sample application before submitting your own app. You'll have a lot more fun this upcoming Halloween if you submit your application in advance of the deadline. When Do You Find Out Whether You've Been Selected? There are several stages to the scholarship recipient selection process. First, about 2,000 semi-finalists will be selected by mid-November. If you make it to this stage, you'll likely be asked to submit additional scholarship materials by late December. A program committee then reviews semi-finalist applications in January to narrow it down to 250 regional finalists by the end of the month. Regional finalist interviews (over the phone or via Skype) take place in February. The scholarship winners are finally selected and notified after regional interviews. Scholarship recipients are invited to participate in a Scholars Weekend in Atlanta at the end of March or early April. How Can You Use the Scholarship Funds? If you win a Coca-Cola Scholars Scholarship,you can use it for any school-related expenses, including tuition, on-campus housing, books, fees, or even a computer. The scholarship is pretty flexible. You have between four and 10 years to use the full award amount and can choose to defer the award anytime within that 10-year time frame (like if you want to take a gap year or study abroad). Strategies: How to Increase Your Chances of Winning a Coca-Cola Scholars Scholarship According to the Coca-Cola Scholars program, scholarship recipients are strong leaders who are committed to "making a significant impact on their schools and communities." The most successful applications will embody the values that the Coca-Cola Scholars program prioritizes: leadership, service, and community commitment. Ultimately, scholarship awards are investments not only in a particular student but also in that student’s community. Scholarships will have the greatest impact when they’re awarded to students who are invested in â€Å"paying it forward,† or giving back to others. Corporate scholarships assume that the most successful students and professionals will demonstrate very strong leadership skills and academic potential. The following strategies will help you highlight the qualities that make you most attractive to the Coca-Cola Scholars Foundation. Want to build the best possible college application and financial aid package? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. If You're a Younger High School Student ... Demonstrate Academic Excellence You probably noticed earlier in this post that Coca-Cola scholarship winners tend to be going to some pretty great schools.Corporate scholarship programs like this one want to invest in students who show the most promise and potential. One way you can demonstrate your own potential is to earn exceptional grades- this will obviously serve you well when it comes to applying to colleges and other scholarship programs. In addition, take AP or advanced classes if they're offered. You'll be a more impressive applicant if your academic record shows a more rigorous course load.Unfortunately, the more challenging the courses, the more difficulty you may have in school. While this is OK (your grades don’t have to be perfect!), make sure to seek out extra help in weaker subject areas. Meet with your teachers or tutors to stay on top of your game. Develop Leadership Skills Leadership roles will help you stand out, in a good way. As with academic performance, leadership skills development indicates that you're likely to be successful as a student and as a professional. If you actively seek out leadership roles, this will demonstrate to the Coca-Cola Scholarship Program that you're proactive and take initiative. Commit to clubs, groups, or activities early on that align well with your interests and passions.It's generally better to be heavily invested in a few activities. If you make too many commitments, the caliber of your participation (and the opportunities for future leadership roles) will suffer. Focus on quality over quantity. Here's an example of what I mean: as a kid, I attended one particular camp every summer. It was something I really enjoyed, and it was great to go back year after year. When I aged out of the camp, I was given the opportunity to participate in the program as a camp counselor- I got to continue doing something I loved because I had shown that I was committed to it long-term, and I was "promoted" to a new and exciting leadership position. I likely wouldn't have gotten the position of camp counselor so easily if I hadn't already spent years at the camp. You can also demonstrate leadership and initiative in more creative ways. For example: Spend more time in your community service activities than is required of you. The scholarship evaluators will know if you need to volunteer a minimum number of hours to graduate, and they won't be impressed if you barely meet that minimum. Going above and beyond any required minimums demonstrates true initiative and a strong commitment to your community (qualities that will make you really stand out as an applicant). Actively seek out awards and honors, especially for your community service activities. You'll have to provide a list of accolades and honors for your scholarship application- if you're already dedicated to service, it's worth your time to seek out opportunities for acknowledgment. Check with your school guidance counselor or do a Google search for awards in your area. If You're Ready to Apply for the Coca-Cola Scholars Scholarship ... Keep Coca-Cola Scholars Values in Mind as You Fill Out Your Application Remember that successful applicants are students who not only excel academically but are also involved in their school communities. Through participation in classes and extracurriculars, scholarship winners show that they are passionate and service-oriented. Embrace the Lack of Essays Any application for which you don't have to write an essay must be an easy application, right? In reality, the Coca-Cola Scholarship application is trickier than most because it doesn't give you a chance to explain either your academic performance or your participation in extracurriculars. Essentially, you can’t talk about your passions, well-roundedness, intelligence, or commitment to service. The only thing you can do is show- through your grades and your participation in various activities- how you embody the qualities that the Coca-Cola Scholarship values in its award recipients. You'll notice on the sample application that questions about leadership roles come before any questions about your grades; clearly, they’re a very important part of the application. Unfortunately, there’s not much you can do to talk up your community commitments or leadership experiences if you don’t have a well-developed resume; the application is pretty cut and dry. What you can do is make sure that your resume is comprehensive. Make a list of every single activity, event, club, and organization you’ve ever been a part of and consider whether you could count it as some sort of leadership or community service experience. Scour your brain- don’t leave anything out! Remember that camp I was discussing earlier? Ididn’t think to consider it as volunteer work or community service- I had done it for years and considered it a privilege to work as a counselor. Luckily, someone less naive than me hinted that I should include it on my resume under "Volunteer Experience." Submit a Polished Finished Product Have someone you trust- a teacher or guidance counselor, for example- look over your application before you submit it to make sure it’s as polished as possible. Your reader might have suggestions on additional things you should include (or leave out). What's Next? On a mission to find other opportunities scholarship funding? You're in the right place! Check out our strategy guides to getting the Tylenol, Gates Millennium, Walmart, and McDonald's scholarships. Want to improve your application strength for this scholarship and for college? You can raise your GPA, take a rigorous course load, and improve your SAT/ACT score. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Community education project , Essay Example | Topics and Well Written Essays - 3750 words

Community education project , - Essay Example According to surveys, children of Saudi Arabian descent residing in the United States have little or no mastery of their language, with numerous linguists expressing concerns that in a short while, none of the students and children from Saudi Arabia will be able to write or read their heritage tongue as the influence of the English language continues to overwhelm the Arabic language (Abu–Rabia, 2002). This community education project is heavily influenced by this escalating loss of meaning of the Arabic language especially amongst the children (students) of Saudi Arabian descent living in the United States. Furthermore, research demonstrates the various importance of being bilingual. Being bilingual has been linked in a plethora of different exploits with positive intellectual growth and indeed superior critical and creative thinking capacities. Bilingual persons are also more sensitive to different languages and have listening potentials that are higher than their counterparts who only have an understanding of one language (Ayari, 1996). Bilingualism therefore considerably improves one’s communication skills across various contexts and cultures, thereby creating in such persons a healthy sensitivity towards diversity (Campbell & Christian, 2003). Children who are bilingual have the chance of better understanding other cultures of the world, and are consequently more appreciative of the cultures of other people. Apart from these, learning a different language increases one’s chances of gaining employment in various regions of the globe. Being bilingual in this scenario therefore becomes a great asset in the contemporary competitive world (Valdà ©s, 2005). The Arabic language is a highly renowned and popular less commonly taught language (LCTL) in the United States and is fast metamorphosing into one of the most widely used languages world over. Realizing

Credit cards from the legal perspective (special reference to UAE) Research Paper

Credit cards from the legal perspective (special reference to UAE) - Research Paper Example . Now, UAE has become a developed market for the usage of credit card due to consumer awareness and due to introduction of innovative creditcard products. There is an allegation about the UAE card issuers that they are charging exorbitant service charges from cardholders in UAE. Further, issuing of creditcards to all the migrant workers without verifying their credit status has brought many legal issues. This research essay will look into in general about creditcards with particular emphasis to the legal issues arising out of credit card business in UAE. CREDITCARDS FROM THE LEGAL PERSPECTIVE (SPECIAL REFERENCE TO UAE) Introduction In UAE, the creditcards are regarded as an essential part of life of UAE citizens as it is being regarded in other parts of the world. Creditcards convenient have come to limelight as it is being recognised everywhere today and because of its acceptable and convenient form of payment. The right usage of credit card offers the cardholder a flexible form of credit payment and may enhance the user’s credit standing, and one may even accrue rewards awarded by creditcard issuers. Nowadays, creditcards have become a common medium of payment. Creditcards are easy to carry, and it is safer than carrying cash. ... However, if a customer uses a credit card without any rationale, it could be devastating as quick sand. It is alleged that lenders can exploit gullible credit cardholders with the exorbitant interest rates and other penalties like delay for making payment or adding penal interest for late payment. As of today, about 68% of creditcards are being used as a transactional medium by consumers for their convenience who are likely to repay their balances on a monthly basis without any default. As per recent research study made by VISA , as compared to six years ago, there was about 50% of creditcards generated no interest at all to the issuers and whereas now, it is estimated at 60% of cards are being reported to have generated no interest. The popularity of creditcards can be attributed to the convenience in nature and also the credit facility it offers to card holders. Credit card offers not only convenience but also has substituted checks which is the traditional mode of payment for any purchases earlier. Credit card does not require to maintain adequate cash reserves to meet contemporary expenses. It is estimated that about 23% of consumer transactions are being carried over creditcards. Cardholders are permitted to carry interest-free balances for about sixty days as the cardholder is allowed to enjoy the credit not only throughout the credit cycle but also offers a grace period of 20 days after the lapse of the credit period. If a cardholder pays the balances within the credit period, he can avoid the payment of any interest on his credit purchases through his card. It is to be noted that consumers are chiefly employing credit card as an alternative for checks instead of considering it as a source of

A Womans Role :: essays research papers

In every area of the world, women have always had a role to fill. It has varied through the years as cultures have changed, but they are always included in some way. Ancient China was no different. Women were thought of as unimportant, yet the Chinese couldn’t have prospered without them. Women should be given the same respect that is given a man. Ancient China was filled with superstition and undirected beliefs. It is as a result of this that women were treated poorly and unfairly. Women had very few rights, most of which were insignificant. They were not allowed to join the military to help fight for their country, they couldn’t give their opinion to a man, they couldn’t hold government positions, they couldn’t have a job other than housework, they couldn’t own property, and they couldn’t choose their husbands. Women were basically slaves. If a woman was caught impersonating a man, speaking out of turn, or not obeying her husband, she could be put to death. As far as the men were concerned, a woman’s purpose was to cook, clean, garden, and doing her part in carrying on the family name. Today in America, women are treated with respect and equality. It hasn’t always been this way, however, during our nations earlier years, a handful of people have changed laws pertaining to women’s rights. Because of this, every woman, without regard for age or race, can vote, hold a government office, speak publicly, make decisions for herself, and provide for herself by working outside of the home. Women utilize these rights so that they do not lose them and end up in the same boat that the ancient Chinese were in. Have you ever wondered what life would be like if today in America females were treated the same way women were treated in ancient China? Their workload would be much greater; instead of being able to have a job, they would be doing all of the physical labor around the house without the husbands help.

The Immigration of Indians in the 19th Century

Topic: The immigration of East Indian indentured workers to the Caribbean in the 19th century could be regarded as a new system of slavery. Slavery was the initial labour system used by Europeans on their plantations in the Caribbean. It was implemented in the 1600`s, the Europeans forcefully took people from the African continent to the Caribbean on various trips. The path in which the slaves were carried between Africa and the Caribbean is known to historians as the Triangular Trade. These Africans and those from the African lineage became slaves on the plantations where they were not seen as humans and were treated as animals or property.After the freedom of the enslaved population in the 1830`s, the planters were faced with irregularity of labour on the estates. This was because many of the slaves had left plantation to go start a new life. In addition, the remaining population had cultivated land of their own; often when it was harvesting time instead of harvesting the crops on the estates, the freed people would harvest their own crops which posed a problem to planters. As a result of this major problem, planters now had to develop new strategies to regulate the labour force on the estates.A major to the inconsistency of the labour on the estates was importation of indentured workers namely; Chinese, Surinam’s and the East Indians. However the researcher`s focus in this IA will be on the East Indian indentured workers. There are various factors that made the strategy of importing East Indians a success. These factors are commonly referred to as push and pull factors. In the East Indies at that time, specifically in India, there was a large population. The large population was not being utalized hence there being a large number of unemployed people. Many of the East Indian people had nothing tying them down in India.Other reason for success of the importation of the East Indians was that India experienced similar climatic conditions to that of the C aribbean. Indian labourers who had already proved successful in Mauritius; they were then considered to be a good bet for survival in Jamaica. In 1837 John Gladstone, father of Prime Minister W. E Gladstone and owner of two plantations In British Guiana, applied to the secretary of state for the colonies, to get permission to import Indian labourers. In 1838 with the arrival of 396 Indians,the great flood of Indian immigration had begun(Tinker H).This meant that the indentured workers were imported between the periods of 1838 and 1885. West Indians were imported aswell to British Guiana and Trinidad, with 238,909 and 143,939 respectively while countries like Jamaica received 38,681 because the labour shortage was not as devastating as it was in Trinidad and British Guiana. These indentured workers that were now being imported into the Caribbean came under contracts. These contracts played a vital role in the working conditions of the Indians on the plantations,or should have. The co nditions applied to all immigration schemes.The contracts were not drawn up by a mutual person or an East indian or a planter, the contracts were drawn up by West Indian planters, who wrote up the contracts to their own likings. Therefore the contracts tended to the employers benefit rather than to the benefit of the employees (East Indians). The conditions of the contract varied according to the scheme and colony involved. Before they could sign the contract they were to appear in the magistrates court and were to be fully informed about the conditions of the contract so that they were aware of what they were getting themselves into.This was however not the case; first and fore most the contract was written in English which posed a problem to the Indians wh were not familiar with the language, this created a language barrier , so basically the Indians signed (thumb marks) the contracts ignorant to what they would face on arriving at the new world. The British government in the begi nning would only allow contracts for a one year period, gradually this changed in 1848 and in 1863 changed from three years to five years respectively.Many historians will say that the immigration of East Indian indentured workers to the Caribbean in the 19th century could be regarded as a new system of slavery. There are several factors which might have caused them to come to this conclusion. These factors can be divided into two groups: transportation process and the life on the plantation. The transportation process starts off with the potential travellers gaining documents and passes from officials in India to travel. There were many persons who wanted to come on this economic endeavour because of the poor working conditions and high unemployment rate in India.On the ship itself, the experience was similar to that of the slaves. There were tight spaces and little to no moving space for the passengers. There were also many deaths during the long voyage despite the presence of a s urgeon on each ship. Life on the plantation was similar in that the Indians were illtreated just like the slaves. Investigations by the Anti-slavery Society revealed that many of the immigrants had died quickly (Tinker H). They were badly beaten, wrongly imprisoned and many of the Indian women raped.In addition to the physical abuse of the indentured servants, the plantation owners were not paying them the money they agreed to, which is a breach in contract and it constitutes criminal acts on the planters part. The indentured workers were paid less than the slaves and were initially placed at the bottom of the socio-economic scale. However ,owing to the culture of the Indians, when they arrived on the plantation they considered themselves at a higher social status than the slaves due to the skin colour difference while in reality some of the slaves were at a higher economic status than they were.In conjunction both groups were forced to abandon their way of life and subscribe to tha t of their masters and employers. It went to the extent where any union outside of Christian marriage was not recognised. The indentured servants also lived in poor health conditions. Several individuals who came from various family groups had to live in small, three to four rooms in housing called barracks. Also, they thrived off a monotonous, disproportionate and poor diet consisting of rice, flour, dried fish or goat, peas and seasonings which were served as rations.There were also differences which can arguably be considered not compromising the support of the view being presented. There is the point that the Indians chose to come to the Caribbean while the Africans were forced and coerced. Africans were being converted from Muslim and other indigenous beliefs to Christianity and the Indians were converted from Hinduism. However, both through secrecy retained some of their beliefs systems which is openly being practiced today.Also, children got the opportunity to get quarterly c hecked by a doctor as it was a strict policy stipulated by the Indian government. These minor differences were not enough to propose that the Indians were treated better than the slaves. Joseph Beaumont, Chief Justice of British Guiano published a pamphlet in England in 1871 emitted â€Å"the New Slavery† because he saw that in practice, immigration labour schemes were slavery under different name. though the emigrant from India entered into the contract voluntarily, he was often ignorant to the conditions that he was agreeing to.The system depended on the officials in charge. They could check the abuses, and there were cases of colonial officials who did their utmost to secure fairness for the immigrant. Sir John Peter Grant in Jamaica and Sir Arthur Gordon in Trinidad worked on behalf of the immigrants during their governorships. In general, there was a lack of good will on the part of the planters and authorities towards immigrants. In concluding by definition, immigrant l abour was not slavery because it was entered into voluntarily.The contract gave nights to the immigrant who was paid for his labour, however, language created a barrier so the Indians often misunderstood the contract and they got paid less than what was promised to them. The Indians were denied the natural freedoms of humans being outside their hours of labour. Immigrants were also subject to arbitrary treatment and various inducements were trying to persuade them to extend the contract after the five years but most wanted their freedom. Hence, my view that the Immigration of East Indian in ventured workers to the Caribbean in the nineteenth century could be regarded as a new system of slavery.

Mental Maps - How We See the World

A persons perception of the world is known as a mental map. A mental map is an individuals own internal map of their known world. Geographers like to learn about the mental maps of individuals and how they order the space around them. This can be investigated by asking for directions to a landmark or other location, by asking someone to draw a sketch map of an area or describe that area, or by asking a person to name as many places (i.e. states) as possible in a short period of time. Its quite interesting what we learn from the mental maps of groups. In many studies, we find that those of lower socioeconomic groups have maps which cover smaller geographic areas than the mental maps of affluent individuals. For instance, residents of lower-income areas of Los Angeles know about upscale areas of the metropolitan area such as Beverly Hills and Santa Monica but really dont know how to get there or where they are exactly located. They do perceive that these neighborhoods are in a certain direction and lie between other known areas. By asking individuals for directions, geographers can determine which landmarks are embedded in the mental maps of a group. Many studies of college students have been performed around the world to determine their perception of their country or region. In the United States, when students are asked to rank the best places to live or the place they would most like to move to, California and Southern Florida consistently rank very high. Conversely, states such as Mississippi, Alabama, and the Dakotas rank low in the mental maps of students who dont live in those regions. Ones local area is almost always viewed most positively and many students, when asked where theyd like to move, just want to stay in the same area where they grew up. Students in Alabama rank their own state as a great place to live and would avoid the North. It is quite interesting that there are such divisions in the mental maps between the northeast and southeast portions of the country which are remnants of the Civil War and a division over 140 years ago. In the United Kingdom, students from around the country are quite fond of the southern coast of England. Far northern Scotland is generally perceived negatively and even though London is near the cherished southern coast, there is an island of slightly negative perception around the metropolitan area. Investigations of mental maps show that the mass medias coverage and stereotypical discussions and coverage of places around the world has a major effect on peoples perception of the world. Travel helps to counter the effects of the media and generally increase a persons perception of an area, especially if it is a popular vacation destination.