Disney Case Write Up

Before being able to make recommendations on the Walt Disney Company based on the value they are (and are not) able to create, one must first analyze the company's capableness and resources that provide such value. Being a member of the entertainment Industry, their primary activities revolve around the operation of theme parks that are located all over the world, as well as running media outlets, creating studio entertainment, and selling various consumer products.With regards to the services offered by the company, not only does Disney offer world-class quality management and customer service in all of its markets, but brand loyalty and admiration by consumers across the globe make it clearly superior to its competitors, as well. On the other hand, another function, marketing and sales, is something that Disney could potentially improve upon in the future, as it is currently equivalent, at most, to its competition in this area.Since Disney is stretched Into so many different areas of business, the capital that is necessary to become the top marketers In most or all of them Is simply too high. Therefore, In a nutshell, the company's strategy Is to spend a little bit (relatively, of course) In each of Its primary Industries, rather than spend a lot In specific Industries. Other primary functions include logistics and operations. Being in the entertainment industry, Disney's inbound logistics do not represent a major activity, similar to that of its competitors.Thus, Disney's inbound logistics are roughly equivalent to its competition. With regards to operations, Disney's top quality management, as mentioned earlier, along with creativity and innovation in all aspects f business, give it another competitive advantage and make it superior to its competition. Finally, outbound logistics, in an industry that is driven by convincing people to go out and spend their discretionary Income on theme parks, movies, and other forms of entertainment, is not a huge Industry driver.As a result, Idleness outbound logistics are equivalent to that of Its competitors. The secondary functions of Disney are headed by their firm's Infrastructure. Potentially one of their top competitive advantages, Disney's infrastructure is superior to their competitors because they have consistent values throughout their many areas of business, they have the capital (roughly $75 billion in total assets as of 2012) to support their various operations, and were able to expand further into TV, movies and other media outlets during such a short period of time during Michael Sinner's tenure.In addition, Disney's capital, leading innovation, and drive to be ‘pioneers' in every area of business in which it competes give it another advantage over its completion in the superior function of technological development. Finally, with regards to the other two secondary functions (human resource management and procurement), Disney Is relatively equivalent to its competition. Disney, along with Its competition, Is not too heavily concerned with inventory numbers, being that much of Its worth Is In Intellectual property and other non- manufacturing-related assets.Additionally, being in so many areas of business like its employees as the rest of the industry. To summarize, I believe that Disney's core competencies lie in the functions of operations, service, technological development, and firm infrastructure. This is because the company's unique and inimitable features such as top-line innovation and creativity, expansive reach, and quality management all heavily contribute to the ND user's enjoyment experience, while being able to consistently create value amongst all of Disney's products and services.On the other hand, logistics (both inbound and outbound), marketing and sales, procurement and HRS management do not count as core competencies in Disney's case. The company's inability to secure an advantage over its competition in these areas suggests that some of these functions need not be competitive advantages in order to succeed in the entertainment industry, and that some must be improved upon or outsourced if Disney wishes to remain an industry power.With this analysis in mind, I would make the following recommendations: Disney should outsource its human resources functions in order to secure the best and brightest talents entering the industry. While this would not represent a large financial gain for the company, it would be a move in cooperation with the company's high-innovation motive and could, in the long-term, allow for better technological development, service and operations. * From a marketing standpoint, Disney should either stop expanding into new businesses or contract less profitable to focus sales efforts (and budgeted expenditures) on the more profitable sectors.

LOGO case study Essay

Introduction The essay is a strategic analysis for LEGO Group. LEGO Group is a famous toy company in the world, which established in Denmark. LEGO Brand is not only the familiar logo, but also the expectation. LEGO acts as a guarantee of quality and originality. LEGO’s core values are imagination, creativity, fun, learning, caring and quality. The essay will show strategic analysis by identifying the industry, analyzing general and industry environment, listing resources and capabilities, analyzing the company’s core competency, SWOT, current strategies. Then, giving the key issues. Finally, the essay will recommend the business-level strategy. Identifying The Industry Toy retail market increase 4 per cent per year in a moderate pace in 2010, but the demand for the specific fashion toy may surge or collapse rapidly. Thousands of toy manufacturers serve the global market, but the few lead industry. Mattel is the world’s leading toy manufacturer in revenue. LEGO is the world’s the third largest toy manufacturer. There are more and more toy manufactures in Asia because its labor is cheap and many subcontractors are ready to produce goods in behalf of their manufacture. Toy makers sell products through various retail channels, including chain stores, discount stores, independent toy specialists, department stores and online stores. There are three points, which need to pay attention to. Firstly, fad toys are more popular and the product life cycle decrease. Additional, children have more after-school activities. Finally, more kids choose online activities more than toys. The substitute product for toys is electronic games. Analysis of the general environments Economic element Generally, the word’s economy is still unoptimistic in the recent. Although European debt crisis has been lightened conditionally, its negative effect to global economy still last for a certain time. Labor cost is increasing. Because of multiple factors, the total cost of toy improves significantly, while its profit rate falling sharply. Socio-culture â€Å"Multiculturalism† is source of innovation and creativity. LEGO design department has more than 100 designers from more than 10 countries, satellite support team scattered all over the continents. LEGO design team maintains deliberately the diversity of designers from a variety of educational and professional background. People with any qualifications and background has the potential to become a member of this great design team. LEGO takes part in many public welfare activities for children, for example, encouraging children to joining in environment protection. LEGO has good relationship and trust. LEGO CEO Knudstrop makes a psychoanalyst to train the management team to support the good relationship. The peak of LEGO sale is during the school holidays, especially in Christmas (Yi 2009). Global element LEGO’ come products are made by plastic and chemical resource, that the price of these is influenced by the price of international crude oil. For global market, Knudstrop said that Asia market would be the company’s largest strategic area in the future and LEGO was discussing the possibility of establishing production bases. LEGO Group has not shared a strong market position in BRIC. The market in BRIC will develop strongly in the future and LEGO Groups tries to invest in the markets. For outsourcing, LEGO chooses service provider Flextrinics, which has factories in Korea, Denmark, the USA and Switzerland. Technology element In 1999, LEGO had the online shop. This decision help LEGO get more consumers. Bases on the most adept building blocks, Lego developed some braining games based on personal computer and the Internet, such as LEGO Loco, Bionicle, Lego Creator, etc. These innovations have satisfied consumer group growing in the virtual age. LEGO interact with consumers through Internet. In 2009, LEGO Children Clubs has members about 3.2 million and a dedicated website. Many adult fans of LEGO share experience, videos and pictures on the Internet. Political/legal element Global political environment is stable in general in the current. International relation between main political powers in the world has gotten a balance after strong competition, which is relative stable. To creating a favorable atmosphere for economic development and encouraging a positive development of the toy industry, most countries seek a stable, peaceful and develop international environment. Analysis of the industry Environment Bargaining power of buyers There are a few large buyers, which are large retail chains such as Kmart, Target and Big W in Australia. They buy products from many different brands. Buyers bargain for higher quality, lower price and great level of service. Bargaining power of suppliers For toy industry, there is no bargaining power of suppliers because there are many different suppliers in this industry. Risk of new entrants For toy industry, new companies are easy to entry the industry because toy industry has fewer berries. The products are similar, which is easy to copy. Toy industry does not need new firms to invest a lot and switching costs are low because most consumers so not have the loyalty. If the products are more attractive, consumers will buy, especially major target people are children. It is easy to access to distribution channels, but it is hard to cover the market because many retail ways about toys, including online stores, department stores and so on. Threat of substitute products Substitute products perform the similar function as toys, which are electronic games. As technology has improved rapidly, more children prefer to use iPod or iPad to play electronic games. Threat of substitute products is very high, which is very important. Intensity of rivalry For toy industry, there are many competitors. The rate of industry growth is  slow, so companies try to use resources to expanding consumers effectively. Because product differentiation is lower, the switching cost is low. More companies enter the industry, which promoting competition. To sum up, for toy industry, threat of new entrants is low, supplier power is low, buyer power is moderately high, threat of substitute products is very high and competition is very fierce. It observes that the toy industry is still an attractive industry. There are nearly no barriers to entry the industry. As technology improves rapidly, new scientific research and manufacturing technology apply to the toy industry continually which due to more and more new toys with high technology. If new companies have wonderful ideas or design teams, it is easy to share the market. However intensity of rivalry is high, companies still can get consumer base by catering to the demand of consumers. Because buyer power is high, new entrants do not worry about their sale ways. Analysis of Resources and Capabilities Tangible resources Tangible resources refer to assets that can be observed and quantified, including financial resources, organizational resources, physical resources and technological resources. LEGO has total assets for 10972 million DKK in 2010, 871 million DKK in cash flows and 5473 million DKK in equity. LEGO has a strong operating system to deal with earlier supply chain problems. The company developed systems to evaluating all manufacturing cost as well. The optimization of complex operating model is successful, which helps LEGO save cost and time. Additionally, LEGO’s trademark is the significant resource. Intangible resources Intangible resources are a superior source of capabilities and core competencies. Creativity is the ability to come up with ideas that is valuable. Staffs are important resource because they have employee experience and the ability of innovation. LEGO Group has the great reputation from excellence quality. LEGO has the fantastic relationship with suppliers and distributors, which can reduce unnecessary problem and makes  operating system more successful. LEGO has huge loyal consumer bases, Capabilities LEGO has a fantastic innovating system. Developers have to follow strict process and use market research insights, which can satisfy the market demand and avoid design mistakes. In marketing area, LEGO has great connections with consumers. The company has a specific website for customer club, which interact with consumers by games, stories and activities. The club has the member about 320 million. In manufacturing areas, the company has competitive advantage, which is high automation technology. For supply chain management, the company’s production planning comes from sales incentives’ exact forecasts. In distribution areas, the company builds distribution channels in order to reducing the emphasis on the expansion of the distribution costs. Innovating system is valuable, because this capability promotes the sales levels. The innovation must cover the fashion and make consumers satisfied. Each company knows this concept well, so it is not closely to imitate. The company informs customer preferences by interaction with customers and builds relationship with children and their parents, who are end users. The company also keeps in touch with retail consumers to ensuring that these links operate well, because they can provide a steady stream of information. This process needs long time and much money to build the relationship, so it is costly to imitate. Lego building distribution channels in order to reducing the emphasis on the expansion of the distribution costs. Firstly, the company reduces the number of logistics providers to satisfying the flexibility and encouraging suppliers to competing. At the same time, the company assesses to economies of scale. Redesign the distribution system of the company has the ability to surpass rival. This is rare and valuable. To do this action, the company cost a lot, so it is costly to imitate. The high automation technology is rare and valuable, which reduces labor cost and producing time. This technology needs a long time to researching and developing, which is hard to imitate. SWOT Analysis Strengths Closely after the changes of the times perhaps is the most significant feature of LEGO. In 2002, LEGO launches new products, a new Star Wars film, which is very popular. LEGO began to taking advantages of internet in designing and researching. Currently, LEGO has a large number of fans, including children and kids. The company pays more attention to reflection of consumers. The company expands the market in many countries. Weaknesses The price is higher than other toys and the company does not have enough  hypostatic stores to satisfy the consumers. Most LEGO products sell in department stores and retail stores. It is not convenience for consumers to purchase products. The high cost of manufacturing products. Opportunities LEGO products sale is concerned about seasons. The peak of sales in one year is during school holidays, especially Christmas (Yi 2009). The consumers are no concerned about ages. LEGO products are no age-limited toys and anyone can collect LEGO products. The Asia market has the great potential. Threats The substitute is the threat, which are online games. Online games affect the LEGO sales, however, LEGO has the solutions. For example, improve products to make it technological. Analysis of current strategies Currently, LEGO redesign the distribution channel to reducing the inflating distribution cost. As for this, LEGO closed 5 distribution centers in Denmark, France and Germany, establishes an only new distribution center in Czech, which is operated by DHL (walwenfanyi, 2012). Lego keep interacting with consumers to get more information the about market needs, which takes the strength of the company. Now the company develops computer games based on the LEGO products by cooperating with game firms. The company cooperates with film organizations to making movies as well (walwenfanyi, 2012). These cooperation has bee a part of LEGO Group that has long history. These actions take the strength and are the solutions to face threats. Articulation of key issues and/or problem How to reduce the manufacturing cost? Although LEGO Group grows up continually and rapidly, its consumers can not follow the increasing rate? What should the company do? How to expand the Asia market? Recommendations Cost leadership strategy Cost leadership strategy forces on reducing cost to maintain competitive advantages and relative to standardized products. To achieving cost leadership, the company must strictly control costs in the management, will reduce costs as much as possible. Considered the Asia market, Cost  leadership strategic is a good choice. There are more developing countries in Asia, so the life standard is lower than Europe. If LEGO can reduce the price, there are consumers will purchase goods. However, manufacture area is the weakness of the company and the company has redesigned the distribution channels. There are no more space to reducing the cost. Differentiation strategy Differentiation strategy refers to a strategy to make their products and competitors’ products have obvious differences. The core of this strategy is to acquire some unique value to customers. For LEGO Group, this strategy’s benefits are that the firm’s innovation system that pays more attention to consumers demand can be appeared. LEGO’s consumers have brand loyalty and there are millions of fans in the LEGO Club. There are some risks about differentiation strategy. When the company enters the Asia market, the firm will face the lower-cost imitation. Focus strategy Focus strategy gets the balance between cost leadership strategy and differentiation strategy. Firms can serve a specific segment of an industry more effectively than industry-wide competitors. This strategy fits the toy industry a lot, because the major target consumers of this industry are children. However, for LEGO, the focus strategy is hard to reach. The reason is that LEGO’s target consumers are no age-limited people, which is its strength. In Conclusion, differentiation strategy is the best choice for LEGO Group. LEGO products were different from other products when it launched in the beginning. LEGO has the great brand loyalty, so that a differentiated product tends to reduce the chances for consumers to testing new products or other brands. Currently, the manufacturing cost is a problem. However, LEGO Group cannot use low cost instead of good quality. The firm can produce well-differentiated products to reduce consumer sensitivity to price increase. Using the better quality products to cover the high producing cost. The firm should use its strengths that are brand loyalty and innovation to expand the markets. The differentiation strategy also can  defend against new entrants, because if new entrants want to share the market from LEGO, they must produce the same quality products at lower price, which is really difficult to reach. Conclusion The above paragraphs recommend differentiation strategy by analyzing the industry, general environment, industry environment and the company’s resources, capabilities, core competency, SWOT and current strategies. LEGO can use differentiation strategy as the solutions to current issues. Using the features of differentiation to taking strengths to covering weaknesses and getting up the opportunities and avoid threats. Reference Jan, WR, Stefan, HT & Daniela, B, 2012. ‘LEGO’, Harvard Business School [7 September 2014] Waiwenfanyi, LEGO competency analysis, 2013. Available from: < http://www.waiwenfanyi.com/fanyi-1492.html> [9 September 2014] Yi, FL 2009, â€Å"LEGO sales strategic plan†, Dongding. Available from: [9 September 2014]

Spanglish Essay Example | Topics and Well Written Essays - 500 words

Spanglish - Essay Example A striking example is the Spanglish translation of Don Quixote: "In un placete de La Mancha of which nombre no quiero remembrearme, viva, not so long ago, uno de esos gentlemen who always tienen una lanza in the rack, una buckler antigua, a skinny caballo y un grayhound para el chase" (translation of Iln Stavans, "Don Quixote de la Mancha de Miguel de Cervantes", El Heart en la Palabra, http://www.cuadernoscervantes.com). Spanglish is not a language because it has no grammar or vocabulary rules, it is a random language. This will only lead to the bad use and the degradation of both languages. Moreover, countries influenced by English and Spanish have the big advantage of being bilingual, and it makes no sense renouncing to this. Mexicans usually see Spanish as a symbol of colonization. But, does Spanglish have something to do with rejecting domination, or is it more like a trendy use of language In some cases, Spanglish is the language of poor illiterate population trying to adapt their selves to the changing situation.

Future of Nursing Essay Example | Topics and Well Written Essays - 500 words

Future of Nursing - Essay Example Increasing educational levels of nursing and continuous training will provide highly qualified nurses in the hospitals. This training will enable them acquire lifelong skills required when handling future developments within the health department. IOM proposes the amendment of requirements for hospital participation in medical provision programs. Collaboration between nurses and other physicians is required during research and improvement of the health care environment (Ridge, 2011). It will oversee the implementation of the recommendations by the government and other bodies involved. This includes the provision of advanced research models that will provide innovative solutions in the health care provision system. The institute has to strive to empower nurses to further their education and engage in continuous learning activities. Nurses require empowerment through the institute in order to lead the changes required for the provision of advanced health care. The standardization of data collection by licensing boards requires contribution from IOM. The most important point made during the briefing was the proposed increase of nurses with baccalaureate degrees to 80 percent by 2020 (IOM, 2010). This will add to the number of highly qualified nurses who can provide health care services in hospitals and homes. The number of patients who require health services is increasing rapidly and these patients require different health services. This in turn requires a diversified workforce of trained nurses who have the appropriate skills to cater for the patients. Collaboration between education institutions, funding agencies, and employers is required in order to provide necessary training to student nurses. Creating a learning culture within health facilities will encourage nurses to further their education in order to meet the required percentage. The congress has to amend the Medicare program to authorize nurses to

Compare Film Composition and Its Function and Meaning in the Work of Essay

Compare Film Composition and Its Function and Meaning in the Work of Akira Kurosawa and Kenji Mizoguchi - Essay Example To begin with, there will be a discussion of film composition and it varied elements. This section will focus on the various aspects of film composition that help portray a realistic and in some cases, larger than life picture of things so as to put across a certain message. From here, the paper will delve into a discussion of the lives and works of the two filmmakers in question so as to demonstrate the use of film composition techniques as used by them. In this regard, two films have been studied by each of the filmmakers. The films of Akira Kurosawa include Seven Samurais and Ikiru. The two films of Kenji Mizoguchi include Tales of Ugetsu and Sansho the Bailiff. From here, there will be a focus on the comparison of film composition styles of these two filmmakers. In this section, the basic focus will be on the portrayal of the quality of the use of these elements in the portrayal of various situations and scenarios through their films. The parallels drawn in this section will be reflected in the conclusion through a brief summation of the commonalities and diverse styles of film composition. Films are a medium and an art form rolled into one. They have the capacity to transport viewers and put across messages that can transform the lives of entire audiences. The power of cinema is one that has been hailed as the hardest hitting of art forms, even from the days of silent movies. The term or phrase, 'Motion Pictures' is literally the most accurate definition of the most powerful element of cinema. Moving pictures are the most powerful form of expression in art. This art form called cinema relies on the use of pictures that move in order to hold the interest of entire audiences. Yet, the sole activity of recreating moving pictures to depict scenarios and messages, is not enough. To match the voice of one's heart and sensibilities, moving pictures need to be rendered in various ways, and with the exact play of various elements. These elements include lighting, sound, and above all aesthetics. While most believe that aesthetics mainly cater to the play of light and sound in the film, this is not entirely true. Aesthetics revolve around the play of dialogue that can be rendered in perfect light, shadow, setting as well as a background score where necessary. In order to help audiences as well as every individual in the audience to literally 'get the picture', there is a need to deviate from the ordinary in an endeavour to portray that ordinary aspect of people's lives in a manner that can be dramatic, humorous and many other things depending on the vision of the filmmaker. Vision is a key word in the arena of film composition. The technicalities of film making aside, the vision of the filmmaker and the story that he or she wants to tell is the single most important factor in the portrayal of facts as well as fiction. The vision of the filmmaker is one that springs from the following factors: Personal Life Experiences Hard Hitting influence of a particular story The basic social, personal and professional sphere within which the filmmaker defines his or her capacities and influences. The genre of films and art forms that affect the filmmaker to the highest degree. The experience of the

Fast Food Research Paper Example | Topics and Well Written Essays - 1000 words

Fast Food - Research Paper Example The response received has been produced in Exhibit I. The response received indicates that 60% ate weekly in fast food outlets and 17% informed that they have a habit of eating daily. This certainly is an indication that very high percentages of people have been eating in the fast food restaurants (Exhibit I). Why do you eat fast food? That was the second question that we asked. The 43% respondents said they do not have time to cook; while 35 percent gave the reason of the same being cheap and 22 percent gave the reason of fast services (Exhibit II). The lack of time is given a biggest reason for the consumption of fast food. The people prefer to eat fast food because it saves time and served quickly. Fast food does not cost much in comparison to regular foods. Eating fast food has several adverse effects on peoples life. Eating fast food frequently can cause several health issues which could be very expensive and cause a lot of inconvenience in persons life. Zhong and DeVoe argue that changing lifestyle has caused great changes in the ways people eat. People prefer fast food because it saves their time and efforts both. On asking about obesity–our third question, 60 percent of the respondent agreed with the statement that fast food causes obesity while 10 percent did not agree with it. Remaining respondents were not sure about that (Exhibit III). Child obesity is now a matter of great concern in the minds of policy makers. Research findings state that there is no nutritional value in such foods and that is also a cause of obesity among children. It has adversely affected the dietary and behavioural pattern of the children. The study done by Janet Currie et al. (2009) regarding the effect of fast food restaurants on obesity reveals â€Å"We find that among 9th grade children, a fast food restaurant within a tenth of a mile of a school is associated with at least a 5.2 percent increase in obesity rates† (p.1). Obesity, in the long run, becomes a cause of

Bullying Essay Example | Topics and Well Written Essays - 250 words - 3

Bullying - Essay Example The individuals may fail to expose the emotional hurt, but this may affect their academic and social aspects. Physical bullying is the most common among schools. This usually occurs when the perceived stronger pupils inflict physical pain to their vulnerable and inferior friends, who are unable to defend themselves. Physical bullying may include punching, thrusting and hitting among others. This may also include destroying an individual’s property (Mishna, 73). Covert is an indirect form of bullying, where the perpetrator spreads unwarranted rumors, reveals an individual’s secrets attempts to spoil another’s reputation. Currently, owing to kids’ adoption of the internet cyber bullying has also emerged. The perpetrators may send threatening messages to the kids, send insulting messages, change an individual’s profile, and post obscene photos to individuals among other forms. Involved parties ought to look for ways of eliminating various forms of bullying. To begin with, they ought to identify the challenge of bullying. The affected children need to report such cases to the teachers and parents for action. Later the perpetrators need to receive immediate punishment, in order to deter recurrence of the

Case study Example | Topics and Well Written Essays - 1750 words - 3

Case Study Example Coke could have researched how to spend their resources in order to employ it more effectually. It is evident that Pepsi was spending little and gaining the market share, the big question is where was coke then? Research is an important step in advertising since money was wasted yet there various other uses within the organization that money could have helped. For coca-cola to improve the stated issues above the corporate could do number of things. The change of coke flavor done by the company was quick and by doing more study, the issue may have not been the taste that was suppressing their sales. Companies should look into every latent change to a product, and establish the best fit with diverse study surveys groups,  discussions, etc. clients are very instrumental in decision-making since they are the company’s business. Press and broadcast media are most of the times expresses and shows public opinion. With new Coke, the media worsened the heard instinct by publicizing and making the protests viral. News seems to be  more interesting when a critique on  someone or something is found wanting. We noted this fanning of protests in Coke’s contamination issues in Europe, to the extent  that  some individuals  came up  with  psychosomatic sickness after drinking Coca-Cola products. The power of the media not only not only worth recognition but also a factor worth consideration in making decisions that  may affect  an company’s public image. The coca cola company just has to bank their hopes on the public. They have to do the necessary research of the markets to know what the customer wants and use data collected in inventing new products that can build the trust back. Nevertheless, they can also get in promotional activities like organizing game in Europe with them being the main sponsors to bring build back the trust. The coca Cola Company can spend some money to help in giving back to the society in Europe i.e. may put

Literacy Planning Essay Example for Free

Literacy Planning Essay Introduction The purpose of this report was to collect and collate information from a teacher in relation to how reading is taught in a classroom structure. This was based on how the teacher taught reading, what they taught and in particular why these aspects of reading were taught. Through the interview and questions I asked of the teacher, it has come quite clear that reading that is taught to students is embedded in everything we do, but overall teaching children to learn to read is fundamental in a practical sense and also for enjoyment. This document provides: An overview on the targeted teaching group What beliefs in relation to teaching literacy Who selects the curriculum content What instructional procedures are used How grouping strategies are used What and why assessment tools are used The classroom environment 1. Overview on targeted teaching group. The following documentation and conclusion were questions asked of a Year 2 teacher situated within the Early Years team consisted of 23 students within a school (CDPS) in the Southern suburbs of Adelaide, South Australia. This teacher had been teaching mainly in the Early Years for 6 years and has come to CDPS as a new contract teacher. CDPS is a Category 2 school set in a low social economic setting. This school has 252 students attending at present, 155 of these are main stream with the remaining 97 students attending the Disability Unit that is incorporated within the school. There is a high ratio of Multicultural students as well as Aboriginal students needing extra support with their education due to English being their second language. This school also has a high focus on Literacy through an Intervention Team that is made up of teachers that specialise in different areas such as a Reading Support Teacher Years Reception to 2, a Literacy Intervention Teacher Years 3 -7, Aboriginal Education Teacher (AET) and a English as a Language and Dialect Teacher (EALD) and Negotiated Education Plan Teacher (NEP). Also at CDPS there is speech support for students through Undergraduate Speech Pathologists, as the school supports a Flinders University Speech Pathology program. This program support is across both sites of the school by Third and Fourth year Undergraduate students that work with the guidance of the class teachers and University Speech Pathologist on different elements of literacy to further develop student’s phonological awareness and knowledge. 2. Beliefs in relation to teaching literacy Through the question put forward to the 2/3 teacher, ‘What are your beliefs and philosophies in literacy in relations to students learning to read and you teaching reading’, the teacher explained that they believed that literacy was embedded in everything that we do. This could be from the simplest tasks of looking at a milk carton to looking at a traffic light going red. With this cultural awareness, we as adults have the understanding and prior knowledge that encases these objects in our ever day life. As explained by Harris, Turbill, Fitzsimmons and McKenzie (pg17, 2006), ‘Literacy is the ability to read and use written information and to write appropriately in a range of context. It is also used to develop knowledge and understanding, to achieve personal growth and to function effectively in our society. ’ For students to understand and have knowledge of such objects and items they must be exposed socially and culturally. For teachers who provide context for learning can enable students to develop control over their written language, so they can network successfully in a literate culture. Also based on the teachers belief, teaching children to learn to read is and can be fundamental, in a practical sense and needs to be also for enjoyment. As the main feature of language is listening, speaking, reading and writing, it is explained by Makin, Diaz McLachlan (2007) beginning readers and writers usually require explicit teaching about such language knowledge as the alphabetic principal, print conventions, spelling and reading strategies. As explicit instruction in reading is essential for most children, through surrounding them with language and literature is vital but not the whole picture. This could be done by exploring how language works, playing with language, and learning about genre structure. Through an immense amount of discussions surrounding these concepts, it can provide a child with a rich foundation from which they can continue to build their knowledge and apply these new skills. From a whole school perspective at CDPS, various programmes and philosophies are to be followed. These programmes and philosophies have been put in place for teachers to unite as a community for learners. For example, Accelerated Literacy, the scaffolds of Stephen Graham; David Hornsby’s Guided reading; Anne Bayetto’s Spell, Record, Respond; strategies from â€Å"Reading Comprehension: taking the learning deeper†, and the Oxford word list. CDPS also has an English Genre Map and a Spelling genre Map in which they are expected to follow to encourage learning that can be continually built upon and can also avoid learning gaps. 3. Selection of Curriculum Content CDPS curriculum content is decided upon as a whole school through both English and Spelling genre maps. The English genre map indicates that teachers will use: The explicit teaching pedagogies of Accelerated literacy, The scaffolds of Stephen Graham, David Hornsby’s Guided Reading, Anne Bayetto’s Spelling, Record, Respond, and  Strategies from â€Å"Reading Comprehension: Taking the Learning Deeper† research project. These are the foundations for the implementation for the teaching of reading, writing, comprehension, visual literacy, spelling, grammar and punctuation. This map specifies the text types that will be taught during each term and through the order of these text types, it ensures that each focus expands a student’s repertoire and prepares them for the next text type. As explained by Harris, Turbill, Fitzsimmons and McKenzie (2006) when encountering texts, readers not only consider the kind of text they have at hand, but what the text is about. For example, students that are studying factual recounts before they move into biography or autobiography will study literary description before they move into narrative and factual description before they move into information report writing. CDPS’s spelling continuum is underpinned by pedagogy as outlined in Anne Bayetto’s Spell, Record, and Respond. As explained by Bayetto (2011), Listening, speaking, reading, writing, and spelling are intertwined and nourish each other. To communicate through writing, students must apply both oral language skills, for example,  knowledge of syntax and semantics, and reading skills, for example, sounds of letters in words. In addition students must be able to think about and organise a topic, spell words, and legibly produce letters. CDPS spelling programmes are based on spelling lessons each day. Every student receives a differentiated spelling programme based on spelling needs determined by Oxford Wordlist assessments, Monster Spelling assessments, or words taken from independent writing and theme words. Also at CDPS they use a flow lists of words not fixed lists of words. This means that each student’s words stays on a student’s list until they can spell, read and put the words into an understandable context. This is observed through each student only given three words at a time based on the approach of less words and more learning activities. These activities allow children to complete the activities with their spelling words through multiple intelligent activities, giving all children the opportunity to work in their preferred learning style and creating the understanding and knowledge of the words that they are learning. A phonics programme has also been strongly recommended and supported by the school-based Speech Pathologist from Flinders University and has proven to be highly effective in improving reading amongst Junior Primary classes. This is achieved by teachers following the implementation of the phonics programme and through this programme teachers are continually bringing back a focus of literacy to apply this knowledge whilst reading together as a whole class or as independent readers. As explained by Dymock (2007), teachers play an important role in assisting students to develop a good understanding of text structure awareness. Through teachers using good instructional guidance, it can be the most powerful means of promoting the development of proficient reading comprehension and developing reading problems. 4. Instructional Procedure, Grouping and Differentiation Strategies At CDPS, students practice through explicit team orientation in the classroom and draw on various cooperative learning strategies. These can be seen by the teacher as supportive ways for group work, ability levelling, shared learning, and to create a fully collaborative approach to each student’s learning. Through these practices it can also enable the teacher to become facilitators rather than indoctrinators. As explained by the teacher, students share reading as a whole class. This enables the teacher to introduce a new text, giving students time to discuss as a whole group about the text and their ideas enabling the teacher to further identify where students needs for further clarification of the new text. Guided reading groups are differentiated to provide an explicit teaching and learning session. This gives students a targeted focus specifically to the level of what the group is working at. Through guided reading it allows the students to focus on reading and comprehension strategies. Also peer reading session are set up with Year 7 students to support the students with their reading. These sessions give the students time to observe strategies that other students use and time for them to discuss the different strategies that they use whilst reading. Levelled readers are also sent home with students for the practice of independent reading and a vocabulary wall is displayed with specific text that the students have discovered through Accelerated Literacy lessons. These lessons are through explicit teaching ways of talking, viewing, thinking, reading, writing and spelling. As outlined by Cooper, Roth, Speece, Schatschneider,(2002) children progress through a period of emergent literacy during which they develop the rudimentary skills, knowledge, and attitudes that prepare them for the acquisition of conventional literacy. There is also a word wall displayed for the students to look at and to encourage them to write and read independently. Also throughout the week students have times for silent reading and may chose a book of their choice to read giving them further time for independent reading session. Within the early years at CDPS, shared reading and writing is an effective literacy teaching strategy. This can be seen by the teachers through the holding of student’s attention as they are involved in the joint production of the text or whilst at the same time allowing the teacher to model the different aspects of the reading and writing processes. As outlined by Lane, Pullen, Paige, Eisele, and Jordan (2002), reading is a foundation skill for school learning and life learning the ability to read is critical for success in modern society. Learning to read is one of the most important events in a child’s school career. At CDPS, teachers attend fortnightly meetings at Professional Learning Committee’s (PLC’s). In these committees, teachers discuss what aspects of the curriculum they are teaching and share ideas and resources to support the genres and philosophies they are to follow within the school’s curriculum structure. As explained by the teacher differentiation at the present is made quite easy through Cooperative learning systems. At the moment, table groups are based on behaviours and cohesion. As the students have settled, it has become possible to group student’s base on their ability and to pair up high and low functioning students. 6. Assessment Tools At CDPS assessment tools are whole-school based and has been written into the school’s curriculum genre mapping. These assessments include: Running Records; Oxford Word Lists in both Writing and Reading; Screen for Phonological Awareness test (SPA); Language Concepts; Text Orientation and Name Writing. As stated by Harris, Turbill, Fitzsimmons and McKenzie (2006), assessment and evaluation is a vital part of the teaching and learning cycle that forms the basis for a range of decisions that impact within the learning culture. Once this data is collected it is then analysed by the Intervention Team and student’s needs are planned for. All students data is kept on computerised spread sheets and hard copies are also placed into student’s portfolio folders, which stay with the student for the time they are at the school. These portfolio folders are forwarded onto the next class teacher at the end of each year to assist the teacher with planning appropriately for individual students. Student learning and understanding is also assessed both in the midst of lessons verbally as well as after by using a rubric. As explained by the teacher, though these types of assessments, it can give the best feedback to the students on what they need to work on and what their strengths are. As explained by Campbell Green (2006) teachers that primarily assess and monitor the literacy development of their students in a professional manner can reflect the complexities of their literacy. Assessments should also be used to help students take ownership and control over their learning. This gives students the empowerment that is necessary to establish their own purpose for reading and learning. 6. Classroom Resources and Learning Environment Resources are planned during Professional Learning Committee’s (PLC’s) in  conjunction with a team of teachers at a similar teaching level, for example Junior Primary, whereby the aim of these meetings is to discuss planning, share resources and where alignment amongst teaching is made. Generally as a rule, all of the resources that are made by the teachers stay with the teachers, unless they are specifically made resources to target a particular curriculum area. Then these items would be catalogued through the library system for anyone to borrow and use. If a teacher is making their own resources they would generally display these for children to use at specific times of teaching. For example, if students are learning the Alphabet teachers would have picture cards made up for student to look at, order and read. They would also have the Alphabet displays throughout the classroom for visual aids and reminders of what it looks like. As outlined by Harris, Turbill, Fitzsimmons and McKenzie (2006), resources are what learners are immersed in and the source of most of the demonstrations of how language is used and structured. Also as explained by the teacher books for a classroom library would be selected by all students of the class. This was done as a theme based approach at the beginning of the term. For example books that would be about bears had to be found and they all had to find 2 books each. These books then were brought back to the classroom and placed in the library corner on the shelving at student’s height. The teacher also explained that the positioning of word walls and text posters within the classroom were placed at student’s eye height so students could look at, see and read. The reading corner or quiet area that was created was an area where students could go and look at books without the constant interruptions of other students at their desks. There was also a common ruling in this area that voices where to be kept at a whisper. This enabled students to either read for enjoyment or just to browse and relax. 8. Evaluation With all of this in mind I believe literacy is more than an individual act of mean making and language used, it is a social act as well. When students read or write, they bring not only their own personal experiences, but also the experiences of the various social groups in which they hold membership too. As students learn to read or write, they often cannot focus on everything they have to do at the same time. For example, a certain text that they are reading they can read but not comprehend. I believe that the programmes and genre mapping that teacher’s use at CDPS supports Literacy and Phonological awareness amongst their students. It provides and exposes the students to structured Literacy lessons that would be most effective to their reading and writing learning. The support from the teaching staff at CDPS is of high standards and the Speech Pathology program running from the school is one of high standards. It has the best interests of student across both sites. Appendix  The following questions were for a teacher that was asked of them during a one to one interview in relation to how does a teacher teach reading. 1. Beliefs in relation to teaching literacy: What are your beliefs and philosophies in literacy in relations to students learning to read and you teaching reading? 2. Selection of Curriculum Content: How do you as a teacher decide what content of the curriculum you teach within literacy? What areas are you focusing on with your students at present and why? 3. Instructional Procedures: As a teacher what strategies do you choose to teach your students to read and why? What areas of literacy do you currently focus on and how are these displayed with/for your students? 4. Grouping Strategies: How do you as a teacher decided on literacy groups for your students and what diversity strategies do you employ with your students during these times? 5. Assessment Tools: How do you decide on what assessment strategies you use, what methods you use or would be used to assess your students for literacy learning? How do you keep students records once assessments are finished? 6. Classroom Environment: What is the theory behind setting up your classroom literacy resources for your students as displayed? Diagram of the classroom References Bayetto. A. , (2011), Spell, Record, Respond. Moving from assessment to instruction. South Melbourne, Vic. : Oxford University Press Campbell, R. Green, D. (Eds. ) (2006). Literacies and learners: Current perspectives. Frenchs Forest, NSW: Pearson Education Australia. Cooper, D. H. , Roth, F. P. , Speece, D. L. , Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399-416. Dymock, S. (2007). Comprehension strategy instruction: Teaching narrative text structure awareness. The Reading Teacher, 61(2), pp. 161–167. Harris, P. , Turbill, J. , Fitzsimmons, P. , McKenzie, B. (2006). Reading in the primary years (2nd ed. ). South Melbourne, Vic. : Cengage Learning Australia. Lane, H. B. , Pullen, P. C. , Eisele, M. R. , Jordan, L. (2002). Preventing reading failure: Phonological awareness assessment and instruction. Preventing School Failure, 46(3), 101. Makin, L. , Diaz, C. McLachlan, C. (Ed. ). (2007). Literacies in childhood: changing views, challenging practice. Marrickville, NSW: Elsevier Australia.

The Teaching Profession Essay Example for Free

The Teaching Profession Essay When news of K-12 curriculum spread 2 years ago, the common knee jerk reaction of Filipinos was of contemptK-12 curriculum has just been prejudged as an ill-timed unnecessary additional expense. They can’t be blamed. The sound economic fundamentals were not really being cascaded to the grassroots level. Maybe a part of me even had that knee jerk reaction. But findings will tell us that K-12 is not ill timed; neither is it unnecessary. The Philippines is the last country in Asia and one of only three countries in the world (the other two being Djoubuti and Angola of Africa) with a ten-year pre-university program. Our curriculum has to be responsive to the global standards. Upon reading the news item in the official gazette of the Philippine government with link www.gov.ph/k-12, I became cognizant of the salient features of the K-12 curriculum. Universal Kindergarten is a salient feature that will prepare the kids the children from informal to formal education as they advance to the primary level. It is aligned with familiarization with essential concepts. Contextualization and Enhancement makes lessons more interesting as the topics are related to things that are already familiar to the learner. As the page illustrates, the triangle is compared with the vinta, Mount Mayon and bandiritas. It communicates to the learner that the things being learned in school are things which are already around themin their physical, social and cultural environment. Using Bloom’s taxonomy, they are not just involved in recall and comprehension, but they are able to apply and synthesize the learning experience with the immediate environment. The mother-tongue based multilingual education (MTB-MLE) feature of the K-12 is also interesting since ALL subjects from K to 3 will be taught in the mother tongue. It is advantageous for students since the language at home and community is also the language in school. This means the child’s adjustment, as far as language is concerned, won’t be difficult. Moreover, it’s easier for students to grasp the concepts as they learn in their mother tongue. As I read this part of the article, what came to my mind was an English and Filipino class where mother tongue is translated to English and Filipino. Example, kayu in Ilocano is puno in Filipino. Then kayu in Ilocano is tree in English., and so forth and so on. Hence, mastery of the mother tongue will be the tool to learn Filipino and English. And once they learned Filipino and English, these will be the languages of instruction beginning grade 4found to be effective in the global community, and now a beginning field of educational research in the Filipino context. Furthermore, the Spiral Progression in learning Biology, Chemistry, Physics and Math is consistent with the basic to advanced approach in a gradual manner since the topics will be spread across the grades. This lessens the so-called â€Å"trauma† that students associate with the fast paced approach in learning each of these subjects in a yearone year for biology, one year for chemistry, and another year for physics. Eventually, the senior high school may prepare the students for further academic studies, employment or entrepreneurship since there are three tracks: academic, technical-vocational-livelihood, sports and arts. This means that teachers have to prepare themselves well, since teachers will be the foundation of the successful implementation of this programhaving direct contact with the students. Teachers should engage in multi-tasked, multi-disciplined, and multi-skilled activities. Looking at the said scenario, the K-12 will have tremendous benefits for the  studentsas research have shown in various countries. The K-12 curriculum will have a great impact at home, school, community, and country. As a teacher, I have hopesand trustin this endeavor. As the article stated, the K-12 graduate will be equipped with (1)information, media and technology skills, (2)learning and innovation skills, (3)effective communication skills, and above all, (4)life and career skills. These are exciting times. The implementation of the K-12 curriculum in the Philippines is not of ill timing; it is long overdue.

How did the Dada Artists Challenge the Contemporary Art?

How did the Dada Artists Challenge the Contemporary Art? This essay will dive into the world of dada by firstly exploring the movement with an in-depth look into the brief history of dada and the foundations of which it was built around, how it changed art Dada was not just an art movement but as much of an cultural movement, this revolutionary movement originated in Zurich, Switzerland in the early months of 1916 it was one of the shortest lived art movements and only survived less than 10years until 1924 Dadaism did not start off as an art movement it was born of more as a artistic protest that grew as a response to not only the carnage that was world war one but also to the destruction of society that was crumbling around them, as the war spiralled across Europe the majority of the artists who founded dada had witnessed the relentless slaughter of innocent men, women and children as undeniable proof that the nationalist authorities had failed society and was undeniably corrupt. With most of the Dadaists being directly affected by WW1 and fleeing from across Europe themselves to seek refuge in Switzerland as many people did with Switzerland being neutral within the wall it became a safe haven for a huge number of people including many artists and intellects who found sanctuary in Zurich, which was the birthplace of dada included in the refuges that escaped the destruction of the war where a young couple from Munich, Germany named Hugo Ball who was a former theatre director and his gi rlfriend Emily Hennings a dancer who also wrote her own poems and books not long after arriving they became the parents of dada when they convinced the owner of a nearby cafà © to let them rent a room from him to begin a cabaret club. They named their club Cabaret Voltaire (fig .1) after one of Frances greatest entitlement writers Francois- Marie Arount and commonly known as Voltaire he was a famous writer, historian, poet and philosopher but was most famous for his wit and his attacks on the roman catholic church with his advocacy of freedom of religion and speech you can see how the young couple related to his values and beliefs and used him as an advocate and inspiration in the laying of the foundations of dada. Cabaret Voltaire opened its doors February 5th 1916 with Hugo Ball sent out a press release that translated Cabaret Voltaire under this name a group of young artists and writers has formed with the objective of becoming a centre of artistic entertainment in principle, guest artist will come and give musical performances and readings at the daily meetings. Young artists of Zurich whatever their tendencies, are invited to come along with suggestions and contributions of all kinds and with this release the dada family was formed with a bunch of like-minded misfits who included Marcel Janco, Tristian Tarzara, Richard Huelsenbeck, Hans (jean) Arp, Sophie Taeuber, Kurt Schwitters, Marcel Duchamp and Joan Miro ( fig.2) all coming through the doors within the first couple nights of the club opening and they quickly bonded over not just society but art and they woes of the world surrounding them and how many in society did not know or care with the world surrounding them, this small group of people connected over art and the discretion of the world around it and became close friends spending most days and nights together discussing and practising their own politics, views and art. With the Cabaret Voltaire being run by this close group of friends it became a cross between a night club and arts centre while here artist could showcase their work in a whole new experimental environment, often playing around with music, dance, theatre, poetry, readings, photography and all photography and often experimenting with visual arts. while showcasing their art to the art society of Zurich they could discuss the world around them and the founders became united in their views and their protest the war, society and the establishment. Performances in the beginning were relatively conventional being true to a variety show but as WW1 grew so did the artists anger and wanting for change and realisation, part of the movement was a full-on strike on the art world which they saw as part of the system it was considered likewise accountable and therefore had to be overthrown. Dada questioned the value of all art and whether its existence was simply an indulgence of the middle and upper-class they confronted traditional artistic values with nonsensical and irrational attitudes and with these provoked conservative complacencies with outrageous statements and actions as within a couple of weeks the artists at Cabaret Voltaire were experimenting with shock tactics becoming increasingly unorthodox and rebellious with its art and as soon as the founders became aware that the crowds were drawn to this type of art and valued it they began to run with it they began to showcase their own politics and views and rebelled more and mor e against art, society and the war. Although the Dadaists were united in their ideals they had no unifying style, an between the short lived period of Dada group it attracted many different type of artists who were not willing to conform to societies standards of art which meant the artists could allow the movement to have so many diverse styles which allowed them to play with their art and grow with new styles and bring to life new art. The Cabaret Voltaire and its members pushed the boundaries that surrounded them in a very short lived time together at the Cabaret Voltaire as it was forced to closed their doors only six months after it opened due to the nightly antics of the huge crowds that were drawn to the club and the relaxed nature of the lease owners not paying rent. Marx and Mills Theories of Freedom: A Comparison Marx and Mills Theories of Freedom: A Comparison SANDRINE UWIMANA MARX AND MILL’S VIEWS ON FREEDOM. This essay compares and contrasts Karl Marx and J.S. Mill on their understandings of freedom and their analyses of the impediments to its realization. Both Marx and Mill agree that human beings are capable of making progress and that the concept of freedom is an end in itself. Thus, they saw freedom as a means to realise individual potential and self-determination. However, both differ on the concept of freedom realisation and the impediments to freedom. Mill argues that the impediment to freedom is the masculine society while Marx argues that the impediment to freedom is the bourgeoisie. Furthermore, the essay discusses the intervention by state/society into freedom. Mill assert that the society can interfere into someone’s freedom when there is harm done to others. For Mill freedom should be exercised as long as there is no harm done to others while Marx supports the freedom to overthrow the bourgeoisie . On the other hand, Marx views hold that the government/ society should intervene in individual freedom to avoid individuality that leads to private property and hence creating classes. Both Marx and Mill see freedom as an end in itself. According to Marx’s definition of freedom, was viewed as an end in itself. â€Å"Only in community has each individual the means of cultivating his gifts in all directions; only in the community, therefore, is personal freedom possible. In the previous substitutes for the community, in the State, etc. personal freedom has existed only for the individuals who developed within the relationships of the ruling class, and only insofar as they were individuals of this class,† Karl Marx and Frederick Engels. For Mill, freedom of speech, opinion and the right to associate with others, were important for the progress of mankind. Freedom of choice is and do what is desirable as long as no harm is done to others is an end in itself. As Mill thus say that , â€Å"†¦ though the customs be both good as customs†¦ yet to conform to custom†¦ does not†¦ develop†¦human faculties†¦exercised only in making a choice.† (Mill 60). It is evident that freedom of choice is important to the development of individuality and progress of the society as a whole. Thus, freedom is an end in itself, because utilizing human lead to make choices is beneficial for personal development. Hence, the view that sees freedom as an end in itself can be attributed to both Marx and Mill. On the other hand, there are considerable differences between Mill and Marx perspectives on views regarding freedom. For Mill, freedom is important for the purpose of searching for truth and for reasons to live and for progress ( Mill 29). Mill asserts that a man must be free to pursue his happiness and pleasure. Furthermore, Mill in â€Å"On Libertyâ€Å" asserts that individual freedom is the paramount chief for the progress of society. The opinion of the individual has to be nurtured and allowed to grow so that he can use his assets and talents to benefit the society at large ( Mill 63). Thus, Mill, can be summarised in On Liberty : The only freedom which deserves the name, is that of pursuing our own good in our own way, so long as we do not attempt to deprive others of theirs, or impede their efforts to obtain it. An individual has the capability and the power to be creative in a society that recognises that ability. As well, Mill argues for the freedom of speech for everyone and that each individual opinion should be respected regardless of its content. Mill also argues that freedom/liberty is important for the pursuit of happiness (Mill 29). However , Marx asserts that people should not be individualistic and should not pursue their own interests but should conform to the society’s norms. For example in â€Å"On The Jewish Question: Zur Judenfrage, â€Å" Marx criticizes the liberal concept of freedom and argues that it assumes that a human being is â€Å"an isolated monad† ( Max 364) who pursues his own private happiness and also tries to avoid conflict with others ( Marx 370). He argue that an individual cannot be treated separately from society. The individual is part and parcel of society and there is nowhere he/she is going to operate in isolation without affecting the society as a whole. Hence, Marx argues that the communist system would make it possible for everyone including children and women to be free as they would not be for ced to work for the anyone (Marx 72). For Marx, this is freedom. As well, Marx explains how â€Å"my free activity† transforms itself into â€Å"the alienated and inhumane power† with the fetishism of the commodity. (Marx, 554). Furthermore, Mill and Marx offer a different perspective on the intervention by state/society into freedom. Mill argues that there is no justification for interfering in other people’s opinions and thinking. Not even the government has the right to interfere in someone’s freedom. It could be argued that this is the foundation of modern individual freedom. You are free and entitled to your own opinions as long as you don’t harm another ( Mill 4). â€Å"The reason for not interfering, unless for the sake of others, with a persons voluntary acts, is consideration for his liberty. His voluntary choice is evidence that what he so chooses is desirable, or at least endurable, to him, and his good is on the whole best provided for him by allowing him to take his own means of pursuing it,† Mill (14). In contrast, Marx argues that there is a need for the state to interfere with private property so that property ownership might be abolished. The government should hav e the right and the means to control the people who have private property, thereby forming an ideal communist society. It has to be noted that Marx ‘s arguments were based on the view that capitalism was evil and hence needed to be replaced by communism. As well, Karl Marx, in On the Jewish Question says that None of the supposed rights of man go beyond the egoistic man, man as he is a member of civil society; that is, an individual separated from the community, withdrawn into himself, wholly preoccupied with his private interests and acting in accordance with his private caprice. Hence, a person has to conform to the society’s norms. Thus, Marx views counter-argue the view by Mill that the society should respect the individual freedom. On the other hand, Mill warns against the tranny of the majority because sometimes the majority’s opinion is not always right. Thus the protection of the individual is more important and have to be protected. In addition, Mill’s and Marx’ views differ on the exercise of freedom. According to Mill, freedom and liberty is having free will and self- determination without being subjected to invariable law ( Mill 32). Mill adds that innovation and creativity can be achieved in a free environment . Thus, he advocates for a free environment which allows for development and growth of new ideas. â€Å"Genius can only breathe freely in anatmosphereof freedom. Persons of genius are †¦moreindividual than any other people† ( Mill, 65). Thus, freedom of the individual will allow new ideas and result in the progress of the society as a whole. As well, he argues that the society or the state should not force people to conform to the particular norms of the society and nor intervene in the activities of the individual which contribute to the development of the community as a whole. However, Mill acknowledges that the only time when the government or the society has to interfere i s when it steps in to prevent your harming other people (Mill 68). Thus, Mill asserts that freedom should be exercised as long as there is no harm done to others. Mill, a man’s freedom has to be protected and allowed to be explored without infringing on other people’s freedom. Nevertheless, the exercising of freedom should be checked. In addition, Marx argues that the majority of the working class should fight for their freedom and overcome the tyranny of the bourgeoisie (Marx 73). This seems like the views of Mill who argues that the citizens are to have freedom and the state, which is in small minority, should not exercise tyranny over them. Mill, on the other hand, argues that the freedom to unite has to be done in such a way that there is not harm to others . Mill would see the argument of Marx advocating the overthrow and taking the property of the bourgeoisie as harm done to others. In the Manifesto, Marx calls for the freedom of the working class to unite and in the end to revolt against the production owners also known as Bourgeoisie (Marx Engels, 34). The working class will rise up for their freedom. Marx asserts that freedom can be achieved through ideology. If the working class would learn and know the ideology of the bourgeoisie, they would be able to develop a counter ideology and hence the proletari at would become self-conscious and self-aware and thus be able to manage and control the means of production (Marx 173.) Thus, Marx argues that the working class would be freed from alienated labour if they knew the ideology of the bourgeoisie. This is how the proletariat would be able to overcome the exploitation of the bourgeoisie. For Marx, the working class should be united and fight for their individual freedom . As well, according to Marx, freedom could be achieved if the working class owned the means of production. It can also be viewed that capitalist system dies freedom to the working class in the modern era. For example, even if you desire to have a certain type of work, you are not free to choose your boss. On the same point the people who controls the means of production have the freedom to choose among the abundance supply of labour. I would agree that communism in which the means of production is owned by many could have been a good society for mankind. Capitalism denies the freedom of choices to many people especially the poor. It lead to a few of individual controlling all the wealth. As well, I would argue that in the modern era, due to capitalism, most working class people do not have freedom. In the world of today, the owner of the means of production decides which work you are supposed to do but the working class person is not free to choose his work and set his own wages. This could be regarded as a lack of freedom as the working class do not have a choice but rather to work under the conditions set by the master. For Marx, the ideal society was communism that gave everyone a chance to own something and freedom to majority. As well, Marx argues that there is a need for society to interfere to help the individual realise his potential/ self-cultivation. This is so because Marx believes that the society should be classless. Marx asserts that classless society is the foundation of freedom for all because the working class will have power in the production of goods and commodities and hence hold the interest of everyone. When the bourgeois owns the means of production the majority of the people who are the working class are left out. Furthermore, Marx asserts that the impediment to freedom is the bourgeoisie. For instance, Marx argues that the bourgeoisie controls the means of production, robbing freedom from the working class by exploiting their labour. The different classes results in the working class being oppressed . The class of the bourgeoisie infringes upon the freedom of the working class in what he calls the â€Å" class struggle† to refer to a situation where one group has an advantage over the other group. This is so because the class that has an advantage will try and maintain its status quo and in so doing will establish norms that maintain that class. The working class person has no freedom in the capitalist world since he relies on the wages of his master. As well, since the laborer has no profits to be gained from the production that he doing, he is alienated him from the process of the profit making, which is a violation of his freedom. Furthermore, Marx argues that the majority of the wo rking class should fight for their freedom and overcome the tyranny of the bourgeoisie (Marx 73). This seems like the views of Mill who argues that the citizens are to have freedom and the state, which is in small minority, should not exercise tyranny over them. Nevertheless, for Mill, the impediment to freedom is the â€Å" masculine state, † (Mill, 219). For example, Mill argues that men control the affairs in public life and hence the women are forced to perform the duties of the private life. This implies that the half of mankind who are women are not free. In conclusion, this essay argues that Marx and Mill both share similar understandings of freedom such as the possibility of progress in society, the views that hold that freedom is an end in itself, and the idea that human nature for self-determination must be valued. However, both Marx and Mill pursue a different road in their conclusion of the concept of freedom. As described above, Mill’s argument argues that masculine is the impediment to freedom. This is so because most of the domestic work is done by women. Marx on the other hand views that the impediment to freedom is the bourgeoisie. Marx believes that capitalism is the problem for freedom and hence advocated for communism. As well, Mill advocated for freedom without the intervention from anyone or from the state as long as their action done does not affect others. Mill also argues against the norms of society that require the individual to conform. As well, he argues that the state should not interfere in the individu al`s affairs as this is a violation freedom. On the other hand, Marx suggests that the individual cannot be separated from the society. Thus the state can intervene in order to bring the society together and prevent other people from acquiring all the wealth. Ultimately Marx’s vision of communism is valuable because it is a vision that allows for the critique of contemporary society. As well, I would in conclusion, I would argue that capitalist system denies the majority freedom. For example, Even if you desire to have a certain type of work, you are not free to choose your boss. On the same point the people who controls the means of production have the freedom to choose among the abundance supply of labour. I would agree that communism in which the means of production is owned by many could have been a good society for mankind. Capitalism denies the freedom of choices to many people especially the poor. It lead to a few of individual controlling all the wealth. NB: The word freedom has been used interchangeably with the word Liberty. Work cited: John Stuart Mill, â€Å"On Liberty â€Å"Broadview Press. Mill, J.S. 1869 The Subjection of Women. Friedrich Engels and Karl Marx. Robert C. Tucker. Ed. â€Å"The Marx-Engels Reader.†W W Norton Co Inc (Np); 2nd Revised edition: March 17, 1978. 1

Destined to Fail :: Free Essays Online

Destined to Fail Imagine having to wake up every morning and going to a broken down old building for seven hours a day. In the building you are forced to complete tasks which are easier in other buildings five minutes away, but since yours is poor you can not, if at all, complete these tasks. The outlook is so bleak that it almost seems as if you are destined to fail. For children in Camden, New Jersey this is school. Students in Camden are faced with an obvious, apalling educational disadvantage when viewed against the suburban Cherry Hill schools which are five minutes away. The crux of the problem with the Camden public schools is the impovershed state in which it attempts to educate its children. The main cause for the destitution in the Camden public schools is the serious lack of funds for educational materials including those for school facilities. The schools are in such dire straits that most do not have the necessary materials with which to teach. Students at times do not even have their own textbooks and science labs lack the necessary equipment to teach lessons properly. If a student is lucky enough to receive a textbook it is either outdated or falling apart. School facilities are also in a state of trouble, many are falling apart or have serious problems which inhibit learning. In Savage Inequalities, by Jonathan Kozol, the malfunctioning heating system not only makes the building extremely hot all year round, but also melted approximately forty of the fifty computers in a lab. Is this the proper environment for education? Would you want to go to a school like this? Disadvantages such as these cause greater problems as students progress in their education. The lack of proper educational materials prevents students from learning. Since it prevents students from passing state mandated tests, they have to spend approximately eight months of the year school year, usually in high school, preparing for these exams. In the long run students only learn how to take the test and spend only two months on material which may spark some intellectual interest. Students do not gain any kind of critical thinking or conceptual framework; they are simply robots which know how to pass a certain test. When viewed against students with whom they will be competiting for scholarships, college acceptance, and future employment, Camden public school students have obviously no chance.

Making a Living & Building a Life: Ranchwomen in Early Arizona History :: Essays Papers

Making a Living & Building a Life: Ranchwomen in Early Arizona History In the early days of Arizona, ranchwomen played vital roles as business partners, wives, mothers, nurses, teachers, etc. Many of their stories reveal how women often were married into the cattle industry. The lives of many of these early women begin to be told by connecting them with their husbands. However, it is obvious that these women were not just â€Å"the wives of so and so.† Instead, the women actively participated in the development and worked to put all of their effort into helping their husbands’ business succeed. This led to a flourishing of a group of highly skilled, adaptable, and socially aware women. The commonly held belief that it was solely men who drove cattle across the desert, dealt with the details of a family business, and worked the ranch alone while their wives watched after the children, is continuously refuted by the stories of ranchwomen in early Arizona. In actuality a ranchwoman made the cattle industry, not just her husbandâ⠂¬â„¢s business, but rather â€Å"their† business. Besides business, women were concerned with community and home-building. The organization and influence of â€Å"The Cowbelles,† has not only provided a historical record of life on Arizona ranches, it has also provided an example and inspiration to women today. The additional efforts these women put towards encouraging neighborly attitudes, becoming nurses and teachers, and simply doing what was necessary to survive all were part of laying the foundations for some of the first modern day towns of Arizona. A timeline of events reveals the gradual birth of the cattle industry in Arizona and reveals the positive and negative results for different groups of people. In 1822, Mexico gained independence from Spain which resulted in a new government. Protection by the military was largely withdrawn from what is now known as Arizona; as a result, new settlers on the land had major problems dealing with a 50 year period of Apache depredations (Accomazzo v). However, in the 1870’s many of the tribes which were troubling to the settlers were sent to reservations by the federal government (Accomazzo v). In 1872, what is known as the â€Å"second phase of cattle ranching in Arizona, that of the Americans† began (Accomazzo vi).

Literary Analysis Paper on Lord of the Flies Essay

Struggling for Power The novel Lord of the Flies can be a violent like story. All throughout the novel, William Golding does a good job of showing how Ralph and Jack quarrel between each other whether who should take charge and who will be the leader to keep things in order. William Golding uses the struggle for power to show the different sides of good and evil throughout the novel Lord of the Flies. The theme Struggle for Power plays a huge part between Ralph and Jack which causes them and the boys to act in savagely ways. The constant battle for power leads to a debacle in their group on the island. Struggle for power in the beginning of Lord of the Flies is mainly between Jack and Ralph. Golding demonstrates this when Jack says â€Å"I ought to be chief because, I’m chapter chorister and head boy,† (14). This shows that Jack is determined to be the leader no matter what everyone else says and therefore showing his character as being very controlling. As a result, the boys vote Ralph to be chief which makes him lead in a more reliable way. Now Ralph portrays a good example of a true leader. He demonstrates his brave and good leadership skills when he says â€Å"I’m chief. I’ll go. Don’t argue†¦You. Hide here. Wait for me† (114). This quote gives us a good example of the willingness Ralph is to protect his tribe and it also shows us the good leadership skills Ralph has. Jack is very determined to steal the leadership from Ralph and continues to do so throu ghout the novel. A specific event showing this is when Jack says â€Å"He’s not a hunter. He’d never got us meat. He isn’t perfect and we don’t know anything about him. See more: how to write an analysis paper on an article examples He just gives orders and expects people to obey him for nothing† (140). This quote gives a good indication of how Ralph and Jack go back and forth. Jack and Ralph both want different things, which cause them to disagree almost on everything. Now Jack’s cravings for power leads to misfortunes in their group when Jack says â€Å"Who thinks Ralph oughtn’t to be chief, hands up, whoever wants Ralph not to be chief?†(140). This quote shows us that Jack is  always in the constant need of power and how every chance he gets he is always trying to steal the power from Ralph. He gives us a good example of how demanding his character is and how he will not stop till he gets what he wants as chief. Jack gives a good example of using his demanding sense of power to try to gain control by continuing his battle with Ralph to gain power when Jack says â€Å"Listen all of you. Me and my hunters are living along the beach at the flat rock. We hunt and feast and have fun. If you want to join come and see us. Perhaps we’ll let you join. Perhaps not† (140). In this situation when jack was turned down to be chief the first time he walks off making his own tribe therefore leaving the denouement of the group damaged. Jack believes that the way things are being run by Ralph are not the way things he would run them and he should be the chief. When Jack decides to leave the rest of the group and go on to make his own tribe and own rules, he soon later realizes he has no way of making a fire so he goes back to tell them they can come over to their side for a feast. He then leads an attack to steel Piggy’s glasses which becomes clear when Ralph confronts Jack about the specs. After they stole the specs we see the true meaning of the rejection of rules when Ralph says â€Å"Now Piggy can’t see, and they came, stealing†¦and stole our fire. They stole it. We’d have given them fire if they’d asked. But they stole it and the signal’s out and we canà ¢â‚¬â„¢t even be rescued†¦We’d have given them fire for themselves only they stole it† (168). This quote gives us a good explanation of how the boys and their savagery and it also shows tells us that the need for power is no more because of Jack going his separate way with his own tribe. William Golding does a good job of not only giving you a in depth mental picture of what is going on between Jack and Ralph and their struggle for power but he also does a good job of giving a good picture of the novel as a whole. All throughout the novel Lord of the Flies, Ralph and Jack tussle as to whom should be chief of the island. Struggle for power plays an important role throughout the novel and William Golding gives us a good mental picture as to what is going on in the story. The need for power between Jack and Ralph continues throughout the novel and it also shows the different sides of the good and evil sides of what power can do to us.

Robinson Crusoe Critique

Filippo Volodin Robinson Crusoe And The New Middle Class Before analyzing Robinson Crusoe it is important to give a short background of the author of such an incredible novel. Daniel Defoe was born in 1660 and died in 1731 after a life of adventures and incredible experiences. He was raised to be very religious and his parents were strongly attached to the puritanism tendency that was spreading around Europe. These aspects and the strong education imposed by his parents will strongly influence Robinson Crusoe’s psychology.Furthermore, Defoe worked as a Merchant, Insurer and during his entire live he has been sent in prison several times for either small or serious issues. Having such an experience, Defoe strongly felt to be part of the New Middle class that was flourishing due to the new colonies and the economic boom of that period. In this way we can say that his personal experience, family education and the influence of the growing Middle class strongly gave to Defoe the im pulse to create a character such as Robinson Crusoe, who represents the typical New Middle Class person who can, using his brain and his talent, always succeed in life.Robinson Crusoe represents the prototype of the typical English Merchant, heartless and unceasingly looking for a profitable business to lead. This new type of figure continuously changes because of the unsatisfactory position it has in the society and always strives to find new ways to make profit. In fact, Robinson Crusoe reveals these characteristics, and his strong attachment to the religion, when he sells Xury to the Captain. He offer'd me also 60 Pieces of Eight more for my Boy Xury, which I was loath to take, not that I was not willing to let the Captain have him, but I was very loath to sell the poor Boy's Liberty, who had assisted me so faithfully in procuring my own. However when I let him know my Reason, he own’d it to be just, and offer’d me this Medium, that he would give the Boy an Obligati on to set him free in ten Years, if he turn’s Christian; upon this, and Xury saying he was willing to go to him, I let the Captain have him. † From this quotation powerfully comes out the strong education gave to Robinson Crusoe.Crusoe does not really care about Xury, even though he has served him loyally. This passage highlights the new situation of the Middle Class represented by Robinson Crusoe that championed individualism, seizing every single opportunity to have a personal profit, relying just on own powers and talents. Furthermore, agreeing on converting Xury into a Christian let us explicitly understand the importance of the Puritan education imposed to Defoe by his family with the consequent reflection of this approach on Robinson Crusoe, who just agrees after making sure that the Captain have to turn Xury into a â€Å"Good Christian†.Robinson Crusoe demonstrates to be the â€Å"new bourgeois-man† during his long stay at the isle. The island becom es the perfect field to completely release his middle class attitudes and the opportunity to show that he deserves to be saved by God’s providence. It is important to interpret properly the significant of the Island. Crusoe’s stay at the island has to be seen as the chance for Robinson Crusoe to prove his qualities controlling, manipulating and exploiting the Nature. Consequently, Crusoe starts to â€Å"recreate† the English society of the 18th Century, sticking to the Middle Class uses of efficiency and individuality.For instance, when Crusoe meets Friday he decides to impose him his way of living showing once again his necessity to impose the â€Å"English life style†. In fact, further on in the novel Robinson Crusoe teaches to Friday how to speak English and how to interpret the holy Bible. In the island comes out even the typical attachment to the Puritanism of the Middle Class represented by Robinson Crusoe who believed in the God’s Providence . Crusoe is convinced that God is the first cause of everything but he can change his destiny by acting following his brain and using his talents.To conclude, Defoe shows us a perfect hero who, following the Middle Class education and mentality, can face every problem and solving it using his brain and his talents. It is incredible how Defoe could impress in an unbelievable way the main aspects of the growing Middle Class. Like Robinson Crusoe demonstrates, and Defoe in first person firmly thinks, a person using his own skill and being always self aware of his possibility can emerge and always find a way to survive and succeed in life if he really wants and strives for that.

Co-Occurring Disorders Essay

The co-occurring I chose is Schizophrenia and Alcohol Dependence, with the prevalence of Nicotine Dependence. Schizophrenia occurs in people from all cultures and all walks of life, and its characteristic symptoms are well recognized. Those symptoms include extreme oddities in perception, thinking, action, sense of self, and manner of relating to others. However, the hallmark of schizophrenia is a significant loss of contact with reality, referred to as psychosis. Taken from the DSM IV (Association, 2000), (pgs. 153-154) the criteria for schizophrenia are two or more of the following symptoms, present for a significant portion of time during a 1-month period, and lasting for six months are: Delusions. Hallucinations. Disorganized speech. Grossly disorganized or catatonic behavior. Negative symptoms. According to (Butcher & Mineka, 2010) (pg.458), â€Å"the vast majority of cases of schizophrenia begin in late adolescence and early childhood, although schizophrenia is sometimes found in children, such cases are rare. Schizophrenia tends to begin earlier in men than in women, usually between ages 20 and 24. The incidence of schizophrenia in women peaks during the same age period, but the peak is less marked than it is for men. Overall, the average age of onset of schizophrenia is around 25 years for men and around 29 years for women†. Alcohol Dependence is a state, psychic and usually also physical, resulting from alcohol use, and is characterized by behavioral and other responses that always include a compulsion to take alcohol on a continuous or periodic basis in order to experience its psychic effects, and sometimes to avoid the discomfort of its absence, tolerance may or may not be present. According to the DSM IV (Association, 2000), the  criteria for alcohol dependence are a tolerance as defined by: a need for markedly increased amounts of the substance to achieve intoxication or desired effect, and the markedly diminished effect with continued use of the same amount of the substance. The symptoms of alcohol dependence are; Withdrawal syndrome. It is taken in larger amounts or over a longer period than was intended. Unsuccessful efforts to cut down or control substance use. A great deal of time is spent in activities necessary to obtain the substance. Alcohol and nicotine dependence are extremely common among patients with schizophrenia (Drake, 2001), almost half of schizophrenic patients have a substance use disorder during their lifetime. The rate is probably even greater among high-risk groups, such as young men with a history of violence or homelessness, and among patients in acute care settings. Alcohol abuse is correlated with poor concurrent adjustment and predictive of adverse outcomes such as higher rates of homelessness, hospitalization, and incarceration. There is a huge prevalence of nicotine dependence with this co-occurring disorder. Nicotine is the most common form of substance abuse in people with schizophrenia. According to the (National Institute of Health, 2013), people with schizophrenia are driven to smoke. They smoke at three times the rate of the general population. In the general adult population age 18 years or older, the reported rate of nicotine use is 25.9%, with a 12.8% increase within the past year. In people with schizophrenia there is a reported rate of use of nicotine of 60% – 90%, a 28.5% increase within the past year. In the general population the rate of use for alcohol in people age 18 years or older is 2.9% – 17.9%, a 5.1% increase within the past year. In schizophrenic patients alcohol use has gone up from 14 to 22 percent in the 1960’s and 1970’s, to 25 to 50 percent in the 1990’s. Within the past year the reported dependence for alcohol in schizophrenic patients has gone up from 43.1% to 65%. According to (Substance Abuse and Mental Health Services Administration, 2013) assessment issues for this co-occurring disorder are: People wh o are experiencing symptoms of schizophrenia may put up resistance to help because they do not know that something is wrong, when in reality this can be a manifestation of the negative symptoms of schizophrenia. The symptoms of schizophrenia can be  mistaken for an individual being intoxicated. Many individuals with symptoms of schizophrenia isolate themselves from family and friends, and many are homeless, so they are not surrounded by a support system to get them to needed help. If the professional doing the assessment doesn’t have the individual’s previous mental health background, or their family’s mental health background, they won’t be able to properly assess the disorder. The traditional treatment modality for schizophrenia has been strictly focused on psychiatry and psychotropic drugs. However today professionals should be aware that there is evidence of increasing use of alcohol and drugs by persons with schizophrenia, and a dual diagnosis should be expected. Therefore, an accurate understanding of the role of substance use disorders in the client’s psychosis requires a multiple contact, longitudinal assessment. Both psychotic and substance use disorders tend to be chronic disorders with multiple relapses and remissions, supporting the need for long-term treatment. For clients with co-occurring disorders involving psychosis, a long-term integrative approach is imperative. Treatment practices that could be harmful or contradictive for individuals with co-occurring disorders are; Untrained or unqualified staff – (staff members, whether primarily from the substance abuse treatment or mental health fields, should be knowledgeable about both disorders and their treatments. Treating one disorder without treating the other – (mental health and addiction treatment systems often are separated. This situation may result in patients’ being treated at one location for addiction and at another for mental health disorders. Some mental health care facilities do not accept patients in medication-assisted treatment, forcing these patients to choose which disorder to treat. Also co-occurring disorders require individualized treatment approaches. It is usually best to address all of a patient’s disorders simultaneously because each can influence the other. The treatment approach for this co-occurring disorder should be a multi-disciplinary team approach. Special considerations should include an integrated approach, (a team working closely together, social worker, counselor or therapist, psychiatrist or mental health professional, and a medical doctor). There should also be: Available resources for crisis intervention. Treatment for schizophrenia and drug treatment. Rehabilitation (social and vocational training to help people with schizophrenia function better in their communities). Family education (people with schizophrenia are often discharged from the hospital into the care of their families. So it is important that family members know as much as possible about the disorder. With the help of a counselor, family members can learn coping strategies and problem solving skills). CBT (it helps patients with symptoms that don’t go away even when they take medications). Self-help groups (group members comfort and support each other; they know that others are facing the same problems, which can help everyone feel less isolated). Two treatment or community supports that are available in central Ohio are: Dublin Springs Treatment Center 7625 Hospital Drive Dublin, Ohio (614) 717-1800 www.dublinsprings.com Center for Innovative Practices Kent State University Kent, Ohio (330) 672-7917 www-dev.rags.kent.edu/cip Two local service providers that provide treatment for people with this co-occurring disorder are: Southeast Inc. 16 W. Long Street Columbus, Ohio (614) 225-0990 www.southeastinc.com Columbus Area Integrated Health Services 1515 E. Broad Street Columbus, Ohio (614) 252-0711 interventionamerica.org The factors that will increase the likelihood that clients will participate in treatment are: Developing and using a therapeutic alliance to engage the client in treatment. Maintaining a recovery perspective. Managing countertransference. Monitoring psychiatric symptoms. Using supportive and empathic counseling. Employing culturally appropriate methods. Increasing structure and support. Encouraging family support and providing counseling and education. Three potential barriers that could prevent a person from taking advantage of  treatment and/or supports are: Inaccessibility or funding for treatment (some mental health centers do not offer integrated treatment. Because of the lack of insurance and Medicaid cutbacks some people do not have access to funding for treatment. Also Legislators need to re-appropriate funding for treatment. However, agencies that are funded by ADAMH provide 100% funding for treatment. Ex. Southeast Inc.). Homelessness (many individuals who suffer from this disorder isolate themselves from family and friends, so they don’t have a support system to get them to help when their symptoms are presenting. Many are incarcerated and there is no mental health background for them, or they are jailed because the symptoms of schizophrenia are similar to intoxication). Staff who are undertrained in the symptoms of this co-occurring disorder. Involvement of family or significant others are very important in treatment and should be offered counseling to help them with coping strategies and problem-solving skills, they should also be offered education about the disorder. Additional information about this co-occurring disorder pertains to the use of nicotine; (smoking may make anti-psychotic drugs less effective, and quitting smoking is very difficult because nicotine withdrawal may cause these individuals psychotic symptoms to get worse for a while. References Association, A. P. (2000). DSM, IV. In Diagnostic Criteria (pp. 153-154). Arlington: American Psychiatric Association. Butcher, J. N., & Mineka, S. H. (2010). Abnormal Behavior. Boston: Pearson Publishing Co. Drake, R. E. (2001, August 17). Treating Substance Abuse Among Patients With Schizophrenia. Biological Psychiatry, pp. 71-83. National Institute of Health. (2013, October 12). Retrieved from National Institute of Mental Health: www.nimh.nih.gov Substance Abuse and Mental Health Services Administration. (2013, September 15). Retrieved from SAMHSA: www.samhsa.gov