How to Get Help from Your Professor

How to Get Help from Your Professor Few students make it through college or graduate school without seeking assistance from a professor for help at one time or another. In fact, its important to seek help rather than let problems fester and intensify. So, how do you approach a professor for one-on-one time? First, lets look at common reasons students seek assistance. Why Seek Help? What are common reasons why you might seek out professors for assistance? Youve fallen behind in class because of illnessYouve failed a test or assignment and do not understand the course materialYou have questions about the requirements of a given assignmentYou need advice on the subject of your majorYou cannot reach the class teaching assistant during his or her posted hoursYou need clarification on policies and/or schedules OK, so there are lots of reasons to seek assistance from professors. Why Do Students Avoid Seeking Professors Help?Sometimes students avoid asking for assistance or meeting with their professors because theyre embarrassed or intimidated. What are common anxieties experienced by students? Feeling out of the loop after missing several classesFear of asking a dumb questionFear of confrontationShynessDiscomfort over approaching a professor of a different age, gender, race, or cultureTendency to avoid interactions with those in authority If youre going to progress as a student and especially if you wish to attend graduate school, you must set your intimidation aside and ask for the help that you need. How to Approach Your Professor Contact. Determine the preferred mode of contact; check the course syllabus as professors indicate their preferred methods of contact and related information. Ask yourself: Is this urgent? If so, then contact by phone or stopping by his or her office during office hours is probably the most logical step. Otherwise, you can try e-mail. Wait a few days for a response (remember that teaching is a professors job, so dont expect replies over evenings, weekends, or holidays). Plan. Check the syllabus for the professors office hours and policies before you make your request so that you are already familiar with their schedule. If the professor requests that you return at another time, do your best to meet at a time which is convenient for him or her (e.g., during office hours). Dont ask a professor to go out of his or her way to meet you at a time that is inconvenient because professors have many more responsibilities than teaching (e.g., lots of meetings within the department, university, and community). Ask. Asking is the only way to learn your professors preferences. Say something like, Professor Smith, I need a few minutes of your time so that you can help me with a question/problem Im having with ___. Is this a good time, or can we set up something that is more convenient for you? Keep it short and to the point. Prepare for Your Meeting Pull your thoughts together beforehand (as well as all of your course materials). Preparation will permit you to remember to ask all of the questions that you need to be answered and arrive with confidence to your meeting. Questions. If you are anxious at all about talking with your professor, prepare a list of your questions beforehand. Be efficient and try to accomplish everything in one meeting, rather than coming back time and time again with further questions. Materials. Bring your class notes and syllabus with you to refer to, if you have questions specifically related to course materials so that you have all the details you need. If you need to refer to a textbook, bookmark the pages that you will need to refer to so you can get to them quickly. Notes. Come prepared to take notes (i.e., bring a pen and paper to your meeting). Notes will help you record and remember the responses to your questions and prevent you from asking the same questions later in the course. At the Meeting Be punctual. Punctuality signifies respect for your professors time. Do not arrive early or late. Most professors are pressed for time. If you need to meet with your professor again, ask him or her if you can set up another appointment, following the suggestions above. Use the appropriate form of address. Unless your professor has indicated otherwise, address him or her by last name and with the appropriate title (e.g., Professor, Doctor). Show some gratitude. Always thank the professor for his or her time and express any gratitude that you feel is appropriate for the specific help that he or she has provided. This rapport will leave the door open for future appointments.

Analysis of The Lottery by Shirley Jackson

Analysis of The Lottery by Shirley Jackson When Shirley Jacksons chilling story The Lottery was first published in 1948 in The New Yorker, it generated more letters than any work of fiction the magazine had ever published. Readers were furious, disgusted, occasionally curious, and almost uniformly bewildered. The public outcry over the story can be attributed, in part, to The New Yorkers practice at the time of publishing works without identifying them as fact or fiction. Readers were also presumably still reeling from the horrors of World War II. Yet, though times have changed and we all now know the story is fiction, The Lottery has maintained its grip on readers decade after decade. The Lottery is one of the most widely known stories in American literature and American culture. It has been adapted for radio, theater, television, and even ballet. The Simpsons television show included a reference to the story in its Dog of Death episode (season three). The Lottery is available to subscribers of The New Yorker and is also available in The Lottery and Other Stories, a collection of Jacksons work with an introduction by the writer A. M. Homes. You can hear Homes read and discuss the story with fiction editor Deborah Treisman at The New Yorker for free. Plot Summary The Lottery takes place on June 27, a beautiful summer day, in a small New England village where all the residents are gathering for their traditional annual lottery. Though the event first appears festive, it soon becomes clear that no one wants to win the lottery. Tessie Hutchinson seems unconcerned about the tradition until her family draws the dreaded mark. Then she protests that the process wasnt fair. The winner, it turns out, will be stoned to death by the remaining residents. Tessie wins, and the story closes as the villagers- including her own family members- begin to throw rocks at her. Dissonant Contrasts The story achieves its terrifying effect primarily through Jacksons skillful use of contrasts, through which she keeps the readers expectations at odds with the action of the story. The picturesque setting contrasts sharply with the horrific violence of the conclusion. The story takes place on a beautiful summer day with flowers blossoming profusely and the grass richly green. When the boys begin gathering stones, it seems like typical, playful behavior, and readers might imagine that everyone has gathered for something pleasant like a picnic or a parade. Just as fine weather and family gatherings might lead us to expect something positive, so, too, does the word lottery, which usually implies something good for the winner. Learning what the winner really gets is all the more horrifying because we have expected the opposite. Like the peaceful setting, the villagers casual attitude as they make small talk- some even cracking jokes- belies the violence to come. The narrators perspective seems completely aligned with the villagers, so events are narrated in the same matter-of-fact, everyday manner that the villagers use. The narrator notes, for instance, that the town is small enough that the lottery can be through in time to allow the villagers to get home for noon dinner. The men stand around talking of ordinary concerns like planting and rain, tractors and taxes. The lottery, like the square dances, the teenage club, the Halloween program, is just another of the civic activities conducted by Mr. Summers. Readers may find that the addition of murder makes the lottery quite different from a square dance, but the villagers and the narrator evidently do not. Hints of Unease If the villagers were thoroughly numb to the violence- if Jackson had misled her readers entirely about where the story was heading- I dont think The Lottery would still be famous. But as the story progresses, Jackson gives escalating clues to indicate that something is amiss. Before the lottery starts, the villagers keep their distance from the stool with the black box on it, and they hesitate when Mr. Summers asks for help. This is not necessarily the reaction you might expect from people who are looking forward to the lottery. It also seems somewhat unexpected that the villagers talk as if drawing the tickets is difficult work that requires a man to do it. Mr. Summers asks Janey Dunbar, Dont you have a grown boy to do it for you, Janey? And everyone praises the Watson boy for drawing for his family. Glad to see your mothers got a man to do it, says someone in the crowd. The lottery itself is tense. People do not look around at each other. Mr. Summers and the men drawing slips of paper grin at one another nervously and humorously. On first reading, these details might strike the reader as odd, but they can be explained in a variety of ways for instance, that people are very nervous because they want to win. Yet when Tessie Hutchinson cries, It wasnt fair! readers realize there has been an undercurrent of tension and violence in the story all along. What Does The Lottery Mean? As with many stories, there have been countless interpretations of The Lottery. For instance, the story has been read as a comment on World War II or as a Marxist critique of an entrenched social order. Many readers find Tessie Hutchinson to be a reference to Anne Hutchinson, who was banished from the Massachusetts Bay Colony for religious reasons. (But its worth noting that Tessie doesnt really protest the lottery on principle- she protests only her own death sentence.) Regardless of which interpretation you favor, The Lottery is, at its core, a story about the human capacity for violence, especially when that violence is couched in an appeal to tradition or social order. Jacksons narrator tells us that no one liked to upset even as much tradition as was represented by the black box. But although the villagers like to imagine that theyre preserving tradition, the truth is that they remember very few details, and the box itself is not the original. Rumors swirl about songs and salutes, but no one seems to know how the tradition started or what the details should be. The only thing that remains consistent is the violence, which gives some indication of the villagers priorities (and perhaps all of humanitys). Jackson writes, Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. One of the starkest moments in the story is when the narrator bluntly states, A stone hit her on the side of the head. From a grammatical standpoint, the sentence is structured so that no one actually threw the stone- its as if the stone hit Tessie of its own accord. All the villagers participate (even giving Tessies young son some pebbles to throw), so no one individually takes responsibility for the murder. And that, to me, is Jacksons most compelling explanation of why this barbaric tradition manages to continue.

Penitentiary Ideal and Models of American Prison Essay

Penitentiary Ideal and Models of American Prison - Essay Example They were based on rehabilitating an individual both emotionally and mentally which set in contrast with the physical punishments practiced in typical jails. The most important goal of the penitentiary was to develop habits of industry in an inmate convicted of felony by the enforcement of rules and practice of humane punishments. There were two types of American prison models popular in the history named the Pennsylvania and Auburn models. What with the obscene cleaning conditions and inhuman punishments practiced in the Auburn prison model, both mind and body of a prisoner can get contaminated so that the chances of rejoining the society as a healthy individual plummet down for an incarcerated individual. Now, the Pennsylvania prison model introduced by the state of Pennsylvania almost from the start has been considered by the prison researchers to be closer to what could be called ideal as its â€Å"goals were toward the  development  of more humane procedures and practices dealing with criminals† (Experts column, 2012). The practical implementation of this idea stressed on keeping the prisoners separated from each other and treating them in isolation unlike the auburn system in which the jails are always overcrowded with every kind of inmates. It is claimed by Foster (2005) that good intentions underlined the formation of the Pennsylvania model which used Quaker reformative imprisonment as a way of treating inmates. Quaker reformative imprisonment focused on â€Å"isolation of inmates, fair treatment, and opportunity for work, reflection and reformation† (Foster, 2005). The benefits offered by this rehabilitative model in contrast to the Auburn model were that there was less chance for an inmate of getting severely physically harmed, there was no overcrowding, there was cleanliness, and efforts were made to reform the inmates mentally also. The disadvantages of the Auburn system are that more severe punishments

Mapping the War of 1812 Assignment Example | Topics and Well Written Essays - 500 words

Mapping the War of 1812 - Assignment Example As well, the economy of the fledgling American state was suffering due to restricted European trading (The Star, 2012). It was in Thames that General Henry Proctor, a British General, took a stand against the advancing Americans. Although small, this battle was to have consequences that affected not only the British and Americans, but also the Aboriginals of Canada. General Proctor had retreated from Detroit as he had little supplies and his military command capabilities were inadequate to meet the needs of the situation or to marshal and guide the forces under his command. The Americans advanced from the south, where they had just won the Battle of Lake Erie under Captain Oliver H. Perry (The Royal Canadian Geographical Society, 2011). Flush with victory, they were a force that General Proctor was reluctant to tackle. Chief Tecumseh, the great Shawnee war chief did not agree with Proctor’s decision to retreat. He feared that the advance of the Americans would adversely affect the Aboriginal communities west of Detroit and in the whole northwest. Proctor assured Chief Tecumseh that the army would make a stand against the Americans and the Shawnee war chief had little choice but to follow him. The Americans landed near Amherstburg and slowly followed Proctor’s retreating forces. Meanwhile, Proctor failed to order the destruction of access points such as bridges. In Thames, Ontario, Proctor took his stand. The Aboriginals were positioned to the right of the British, in the swamp, where, after the British were routed by the Americans and had surrendered, the Aboriginal warriors fought valiantly against the mounted American army. Chief Tecumseh and another Aboriginal leader, Chief Stiahta, were killed in this battle and the Aboriginal warriors were left leaderless and disheartened. Over 200 British soldiers managed to escape to northern Lake Ontario, leaving behind over 600 killed or captured (The

Causes of Air Pollution Essay Example for Free

Causes of Air Pollution Essay There are several main causes of air pollution, the vast majority of them can be attributed to man. Some natural sources of air pollution include forest fires, dust storms, and volcanic eruptions. Plants such as ragweed contaminate the air with pollen. Decaying leaves and other forms of vegetation release gases that contribute to air pollution and cause haze. (Morgan) Air pollution is the introduction into the atmosphere of chemicals, particulates, and biological matter that cause harm to humans, other living organisms, or cause damage to the natural environment. Stratospheric ozone depletion (contributed to air pollution) has long been recognized as a threat to human health as well as to the Earth’s ecosystems. The Earth is capable of cleaning itself of a certain level of pollution, but man-made pollutant have become too numerous for the Earth’s natural mechanisms to remove. We are seeing the results of this overload in the form of acid rain, smog, and the variety of health problems that can be contributed to our environment. (Godish) One of the main causes of air pollution is manufacturing. This source of pollution spews particulate matter and chemicals into the atmosphere. The exhaust from a factory includes, sulfur oxides, nitrogen oxides, carbon monoxide and dioxide, as well as volatile organic compounds and particulates. There is not an area of the Earth’s atmosphere or an ecosystem that has not been altered by the long term effects of the pollution created by manufacturing. Strides have been made to filter the material coming from manufacturing plants, but it may take the Earth millennia to completely recover from the damage already done. (universe) A surprisingly link may exist between ocean fertility and air pollution over land, according to Georgia Institute of Technology research reported in the Feb. 16 issue of the Journal of Geophysical Research – Atmospheres. The work provides new insight into the role that ocean fertility plays in the complex cycle involving carbon dioxide and other greenhouse gases in global warming. (Cain) Finally, the burning of fossil fuels is a part of everyday life of every human on the planet. We burn fossil fuels in our cars, fossil fuel is burned to extract fossil fuel from the Earth, and fossil fuel is used to process fossil fuel into its individual components. Every step of the way releases sulfur and nitrogen oxides, carbon monoxide, heavy metals and particulates into the air. Each step in the process increases the number of asthma cases in the world, raises a person’s chance of having cancer, and increases the chance that your child will be born with congenital defects. (Turco) References Cain, Fraser. (2005). Air Pollution Linked to Growth of Life in Oceans. Retrieved from http://www.universetoday.com/10263/air-pollution-linked-to-gr Godish, Thad. 1997. Air Quality, 3rd ed. Lewis Publishers, Boca Raton, Fl. Morgan, M. T. (2003). Environmental Health, (3rd ed.). Belmont: CA: Wadsworth Turco, Richard P. 2001. Earth Under Siege: From Air Pollution to Global Change, 2nd ed. Oxford University Press, New York.

My Educational Philosophy :: Philosophy of Education Teaching Teachers Essays

My Educational Philosophy My decision to become a teacher isn’t because of a lifelong wish or even a childhood dream. My educational experience during childhood left me, for many years, feeling very indifferent towards the teaching profession. I grew up in a very rural area and the schools that I attended didn’t attract the best of teachers. Although I always tested marginally above average on standardized tests, my grades were mediocre and my attitude concerning my education rated a big, fat â€Å"F†. I wasn’t challenged, inspired, or motivated by any of the teachers that I encountered during my years in school. Maybe there were those who tried to reach out to me but I wasn’t interested. Whatever the case, I graduated high school with no thought of ever becoming a teacher and with the attitude that education wasn’t important. Several years later, as my children started attending school, my view concerning teachers gradually started to change. Through volunteering and being at the school s quite often I began to see how wonderful teachers can be, as the majority of the teachers that I came in contact with seemed to be very passionate about their jobs. This was foreign to me—caring teachers! It wasn’t long before I was in awe of the profession and I wanted to do MY part. I wanted to contribute what I could in attempt to obliterate childhood educational experiences such as mine. After all, anyone can sit back and criticize teachers and the education system. But, if you are going to criticize you must be ready to get involved to create change. That is exactly what I decided to do. Another huge catalyst for me in this process was that I wanted to set an example for my children to follow. How could I challenge them to do their best and to pursue college when I was not a college grad uate myself? The answer I came up with was to re-enter the academic world after fourteen years of absence. As you can guess from my brief testimony, my philosophy concerning education is eclectic in nature and centers naturally around the aspects of self-esteem and motivation. These two words go hand in hand. If children feel good about themselves, and are encouraged, they will be motivated to do their best.

Employee Satisfaction and Customer Satisfaction Essay

This thesis will be based on my current and previous practical experience combined with the theoretical basis that I have acquired through the modules on Academy business school. I have 8 years of management experience in retail, but in the last 3 years being employed as a personal assistant for my son who was born with a physical disability. 1 October 2012 I have been employed part-time as a sales assistant in the newly opened shoe Tops, located in Aalborg Mall. My point of view in this project will be from the perspective of the owner / management since my prerequisites for this are realistic and that in the future I have ambitions again to get a job at this level. Presentation of TOPS in Aalborg Shopping Eurosko a purchasing cooperative consisting of independent skohandlere working together on purchasing and marketing. These skohandlerer operated under the name TOPS. This cooperation is intended to give members a better overall economy to meet the increasing competition in the retail industry. The shops sells private labels and various brands of Danish suppliers. TOPS products are designed for the average consumer, and the target audience is the whole family. Product labels within private labels are as follows: Ralf Boston, Taxi, Adi, Mary B and Between. The new Tops store in Aalborg shopping center is located in the new extension which has the name Nygade (pink street). This street connects the input A (main entrance at the grocery store) and input B (input opposite Steak Jensen / Nibevej). Shoe store TOPS is funded by Thorkild Hansen, who every day is trade able boss in Aars. It is his daughter Camilla Hansen, store manager / owner of the new store. They both have a history from the hardware store industry. In the shop there is employed a sales manager, a full-time sales assistant and one part-time sales assistant. You are aware that you have to have some hourly paid sales assistants to cover crooked hours. However, one would first look for the urgent need before hiring more. The store is located in North Jutland most attractive retail area in the city south of Aalborg. The competition here is tremendous, from German Deichmann to skokà ¦derne Skoringen and PAW SHOES. Grocery store is also a major competitor, while the overall industry slippage, as retailers fierce competition is to blame in. The hard struggle with the center of Aalborg has been going on ever since opening in 1997, and it’s just a matter of time before one can proclaim City South and Aalborg Shopping Center as the victor. City Southern and Aalborg Shopping Center is marketplace for all over Gauteng. The clients who come to Aalborg Mall comes with the purpose to spend money. Unlike customers in the city center, where there are many â€Å"shoppers†. Problem Argumentation In a store like TOPS in Aalborg shopping center, there are many challenges for Camilla Hansen. Problem of the project will be based on one of the issues that are most central to the management, namely the motivation of the staff. Why is it such an important issue? One of the things that can explain the motivation question is the aforementioned competition as TOPS face. Is the sales staff not motivated to provide the best service when they meet customers, customers’ needs are met in one of the competing shoe stores. There are also other elements such as indirect challenge my question about motivation. These I will elaborate on below. The increasing competition in the retail and policies have been elements in the environment that have helped to pave the way for the long opening hours. This development is currently further escalated with the abolition of the Shops Act 1 October 2012. Another challenge is the union HP, which puts pressure on employers to their employees come to work under some decent conditions, with regard to working hours. At the same time include the cost structure in the retail industry, where labor costs and rent are the greatest. Since the wage cost is the only one who in a short time can be changed, it is here, it is very focused. Rationalisation and maximum benefits of the employees are daily challenge in retail. It obviously has not done better after the financial crisis in 2008. The demand for goods has fallen / stagnated and the demand there is, is not the same as before. At the same time discount concepts in many cases prospered due to the crisis. In the wake of these above mentioned elements have TOPS a need for the core of employees who are employed must be highly effective. Performance would with store personnel must be high, even in the long run. Therefore, it is important to achieve a sustained high staff motivation in TOPS. I therefore think it appropriate to make visible how the job should be structured so as to achieve a high intrinsic motivation of the employees. However, one must create a culture that supports the motivation. Succeeded this, then the employees will eventually provide the same high level. Problem Formulation It is a challenge for management that structures the right job design for the team in the shop, so to create a sustained high level of motivation. This will form the basis for the desired high level of performance. I therefore do the following: Explain the job characteristics model, in relation to the employees of Tops in Aalborg Mall. Provide an analysis of the elements to create a high MPS. Find out what basic assumptions that support a high MPS. Make suggestions for how to achieve sustained high MPS. The method Science Theoretical approach The knowledge / theory which I create in the project is based on social constructionism. My new preconception will therefore be formed by the auto poetry system for which the employee is in TOPS. The way in which the theory is formed on the deductive because my curiosity is based on a theoretical model and problem formulation. The method is the hermeneutical spiral, as my practical / theoretical presuppositions will be further developed through a qualitative method (depth interviews). This illustrates thanks to my depth interviews. First I ask my questions, then I ask detailed questions to their answers. This forms a new pre-understanding, which in turn contributes to a deeper level of understanding. This truth can be characterized as being causal explanatory. This provides functional explanations are operationalized through the quantitative method (questionnaire). Thus, I see the questionnaire as a hypothetical method. The hermeneutic process are processed through circular thinking. This theoretical system finally my deeper level of understanding will be provided by exploring patterns of attitudes of the individuals in TOPS. My interest is to see how employees and management mutually influence each other. This I find out each actor’s share in relation to the questions that my problem formulation contains. Selection of theory: Motivation Theory Motivation Theory is a very broad theoretical area. The models describe the area very differently from simple to concrete and detailed. Overall divided motivation theory for the following two areas: Process Theories Content Theories Process theories are based on the differences that applies to the employee’s behavior. The theory describes elements to be addressed in order to get employees to acquire a certain behavior. Content theory concentrates on the needs of the employee and that the behavior is the same from person to person. Need fulfillment creates the motivation that causes the employee to perform a particular behavior (Major intrinsic motivation = better sales performance). I have decided that my topic motivation must be based on job characteristics model, which is made by Hackman and Oldham. I do so because it is necessary to take into account the differences in employee behavior. Otherwise, I would not in practice distinguish between kinds of different factors that motivate employees to TOPS. So they just had the same external and internal work environment, to be equally motivated in their work. The theory will form the basis for the solution of the projects’ problem. At the same time it will be my starting point, to account for the motivation of employees through job design. Job characteristics model is to provide a common understanding of my explanation of how to design the job so that employees acquire the particular behavior (Major intrinsic motivation = better sales performance). Hackman and Oldham job characteristics model This thesis will be based on the version of the book â€Å"Motivation† is written by Helle Hein. This issue compared to the textbook is that there are some minor differences in how the moderators are defined. The model is based on some core job characteristics that form the basis for the ideal job design. Problem definition Question 1 deals with the exposition of the model in relation to the employees of TOPS. Presentation of the model will be done through in-depth interviews with employees. Based on depth interviews I will make a questionnaire to determine the factors that contribute to give a high motivation potential score (question 2). Model moderators will also be involved, as there are some providers elements that affect the fact that not all people react similarly to the job design. There are some barriers as a result of the fact that you do not get the best result, although job design is ideal. The moderators will also be explained through depth interviews (question 1). The model also contains the element of the critical psychological states, which will not be included in my project. This has no direct connection to my problem statement. I assume that when the optimal job design is achieved, as well as fulfillment of the moderators, so it will have a positive outcome (high motivation = good sales performance). Criticism of Hackman and Oldham In the book, motivation is a few points on which job characteristics model are criticized. I will only highlight the criticism points Helle Hein mentions in her book that influence in my project. The factors which constitute the core job characteristics are difficult to understand and distinguish between, for those who have to deal with any questions. This is one reason why I choose depth interview as my method of data collection. Respondent may help to understand the issues, which helps to strengthen the information collected. The theory does not affect factor of social relations. Therefore, I believe that the model has a major weakness in this area. The relationship to one’s colleagues is very important in a store like TOPS, where there are not many employees. It is important to feel like part of the community when you show up at work. Failure to do so, and you feel that is a bad mood, you will naturally seek new challenges. This will lead to an ideal job design does not work. Hertzberg theory takes high of social relations, and would have been better in this area. This theory, I squint a little in my statement (question 1). In my hypothesis, I touch on the concept of MPS. Helle Hein questioning whether one using a formula and theory can design the best possible job design to an employee. It is one of the concepts used in my project. Therefore, the same criticisms apply here. Hackman and Oldham theory is developed at the beginning of industrialization in the United States until the 1970s when the authors formulated the theory. As it developed it was the starting point for the theory not the retail industry, which means that in some cases, it will not always fit completely with the fact that I daily find myself in. Cultural Theory Theory scope of the concept of culture has many approaches. Here there are for example Hofstede. This theorist is based on civic culture. He believes that an organization’s culture is created on the basis of, for example, the country or region in which it is located in. The theory here is based on a number of opposing elements that help to characterize the culture. An example of this could be that the culture of TOPS will bear the mark of masculinity rather than the feminine. This is because you are very sales and performance oriented. Another theorists is Schein. This theory is built into a funnel model which is divided into 3 layers. The top are artifacts, which is a description of the physical conditions in which an outside person can see with the naked eye. The next layer is the values. This layer describes the employee proved doing to emphasize culture both internally and external. The last layer is called as basic assumptions, the conduct which they unconsciously without even thinking about it. The basic assumption being made by the leader. A third theory is the Deal and Kennedy’s cultural model. This theory is based on the market to which the organization finds itself in. The theory describes two dimensions, each with their opposing extremes. These being high risk / low risk or timely feedback / slow feedback. Here are TOPS in the dimension which is characterized by low risk and rapid feedback. In trade with each customer’s risk low if it failed. At the same time you get rapid feedback on sales because you can constantly follow it. Overall, it is appropriate to use the Deal and Kennedy to describe culture as the retail industry is very market specific. This will also be my approach. But to describe the culture internally, I will build on Schein funnel model, because this model is more up rational. At the same time, the shop is starting, and I therefore believe that it is the store manager, who through her actions and attitudes create culture. Furthermore, it is also the one who owns the shop and is the pioneer. In a pioneering company, it is usually the owner’s attitudes and opinions that characterize the corporate culture.

Caring for People with Additional Needs Essay

Introduction In my AO1 ‘caring for people with additional needs’ portfolio I am going to provide and clearly display in great detail information and understanding of three causes of additional needs. I will do this by researching a range of sources to get in dept information. Then I will provide an explanation with great content of the effects on people who are in need of these services due to their additional needs. Finally, I intend to record in depth and show understanding of each stage of the care management process and evaluate how it is used to access, plan, implement, monitor and review individual care plans. Definition of disability â€Å"A physical or mental impairment, which has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities.† (http://www.equalityni.org) What is a physical disability? People with physical disabilities, also known as disabled people or physically disabled people, have a physical impairment which has a substantial and long term effect on their ability to carry our day-to-day activities. Someone with a moderate physical disability would have mobility problems, e.g. unable to manage stairs, and need aids or assistance to walk. Someone with a severe physical disability would be unable to walk and dependent on a carer for mobility. Depending on their individual needs, disabled people may require an accessible home, with or without aids and adaptations. Occupational therapists will assess an individual person’s needs for these, and refer the person on to the appropriate agency to have adaptations carried out. Care & Repair Services help disabled owner occupiers and private tenants to have adaptations carried out. (http://www.firststopcareadvice.org.uk) What is a sensory disability? A sensory disability is when one of your senses; sight, hearing, smell, touch, taste or spatial awareness, is no longer normal. For example, if you wear glasses you have a slight impairment. If you find it hard to hear then you have a hearing impairment. You don’t have to have completely lost a sense to be sensory impaired. (http://www.staffordshirecares.info) What is a Learning disability? A learning disability affects the way a person learns new things in any area of life, not just at school. Find out how a learning disability can affect someone, and who can offer support. It affects the way they understand information and how they communicate. This means they can have difficulty: †¢ Understanding new or complex information †¢ Learning new skills, and †¢ Coping independently â€Å"In practical terms,† says Lesley Campbell from the learning disability charity Mencap, â€Å"a learning disability means that it’s harder for your child to learn, understand and communicate than it is for other children.† A learning disability is not the same as learning difficulty or mental illness. â€Å"People get confused if they start using the term ‘learning difficulty’. In education this means things like dyslexia, which is not a learning disability,† says Campbell. â€Å"Our definition of learning disabilities focuses on people who have difficulty learning across more than one area of their life. It’s not just to do with reading or writing.† (http://www.nhs.uk) The three conditions I have chosen to focus on are Down’s syndrome that is caused by a chromosomal disorder, cerebral palsy that is caused by damage before and after birth and diabetes that is caused by a disease and medical condition. Firstly I am going to research Downs’s syndrome, which is caused by a chromosomal disorder. Down’s syndrome is a genetic disorder that was named after John Langdon Down, the doctor who first recognised it as a distinct condition in 1866.Down’s syndrome affects a baby’s normal physical development and causes moderate to severe learning difficulties. It is a lifelong condition that develops when a baby is still in the womb (uterus). Children who are born with Down’s syndrome also have a higher chance of developing other conditions, some of which are life threatening. (http://www.nhs.uk) Down’s syndrome (DS), also called Trisomy 21, is a condition in which extra genetic material causes delays in the way a child develops, both mentally and physically. The physical features and medical problems associated with Down’s syndrome can vary widely from child to child. While some children with Down’s syndrome need a lot of medical attention, others lead healthy lives. Though Down’s syndrome can’t be prevented, it can be detected before a child is born. The health problems that may go along with Down’s syndrome can be treated, and many resources are available to help children and their families who are living with the condition. (http://kidshealth.org) Downs syndrome is a genetic disorder that occurs in approximately 1 of 800 live births. It is uncommon in the UK, for example, from 2007 to 2008, 1,843 cases of Down’s syndrome were diagnosed during pregnancy, and 743 babies were born with the condition. Down’s syndrome affects about 1 in every 1,000 live births. Down’s syndrome affects all ethnic groups equally. Boys are slightly more likely (around 15%) to be born with Down’s syndrome than girls. (http://www.nhs.uk) The likelihood of having a baby born with Down’s syndrome increases with the mother’s age: What are the symptoms? There are estimated to be over 100 characteristics of Down’s syndrome. Common characteristics of Down syndrome can include: †¢ A flat facial profile †¢ An upward slant to the eye †¢ A short neck †¢ Abnormally shaped ears †¢ White spots on the iris of the eye (called Brushfield spots) †¢ A single, deep transverse crease on the palm of the hand †¢ Smaller than average size †¢ Exaggerated space between the first and second toe †¢ Poor muscle tone (called hypotonia) †¢ Joint looseness †¢ Broad feet with short toes †¢ Learning disabilities. (http://down-syndrome.emedtv.com) The diagnosis Antenatal screening is a way of assessing whether the unborn baby could develop, or has developed, an abnormality during the pregnancy. Antenatal screening cannot diagnose conditions such as Down’s syndrome, but it can determine the likelihood of the baby developing the syndrome. If the risk of Down’s syndrome (or any other condition) is shown to be high, further testing can be arranged to confirm whether or not the baby has the condition. The test that is used for Down’s syndrome is a combined blood test and an ultrasound scan, which is known as the ‘combined test’. During a blood test, a sample of your blood will be taken and tested to check the levels of certain proteins and hormones. If the blood contains abnormal levels of these substances, one may have an increased risk of having a baby with Down’s syndrome. (http://www.nhs.uk) The treatment Down’s syndrome is not a condition that can be cured. However, there are treatments and therapies for the physical, medical and cognitive problems associated with Down syndrome. †¢ Medications can be used to treat certain conditions that occur in people with Down’s syndrome. For example, if a person with Down syndrome has a seizure disorder, they would benefit from taking anti-seizure medications. †¢ The baby’s pediatrician will be the main person managing the infant’s health issues. Most pediatricians have experience dealing with the common medical issues seen in children with Down’s syndrome. †¢ Children with Down syndrome are almost always referred to early intervention programs shortly after birth. Early intervention is a program of therapies, exercises and activities designed to specifically help children with Down syndrome or other disabilities. †¢ Physical therapy focuses on motor development. Since most children with Down’s syndrome have hypotonia or low muscle tone, the goal of physical therapy is to teach the children with Down’s syndrome to move their bodies in appropriate ways, and to improve their muscle tone. †¢ Speech therapy is a very important treatment for children with Down’s syndrome. Because children with Down’s syndrome often have small mouths and slightly enlarged tongues, they can have articulation problems. (http://downsyndrome.about.com) There’s no cure, but treatment of any accompanying health problems and support for learning difficulties allows many people with the syndrome to lead relatively normal and semi-independent lives. Others, however, need full-time care. Many people with the condition live well into adulthood, with an average life expectancy of around 60 years. Physiotherapy, speech therapy and special educational programmes have an important role to play, while specific medical conditions associated with the syndrome are treated as appropriate.(http://www.bbc.co.uk) What are the short term and long-term effects on someone with downs syndrome physically, intellectually, emotionally and socially? Long term effects- physically Common Down’s syndrome physical effects can include thyroid problems, hearing problems, congenital heart disease, eye problems, joint and muscle problems, Seizure, bone, Leukaemia and other cancers, Immune system problems. (http://down-syndrome.emedtv.com) Children with Down syndrome have a widely recognised characteristic appearance. Their head may be smaller than normal and abnormally shaped. Other prominent characteristics of Down syndrome are: a flattened nose, protruding tongue, upward slanting eyes, short hands and fingers, and a single crease in the palm. (http://www.mamashealth.com) Short term effects- physically Children with Down syndrome have decreased resistance to infections and are more prone to dental disease. Some people with Down’s syndrome may have to wear glasses or eye patches. (http://www.health.state.mn.us) Long term effects- intellectually Down’s syndrome affects a child’s ability to learn in different ways, but most have mild to moderate intellectual impairment. Children with Down’s syndrome can and do learn, and are capable of developing skills throughout their lives. They simply reach goals at a different pace. There is often a misconception that individuals with Down’s syndrome have a â€Å"static† or predetermined ability to learn. This simply is not true. It is now known that individuals with Down’s syndrome develop over the course of their lifetime and should be treated accordingly. The learning potential of an individual with Down’s syndrome can be maximised through early intervention, good education, higher expectations and encouragement. (http://downsyndrome.about.com) Some may not be able to cope up with complex thinking that is required in the study of certain subjects. Some may achieve the complex thought process much later. (http://www.buzzle.com) Short term effects-intellectually As almost all children with Down’s syndrome have some degree of intellectual disability, we expect them to have more difficulty developing speech than normal children do. If the child with Down’s syndrome does not have a hearing loss we expect the child’s ability to develop speech to be somewhat dependent on the level of intellectual ability. Therefore, if the child has only a mild intellectual disability (and no hearing loss) he or she usually develops a great deal of speech and can have a simple conversation with family or friends. If the child has a very severe degree of intellectual disability we expect the Down syndrome child to have a great deal of difficulty developing spoken language, and we may use signs and/or pictures (augmentative communication) to help us communicate with that child. (http://www.sch.edu.au) Long term effects-emotionally Around 1 in 5 people with Down’s syndrome will develop a psychological or behavioural condition. Children: Attention deficit hyperactivity disorder (ADHD) – a behavioural condition that is characterised by a short attention span and impulsiveness Autistic spectrum disorder – a developmental disorder than can cause problems with language, behaviour and social interaction Teenagers and adults: Depression – a condition that causes persistent feelings of extreme sadness Obsessive compulsive disorder – a health condition that is usually associated with both obsessive thoughts and compulsive behaviour. (http://www.nhs.uk) Short term effects – emotionally Because of the communication problems discussed above, people with Down’s syndrome may have difficulty talking about things that make them sad or angry. Major life changes such as loss or separation may prompt decreases in appropriate behaviour at school or work. (http://www.ds-health.com) Long term effects – socially They are recognisably inarticulate in their language and communication skills. Their emotional and intellectual growth is often retarded. Children with Down’s syndrome lack in social abilities. (http://www.buzzle.com) Short term effects – socially Socially people with Down’s syndrome are affected, they may feel that it is difficult to mix with people independently, although further into their lives they may develop more confidence to be able to socialise more easily. That’s not to say that people with Down’s syndrome are shy or unsociable, but just may have less confidence in certain years of their lives. Some people with Down’s syndrome may have to be supervised because of their condition, leaving them less outgoing and feeling uncomfortable having an adult watching over them. My second cause of additional need that i now intend to discuss is cerebral palsy Cerebral palsy is a general term covering a number of neurological conditions that affect a child’s movement and coordination. Neurological conditions affect the brain and nervous system. Cerebral palsy is caused by damage to the brain, which normally occurs before, during or soon after birth. Known possible causes of cerebral palsy include: †¢ Infection in early pregnancy †¢ A difficult or premature birth †¢ Bleeding in the baby’s brain †¢ Abnormal brain development in the baby (http://www.nhs.uk) At some point very early in life, either while a baby is still growing in the womb, during birth or shortly after, something happens to interfere with the normal development of the brain or to injure the brain tissues. This abnormal development or injury disrupts the nerve signals between the brain and the muscles, leading to problems with movement, posture and coordination as the child grows up. This is called cerebral palsy. While some people are severely affected, others have only minor disruption, depending on which parts of the brain are not functioning properly. It’s estimated that as many as 1 in every 400 children may have cerebral palsy, which means nearly 2,000 babies, from all social backgrounds and ethnic groups, are diagnosed every year. (http://www.bbc.co.uk) About 1 in 500 babies born in the UK have cerebral palsy. The number of cases per year (the incidence) has not changed much over the period of 50 years or so. The health and care of mothers have improved in this time and some causes of cerebral palsy have decreased. However, more babies are being born prematurely and surviving. A proportion of these will have cerebral palsy. This (together with the cause in most cases not being known) is probably why the number of cases has not changed much over the period of 50 years or so. (http://www.patient.co.uk) What are the symptoms? Cerebral palsy is often classified into different types depending on the type of symptoms, which in turn probably reflect which parts of the brain are not working as they should. These include: †¢ Spastic cerebral palsy (about 70 per cent of all cases) – some of the muscles in the body are tight, stiff and weak, drawing the limbs in and making control of movement difficult. †¢ Athetoid (dyskinetic) cerebral palsy (10 per cent of cases) – control of muscles is disrupted by spontaneous and unwanted irregular writhing movements. These may be the result of muscles changing very rapidly from being loose and floppy to very tight and tense. The muscles used for speech may also be affected, interfering with communication. Control of posture is also disrupted. †¢ Ataxic cerebral palsy – problems include difficulty with balance, shaky movements of hands or feet, and difficulty with speech. †¢ Mixed cerebral palsy – a combination of two or more of the above. In coordination of the muscles of the mouth may cause feeding problems such as slow feeding, gagging and vomiting. There may be delayed motor milestones, such as crawling and walking , weakness or paralysis of the limbs, an abnormal gait and slowness in developing speech and social skills. As many as one in three children and adolescents with cerebral palsy also has epilepsy (or seizures). Other common problems include: †¢ Difficulty with walking, writing, eating, talking, dressing †¢ Problems with balance and coordination †¢ Difficulty controlling and maintaining posture (they may need help to sit upright) †¢ Visual difficulties †¢ Hearing problems (http://www.bbc.co.uk) The symptoms of cerebral palsy normally become apparent during the first three years of your child’s life. Your child may be slower in achieving important developmental goals, such as learning to crawl, walk or speak. Children with cerebral palsy also tend to have problems with their muscle tone (the unconscious ability to contract or relax muscles as needed). Your child may have: †¢ Hypertonia: increased muscle tone, which can make them appear stiff or rigid †¢ Hypotonia: decreased muscle tone, which makes them appear floppy (http://www.nhs.uk) The diagnosis The paediatrician will ask about a child’s history and their pattern of development. They will also study a child’s reflexes, posture, motor skills and muscle tone. Depending on the child’s age, they may also be referred to an educational psychologist so the child’s intellectual development can be assessed. Further tests may be recommended to rule out other conditions, which cause similar symptoms to cerebral palsy, such as a tumour or muscular dystrophy (a genetic condition affecting the development of the muscles). In some cases, further testing will also be able to confirm a diagnosis of cerebral palsy. This is because the condition can cause changes to the structure of the brain, which can be detected by the tests. Tests a child may require include: †¢ Blood tests †¢ Cranial ultrasound, which uses sound waves to build up a picture of the child’s brain tissue †¢ MRI scan, which uses radio and magnetic waves to study the brain in more detail †¢ CT scan, which uses a series of X-rays that are then assembled by a computer to create a detailed 3-D model of a child’s brain While a confident diagnosis of cerebral palsy can usually be made when s child is two or three years old, the type and severity of a child’s cerebral palsy may not be determined until they reach four or five years of age. (http://www.nhs.uk) Treatment There’s no cure for cerebral palsy. However, there are plenty of treatments and therapies that can reduce the impact of the condition by easing symptoms such as spasticity, improving communication skills and finding other ways to do things. Physiotherapy, occupational therapy and speech therapy can all play an important part. Children with cerebral palsy do best when they get special help from an early age. Because the brain changes a lot during the first few years of life, it can be difficult to assess the extent of cerebral palsy at first, but most experts suggest babies should be first assessed at about 9 to 12 months. Many children with cerebral palsy benefit from an approach known as conductive education, which helps them to overcome movement problems and gain some control through special education and rehabilitation. Adults can get a lot from it too. Speech and language therapy helps with speech development and also with eating, drinking, and swallowing. Surgery is sometimes needed to correct any deformities that develop as a result of abnormal muscle development or function. Medication can reduce muscle hyperactivity and spasticity, but physiotherapy is the bedrock of cerebral palsy management and can helps with posture and movement. It also tries to prevent progression of disability. Occupational therapy helps children overcome difficulties performing everyday tasks, encouraging them to lead independent lives. With help, most people with cerebral palsy are able to live much the same sort of lives as everyone else. They may have to work a bit harder to overcome practical problems, but most things are possible. (http://www.bbc.co.uk)

British Policy of Appeasement Essay

British Policy of Appeasement Essay British Policy of Appeasement Essay World War 2 was officially started on the first of September 1939 as Germany invades Poland however the build-up to the colossal war that resulted in the holocaust and two atomic bombs stretched back as far as the end of the First World War (the Great War). The treaty of Versailles was signed on the 28th of June 1919 exactly 5 years after the assassination of Franz Ferdinand (which triggered WW1). The treaty was signed by the allies (Britain and France) except the US as president Woodrow Wilson believed that the terms of the treaty were too harsh. The treaty terms were: 1. The war guilt clause: this made Germany accept full responsibility for the war 2. Germany’s massive military was reduced to 100000 men, no tanks, submarines, only 6 battleships and the military had to leave the Rhineland entirely. 3. Germany lost some colonies and some land in Europe 4. Germany had to pay 6600000000 marks or  £284 billion in today’s currency. When the Germans were given the papers to sign they were outraged at the unreasonable terms however the allies held the power and if provoked they could have easily taken over Germany, forcing the Germans to sign the treaty. A theory as to why the treaty was so harsh was that the big three wanted revenge for what Germany did to their countries and economies. The most aggravated of all three was Clemenceau as he was scared of Germany and reasonably so as France is Germanys next door neighbours this was the reason one of the terms is to leave the Rhineland. The treaty was key in starting the war as it sparked hatred towards the allies and gave all Hitler needed to convince people to vote him into office. The League of Nations was created at the end of the First World War by Woodrow Wilson and was designed to prevent conflict and encourage debates. The league can be compared to the United Nations that is still functioning today however there are some major differences. When the league was set up the countries that had fought the allies were not allowed to join, this made the allies enemies feel as if they had liberties that would have been restricted if they had been in the league making them reckless and uncontrollable. The USSR was banned as the capitalistic countries viewed them badly as they were communist (many countries were scared of communism as I could destroy economy’s) however even if the USSR had received an invitation they most likely would have declined as they viewed the league as a â€Å"club of capitalists†. Adolf Hitler was born on the 20th of April 1889 in Austria. Hitler moved to Vienna in 1907 where he applied to the Viennese Academy of Fine arts, but was twice turned down. This experience made Hitler angry and during this period Hitler appears to have developed the world view that would characterise his whole life and a hatred for Jews. In WW1 Hitler was a trench runner this job was especially dangerous as you had to carry messages from trench to trench however he got gas attacked and woke up in hospital to learn that Germany had surrendered this infuriated him. After the war Hitler became a politician in the Socialist German Workers Party (NSDAP) he swiftly rose until he held control and started to change the way things were run. He gave the party storm troopers also called the brown shirts and surrounded himself with personnel bodyguards dressed in black also known as the SS (later to be notorious for Jew hunting). Hitler declared his party as the new government and marched throu gh the streets however they were stopped by the police and Hitler was put in jail where he wrote his book mein

An Introduction to Hellenistic Greece

An Introduction to Hellenistic Greece The era of Hellenistic Greece was the period when Greece language and culture spread throughout the Mediterranean world. The third era of ancient Greek history was the Hellenistic Age when the Greek language and culture spread throughout the Mediterranean world. Typically, historians start the Hellenistic Age with the death of Alexander, whose empire spread from India to Africa, in 323 B.C. It follows the Classical Age and precedes the incorporation of the Greek empire within the Roman empire in 146 B.C. (31 B.C. or the Battle of Actium for the Egyptian territory). The Hellenistic settlements may be divided into five regions, according to and quoted from The Hellenistic Settlements in the East from Armenia and Mesopotamia to Bactria and India, by Getzel M. Cohen: Greece, Macedonia, the Islands, and Asia Minor;Asia Minor west of the Tauros Mountains;Cilicia beyond the Tauros Mountains, Syria, and Phoenicia;Egypt;the regions beyond the Euphrates, i.e., Mesopotamia, the Iranian plateau, and central Asia. Aftermath of the Death of Alexander the Great A series of wars marked the period immediately after Alexander’s death in 323 B.C., including the Lamian Wars and the first and second Diadochi Wars, wherein Alexander’s followers sued for his throne. Eventually, the empire was divided into three parts: Macedonia and Greece (ruled by Antigonus, founder of the Antigonid dynasty), the Near East (ruled by Seleucus, founder of the Seleucid dynasty), and Egypt, where the general Ptolemy started the Ptolemid dynasty. The early Hellenistic Age also saw enduring achievements in the arts and learning, however. The philosophers Xeno and Epicurus founded their philosophical schools, and stoicism and Epicureanism are still with us today. In Athens, the mathematician Euclid began his school and became the founder of modern geometry. Third Century B.C. The empire was wealthy thanks to the conquered Persians. With this wealth, building and other cultural programs were established in each region. The most famous of these was doubtless the Library of Alexandria, founded by Ptolemy I Soter in Egypt, charged with housing all of the world’s knowledge. The library flourished under the Ptolemaic dynasty and withstood several disasters until it was ultimately destroyed in the second century A.D. Another triumphalist building effort was the Colossus of Rhodes, one of the Seven Wonders of the Ancient World. The 98-foot tall statue commemorated the victory of the island of Rhodes against the predations of Antigonus I Monopthalmus. But internecine conflict continued, notably through the Pyrrhic War between Rome and Epirus, the invasion of Thrace by Celtic peoples, and the dawn of Roman prominence in the region. Second Century B.C. The end of the Hellenistic Age was marked by greater conflict, as battles raged among the Seleucids and among the Macedonians. The political weakness of the empire made it an easy target in the ascent of Rome as a regional power; by 149 B.C., Greece itself was a province of the Roman Empire. This was followed in short order by the absorption of Corinth and Macedonia by Rome. By 31 B.C., with the victory at Actium and the collapse of Egypt, all of Alexander’s empire lay in Roman hands. Cultural Achievements of the Hellenistic Age While the culture of ancient Greece was disseminated East and West, the Greeks adopted elements of eastern culture and religion, especially Zoroastrianism and Mithraism. Attic Greek became the lingua franca. Impressive scientific innovations were made in Alexandria where the Greek Eratosthenes computed the circumference of the earth, Archimedes calculated pi, and Euclid compiled his geometry text. In philosophy, Zeno and Epicurus founded the moral philosophies of Stoicism and Epicureanism. In literature, New Comedy evolved, as did the pastoral idyll form of poetry associated with Theocritus, and the personal biography, which accompanied a movement in sculpture to represent people as they were rather than as ideals, although there were exceptions in Greek sculpture most notably the hideous depictions of Socrates, although even they may have been idealized, if negatively. Both Michael Grant and Moses Hadas discuss these artistic/biographical changes. See From Alexander to Cleopatra, by Michael Grant, and Hellenistic Literature, by Moses Hadas. Dumbarton Oaks Papers, Vol. 17, (1963), pp. 21-35. Source Cohen, Getzel M. The Hellenistic Settlements in the East from Armenia and Mesopotamia to Bactria and India. Hellenistic Culture and Society Book 54, 1 Edition, Kindle Edition, University of California Press, June 2, 2013.

Why Trial by Jury Should Be Retained Essay Example | Topics and Well Written Essays - 1500 words

Why Trial by Jury Should Be Retained - Essay Example It is though this confidence that citizens appreciate the independence and the important role played by the judicial system. Trial through a jury has been a long tradition in the justice system that it is considered as unique approach in the justice system in that it requires the use of ordinary citizens without prior legal training to hear evidence in a court of law, make sense of the conflicting facts and the application of legal rules to reach a final verdict about which all or the majority of jurors can agree. Thousands of cases are heard and determined by juries annually and prediction regarding the potential verdicts has a large influence on the decisions required to settle civil lawsuits and in offering and accepting plea bargains in most criminal cases. Jury trials have therefore an important role to play in the law. It is through these juries that psychologists can better perceive how individuals perceive, interpret and remember evidence and the various ways in which the jur or members can establish consensus with one another. Largely, the use of these juries in trials is mainly observed as giving the public the power and entrusting them to govern themselves in that the members are just ordinary public with no prior training in law. Most western countries through this have undertaken to use juries in both criminal and civil cases. Does it mean that judges are not entrusted to pass out credible verdicts? Not really. Jurors are just intended to ensure that the trial has the view and acceptance of the ordinary man. ii. Facts and statistics on juries In 2005, about 16,397 tort cases were disposed by jury or bench with the jury hearing 90% of these cases. 80% of all jury trails globally takes place in the US 70% of Japanese citizens reluctant to serve in the jury In 2009, there were six verdicts over $1,000,000 in the US in medical malpractices with largest being at $23.6 million settled after trail (Day, 2010). iii. Objectives of the review This review has several objectives which are; Evaluating the importance of a jury Understanding how a jury operates Recommending the retention of juries in corridors of justice. iv. How jurors operate. Jurors in most cases do a good job in weighing the evidence provided and applying the law in passing out the verdict of an accused (Greene & Bornstein, 2000). Usually, where jurors are considered to have erred, there is evidence that the errors reflect well documented and universal psychological principles that may include heuristic reasoning and attribution errors (Greene & Bornstein, 2011). This may aid in watering down the numerous criticism along with extensive media coverage that portray sensitive cases that have been used to portray the jury as being incompetent and resulting to wrong judgments especially in criminal cases. These errors occurring within the acceptable and recognized psychological principles explain the overall usefulness of these juries in civil and criminal cases and further e xplain that there is an importance of retaining them in the corridors of justice. The lack of fairness in the court system may be attributed to: System not offering required protection to citizens form harm by bringing offenders to the required justice Proceedings in the court system being lengthy Outcome of sentences portraying a disconnection between the crime committed and the senesce handed to offenders (Falconer, 2006) Juries in most cases ensure that judges entrust fairness and preserve the issue of subjective decision making in convicting persons in a court of law (Lea, 2006). The role of jury is to weigh the evidence this is presented in court, apply the law as directed by the trial judge regarding the