Consumer Behavior Case Study Do Our Avatars Learn Essay

1) According to the text, classical conditioning occurs when a stimulus that elicits a response is paired with another stimulus that initially does not elicit a response on its own. As time passes, the second stimulus is able to cause a similar response because of the fact that we associate it with the first stimulus. An example of classical conditioning would be one that was demonstrated by Russian physiologist Ivan Pavlov. He conducted research on digestion in dogs. Pavlov was able to induce classically conditioned learning when he paired a neutral stimulus (a bell) with a stimulus that was known to cause a salivation response in dogs (he squirted dried meat powder into their mouths). The powder represented an unconditioned stimulus due to the fact that it was naturally capable of causing the response. As time passed, the bell represented a conditioned stimulus. Initially, the bell didn’t cause salivation. However, the dogs learned to associate it with the meat powder and began to salivate at the sound of the bell only. The drooling of these canine consumers because of a sound, now linked to feeding time, represented a conditioned response. Pavlov demonstrated a basic form of classical conditioning that primarily applies to the responses that the autonomic (e.g., salivation) and nervous (e.g., eye blink) systems control. Meaning, it focuses on visual and olfactory cues that induce hunger, thirst, and other basic drives. When marketers are able to consistently pair these cues with conditioned stimuli, such as brand names, consumers may learn to feel hungry or thirsty when they encounter these brand cues at a later point. This is an example of how classical conditioning can operate for a consumer who visits a new tutoring Web site and is greeted by the Web site’s avatar who resembles Albert Einstein. The individual might not pick of the olfactory cues the first time he visits the Web site, but over a period of time he/she will. 2) According to an online source, instrumental conditioning (also known as operant conditioning) is a form of learning in which an individual modifies the occurrence and form of its own behavior due to the consequences of the behavior. The difference between instrumental conditioning and classical conditioning is that instrumental conditioning deals with the modification of â€Å"voluntary behavior† or operant behavior. Operant behavior â€Å"operates† on the environment and is maintained by its consequences. On the other hand, classical conditioning deals with the conditioning of reflexive behaviors which are elicited by antecedent conditions. Behaviors that are conditioned via a classical conditioning procedure are not maintained by consequences. This is a learning process that we most closely associate with the psychologist B.F. Skinner. Skinner demonstrated the effects of instrumental conditioning by teaching pigeons and other animals to dance, play Ping-Pong, and perform other activities when he systematically rewarded them for desired behaviors. Due to the fact that responses in classical conditioning are involuntary and fairly simple, we make those in instrumental conditioning deliberately to obtain a goal, and these may be more complex. The desired behavior might be learned over a period of time as a shaping process rewards our intermediate actions. From all of this research about instrumental conditioning, we conclude that a consumer who purchases a new outfit for his avatar on a virtual world would be modifying the occurrence and form of the avatar’s behavior due to the consequences of the behavior. 3)I believe that consumers do build associative networks through their avatar’s experience just as they would with any other product or service. The text states that we each have organized systems of concepts that relate to brands, manufacturers, and stores stored in our memories. The contents, however, depend on our own unique experiences. We should think of these knowledge structures, or storage units, as complex spider webs filled with pieces of data. Any information that is incoming gets put into nodes that connect to one another. When separate pieces of information are viewed as similar, we chunk them together under some more abstract category. Then, we are able to interpret new, incoming information to be consistent with the structure we just created. This helps to explain why we are better able to remember brands or stores that we believe â€Å"go together.† Recent research has indicated that people can recall brands that are not as obviously linked. However, in these cases, marketers have to work harder to justify why the two things go together. I do believe that this network is part of the consumer’s overall associative network for that brand. This is because in the associative network, links form between nodes. For instance, the text states that a consumer might have a network for â€Å"perfumes.† Each node correlates to a concept related to the category. This can be an attribute, a specific brand, or a related product. When the consumer is asked to list perfumes, she only recalls those brands that show up in the appropriate category.

My Self

I believe that multifarious factors make a person an individual who is unique and distinct from others. Most of these factors work their magic early on in a man’s life, consisting of experiences in childhood and adolescence, which shape a person’s philosophy and values in life. I was fortunate to have a childhood that gave me a sense of respect towards my parents and other family members, especially my elders. My childhood and adolescence taught me to treat my family as a sacred thing and give it the importance it deserves. Moreover, I know that our socioeconomic status gave me the proper perspective and drive to aim high in my studies and avoid taking risks.My close relationship with my family also allowed me to become open to forming close and trusting friendships. Thus, my childhood can be generally described as non-traumatic, save for a single car accident that left me a few injuries. Nevertheless, such an experience did not prevent me from studying hard in class, w hich made adults see me as a smart child who has more than what meets the eyes.My open relationship with my friends and family shaped my disposition as an active and open-minded person, who is always willing to help. I am also generally jovial, ad this helps me get along with others easily. I continue to live by my academic skills I acquired since childhood, and I pride myself in being a fast learner and a good researcher. My view of manhood and sexuality is consistent with my personal philosophy, which is bound by honesty, dignity and resoluteness.Given this personal backdrop, I expect my future life to be bright and full of promises. I will work hard to achieve a happy family life and a successful professional career. Therefore, I will keep on pursuing further studies, careful not to let any kind of obstacle get in my way. I know that my friends and family would be with me every step of the way while I tread the road to personal growth and fulfillment.

A report on the Implementation of Standard Costing

A report on the Implementation of Standard Costing In current years, various tools such as activity-based costing, the balanced scorecard and target costing have been used in the business community. However, traditional management accounting systems continue to be widely applied. One example is standard costing, which has been used on a wide front during the last century. The purpose of this paper is to examine the widely use of standard costing system. Despite it is less relevant than newer accounting methods, standard costing is far from obsolete. Because of its simplicity, flexibility and affordability, standard costing remains a favorite cost accounting method among accounting and finance professionals. Introduction: In today’s time of rapid technologic change, tough global and domestic competition, total cost management is central to sustained corporate profitability and competitiveness. The management focus today is to minimize cost. The cost leadership strategy does not mean compromise on either quality or technology o r product differentiation. Low costs are no advantage, if the customers are not willing to buy the product of low cost firm. Cost management has to be driven with customer as the focus. The survival way for any company is how to manage its product/service cost, quality and performance. The customers are continuously demanding high quality and better performance products/services and at the same time, they want the prices to fall. The shareholders are also demanding a required rate of return on their investment with the company. Thus, cost has become a residual. The challenge is being able to manufacture or provide service with the stipulated cost framework. Thus, cost management has to be an ongoing continuous improvement program. Standard Costing In recent years, various tools such as activity-based costing, the balanced scorecard and target costing have been used in the business community (Kaplan Kaplan Ansari et al†¦1997). However, traditional management accounting systems continue to be widely applied (Brewer, 2000). One example of traditional management accounting is standard costing. Standards can be used with either job order or process costing system to provide important information for managerial planning, controlling, and decision making. Standard costing assists in setting budgets and evaluating managerial performance. The major motive to use standard costing is because it facilitates product costing estimation (Ask & Ax, 1997). Ask and Ax’s study is supported by a study conducted by Puxty and Lyall (1989), which reported that 76 percent of the UK commercial and industrial companies operate a standard costing system. Although it is used widely, people recently criticize it could not provide the information needed in today’s competitive environment. Despite the criticism, there are few signs that the use of standard costing tends to decrease. The survey from Ask and AX (1997) showed that 12.6 % of the companies investigated state d that they would abandon standards but on the other hand, 9.9 % stated that they would like to convert to standard costing system. The History of Standard Costing The standard costing system was developed in the early 1900s. According to Drury (1992), it was the scientific management principles recommended by F.W. Taylor and other engineers. Scientific engineers built up information about standards to set up â€Å"the best way† to use labour and material resources within manufacturing. Engineers used the standards to provide information for planning the flow of work so that the waste of materials and labour was minimized. Interestingly, engineers did not consider standards as a tool to control financial costs at that time (Drury, 1992)

A place that is relaxing Essay Example | Topics and Well Written Essays - 1250 words

A place that is relaxing - Essay Example It is just the best in the vicinity, cherished and admired by the community. Will it remain lush and unsullied From the central area, there is a pathway going through the miniature forest and then to the lake. Along the lane, the greenery is prominent and is visibly the home to squirrels, rabbits and other forms of animal life. Different floral shades adorn the hanging branches which visitors see and appreciate as they pass the wooded trail. The feeling of fun and contentment is overwhelming in every step down the road. There is silence and dimness in the corridor but it does not sow fear. Instead, the mood is relaxing as it fascinates the passers with the aroma of the soft wind and the calmness that blends. Will the living things stay around for long As the short trip approaches the lake, the panorama shows magnificence and splendor. The body of water looks well and immaculate. The view indeed proves that both residents and touring guests work together to protect the environment around and to preserve the lovely spot. If all other places are taken cared of as is so in Kensington Park, the earth will continue to be strong and healthy. The planet in which we live will be more than grateful for the caring attitude. To really do this, we all have to cooperate. Shall we After the church service on... The rest and recreation venue embodies a surrounding that is well sustained. The facilities provide enough for the needs of those who roam around the promenade without making it untidy and unclean. That only speaks that the element of concern for this admired place is in the heart of every individual coming over to savor the pleasant gifts of nature. Certain pieces of amenities are a fixture for the convenience of the visitors but everything is installed in such a way that the inherent beauty is not sacrificed and spoiled. It is a fact that in so many instances, the environment gives way to tourist attractions. That is not a commendable act as it destroys the natural surroundings. In Kensington Park, the managers and overseers of the place see to it that any development and improvement are sustainable. The site is made better every now and then without damaging the environs. With these policies and practices, the place will surely remain fresh and clean. The regular residents in the wooded area have adapted to the characteristics of the atmosphere. The rabbits, squirrels and other animals have become natural pets for those who pass the pathways leading from the main park to the nearby lake. They do not pose any harm or threat and they also expect none as they co-exist with the human population that is welcomed daily to the premises. These creatures will definitely stay in generations to come for as long as their habitat is kept intact they way it should be. Animals play an important role in the balance of ecology and we have to think about them and understand their way of life and their necessities for survival. As is done in Kensington Park, the harmless living things composed of the rabbits, squirrels and their companions are not hurt or

How does Learning and Employee Development Contribute to Research Paper - 2

How does Learning and Employee Development Contribute to Organisational Success and Performance Within Social Care Services - Research Paper Example The most essential component of a learning and development plan as per the respondents’ view are the skills and second most essential learning component required to enhance service delivery quality according to the respondents is that of knowledge. These findings are very positive and reflect a developmental, growth-oriented attitude. Trained staff is more competent and can perform better than untrained staff. To attain training there must be motivation among the members and they must be interested in learning and developing in order to benefit from the training programs offered to them. The research study has revealed that all the respondents realize the importance of learning and development training programs and are willing to learn and grow for the betterment of their selves and organization in turn. Garavanfurther suggested that a strategically integrated model of Human Resource Development would ensure that the concepts of training, development, education, and learning and backed up and embedded in strategic plans, operational plans, policies, and work practice. The findings reveal that the respondents are well informed about the importance of all these components of training and therefore it can be safely said that such a plan as suggested by Garavan can be very feasible for an organization like Loretto Care where chances of its acceptance at the managerial level appear to be quite high.

Effectiveness of Strategic Marketing and Recommendations for Ford Research Paper

Effectiveness of Strategic Marketing and Recommendations for Ford Company - Research Paper Example Know and have a passion for our business and our customers. Demonstrate and build functional and technical excellence. Ensure process discipline. Have a continuous improvement philosophy and practice. On Working Together - Believe in skilled and motivated people working together Include everyone; respect, listen to, help and appreciate others Build strong relationships; be a team player; develop ourselves and others Communicate clearly, concisely and candidly Role Model Ford Values Show initiative, courage, integrity and good corporate citizenship Improve quality, safety and sustainability Have a can do, find a way attitude and emotional resilience Enjoy the journey and each other; have fun – never at others’ expense Deliver results Deal positively with our business realities; develop compelling and comprehensive plans while keeping an enterprise view. Set high expectations and inspire others. Make sound decisions using facts and data Hold ourselves and others responsib le and accountable for delivering results and satisfying our customers. Business objectives Nonfinancial Goals 1. Retain spot as a global market leader with over 100 plants and 280,000 employees worldwide. 2. Sustain profitability and rank as Number 1 US auto company. 3. Introduce 2013 Hybrid Edge into Chinese, European and US markets 4. Enter and increase manufacturing in India to lower plant costs 5. Build efficiency through better logistics, distribution and control 6. Succeed at all implementation factors 7. Build awareness and increase sales of all Ford Hybrid automobiles Financial Goals 1.

Economics Paper 2 Essay Example | Topics and Well Written Essays - 500 words

Economics Paper 2 - Essay Example International Trade costs U.S job: International trade benefits both the countries. Standard of living of both countries increase, the countries can utilize their labor in something that is surplus and create boom in that product. National debt will burden the future: It is not always that national debts that burden the country. If the Government utilizes the funds in development of the future generation ; Even though the future generation will have to pay a little more tax but they will be duly benefited. Sweat Shops exploit workers: In poor countries getting a sweat shop job is better than not getting any job at all. By improving the work place amenities the cost of production will increase and the manufacturer will try and balance out their expenditure by reducing employment. This will lead to the employees losing their job. Trade Deficits means weak economy: In a booming economy there is more money to buy. Hence the Trade Deficits are seen. Also when people invest in a booming economy the money flow is outwards.So the money appreciates making it expensive for the foreign buyers. So Trade Deficit is not a sign of weak economy Monopolies charge any price:: It is not always that monopoly companies charge the highest. To make their products sell they may even charge low. The consumer may also benefit by the monopoly as it gives them a specialized market of that particular good in a competitive price. Manufacturers make products that wear out so that they can sell more: Even if the companies increase the price of products lasting longer, competition will make them reduce their price, thus benefiting the consumer. Money comes out of printing press: Most of the money in US economy is not in hard cash but in a/c in banks. When they lend out loans and in turn gets more checques.That way it increases its money making. But if they

News paper production Article Example | Topics and Well Written Essays - 750 words

News paper production - Article Example This article will take you to a one-day tour of the London city that although sounds ridiculous, but perfect guide for students studying in the city. In addition, this article will attempt to illustrate cultural, political, historical, and social aspects of London that will enable you to explore the city in your own way according to your interests. Westminster Abbey will be the most appropriate starter for touring London, a monumental place that depicts its historical importance involving crowning of various kings and queens of the United Kingdom. Westminster Abbey is ‘Shrine of the Nation’ as well due to burial ceremonies of kings and crowns. The place opens in the early morning at 9:30am, so you should reach earlier to avoid huge crowds, especially on weekends. Some of the significant features responsible for its monumental importance are shrine of Edward that has tombs of various kings and queens of England, and Chapel of Henry VII that is an extraordinary masterpiece of architecture. Westminster Abbey has a ‘Poets Corner’ as well where you will be able to visit burial places of various famous poets. From Westminster Abbey, your next stop will be at the House of Parliament, and the symbol of London city: Big Ben. The House of Parliament has played a significant role since 11th century by providing shelter to the House of Lords, as well as the House of Commons, and thus, will be an interesting place to visit during the tour. Although it takes time to enter the debating chambers; however, you can try your luck, and even without admission, the House of Parliament will allow you to enjoy its architectural significance. Besides, if you are a history lover, do not forget to visit the Jewel Tower that illustrates history of the Parliament, and in recent decades, the Jewel Tower has installed facilities of virtual tower of the House of Parliament that will be an informative feature during your tour. After emerging from

International Business To Business Marketing Essay

International Business To Business Marketing - Essay Example This may be summarised by the observation that the behaviour of a complex system cannot be understood completely by the segregated analysis of its constituent parts. However, Beverland (2002) suggested the use of this idea in regard to supply chains is neither consistent nor straightforward. New also argued that the supply chain metaphor is used in many ways, but three meanings dominate discussion: "supply chain" from the perspective of an individual firm; "supply chain" related to a particular product or item (such as the supply chain for beef, or cocaine, or oil); and "supply chain" used as a handy synonym for purchasing, distribution, and materials management (Larson, 1998). Supply chain management can mean any one of these things, but one aspect is certain: Purchasing and/or outsourcing activity is being undertaken (Barkema, 1997). Beverland (2002) suggested that supply chain management is an integrative philosophy used to manage the total flow through a distribution channel from the supplier to the ultimate user. Another definition is the management of a chain or of operations and centres through which supplies move from the source of supply to the final customer or point of use (Chng, 2000). In essence, the supply chain starts with the extraction of raw material (or origination of raw concepts for services), and each link in the chain processes the material or the concept in some way or supports this processing. The supply chain thus extends from the raw material extraction or raw concept origination through many processes to the ultimate sale of the final product, whether goods or services, to the consumer. Internet and Supply Chain Management Many organizations, often too late, are now realizing that they should have paid as much attention to their internal business processes, their orderfulfilment resources and systems, and the integration of those processes and systems with those of their suppliers of goods and order-fulfilment services, as they did to their customer-facing Web site. The need is for a seamless end-toend 'order to cash' process incorporating the Web site, the business' accounting systems and the delivery mechanism. The accounting needs should embrace, as a minimum, accounts payable, accounts receivable, inventory, purchase orders, invoicing and credit control. (Johnson, 2002) The delivery mechanisms in many organizations cannot cope, when Internet trading is added to the traditional market offering, with the requirement for a large number of small orders requiring, to all intents and purposes, instant shipping. They may have historically been shipping relatively large orders to a few intermediate supply chain points on a two to three day lead time basis. (Chopra, 2003)The

Birmingham Campaign Essay Example for Free

Birmingham Campaign Essay Campaign – Essay notes Cause †¢Underlying cause of history of slavery, emancipation, segregation/ Jim Crow laws. †¢Long term cause of growing Black Civil Rights movement building momentum and raising awareness of issue. Previous Black Civil rights campaigns that inspired and sparked e. g. Events such as Montgomery Bus Boycott which gave MLKing his first big leadership role. Also Freedom Riders, Brown VS board of Ed. †¢Birmingham was one of the worst segregated big cities in the USA †¢History of harsh and violent segregation and mistreatment of black citizens, KKK support and membership, epicentre of racism in the South †¢Government officials pro-segregation †¢SCLC- King’s group †¢NAACP was banned †¢Eg. Bull Connor and †¦.. †¢The failure of Albany- lack of publicity. †¢Event †¢Police violence †¢Dog attacks †¢High pressure hoses †¢Arrests. †¢By-standers violence †¢Children’s Crusade (primary and secondary) †¢Martin Luther King being arrested †¢Letter from Birmingham Jail †¢Ã¢â‚¬Å"Project C† = direct action and provocation †¢Non-violent provocations osit ins at White Churches, marches, boycotts, lunch counters etc. †¢Use of children to fuel protest Consequence †¢Publicity †¢National/International sympathy †¢White backlash – oSixteenth St Baptist Church bombing killing 4 girls oHotel bombed where Martin Luther King Jr and SCLC had stayed oMartin Luther King Jr’s brother Alfred’s house bombed †¢Riots †¢March on Washington †¢Civil Rights Act of 1964 †¢Governor Wallace sent State Troops to stop desegregation of schools and in response Present Kennedy sent Federal Troops. †¢Martin Luther King’s reputation (â€Å"I have a dream† speech). Nobel Peace prize 1964. †¢Positives: oâ€Å"Jim Crow† laws taken down desegregating public facilities eg Lunch counters, drinking fountains etc oAllowed Black employment oMore rights for Black citizens

Systems for Occupational Health and Safety Management

Systems for Occupational Health and Safety Management Social occupational health and safety practice Develop systems for occupational health and safety management practice Unit standard 5615 Assessment task 1 Audit of health and safety system and records Your audit must include the following steps: determine any organizational requirements for the access to and documentation of workplace health and safety systems and records. You must follow the organizational requirements of your workplace or work placement. Document details of the records and information stored in these health and safety systems. At a minimum your audit of systems and records must include: Accident records, policies, standards, job description, procedures, training records, manuals, inventories, hazard registers, any other health and safety systems used in your workplace. Establish and document your organizations standards for records and information for each of the health and safety systems. These standards may relate to industry specific or internal standards, codes of practice, legislation or regulations, conventions, new Zealand and overseas standards for areas such as health and safety at work, accident compensation, management of resources, and conservation of the environment. Establish and document the main legislative requirements for each of these systems. Compare the records and information you documented on each of the systems with the organizational and legislative requirements you identified. Document the gaps identified. Provide an explanation of the degree to which each system covered by the audit meets organizational standards and legislative requirements.(recording only whether or not requirements were met does not meet the requirements for the audit Document Audit Organizations standards Legislative requirements Comparison of organizational and legislative Requirements Accident records Accident and near misses are recorded in the accident or incident register. Accident form hold details such as: date, time, place that the accident or incident happen, who was involved, how the accident takes place, what injuries were sustained. Blank forms are available from the health and safety officer, organizational requirement is for forms to be completed and checked by the health and safety officer, All organization must keep a register of all accidents that occur in the workplace. There can be a variety of incidents that occur at Auckland city ministry that require we keep a record of what has occurred to ensure the safety of all people involved Mostly met organization require the accident and near misses will be recorded on an accident report form, but there is few thins missing in the form like details of the accident and the further actions for solution. Standards It is a file that written the requirements, specifications and guidelines for staff. A type of standards try to make sure the safety of products and services can help employees work safe. Might describe as what staff need to do in safe way. It provide a good work environment without risk of injury, illness or death for the employees: Safe place of work Safe system of work Safe plant and machinery Competent staff Regulations 1985 Fire safety evacuation of building regulations 2006-the health and disability services standards set requirement for employees have disabilities.-ACOP for the management of noise in the workplace Met Organization standards provide a good and safe work environment for staff. It including noise control, fire evacuation, smoke free and comfortable safe environment. Legislative requirement specific industry standards in the industry, for example: the health and disability services standards. Policy and procedures Policy: guidelines or rules that require certain behaviour or actions. Procedure: sequence of activities or steps to be followed. There are procedures to guide the staff how to perform services in the workplace and be safe to avoid injury or accident to staff or customers. -fire safety and evacuation of Buildings Regulations 2006. Health and safety in employment act 1992 Health and safety in employment regulations 1995. Human rights act 1993 Smoke-free environment act 1990 The employers must provide safety work place for employees the organizations must have procedures and policies to ensure the safety of employees. Mostly met The organization requirement is make sure there is correct policy and procedures to help staff perform in the work and provide the safe work place. But there are few things missing in the fire legislative requirement is to have procedures and policies in place to ensure the safety of employees. Manuals Manuals are written guides that usually cover the specific processes related to an aspect of health and safety , a folder that contains a number of different policies and procedures related to health and safety This have manual books to guide the staff how to use equipment and perform correct in the work. Health and safety act 1992 Safe, health and welfare at work regulations 2007, identification of hazards. Employer required to investigate and determine significant hazard, -hazardous substances and new organisms act 1992 Met Manuals are available for staff to check and it have different policies and procedures related to health and safety guides that cover the specific processes related to an aspect of health and safety. Hazard registers Hazard register is a tool to record all hazard/potential hazards identified in workplace. It is normal to record whether the hazard has been eliminated, isolated, or minimized. All homes be risk assessed to identify the hazards and risks to the staff, clients and visitors. The organization will identify, assess, and manages the actual and potential hazards particularly to our workplace and over which it has authority or influence. Hazardous substance regulation 2001 Injury prevention rehabilitation and compensation act 2001. Not met. Organizational standards is that the hazard register should be up to date and reviewed by the health and safety officer, but founded that the register was outdated and no details or further action for hazards. Legislative workplaces should make sure that there are effective methods in place for identifying hazards that may affect employees at work . They must also identify ways to assess these hazards. Job descriptions It includes job title and the responsibilities for health and safety, the specific health and safety responsibilities. All employee job description are clearly outlined and had a section on health and safety. The reequipments is for health and safety responsibilities to be included in all employee job description Health and safety act 1992 Job description that contain health and safety responsibilities and expectations that are clearly described in their contract. Met The organization job description include the employees responsibilities in health and safety system and heath and safety expectations of the employee. Legislative require job descriptions must contain health and safety responsibilities and expectations in the contract. Training records There is legal requirements to keep records of traning. All employees should be adequately trained to complete their work safety according to the health and safety in employment act. The Occupational health and safety awareness training provides a basic understanding of theOccupational Health and Safety Act(OHSA), and does not replace any sector specific, hazard specific, or competency specific training. The Occupational Health and Safety Awareness and Training regulation requires health and safety awareness training for every worker and supervisor underOntario’s Occupational Health and Safety Act(OHSA). The regulation came into force July 1, 2014. Met All the staff are well trained here. Inventories The Type of health and safety items kept as inventory will vary by type of business. There are many inventories here, they are first aid kits, and fire extinguisher, emergency damn, fall risk, cell phone tracle safety. Work involving hazardous substances(example: requiring an inventory of all hazardous substances used, handled, or stored in the workplace be prepared and maintained/introducing requirements for establishing health monitoring (to be paid for by the business) and storage of monitoring results); Met The inventories here are all met the requirement of the legislation. Assessment task 2 Develop a plan for improvements to occupational health and safety systems In this task you are required to use the results of your workplace health and safety audit to determine an order of priority for the improvement of systems. Once you have established the order of priority, you are to develop and document a plan covering all systems that have not met requirements. Your plan must include: Identification and prioritisation of systems not meeting organizational standards. Prioritisation must be completed based on: The degree of compliance with relevant legislation and standards Assessment of the significance of hazards Cost-benefit analysis Proposed strategies and corrective actions for each of the non-complaint systems in line with the organizational culture of your workplace. When considering the type of corrective action needed you must take into account. Size and location of the workplace Financial viability of the organization Existing management systems Commitment to ISO or other quality management Your plan, including your proposed strategies and corrective actions, must be approved by your workplace supervisor or manager. Health and safety system Degree of compliance/conformity Assessment of hazard/risk Cost-benefit analyze Accident records Mostly compliance with health and safety legislation. But no further actions for the hazard management to solve the problem. High risk as the further actions have not been done, so the accident might happen again. The cost of training and re-design the form is low. The benefit for safety and met legislation is high. standards The document for safeproper storagedisposal of work must be followed Risk of harm for staff and residents, no evidence to cover yourself. The cost of making standard is low, but the benefit is high. Policy and procedures No procedure to infection control High risk Many clients suffer from diarrhea so if there is no infection control procedures for the staff member to follow, it will be cause cross infection and potential hazards in the workplace. The cost of developing policy and procedure is low. The benefits for met legislative requirements are high. The benefits to minimi sing the risk is high. manuals There are some pages missing for how to follow the infection control steps. Medium risk The cost of developing a policy and procedures is low. But it have large benefit for the residents and staff members to protect theirselves. Training records The work place require training records, havent completed training records in last six month. Compliant in organizational requirements, employees have had the appropriate training for their roles in the organization. The cost of training staff is low, but the benefit for the whole organization is high. Hazard register A hazard register was in place, but there were no records to show what had been done to eliminate, isolate, or minimi se each identified hazards. The risk of injury is high if hazards are not being eliminated, isolated and minimi sed. The cost of compliance will vary according to hazards. There is a significant potential cost through in potential injury, there is a legal obligation to do everything practicable to provide a safe work place for employee-so hazard must be managed. Job description Health and safety were included in standard employee contracts. However, organizational requirements for health and safety responsibilities to be included in all employee job description contracts. Not compliance. High fix to employer to employee contract. Not base on the health and safety, just focus on the job. The cost of fix the job description is low but the benefit is high. Strategy: to develop health and safety responsibility section in staffs job description and contract. Correct actions: review staffs job description and contract, -.find template in accordance with legislative requirements, Confirm with legal ad visor -Complete health and safety responsibilities section into staffs job description contract. develop a plan to address staffing numbers -ensure all staff can manage stress well -health and safety records on organization might be need to keep. Health and safety act 1992 Duties relating to health and safety in employment, duties of employers in relation to hazards management. How to identify the hazard: a, every employer should ensure that there are in place effective methods for manage the hazard. b, systematically identifying ex sting hazards to employees at work. c, systematically identifying if possible before, and otherwise us, they arise new hazards to employees at work. d, regularly assessing each hazards identified, and determine whether or not it is a significant hazards. Strategies for the problem: develop policies and procedures, health and safety responsibilities in the job description, how we develop things to do infection control, health and safety section in the fixed contract. Promote health wellbeing in workplace, how we do that Educate staff how to handle challenge behaviour Ensure all identified hazard in organization avoided. Evacuation: natural disaster, training records, document, fires, educate staff fire procedures, ensure staff all trained in fire day. The company is small size that consists full time staffs and around 20 contracts. Due to the company is facing tough financial time and the feature of their service delivery, the strategy and corrective actions are considered as necessary and economic. Cultural difference is taken inti account, because of most of staff are from overseas and have english as a second language. A introduction training may be hold if needed. It aims to ensure all staffs receive correct and adequate information about health and safety responsibility. In addition, if the english is difficult for some overseas staff understand, a translation copy could be given, furthermore, a training record is highly recommended as an evidence should the organization s actions which follow the legislative requirements. Reference list: Health and safety in employment act 1992, retrieved from www. http://www.legislation.govt.nz/act/public/1992/0096/latest/whole.html Health and safety awareness training for workers, retrieved from http://www.labour.gov.on.ca/english/hs/training/

Baseball Essay -- essays research papers

I stood yesterday afternoon engaged in the immense time consuming game of baseball. I stood there contemplating on what ideas, mainly about baseball, were being distorted and confused. Then it hit me†¦   Ã‚  Ã‚  Ã‚  Ã‚  There is much dissatisfaction in the fact that baseball, besides all other sports, is played at an exceptionally sluggish rate and in most cases might not ever end. Many spectators see baseball as a boring sport that wastes their time. I mean just imagine what else you could be accomplishing if you weren’t sitting at a baseball game relaxing with your family, enjoying a delightful hotdog, on a nice summer day, while watching your favorite team play Although baseball seems especially appealing to people, there are others who believe that no matter what the situation is, whether it be day or night, summer or winter, preseason or playoffs, baseball will always keep it amazingly leisurely pace and keep its viewers hypnotized by its incredible monotony†¦   Ã‚  Ã‚  Ã‚  Ã‚  It is indeed natural for people to consider from experience that if something seems tedious then it most likely is; but no one ever thinks about the people who essentially recognize the truth about baseball. These people, whether black or white, tall or short, fat or skinny, are the athletes, rich or poor, who play the sport and realistically know the true joys of their sport†¦   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  There is nothing more common among...

Government Funding For The Arts Essay -- essays research papers fc

Government Funding for the Arts The National Endowment for the Arts is a government sponsored foundation. The duty of the National Endowment for the Arts is to foster the growth of the arts evenly through the national, state, and local levels of the country. With all of the budget slashing that is now taking place the arts is the first place that people look to take money from. This not only happens on the national level but also in our schools. Many people don't see the arts as important. It is the most important thing that our society has. Art, in each and every form that it comes in, shows us who we are. Our pictures that we paint, our songs which we compose, our theater for which we write, act, and dance for, our buildings which we design, as a whole, explains our culture. Future historians will look back at these things and judge us by our accomplishments in these areas. When we look back in history, we recall it through the greatest past achievements in art: the Sistine Chapel, the great pyramids of Egypt, Tchaikovsky's 1812 Overture, and the works of Plato. Shouldn't we be able to show feats just as grand? Most Americans do agree with me. In 1992, a study called the "Americans and the Arts VI" was conducted; it ended with these results: * 60% of the people support the federal support of the arts. * 63% of the people support the state's support of the arts. * 84% of...

Moral and Ethical Issues of Euthanasia Essay -- Euthanasia Physician A

Moral and Ethical Issues of Euthanasia    As we all know, medical treatment can help save lives. But is there a medical treatment that would actually help end life? Although it's often debated upon, the procedure is still used to help the aid of a patient's death. Usually dubbed as mercy killing, euthanasia is the "practice of ending a life so as to release an individual from an incurable disease or intolerable suffering" (Encarta). My argument over this topic is that euthanasia should have strict criteria over the use of it. There are different cases of euthanasia that should be looked at and different point of views that should be considered. I will be looking into VE (Voluntary Euthanasia), which involves a request by the dying patient or that person's legal representative. These different procedures are as follows: passive or negative euthanasia, which involves not doing something to prevent death or allowing someone to die and active or positive euthanasia which involves taking deliberate action to cause a death. I have reasons to believe that passive or negative euthanasia can be a humane way of end suffering, while active or positive euthanasia is not. According Richard Gula, active euthanasia is legally considered homicide (5). Another intervention and approach to euthanasia could be through the use of analgesic means. The use of morphine or other anesthetic medication could be used to allow the patient to die or hasten their dying process. I consider the latter procedure to be more humane than that of the other because it is morally wrong to kill a person, rather it's humane for someone to die naturally. Before I discuss the rights and wrongs of euthanasia, I will define death or a person, when is it safe to say... ...Jack D. "Euthanasia." Microsoft ® Encarta ® 98 Encyclopedia.  © 1993-1997: Microsoft Corporation. CD-ROM. Frederick, Calvin J. "Death and Dying." Microsoft ® Encarta ® 98 Encyclopedia.  © 1993-1997: Microsoft Corporation. CD-ROM. Gula, Richard M. What Are They Saying About Euthanasia?. Mahwah, NJ: Paulist Press, 1986. McGee, Glenn and Arthur L. Caplan. "Medical Ethics." Microsoft ® Encarta ® 98 Encyclopedia.  © 1993-1997: Microsoft Corporation. CD-ROM. President's Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research. Defining Death: A Report on the Medical, Legal and Ethical Issues in the Determination of Death. Washington, D.C.: U.S. Government Printing Office, 1981. Robert Matz; Daniel P. Sudmasy; Edward D. Pallegrino. "Euthanasia: Morals and Ethics." Archives of Internal Medicine 1999: p1815 Aug. 9, 1999 .

A Study on Gardners theories on Intelligence

Intelligence can be defined in many different signifiers. Many theoreticians have non been able to put out the construct of intelligence to an exact definition. However, this is non the instance for certain theoretician. Harmonizing to Gardner, intelligence is â€Å" is a sort of substance, of â€Å" material † , that different people have in different grades, like cholesterin or blood sugar † . Gardner was non the lone theoretician that has laid this construct out. Kowalski and Westen were besides able to specify intelligence in their text edition. Harmonizing to them, intelligence refers to the application of cognitive accomplishments and cognition to larn, solves jobs, and obtains terminals that are valued by an person or civilization. † They besides believed that intelligence plays a major function in civilization, in that, each civilization has its ain patterns that help persons like us recognize which rational qualities are socially accepted ( Kowalski & A ; Westen, 2009, p. 265 ) . Although the many theories about intelligence are present, Gardner has the most effectual and modern one. In the early 1980 ‘s, he introduced his theory of multiple intelligence where his end was to interrupt down the construct of intelligence. Dr. Gardner has written many books about his multiple intelligence theory, nevertheless he placed more attending to one called â€Å" Frames of Mind: The Theory of Multiple Intelligences † . In this book he tries to exemplify the fact that people posses eight different intelligences, stating that persons have higher intelligences in some countries and lower intelligences in others. He believed that people can make better when the work that needs to be done is extremely correlated to the country in where persons posses the higher intelligence. The eight intelligences that Gardner provinces are displaced as the followers: â€Å" musical, bodily/kinesthetic ( which is how we control our organic structure motions ) , spacial ( the ability to make mental images ) , lingual or verbal, logical/mathematical, naturalist, intrapersonal ( being able to understand oneself ) , and interpersonal ( 1s behavior in societal state of affairss ) † ( Kowalski & A ; Westen, 2009, p. 279 ) . Identifying the assorted types of Gardner ‘s intelligences has helped me detect that the theory greatly affects my personal success. Not merely is this true for my ain success, but, many of these intelligences can impact everyone ‘s day-to-day lives. For me, the most of import intelligences that have helped me win in the yesteryear are lingual, logical/mathematical, and interpersonal. These intelligences that I posses, I would see them to be my strengths. Bing able to pass on good with others, being able to analyse and theorize thoughts, and playing an important function in certain state of affairss all have played a major function in my ability to win. In the undermentioned analysis of intelligences, we will be speaking about merely three of these eight intelligences and how they can impact my personal success in life. Having these qualities has built a get downing point in my life and it will go on to assist me make my long term ends every bit good as my short ends such as having my Bachelor ‘s grade. The first intelligence that is most of import to me in my ain success in life is the Linguistics. Linguisticss can run anyplace from being able to utilize a linguistic communication decently to complicated grammar. Harmonizing to Gardner, linguistics besides involves being cognizant of speech production and composing a linguistic communication, being able to larn multiple linguistic communications, and the contents of the linguistic communication and being able to use them to existent life state of affairss so one can win. The lingual attack besides states that one should hold the ability to talk efficaciously so that one can show him/herself. Language can besides be used to retrieve certain information and utilize the information for future mentions. Public talkers, attorneys/law enforcement, writers, and other professional linguist, are harmonizing to Gardner, genitive of this type of intelligence at higher degrees than others. Mathematicss and logical thought go manus in manus, in that, both involve abstract thought every bit good as being able to ground both inductively and deductively. Peoples who posses this type of intelligence, like me, normally try to happen logic in about every undertaking that needs to be completed. For illustration, if a professor shows me a math job, I normally look at it a few times and reappraisal in my caput what I have learned so far in how to travel about work outing the job. In this instance I am believing in a logical manner because logics, for me, are being able to interrupt down big constituents to smaller 1s so that one can finish a undertaking easier. This intelligence besides involves how much of a job one can work out, being able to finish mathematical operations, and besides analyzing consequences utilizing scientific attacks. When Gardner talks about this peculiar type of intelligence, he states that one has the ability to see forms and think in a logical mode. Thi s type of intelligence is of import in my personal success because it has helped me, and still does, in being able to go through a math or scientific discipline category without holding to fight. The last type of intelligence that plays a function in accomplishing my ends is intrapersonal. To me, holding this intelligence is a privilege because I enjoy being able to work in groups and doing new friends. When run intoing new people being interpersonal aids me in placing and understand others motivations and intent. It helps me as a pupil because it allows me to work efficaciously with other pupils during group documents or undertakings. It besides helps me understand what the other individual wants and what the cardinal incentive that is maintaining my group together. My personal belief about this peculiar intelligence is that it can avoid differences among a group of persons because they would be able to understand one another and in the occupation industry, particularly these yearss, it is really of import that one learns how to get by with other employees. Peoples working in retail normally have a stronger interpersonal intelligence along with instructors and political figu res. My personal success is my cardinal incentive. Personally my sentiment about Gardner is that he was right about his theory of multiple intelligences because even though he stated each person is different in what type of intelligences he/she possesses, he besides stated that an person ‘s civilization affects our intelligence. Turning up in a society where math and scientific discipline was a large issue, my intelligence in those countries is much higher than it is in something like humanistic disciplines.

Independent learning Essay

STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 115 The Foundation Programme, I think, taught me how to work and be a person who is more reliant on myself. So if I don’t do the work and I don’t get the grades, I know it is on me. Varsity is where you have to be more responsible for all your actions. You have to be aware of whatever you are doing. You just can’t be negli- gent. (Chipo ? MSAFP) At university, you are just given assignments at the beginning of [the] semester and then you have to make sure that you do them well in time. There is no one to manage you and push you to do those assignments. In high school the teachers al-ways ask you about the assignments: â€Å"Did you do it? Why didn’t you do the as- signment well, and on time? † But here if you don’t do the assignment on time, they subtract marks and then you fail. (Lebogang ? MSAFP) Like them, Tony and Jaco also emphasised that a student must take responsibil- ity for their studies. For Tony, rather than parents, â€Å"you decide† and for Jaco, â€Å"everything is just up to you†. I think it is all about you taking responsibility for your own work. You ? nd in high school, if you’re with your parents, your parents are there to put pressure on you. You ? nd your parents saying, â€Å"No more TV. Go and study now. † But now, it’s you yourself. You decide your study times. You decide whether you’re going to do an assignment or not. You balance your social life and your school life. You balance it yourself. It’s not your parents who do that for you now. (Tony ? MSAFP) Basically time management is left to you for everything. You don’t have people telling you that this has to be done. Everything is just up to you. For me, it wasn’t a challenge because I had come from a working background. (Jaco ? MSAFP) Similarly, former DoTS students highlighted that taking responsibility to learn is essential for persisting with university study. Pip and Copernicus also empha- sised the importance of keeping up to date without the guidance of teachers and parents. For Pip, taking responsibility was â€Å"quite hard†, while for Copernicus, taking responsibility was â€Å"one of the biggest things†. I suppose just learning for ourselves and taking that much responsibility for our own learning, that was quite hard. (Pip ? DoTS) Compared to high school, everything’s your responsibility now. You have to make sure you do it. I think that was de? nitely one of the biggest things for me. If I was going to struggle with anything, it was being responsible. (Copernicus ?DoTS) Alicia, Kirsty, Tara and Max considered taking responsibility for their studies to be part of becoming independent. For Alicia, â€Å"you’ve got to keep on top of it† and for Kirsty â€Å"it’s all independent† and â€Å"there’s no one chasing you†. It’s very independent here. You’ve got to keep on top of it. There’s no one to tell you, â€Å"This is where you’ve got to be at. † (Alicia ? DoTS) It’s all up to you I suppose. It’s all independent. If you don’t do the readings, there’s no one chasing you to say you’ve got to do them. If you don’t have an as- signment in, there are not many excuses you can use to get an extension. (Kirsty ? DoTS) CH A P TE R 6 INDEPENDENT LEARNING 116 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 116 Like them, Tara and Max emphasised the importance of taking responsibility for their studies. For Tara, â€Å"it’s up to you†. For Max, university study involves â€Å"less guidance basically† and you â€Å"do it on your own†. Obviously it’s up to you to get the assignment in on time. To write it, you’re not really going to have a lot of help from other people like teachers. It was hard to be responsible for yourself, not having the teachers constantly having tabs on you and things like that, and not guiding you through. That took me a little while but I got used to it eventually. (Tara ? DoTS) First year wasn’t dissimilar to high school. It was with less guidance basically. So there was just the requirement for you to be more independent, to go out and do it on your own. (Max ? DoTS) For school leavers who were used to being reminded by teachers to complete their work, an adjustment to independent learning at university was a stark con- trast, but they emphasised the centrality of independent learning in university study. Rachel, Meg and Caitlyn each re? ected on the dif? culty of working inde- pendently. For Rachel, studying without a teacher supervising her was the hard- est. While for Meg, adjusting to not having anyone to remind her was the most dif? cult thing, Caitlyn observed â€Å"nobody is going to chase you†. Having to work by myself at home I’d say was the hardest, because the teachers weren’t sitting there saying, â€Å"Right, you’ve got 45 minutes to get this piece of work done. Go and do it. † (Rachel ? DoTS) The most dif? cult thing was probably not so much the fact that you are on your own, but the fact that people won’t remind you. You’ve got to make sure that you’ve got that assignment done. That’s all on you. I think the responsibility was pretty heavy because you’re so used to everybody else taking care of you. Now you’re a grown-up, you’re here and you’ve got to do it yourself. (Meg ? DoTS) Here you have to be independent. Nobody is going to chase you if you don’t hand in the assignment. Not that lecturers don’t care, but you’re just another name on the list. Their job is to teach and your job is to learn and if you’re not keeping up your end, I guess it’s just too bad. (Caitlyn ? DoTS) Besides taking responsibility for their own learning, former pathways students also struggled with self-motivation, self-discipline, and self-direction. Sammy, Marie and Tony all learned to direct themselves to study. For Sammy, â€Å"you have to learn to do things†. For Marie, â€Å"you don’t have anyone on your back telling you†. For Tony, not completing work is the student’s â€Å"loss†. Independence matters most. I would also say self-motivation. It taught me to study for myself because of the deadlines and the lecturers were pushing. You have to learn to do things for yourself because no one is going to do them for you. (Sammy ? MSAFP) I think a lot of people struggle with self-discipline, especially if you don’t have anyone on your back telling you, â€Å"Look, it’s 8 o’clock. You have to go to class. † (Marie ? MSAFP) If you don’t do it, it is your loss. (Tony ? MSAFP) INDEPENDENT LEARNING 117 6 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 117 In contrast, Jaco arrived as a very self-directed student who had no trouble keep- ing up to date. For Jaco, â€Å"if you start something, you ? nish it†. I’m one person to really work to my timetable. I don’t like to be late for anything. If anything needs to be done, it needs to be done the proper way. That’s some- thing I’ve grown up with from my parents. If you start something, you ? nish it, period, within the time frame. (Jaco ? MSAFP). Choosing to be a university student and making a conscious decision to learn are important for becoming a self-directed learner. Caitlyn, Denise and Sorcha pointed out that each student must make the choice to study for themselves. For Caitlyn, a student ? not the person’s mother ? must â€Å"make the decision to do it†. For Denise, a student must â€Å"want to do it†. For Sorcha, a student must become self-regulated and must â€Å"be interested in studying†. Being independent, having to do things for yourself, is hard. The work is chal- lenging, but I expected that. It’s not like when you’re in Year 12 and your mum wants you to ? nish and your school wants you to ? nish. My mum probably could- n’t have told you what I was doing at uni. There is no one to sort of push you along. You have to make the decision to do it yourself. (Caitlyn ? DoTS) Studying at school you’ve got no choice. You’ve got people on your back remind- ing you of what you have to do, when it has to be done, and how to do it, whereas at university you have to be motivated and want to do it. You have to be self-directed. (Denise ? DoTS) You have to be interested in studying, otherwise no amount of motivation or teacher-input can help. You’ve got to be a self-regulated learner. You can’t lean on your friends to take you through an exam. (Sorcha ? DoTS) Deciding to learn is not always an easy process for new students. Having com- menced the DoTS pathway three years after ? nishing high school, Nursing stu- dent Vaughan struggled to become a self-directed learner. A dif? cult thing was probably the self-directedness of uni. I’ve never been self-di- rected. I still struggle with it a little bit [in my third year]. (Vaughan ? DoTS) While Vaughan struggled with self-directedness throughout his degree, during the DoTS pathway, he sought professional advice to ? nd that he had to â€Å"get on with it† himself. I’d gone and seen the counsellors and they alerted me to the reality that no one is going to do it except me, so there are no quick ? xes there. We had a bit of a chat about things and you realise you have to get on with it. (Vaughan ? DoTS) Becoming a self-regulating learner involves taking individual responsibility for learning, for keeping up to date, and for becoming independent. These require- ments for university study appear to be well recognised by former pathways stu- dents even though many struggled, as do most new university students, with the initial transition. CH A P TE R 6 INDEPENDENT LEARNING 118. STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 118 PUTTING IN EFFORT Putting in effort to learn, to understand the materials and to complete the re- quired work are among the most demanding aspects of university study. In South Africa, Accounting lecturers at Stellenbosch University assumed high stu- dent failure rates were due to poor preparation on the part of the students. Their Accounting students agreed, with one third suggesting that their classmates did not put in suf? cient effort and half believing they themselves did not study hard enough. These students also suggested that attending class and putting in effort  were among the most important factors for persisting with university study (Steenkamp, Baard & Frick, 2009: 151? 152). Former MSAFP and DoTS pathways students attested to the importance of putting in effort. Pip, Lisa, Vaughan, Sorcha and Reap explained putting in effort in terms of understanding course materials. For Pip, it was important to â€Å"make an effort to understand†. For Lisa, it was important to â€Å"get the answers† and â€Å"know your stuff†. For Vaughan, it was important for a student to learn the course materials and â€Å"know† they â€Å"did it† by themselves. I always make an effort to understand. I de? nitely don’t do the amount of work outside my contact hours that I should, but I make an effort to understand it. When I do have contact hours, I’ll make an effort to understand it and, if I don’t, then I go out and read up on it. I think it makes a difference if you want to be here and you actually want to understand the work. I think that’s what makes a good uni student. (Pip ? DoTS) I know that I’ve got to get things done. If I don’t get them done, then I’m not going to get the answers. We have quizzes each week and you can’t answer the quizzes if you haven’t studied and you don’t know your stuff. (Lisa ?DoTS) I read my chapter and I don’t collaborate with other people. I just tend to do it by myself because I want to know that I did it by myself, not because someone else has written down all the answers for me. (Vaughan ? DoTS) Like them, Sorcha and Reap emphasised the importance of making an effort to learn. For Sorcha, â€Å"you can become smart† with hard work and effort. For Reap, â€Å"you can’t fake it†. You can be smart and not do the work and not be successful and not achieve your goals, whereas if you have the time, the passion and all that, you can become smart. (Sorcha ? DoTS) You can’t breeze through uni. You’ve got to be able to do the work. You can’t fake it. (Reap ? DoTS) A willingness to put in effort to learn involves having the right attitude toward study which includes commitment and dedication. Barbara and Kendall believed that without the right attitude it is dif? cult for new students to adapt to univer- sity and experience academic success. For Barbara, university â€Å"has to be your number-one priority† and for Kendall, a student should â€Å"work so hard for it†. I think you have to be committed. You have to be committed to go to uni. Just be- cause you’ve got the brain, you got the marks, you got accepted, you might as  INDEPENDENT LEARNING 119 6 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 119 well go and do it ? it’s not really the right attitude, because you’re a nuisance, mostly to the tutors and lecturers. You have to be committed. You have to be there because you want to be there. I think it has to be your number-one priority to a certain extent. Get your assignments done. Get your uni work done. Then play. (Barbara ? DoTS) I just think you have to be dedicated. You have to know what you want. You have to work for it. It’s not just going to fall in your lap. Once you get it, it’s the best. Like I’m not even ?nished my course yet, but I’ve just got a job as a Division Two nurse and I’m wrapped. You work so hard for it and when you get there, it’s the best. (Kendall ? DoTS) A willingness to put in effort coupled with an attitude of dedication and com- mitment are attributes of an independent learner. Becoming an independent learner involves a new approach to study. Former pathways students contrasted their expectations of university learning with their experiences of becoming independent learners. Anna and Simon re? ected on different ideas about students and study. For Anna, a student should be â€Å"smart†,  Ã¢â‚¬Å"independent† and have a â€Å"love of learning†. For Simon, study at university in- volves thinking, discussing, â€Å"collaborating your thoughts and learning new things† as well as reading, reasoning and writing. [st3:When I was in Year 12 I would say that you have to be smart to come here. But doing DoTS teaches you what you need to be. You have to have a love of learning. You have to be an independent learner. (Anna ? DoTS) I remember in high school that I didn’t know what studying was. Now, for me, studying means doing what I need to do. I think of doing the work that re- quires me to think and learn something outside a lecture. Thinking is part of studying and so is discussing. It’s a process. You’re collaborating your thoughts and learning new things. An assignment is a good example. Because you have to read extra material, you have to have an understanding, you have to do your rea- soning and you have to put your ideas down. (Simon ? DoTS) Like Simon, Tony recognised the differences of degree study. For Tony, study at university involves â€Å"work on your own† and â€Å"research on your own†. In MSAFP I was used to having, let’s say, three tutorials in a week and in those tu- torials I could work through that assignment with my lecturers and ?nd out what I have to do. But you ? nd in undergrad you only have one tutorial in a week and you have to do your work on your own, research on your own and everything. (Tony ? MSAFP) Becoming an independent learner involves students also recognising when they need help. Asking for help is an issue that new university students, and particu- larly pathways students, ? nd challenging. For example, in the UK, low SES stu- dents studying at Shef? eld Hallam University tended not to ask for help but rather accepted their dif? culties with university study as though they were a nor- mal part of life. In in-depth interviews, both mature-aged students and school leavers reported they rarely approached tutors and instead preferred to draw on informal supports and peer networks. One student reported being afraid the CH A P TE R 6 INDEPENDENT LEARNING 120 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 120 tutor would think she was a â€Å"slacker†, while others drew on a â€Å"strong sense of self-reliance† coupled with an â€Å"immense determination to succeed† (Clegg, Bradley & Smith, 2006: 107? 108, 111). Similarly, in a survey of 101 direct entry Business students in Scotland, the majority did not disclose personal issues that  might affect their study (Barron & D’Annunzio-Green, 2009: 20). Although students may be reluctant to consult tutors in person, they are also reluctant to seek help online. In Australia, at a new suburban campus of the Uni- versity of Queensland, students knuckled down to study independently and without assistance. More than 80% of the students rarely, if ever, asked for help, support, or assistance online (Ballantyne, Madden, & Todd, 2009: 306). New stu- dents may not feel comfortable to ask for help when they deal with new lectur- ers and tutors each semester. Both mature-aged students and school leavers at  the University of Wollongong felt that interaction with their lecturers, whether online or face to face, was important in feeling comfortable enough to ask for help (Lefoe, Gunn & Hedberg, 2002: 44). Other students, studying Psychology at Macquarie University, found they only received help from a tutor when they asked directly for assistance (Plum, 1999: 244? 245). While former DoTS students described independence at university as being â€Å"up to you†, they also pointed out that assistance is available when requested. Paige, Therese and Helen each stressed the importance of seeking assistance and asking for help. For Paige, it is important not to be scared to seek advice. For Therese, it is important to â€Å"ask them†. For Helen, it is important to â€Å"take the initiative† and â€Å"go and ask for help†. I think you have to make sure that you’re not scared about going to ask for help, because people are there to help you. (Paige ? DoTS) My brother did say to me once that the lecturers are there to help you. If you have a question, you must ask them. (Therese ? DoTS) I think you have to be more independent. You have to be willing to put in the work and you have to be willing to ask for help. Those who aren’t willing to ask  for help, they fall by the wayside. When you know you might be drowning, you’ve just got to get up and take the initiative. Like in a workplace, no one will come and ask you. You’ve got to go and ask for help yourself. (Helen ? DoTS) Furthermore, Helen outlined the strategies she used in asking for help when, as a pathway student, she was â€Å"afraid† or just â€Å"con? dent enough† to seek advice. I would just go and ask whoever I needed to ask. I’d knock on people’s door ? lecturers, tutors, anyone. If I was a bit afraid of asking, I’d actually ring and ask at the front of? ce, â€Å"Who do I speak to? † and they’d put you through. I was con? dent enough to do that, I think, from working in my gap year. If I hadn’t worked that year, I think I probably wouldn’t have been. (Helen ? DoTS) Putting in effort helps a student adjust to the new style of independent learning at university. Independent learning requires a student to become metacognitive about their learning and study habits, so they are aware of when to seek advice. Taking the initiative to ask for help is an attribute of a student who is taking con- trol of their learning and becoming independent. INDEPENDENT LEARNING 121 6 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 121 THE RIGHT ATTITUDE. Students cannot become independent learners unless they have the right attitude to study and a willingness to learn. Melinda, Lisa and Vaughan recognised the importance of a willingness to learn in university study and each drew on their vocational motivation to persist with university study. For Melinda, wanting to learn is â€Å"probably number one†. For Lisa, it is important to â€Å"want to learn†. For Vaughan, it is important to have a â€Å"desire to learn† to absorb information. Wanting to be a student and wanting to learn are probably number one. Wanting to actually do it, because you’ll never do it if you don’t want to. You have to want to learn. If you just want to be a nurse, you can be a nurse with just a pass. But to be a good nurse, you have to want to be a student. You have the chance to learn, so you can get High Distinctions, so that you can be a great nurse, not just a nurse. (Melinda ? DoTS) I want to learn. I never used to want to learn, but I do now. I actually want to learn about all the different things and how everything works in Nursing. (Lisa ? DoTS) I think it’s about willingness to learn too. There’s a mountain of information out there. If you’ve got no desire to learn, you’re not going to take any of it in, so  you’ve got to want to be there. (Vaughan ? DoTS) The right attitude helps a student actually complete the work. A student’s atti- tude to learning is important in accepting the responsibility of a university work- load. Whether a student’s most recent learning experiences were at a secondary school, a vocational college, or in the workplace, becoming an independent learner in a university environment necessitates a different attitude (Booth, 1997). Age may also in? uence a student’s attitude. In Australia, mature-aged students have been found to be more committed to study than school leavers. Compared  to school leavers in outer western Brisbane, twice as many studying parents (over the age of 25) never skipped classes and regularly used support services. Moreover, students more than one year out of school were more con? dent and decisive than school leavers and were seven times more likely to complete the weekly readings (22% versus 3%) (Ballantyne, Madden & Todd, 2009: 307? 308). While it may be the case that mature-age students have the right attitude to study, many school leavers in the MSAFP and DoTS pathway also demonstrate the right attitude. Having a willingness to change may best indicate a student’s capacity to ad-just to independent learning as well as to enable academic engagement and epis- temological access. In the UK, a University of Nottingham survey of History stu- dents found two-thirds of students expected to change over the period of their degree, suggesting that adjustment to university is an ongoing process and not just a dif? cult phase at the beginning of the ? rst year. These History students, who preferred discussion and debate over any other method of learning, ex- pected to develop open-mindedness, interpersonal communication skills, and in- dependence (Booth, 1997: 209, 214; see also Brownlee, Walker, Lennox, Exley &  CH A P TE R 6 INDEPENDENT LEARNING 122 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 122 Pearce, 2009). Their positive attitudes to learning enabled them to persist with study. Similarly, former MSAFP and DoTS pathway students highlighted the in? u- ence of a student’s attitude in persisting with university study. Persistence de- pends on motivation and engagement as well as commitment and a sense of re- sponsibility to learn. Sammy, Elaine and Lindy af? rmed a willingness to learn underpins success in university study. You have to want to do something to achieve success in it. (Sammy ?MSAFP) If you put your mind to it and tell yourself you can do it, you can be successful. That’s what I think. (Elaine ? MSAFP) I tell myself, â€Å"This is your future. The future is in your hands. † Nobody can write my exam for me. Nobody can study for me. It’s my future. It’s my life and the way I live it is my choice. I make myself study by looking at everyone else studying. When they’re all studying, I get motivated to study. (Lindy ? MSAFP) Like them, Meg, Paige and Therese each clearly articulated a willingness to learn and recognised that university study is serious business. Meg and Paige high-lighted that the right attitude helps a student achieve success, while Therese stressed that skills development is made possible when a student has the right attitude. When I came here, I was 19 and I was ready to start being a grown-up. What I do now is going to play out my future. Every step I take is towards where I want to be. (Meg ? DoTS) I think I’m a lot more focused now. I know what I have to do and what needs to be done, that I can’t slack off and that I have to meet deadlines. I know that be- cause I’ve chosen to do this, I have to put in the effort. (Paige ? DoTS) You should actually want to be here and to take it seriously. You’re not here just to have fun. With skills, you can develop them over time. You can teach yourself how to study and what’s the best way to study, how to ? nd information that you need and that is relevant, then to be able to differentiate between what’s relevant and what’s not relevant. But that comes with time I think. (Therese ? DoTS) Other former pathways students expressed an awareness of their changing atti- tudes to study. Caitlyn recalled, with some humour, the dependent attitude she overcame during the ? rst semester of the DoTS pathway. I remember actually asking the lecturer if I could have my birthday off, and he said no! (Caitlyn ? DoTS) Chloe and Lisa re? ected on their changing attitudes toward their social lives as they became more serious about study. Chloe gave up excessive partying on weekends, while Lisa changed her â€Å"party life into uni life† I went out every weekend and got drunk. I’ve given that up now, because a hang- over lasts quite a few days with me. It really knocks me down. (Chloe ? DoTS) I just needed to change my party life into uni life. I liked to hang out with my friends more and go out on the weekends. But that’s changed now. (Lisa ? DoTS) INDEPENDENT LEARNING 123 6 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 123. Vicky, Lisa and Melinda reiterated that a student’s attitude is re? ected in their be- haviour and highlighted that choosing to attend classes re? ected a commitment to study and a sense of responsibility to learn. Turn up to- class. Don’t just say, â€Å"If I miss this lecture, it won’t matter,† because it will. The blackboard site doesn’t give you everything. (Vicky ? DoTS) I know there are compulsory classes, but you have a choice of what you want to learn and what you want to do. (Lisa ? DoTS) If you don’t want to go to lectures, don’t. If you don’t want to go to tutes, don’t. If you don’t want to do the readings, don’t. It’s your education that suffers from it and it’s your grades. I don’t want to say there are not people there to help you, but they’re only there if you ask for help. (Melinda ? DoTS) Former students of both the MSAFP and DoTS pathways point out that success- ful students are self-disciplined. Sammy, Chitalu and Chloe re? ected on how self- discipline helped them not only to keep up to date, but also to enjoy studying. I have a personal laptop and when I ? nd myself playing [games], then I think that tomorrow I have a tutorial and if I have studied enough for that. If I haven’t, I im-mediately switch off, so I start reading my lecture slides and trying to understand the questions that might be discussed in the tutorial. (Sammy ? MSAFP) It’s not really hard work when you are disciplined and you do what you’re sup- posed to do. But when you take it lightly and you just have fun, it really becomes hard work. (Chitalu ? MSAFP) I don’t really need to make myself do it because most essays I enjoy writing and enjoy learning. I guess I’m pretty disciplined. (Chloe ? DoTS) Yet, other former pathways students also pointed out the risks of procrastination and avoidance. Chipo, Tara and Lisa re?ected on wasting time and delaying, or avoiding, study commitments. For Chipo, postponing study is â€Å"time wasted†, while for Tara and for Lisa, it was easy to â€Å"put things off† or put â€Å"everything aside†. If you waste your time, time wasted is time that you can never get back. I had to learn these things as I went along because, you know, you postpone things. You say, â€Å"Oh no, I’ll do it later† and then next thing you discover you’ve got an assign- ment due tomorrow. (Chipo ? MSAFP) I tend to procrastinate a little bit and to put things off. (Tara ? DoTS) At the start, I was too busy stressing out and putting everything aside and not  even thinking about it. In the second half of my ? rst year, I got the hang of what uni is all about and what you’ve got to do to get by. (Lisa ? DoTS) Like them, Daniel, who returned to study from the workforce, tended to pro- crastinate. The solution was to have his life â€Å"timetabled†. I’m a terminal procrastinator. I always have been and stupidly enough I’ve been conditioned to actually continue to do so because I keep getting reasonable results in spite of procrastinating. I timetable a lot. I have my life timetabled so I start the semester saying, â€Å"Alright, I have this on this day and this on that day† and then. CH A P TE R 6 INDEPENDENT LEARNING 124 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 124 around work I schedule one day where I focus on each subject. On that day, whether it is travelling on the train or at home in the afternoon, I do all of the reading and work on assignments and stuff like that. I allocate the time to do the work. (Daniel ? DoTS) One aspect of independent learning that former pathways students found easy was being â€Å"in control† of their own study. In contrast to high school where stu- dents felt pushed, particularly by teachers and through competition with their  peers, at university students directed their own learning. Lindy found being in control â€Å"the easiest thing† about becoming an independent learner. The easiest thing was being in control. I didn’t have a very hard time getting used to being in control. (Lindy ? MSAFP) Like Lindy, Grace, Andrew, Julia and Max appreciated the autonomy of univer- sity study. Arts students Grace and Andrew both preferred studying at university over studying at high school. Grace felt she was â€Å"making up for† bad habits at high school, while Andrew felt as if he were ? nally â€Å"doing something†. In high school I hated studying, so I ? nd it really strange. I ? gure I’m making up for what I didn’t do in high school. (Grace ? DoTS) I did uni pretty well actually. I kind of preferred it to high school. Because, for one, I felt like I was doing something. With high school, it’s kind of like what you have to do. We were there because we had to be. At uni, it was where I wanted to be. (Andrew ? DoTS) Similarly, Julia and Max had no trouble taking control of their learning. Educa- tion student Julia viewed her learning as an opportunity, while Arts student Max found his own progress â€Å"inspiring†. I can’t believe people don’t hand work in because that’s just beyond me. I just  think why would you not even give yourself a chance? When I saw the mark for attendance, I thought I’m going to make sure I attend every class because that’s marks I can count on and I would never not hand anything in because every mark is another step closer. (Julia ? DoTS) It’s all on yourself. You’re responsible for failing. You’re responsible for doing your assignments. You’re responsible for passing. You’re responsible for your grades. There’s no one pushing you along. It’s inspiring to think that you’re con- trolling your own learning. (Max ? DoTS) Having the right attitude to study is important for success. Regarding themselves as serious, responsible and goal-oriented students, some former pathways stu- dents were openly critical of their peers who did not share the same â€Å"right atti- tude† to study. Andrew and Rachel were both critical of students who aim for a minimum pass, regarding them to be â€Å"unmotivated†. I come across a lot of unmotivated students who are like, â€Å"I’m just here to get a pass and get my degree and get out. † (Andrew ? DoTS) I actually ? nd a lot of people are only motivated to get that pass score. They are not that motivated to go the extra mile. (Rachel ? DoTS) INDEPENDENT LEARNING. 125 6 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 125 Like them, Jenna regarded some of the other students as having the wrong atti- tude for studying. Describing their attitudes as â€Å"very lazy† and â€Å"very blas †, Jenna contrasted her own willingness to learn and to put in effort with their lack of motivation and poor attitudes. There are de? nitely some students who are very lazy in their attitude. They don’t go to classes. They don’t do the reading. They have a very blase attitude and I ? nd that very frustrating because I’m here to learn and I put in the time and effort. (Jenna ? DoTS).

Explain the Causes and Consequences of the Iraq War Essay

On the 20th of March 2003, US cruise missiles and bombs were dropped on Baghdad, Iraq’s capital city. The target was the then Iraqi president, Saddam Hussein’s and his closest aides, who were believed to be in a meeting. It would be the start of a conflict that would still be going strong seven years later. Even after so many years of US-led invasion, the reasons for invading Iraq are still debated worldwide. As Allawi (2007) argues ‘in the history of conflicts and wars, there are few instances that match the invasion and occupation for complexity of motive and ambiguity of purpose’[1]. As a result, the Iraq War or otherwise known as ‘Operation Iraqi freedom’ was to become one of the most controversial wars to date especially because of the overwhelming international hostility. It is one of the most important events that affected the world, radically changing 21st century international relations. This essay will be structured as follows the first section will explore the causes of the war. It argues that the main cause of the war was the perceived threat of Iraq’s possession of weapons of mass destruction. This study further argues an attempt to bring democracy to the country and getting rid of the country’s authoritarian leader was another cause of the Iraq war. The second section will explore the consequences such of the war from four different perspectives: the humanitarian consequences, the military consequences, the political consequences and finally the economic consequences. This will be followed by a conclusion. Hallenbery and Karlsson (2005) argue that the September 11th attacks on the twin towers in 2001 to some extent led to the Iraq invasion. The attack on the twin towers is one of the events that changed the world forever. Soon after the attacks, the then president, George Bush Jr, publically televised America’s War on Terror. The first of America’s target was Afghanistan, in particular the Taliban ‘who openly supported the Al-Qaeda’[2]and ‘allowed Afghani territory to be used for training camps and bases’[3]. However even after the invasion of Afghanistan, America was still concerned about possible threats. The US concluded that the September 11th attacks showed that ‘some countries could ally themselves with terrorist movements’[4] and most importantly provide them with weapons of mass destruction. Bush was especially concerned by Saddam Hussein’s Iraq. It was well known that during the 1980/90’s, Saddam had access to weapons of mass destruction. He had used them on his own people, killing thousands of innocent Kurds during the attack on Halabja[5]. Furthermore Saddam showed persistent hatred towards the west, especially America. The perceived threat of Saddam Hussein’s weapons of mass destruction was the main cause of the Iraq War. As already mentioned, soon after the September 11th attacks and the invasion of Afghanistan, Bush placed is attentions onto Iraq. Both the US government and the UK government argued that the invasion of Iraq was necessary for a number of reasons. Firstly, it was seen as part of the axis of evil, alongside Iran and North Korea, accused of seeking weapons of mass destruction and helping terrorism. Secondly, Saddam’s regime was linked to Al-Qaeda. It was feared that he might pass the weapons of mass destruction to Al-Qaeda who could potentially use them against western democracy’s. Thirdly, Iraq was accused of not only possessing WMD’s but was developing more deadly ones[6]. During 2002, speech after speech, Bush argued that world faced a common problem; Iraq. He pledged to work with the United Nations to deal with the issues posed by Iraq. By the end of 2002 the United Nations Security Council adopted resolution 1441; they gave their final opportunity to Saddam to comply with its disarmament obligations of face serious actions. However, by 2003, the US, UK and Spain introduced the ‘second resolution’ arguing that Iraq failed to take the final opportunity provided by the UN Security Council to disarm. The second resolution meant the authorisation of immediate force to disarm Saddam’s Iraq. [8] However, France’s president Jack Chiroc argued that they would veto the resolution. Crisis talks were held with the leaders of the US, UK and Spain resulting in the withdrawal of the resolution. The very same evening, President Bush televised a live conference warning that if Saddam Hussein did not leave Iraq in 48 hours the result would be ‘military conflict commenced at the time of our choosing’[9]. Therefore the main cause of the Iraq War was the threat of Saddam Hussein’s claimed WMDs. Prior to the invasion, American policy makers also emphasised ‘the broad benefits likely to result from the removal of Saddam Hussein’s authoritarian regime into a ‘cultivation of a democratic regime’[10]. They argued that democratization of Iraq would improve the well being of Iraqi citizens, politically and economically. Furthermore, and perhaps most importantly, the democratization of Iraq would help stimulate greater economic prosperity and promote further democracy in the rest of the middle east – a region historically characterised by authoritarian governments where there is a wide spread of conflict, instability and widespread poverty[11]. Moreover it was claimed that the democratization of Iraq would set the stage for the settlement of conflicts that had plagued the Middle Eastern region for decades which would mean the chance to create lasting peace. [12] This next section will examine the consequences of the Iraq war. Soon after the US entered Iraq, the Ba’ath party quickly crumbled. Many of the key members were killed soon after the invasion began. Saddam Hussein on the other hand, went on the run. This left the the country without a leader. Nine months after the war had begun, on the 14th of December, Saddam was finally captured. His capture would be the biggest, and some say only, accomplishment of the Iraq War. Shortly After his rise to power, Saddam’s ruthless tendencies came to light. For example he would often use violence to achieve his political goal, murdering any of his rivals. He invaded neighbours Iran in 1990 and Kuwait in 1991. He also created a secret police. The most disturbing of his actions could be seen in the events in small Kurdish town, in northern Iraq, called Halabja. As a result of Kurdish opposition, ‘Iraqi aircraft dropped canisters believed to contain a lethal cocktail of the nerve agents sarin, tabun, VX and mustard gas on the town’[13]. Over 5,000 civilians died, most to be believed women and children. Thousands of more were permanently affected[14]. Time and time again, Saddam showed no remorse about killing his own people. It is also believed he was also responsible for the deaths of his own daughter’s husbands. Altogether, although there is no official count of how many deaths Saddam caused, it is estimated to be around the region of 400, 00 to 50,000. Soon after his capture, Saddam was put on trial for crimes against humanity. He was found guilty killed and sentenced to death by hanging. He was hanged on the 30th December 2006. The removal of the brutal, ruthless, remorseless and genocidal leader is therefore seen a positive consequence of the Iraq War. Another consequence of the Iraq war is the failure to bring stability and democracy into the country. As already mentioned previously in this study, one of the causes of the war were to democratize the country which would in turn result into stability of not only the country but the whole region. The US led coalition were able to take Iraq within a matter of weeks as the Iraqi army proved weak. Instead the coalition forces faced a guerrilla style war. Insurgency intensified shortly after the war began. It seemed that almost, everyday there was a new story about some type of suicide bomber attack. However even after seven years, such attacks in Iraq are still are nearly an everyday occurrence. For example, the latest attack which happened on the August 17th 2010, 57 Iraqi recruits and soldiers were killed in Baghdad, while 123 were seriously wounded by a suicide bomber who blew himself up at an army recruitment centre[15]. The consequence of this latest attacks is that even after seven years, coalition forces have failed to stabilize the country. Interestingly, Wehrey et al (2010) argues that the removal of Saddam ‘upset a traditional balance of power in the region'[16], bringing further instability into the country. Traditionally, the balance of power in the region involved Iran and Arab nations. However with the Iraq war, the balance of power has now shifted towards Iran. Wehrey et al (2010) further argues that this shift in the balance of power has led to widespread concern amongst Arab states because of how easily Iran can ‘manoeuvre in the core of the Middle East, from Lebanon to Gaza'[17]. Therefore one of the consequences of the war and the removal of Saddam has ‘created the perception of increased vulnerability on the Arab side’. [18] The attempts to bring democracy have also failed. Iraq is no more democratised then before. This can be proven by the recent election results. Although elections were successfully held in 2005 to create a transitional national assembly whose main purpose was to create a constitution. As a result Prime Minister Nouri Maliki was able to formulate a government. However the recent election results have so far not been so successful, as six after Iraqi’s went to the polls, no winner has been declared due to delays and claims of vote rigging. The importance of the 2010 elections was great as the party who one would be the first to rule over a fully sovereign Iraq since the invasion of Iraq in 2003. [19] However the months of political instability has brought about fears of insurgency violence arising to levels seen between 2003-2006, where violence was at its highest. One of the major consequences of the war has been the huge loss of life. The BBC estimate that over 90,000 Iraqi civilians have been killed in since the beginning of the war. It estimated that nearly 5,000 casualties from the coalition forces[20]. However the number of causalities, both civilian and military, have been falling in the last few years. The loss of creditability of both the US and UK governments have been another consequence of the war. Mitchell argues that a number of policy errors were made by both governments. He argues that ‘opinions were not debated, intelligence was selectively used, the invasion lacked sufficient force, there was a failure to anticipate on insurgency and postwar planning was poorly devised. There has been widespread anger that the reasons for war were found true, therefore as some claim, making the war unjust and illegal. In the case of the British Government, the then prime minster, Tony Blair, popularity had fallen hugely as many believed he had led the country into war under false pretences. Wehrey et al (2010) make an interesting point. They argue that once consequence of the Iraq war is that is ‘has provided an anti-Western motivational focus and consolidated pre-existing grievances’[21]. The beginning stages of the war particularly from 2003 to 2006, presented a narrative of resistance to the US led invasion that proved powerfully ttractive to people across the region ‘whose immediate local grievances may have been unrelated to Iraq itself but who nonetheless may have been inspired toward violence by the war’[22]. Furthermore Al-Qaeda, successfully portrayed Iraq as the most striking example of an infidel invasion of an Arab Muslim land[23]. The economic consequences of the Iraq war have also been great. Reports have suggested that the cost of the war for the US is over three trillion dollars. Before the war, Iraq’s economy was weak due to decades of economic mismanagement by Saddam. Although Iraq was oil rich- it had huge debts due to Saddam’s wars in Iran and Kuwait. Furthermore economic sanctions from the UN during the 1990’s heavily affected Iraq’s economy. The country was never quite able to bounce back from the sanctions despite the large oil reserves. The impact of the war has worsened the situation. Unemployment it at an all time high and rebuilding infrastructure that was destroyed by the war, has been slow. The war has also brought about the problems of refugees. The United Nations commissioner for refugees argues that there are nearly one million refugees as a result of the war and roughly about 1. 5 million internally displaced person ‘a third of who are living in settlements or camp-like situations in extremely poor conditions’[24]. In conclusion, the main cause of the Iraq was the belief that Saddam Hussein was in possessions of weapons of mass destruction. Although it was no secret that Saddam had access to WMDs in the past, UN inspections would later find no evidence of them. Another cause for war was the belief that the overthrow of Saddams brutal regime would allow the democraztisation of the country which would improve Iraqi lives and lead to economic prosperity. Futhermore it would enable peace in a region which was riddled by conflict and instability. The toppling of saddam’s authoraitive rule and then eventual capture of the ruler was one of the rare success stories of the war. However this seems to be the only one. An attempt to bring democracy to the country has yet to be achieved; the casualities of the war have been high, people have lost confidence in governments and some have argued that the war has led to increased terror levels and consolidated an increased anti-western focus. Only time will tell the full extent of the wars further impacts. With America preparing to end its combat mission and end the number of American troops in Iraq, Iraq’s future looks dim. Even after six months of Iraqi’s going to the polls, a government has still not been formed. Fears are growing that Iraq still may not have the ability to provide security for itself or to be able to govern. Although Iraq may have got rid of their despot leader, the already weak country may have become even weaker as a result of the war.