Tuesday, December 31, 2019

Art And Its Influence On A City Dominated By Art - 1132 Words

Perhaps the most subjective thing life has to offer is art. Some may argue that having such a subjective concept can be hard to uniformly understand and standardize, but that s what makes art so beautiful. Art is subjective, ensuring no two experiences are the same. The fact that we can all look at the same piece of art and have completely different emotional and cognitive responses ensures healthy discussion and communication. Art is one of the few constants human culture collectively has, and therefore is one of the most valued aspects of all culture. Having grown up in New York City, I understood and appreciated the different medias of art and their influence on a city dominated by art. Migrating from the Big Apple to Arlington, Texas was a culture shock, there wasn’t an art museum right around the corner, no street performers and there certainly was not a giant murals on the side of my home. I decided to attend both exhibits and ultimately made the decision to choose, Rai miti #21 by Matt Clark. is no exception to the lack of rules art has to follow. This piece by Matt Clark follows the principles and elements of art which makes it extraordinary. The Introductions 2016 gallery opening was an open showcase of art and some film/ videos created by numerous artists. Matt Clark was among those represented in the showcase, he is a prominent artist and instructor at the University of Texas at Arlington. Clark’s paintings are described as abstract and are meant to show hisShow MoreRelatedWhat is Culture?1622 Words   |  7 PagesWebster’s dictionary defines culture as â€Å"the beliefs, customs, arts, etc., of a particular society, group, place, or time†. (Culture) This paper will attempt to inform the reader of those influences that were instrumental in molding what is the modern culture of Italy. The geography, history, language, art, food, and religion of the Italian region all combine to form one of the richest cultures on planet earth. This culture has also been a key influencer of western culture as a whole. By betterRead MoreRoman Art Of Ancient Rome1707 Words   |  7 PagesThe art of Rome is consid ered completed art of ancient society. Legitimately argue that, although Roman masters continued the tradition of Hellenic, yet the art of ancient Rome - an independent phenomenon, determined by the course and the course of historical events, and living conditions, and the originality of religious beliefs, character traits of the Romans, and other factors. Roman art as a special artistic phenomenon began to study only in the twentieth century is essentially realized onlyRead MoreAnalysis Of Van Gogh s The Postman Joseph Roulin 783 Words   |  4 PagesDolcy, I am visiting the city of Arles located in the southwestern France. The city is prominent for the masterpiece â€Å"The Postman Joseph Roulin† painted by Van Gogh in the early August of 1888. Van Gogh painting has influenced the contemporarily art in the twenty century. In addition, the artist was a Post-Impressionist, with the ability to seize the intensity of emotion and the beauty in his artwork. I really appreciate Van Gogh portraits. Due to that, I want to discover the city of â€Å"The postman JosephRead MoreThe Renaissance in Europe1418 Words   |  6 Pagesdescribes the rebirth of art and learning that occurred in Europe between the 1400s and 1600s. During the era known as the Renaissance, Europe underwent a cultural movement in which people regained interest in the ancient cultures of Greece and Rome. A renewed interest in philosophy and human individuality lead to the development of more worldly and nonreligious focuses. Europe sought knowledge from the ancient world and moved out of the Dark Ages. There was an explosion in art, literature, and architectureRead MoreThe Greek s Victory Over Persia989 Words   |  4 Pagesthe beginning of not only an era, but of cultural expansion that continues to impact our modern day society. The accomplishments and endeavors of the Ancient Greeks, both visible, such as arts and architecture, as well as intellectually in areas such as philosophy, science and government continue to influence the world today. Many or none of these influential elements of Ancient Greece would have come to fruition in such a†¦. way if the Greeks had not defeated the Persians. The freedom to thinkRead MoreComparing The Etruscan Civilization Between C. 1000 And 100 B.c890 Words   |  4 Pageswas bordered by the Ar no River in which the areas were broken up into city states ruled by their own rulers. 2. The Apollo of Veii is a 5ft. 10 in. painted sculpture molded out of terra-cotta. This sculpture was originally a decoration on the roof of a temple built by the Etruscans. Both the Greek and Etruscan’s style of art was similar, with that being said the particular sculpture is a resemblance of the Greek Archaic style of art. The curvilinear style along with the flat surface patterns of theRead MoreEssay on Legacy of Rome and Christianity923 Words   |  4 Pagescompeted for the attention of educated Romans. Christian writers deemed Rome worth saving; they looked towards a new future and new hopes. Secular writers on the other hand, did not experiment with new styles and consequently, Christian literature dominated the era. Some of the best-known writers that explore religious writings are Augustine and Dante. Augustines Confessions is a spiritual autobiography. Augustine talks directly to God and he includes a constant sense of awe at the grace and mercyRead MoreWhat Was the Bauhaus and What Was Its Purpose? Essay1544 Words   |  7 Pageswas a school of art, architecture and design that existed in three German cities including Weimar, Dessau, and Berlin. The school was founded by Walter Gropius in 1919 and it lasted until 1933. During its time, Bauhaus went through different distinct periods under different directors and cities including expressionism, constructivism, functionalism and architecture. The Bauhaus was the start of modernism, at the same time, it changed the face of graphic design, interior design, art and architectureRead MoreA Career in the Industry of Fashion and Art 1176 Words   |  5 Pages1997, Sarah would often take solitary trips to big cities like London, Tokyo and New Yor k, expanding her cultural knowledge and view on fashion, art and design. Acutely influenced by what was going on elsewhere in the world, the industry of fashion and art was in many ways being dominated by these three metropolises back then, leaving Paris behind. Having just graduated from the famous Parisian university École du Louvre with a degree in history of art, Sarah was in deep needs of a job, however, stillRead MoreNigerian Diaspora And The African Diaspora1256 Words   |  6 Pagesintegrated into the communities and everyday attire, especially in the smaller more traditional cities and towns. For instance, here in the USA, many Nigerian-Americans frequently sport western designed clothes made of Nigerian fabrics, mixing the two cultures. I also hope to learn about deeper cultural changes that have occurred surrounding familial and gender issues that have been brought on due to influence from the surrounding society. What do the predominantly Nigerian neighborhoods look like, (what

Monday, December 23, 2019

Porters 5 Forces and the Us Auto Industry - 3361 Words

Research Project #2: Porter’s Five Forces Applied to the US Auto Industry Ty Webb State University ECON 600 Dr. Frederic (2.) Abstract This report focuses on the identification, analysis, and application of Porter’s Forces to the United States automobile industry. The report focuses on the application of Porter’s Five Forces to the industry as a whole, and is broken down into the individual applications of each force. Sources used in the production of this report are drawn from many disciplines and range from encyclopedia-based data, government reports, widely published periodicals, to industry opinions. The goal of the report is to give the reader a clear concise understanding of the US auto industry and a general picture of how†¦show more content†¦These figures probably come as no surprise by current market standards and expectations; however, these figures also suggest and demonstrate an important shift in the US auto industry in general. No more are the days of the â€Å"Big Three† and their dominance of the market without foreign influence and challenge. The US auto industry is alive and thriving with an abundance of oversea firms and production that has captivated and elevated the consumer auto market domestically and will continue to do so for the foreseen future. (3.3) Market Structure The current structure of the US auto industry is a who’s who of Fortune 500 companies, with long track records of success, and gold mines of innovation. The current market structure in place has many of the same foundations as the industry of the pre World War II era, with some important foreign additions from Japan and other countries (â€Å"Markets Data Center†, 2011). In 2010, over 28 automobile firms registered sales within the United States. The total number of foreign firms doing business in the US was 25. To make the point more saliently, 90% of all firms selling autos within the US are from foreign soil. This number is a stark contrast to what the industry looked like in the pre World War II era, and is probably hard to imagine for the average consumer. However, the top producers in the US marketShow MoreRelatedPorters five forces model4376 Words   |  18 Pagesï » ¿Defination of Porter’s five forces model Porter’s five forces model is an analysis tool that uses five forces to determine the profitability of an industry and shape a firm’s competitive strategy It is a framework that classifies and analyzes the most important forces affecting the intensity of competition in an industry and its profitability level. Understanding the tool Five forces model was created by M. Porter in 1979 to understand how five key competitive forces are affecting an industry. The fiveRead MoreThe Automobile Industry Of The United States Essay1778 Words   |  8 Pages†¢ Abstract The automotive industry is very concentrated; there is over 80% share of top-10 global automakers in worldwide manufacturing and almost 90% share of total vehicles sold in the United States. The American auto industry used to be controlled by the â€Å"Big Three† but over the past decade several other automakers have made a move to the U.S. and became successful. This means that the US industry is losing some of its shares and most of its dominance not only in American market but also in theRead MorePorter Five Forces in the Robotics Industry1719 Words   |  7 PagesPorter’s Five Forces in the Robotics Industry Iryna Varniaga University of Maryland University College Fall 2013 Turnitin score: 25% Porter’s Five Forces in the Robotics Industry â€Å"Porter’s five forces†: Introduction. â€Å"Porter’s five forces† is widely applied in today’s business world. Harvard Professor Michael E. Porter’s first HBR article â€Å"How competitive forces shape strategy† was published in 1979. It became revolutionary in the field of strategy. Porter’s subsequent work has broughtRead MorePorter s Five Forces Model1611 Words   |  7 PagesPorter’s Five Forces In order to further figure out the failure of GM in Korea, we decided to analyse it from industrial perspective. The five forces model, which was developed by the Harvard professor Michael Porter, is going to be applied to the case. Porter’s five force model demonstrates that the Threat of New Entrant, the Threat of Substitute Products or services, the Bargaining Power of Buyers, the Bargaining Power of Suppliers and the Rivalry among the Existing Competitors are the forces thatRead MoreMarketing Environment Analysis for Automotive Industry in India2767 Words   |  12 PagesPAPER ON Marketing Environment Analysis for Automotive Industry in India SUBMITTED BY ANANGA DAS JIPMT001 INTRODUCTION The automotive industry in India is one of the largest in the world and one of the fastest growing globally. India’s passenger car and commercial vehicle manufacturing industry is the sixth largest in the world, with an annual production of more than 3.9million units in 2012. According to recent reports, India overtook Brazil and became the sixth largest passenger vehicleRead MoreByd Auto5278 Words   |  22 PagesOpportunities for BYD Auto | Country-Based Project | THE UNIVERSITY OF AUCKLAND BUSINESS SCHOOL Master of International Business Course: Global Business Operations Course Code: Intbus 721 By Liwen Ji (1401148), August, 2010 Contents 1. Executive Summary 1 2. Introduction 1 3. Internal Analysis: Strategy and Structure 1 3.1 Company Background 1 3.2. Value Chain Analysis 2 3.3. Porter’s Generic Strategy 3 3.4. Product Lifecycle amp; BCG Matrix 4 4. External Analysis 5 4.1. InitialRead MorePestel, Porter s 5 Forces, And Swot Analysis1459 Words   |  6 Pagesthe positioning of the organisation in the market, a situational analysis is conducted on the firm, describing its market and strategic strongholds, as well as weaknesses. For a clear explanation of the organisation’s situation, the PESTEL, Porter’s 5 Forces, and SWOT analysis will be conducted. It will provide a better understanding of the state of the firm, with a consideration of internal and external factors. 2.1 Pestle Analysis please see appendix 1 PESTEL analysis focuses on evaluating theRead MoreOreo, The Leading Biscuit Brand Of Mondel Æ’Ã ­ Z International Essay1538 Words   |  7 Pagesmarketing in a macro scale, and Porter’s five forces will be used to analyse the competitive position based on the micro- environment. Critical assessment and strategic recommendation will be given based on the marketing analysis. Background In 2015, the total global sell of biscuits and snack bars industry has reached US$ 103.91 billion, of which the three categories sweet biscuit, savoury biscuits, and snack bars are respectively US$67 billion, US$24 billion, and US$12 billion. The market sizeRead MoreByd Auto5285 Words   |  22 PagesBYD Auto | Country-Based Project | THE UNIVERSITY OF AUCKLAND BUSINESS SCHOOL Master of International Business Course: Global Business Operations Course Code: Intbus 721 By Liwen Ji (1401148), August, 2010 Contents 1. Executive Summary 1 2. Introduction 1 3. Internal Analysis: Strategy and Structure 1 3.1 Company Background 1 3.2. Value Chain Analysis 2 3.3. Porter’s Generic Strategy 3 3.4. Product Lifecycle amp; BCG Matrix 4 4. External Analysis 5 4.1. Initial Country Screening 5 4.2Read MoreBusiness Strategy Tools1065 Words   |  5 Pages(including industry analysis, competitive strategy and resource and capability tools) and techniques to the formulation and analysis of value creation and capture at a strategic level. Porter 5 Force analysis Porter framework assumes: 1. industry structure drives competitive behaviour 2. Industry structure is (fairly) stable. [pic] Case: Airline Industry †¦. Porter’s 5 forces – purpose: Identifying the different stakeholders, or ‘forces’, which affect:

Sunday, December 15, 2019

Cafs Summary on Parenting and Caring Free Essays

Parenting- the process of raising and nurturing children in a family Caring- the process of looking after the needs and wellbeing of another person due to their age, illness or disability Biological parents- the parent who has provided the genetic material, either sperm or an ovum, to create a foetus Pregnancy Planned- involves a strategic choice on when to parent. There are physical, emotional and economic impacts that result from this decision Unplanned- may result from poor knowledge about contraception, the fertility cycle or failure with contraception such as a condom tearing IVF and GIFT In-vitro fertilisation †¢Occurs outside the body †¢Drug treatment is used to stimulate the maturation and number of ova †¢Egg follicles are monitored through ultrasound †¢Eggs are collected under general anaesthetic †¢Fresh sperm sample is obtained †¢Egg and sperm is prepared and cultured, combined and then fertilisation takes place †¢Following microscopic examination, viable embryos are transferred back into the uterus †¢Once implanted, pregnancy has occurred †¢Spare eggs are frozen for the future †¢Success depends on age, viability of sperm and level of expertise Gamete intra-fallopian transfer Occurs inside female body †¢Drug treatment is used to stimulate the maturation and number of ova †¢Egg follicles are monitored via ultrasound †¢Eggs are collected under local anaesthetic †¢Eggs are combined with fresh sperm sample †¢They are returned to the fallopian tubes where fertilisation may occur †¢Once fer tilisation occurs, embryo implants in uterus and pregnancy is monitored †¢Fertilisation occurs inside the body †¢Much more successful Social parents- individuals with a parenting responsibility towards a child whom they do not share a genetic relationship with. Social implications are the positive and negative effects on an individual or group that occurs as a result of an action or choice made either by the individual, themself or by another person or group Legal implications are the positive and negative legal consequences or commitments that occurs as a result of an action or choice made b an individual or group FASS Fostering- an alternative living arrangement for children whose parents are temporarily unable to care for them in their family home Legal implications Children and young persons (care and protection Act) 1998 (NSW) †¢Any person fostering children who is not related to them msut have a license to foster issued by the Department of Family and Community Services †¢Foster carers must consult with the DCS about various parenting issues such as type of school the child will attend and faith practices †¢The foster cannot make medical decisions †¢The foster parents may be compensated for deliberate damage to chi ld Social implications Carers must encourage contact with the young person’s birth family and accept that he or she will probably return to their birth family †¢carers and their family may have mixed feelings about this especially if the young person has become part of their family †¢when allocating foster placements, families are sometimes split up as all children cannot be accommodated and stay together †¢foster children may been to have multiple placement changes such as schools and new siblings influencing their satisfaction of emotional, social and intellectual needs †¢30% of foster children have been abused by biological family, affecting how they meet new people as they feel angry and abandoned †¢problems between biological family and foster child may result in a restraining order by fostering family Adoption- the process by which the legal responsibility of parenting a child is given to a family mother than the than the biological family Legal implications Regulated by the legislation, including Adoption Act 2000 (NSW) and Family Law Act 1975 (cth) †¢All legal rights and responsibilities are transferred to the adoptive parents †¢Change in parenting is permanent; birth parents lose all rights to the child. We will write a custom essay sample on Cafs Summary on Parenting and Caring or any similar topic only for you Order Now However they may maintain the right of information and contact, if permitted by the Family Court †¢If the child is older than 12 they must consent the adoption. If the person is from an ATSI background, they must receive counselling about their customs and culture †¢Step parents must be married or in a de-facto relationship or a child whose lived with them for 2 years †¢Needs to be assurance from governing bodies such as DOCS that all aspects of the wellbeing of the child can be met Social implications Societies changing attitudes have resulted in fewer adoptions, the use of the contraceptive pill and development of birth technologies †¢Family relationships change, which can be significant as the child ages †¢The decision to tell a child they are adopted may be distressing †¢May cause different emotions for adopted child as they have the right to know their origins †¢The child must overcome feelings of being rejected by birth parents. May impact on sense of identity and self esteem †¢No knowledge of child’s medical history which can cause problems in diagnosing illness or most appropriate medical treatment †¢Family and community acceptance, example if the child looks different to parents the adoptive relationship is apparent †¢Child should have the opportunity to maintain cultural heritage †¢Acceptance of adoptive child if parents have biological children Step-parenting- when a man or woman marries or forms a de-facto relationship with a partner who has a child or children from a previous relationship Legal implications A step parent has no legal responsibilities towards the child †¢A step parent who has acted as a parent to a child for a long time, and is now being divorced from the biological parents, may have visitation rights if a judge decides its in the Childs best interest †¢In the event of the death of a step-parent the rights of the step child are different from those of a biologi cal child in regard to inheritance, child support and making decisions †¢If a child is adopted by step-parents, rights to inheritance from biological parent are lost Social implications †¢Community perception holds that an intact original nuclear family is superior as blended or step may be seen as deficient †¢There is often a ower struggle between the child/ren and step parent, which may lead to issues for their relationship and the family †¢Conflict can occur between the children and step parent and between step children from both partners. Primary relationships and responsibilities can become blurred †¢Old family traditions may be changes. This can be difficult for all †¢Partners may have different visions of family life and parenting styles that need to be reviewed, discussed and adjusted †¢Poor relationships with step parents are recognised as a significant factor in causing young people to leave home and decrease in academic performance and s elf esteem and depression Surrogacy- an arrangement made between a couple who cannot have a baby and a woman who gets pregnant on the couple’s behalf. The child is handed to the couple after delivery Legal implications †¢It is legally a grey area as it is neither prohibited nor encouraged †¢Very specific criteria needs to be established for both parties based on an honour agreement that is not legally binding †¢Payment cannot be made †¢Adoption process needs to be successfully undertaken †¢Egg and sperm must be from commissioning couple †¢Commercial couple must be able to prove medical reasons as to why they can’t biologically conceive and that they’ve been trying to conceive for 3 years with unprotected intercourse, and still cant conceive Social implications The surrogate mother may have an ongoing attachment to the baby after birth †¢Emotional pain may be experienced by the surrogate mother and her family by giving up the child †¢If the surrogate mother goes back on the agreement, there may be disappointment and animosity between parties †¢Community acceptance may be mixed as surrogacy isn’t a widely accepted practice †¢Surrogacy is very costly and may affect the social parents economic status †¢Surrogacy is a long, exhaustive process †¢Social parents may change their mind, leaving the baby with the surrogate mother whom may not have adequate resources or family support †¢The woman’s body is not an object, it’s a form of prostitution †¢It’s unethical and unmoral Carer relationships Carers are people who look after the needs and wellbeing of another person due to their age, illness and/or disability. Carers may be paid or unpaid. Many circumstances may lead to a person requiring care. Some circumstances are planned and may have been anticipated. Example: a planned pregnancy, adoption or fostering, grand parenting, looking after an ageing parent. Unplanned circumstances are unexpected and thus afford a few preparations in the short term such as: a unplanned pregnancy, grand parenting, a health problem such as operation failures, heart attack, stroke, diabetes, AIDS, multiple sclerosis or cancer, an accident, birth abnormalities and unexpected age deterioration. Some of the implications of caring will relate to management of: was there time to prepare or not? What is the expected financial expenditure how will it impact on the satisfaction of needs and overall wellbeing? What will be, and who will take on, the roles and responsibilities associated with caring? Voluntary They are unpaid. They are usually family members such as parents, partners, brothers, sisters, friends or children. They provide care and support to children or adults who have disability, mental health problems, chronic condition or a temporary illness. Some are eligible for government benefits, while others are employed in their usual job and undertake caring responsibilities after work and on weekends. The burden of caring can affect the satisfaction on physical, intellectual, social and emotional needs. Paid They take on the role of caring as a form of employment and therefore receive financial payment. Type of paid carerDescription Family day careProvides home-based care up to five children in a family setting Nanny Provides home-based care to children in their family home Doctor Provides medical advice, treatment and assistance to those in care Foster carerIs licensed to provide care in their own family home Teacher Has a duty of care and primarily encourages learning skills, knowledge and behaviours; plays a valuable tole in socialisation Nurse Provides medical assistance in community centres, homes, hospitals and nursing homes Palliative carerProvides assistance to people who are terminally ill, as well as support to family members How to cite Cafs Summary on Parenting and Caring, Papers

Friday, December 6, 2019

Longing to Belong Essay Example For Students

Longing to Belong Essay Every human being encompasses an innate desire to fit in. Societal discrimination has existed throughout history and is still present in modern day civilization. Because of influences from ones family, peers and faith, one will constantly strive to conform to the idealistic standards which society conveys. By comparing David Storm of John Wyndhams The Chrysalids to Romeo Montague and Juliet Capulet from William Shakespeares Romeo and Juliet, it becomes evident that each protagonist struggles to belong in their society due to restrictions they face and through negative life changing experiences. To begin, in both The Chrysalids and Romeo and Juliet, the main characters face societal restrictions. Throughout The Chrysalids, David Storm along with several other telepaths like himself, strive to fit within a society driven by a corrupt faith. In Waknuk, a community solely built upon biased stereotypes, it is against the law for a living being to have a deformity of any sort. If a human does not comply with the conventional and prejudiced principles of society, he or she will no longer be considered a human, and will be banished to an uncivilized land. For instance, when Uncle Axel discovers Davids telepathy, he makes David swear never to reveal his talent. In fear of being sent to the Fringes of their land, David, along with the other telepaths, must conceal their ability in order to be socially accepted. By classifying individuals based on their outward appearances, Davids society illustrates its discrimination against those who do not fulfil the requirements of a normal human being. Likewise, in Romeo and Juliet, the title characters cannot freely and openly express their affection for one another because of their feuding families. Had their strong passion for each other been discovered, both Romeo and Juliet would be looked down upon by their own families, and forbidden to be with one another. For instance, Romeo and Juliet are forced to discreetly share their love throughout the novel and must even marry each other in secret. Through the hindrance of their childrens love for one another, both the Montague and Capulet families concisely portray how Romeo and Juliet must struggle for the acceptance of there love. Moreover, the protagonists in both The Chrysalids and Romeo and Juliet endure life altering experiences because they do not comply with societal standards. Throughout The Chrysalids, David and the other telepaths are forced to run away from Waknuk to a society where they will not be judged but accepted for who they are. For example, David, Petra and Rosalind spend days in the Badlands fleeing from the search party that is out to find them, while Michael helps them get away by providing them with tips on how to escape. By having to flee from a prejudiced community, David and the other telepaths display the battle that they were forced to endured in order to fit in. Similarly, In Romeo and Juliet, when all else fails, the two lovers decide that the only place where they can be together is in heaven. For instance, when Romeo discovers that Juliet has died he finally accepts the fact that his society will not approve of his love for her. As a result, Romeo kills himself so that they can be with each other. Ultimately, by doing so, he demonstrates the difficulties one must undergo in order to be socially accepted. With careful examination of both Wyndhams The Chrysalids and Shakespeares Romeo and Juliet, one can infer that the main characters in each novel must fight an ongoing battle of acceptance in their societies, as seen through both societal limitations and dramatic experiences which they are forced to suffer. It is evident that the similarities between the two novels stress the unending crisis of social acceptance within different civilizations. This dilemma can lead to many other serious troubles and may even result in death. Essentially, one must realize that there is more to a human being than their outward appearance or ability, or the history of the family that they come from. By treating all as equal and unique individuals, one can ultimately live in harmony and peace with another.

Friday, November 29, 2019

Body Paragraph 1 & 2 Essays - Sports, Doping In Russia,

Body Paragraph 1 2 In recent years, the number of drug abuse among the players have increased dramatically, bringing the integrity of the Olympics into question. According to the Smithsonian article, "The Top Athletes Looking for an Edge and the Scientists Trying to Stop Them," doping is nothing new to the Olympics. Even the ancient Greeks ingested special drinks to enhance their performances and it was not until 1960 when Daniel cyclist Knut Jensen passed out during a race due to drug-overuse that the Drug testing was established in 1968. In 1999 and 2000, the World Anti-Doping Agency (WADA) and the U.S. Anti-Doping Agency (USADA) were established respectively to oversee drug testing with the Olympic organizers. The original purpose of setting up this system of drug testing was to prevent athletes from overdosing to the point of fatal injury or even death ( Aschwanden , 2012). The IOC president Thomas Bach would say that this system is by and large working, with increased numbers of more rigorous anti-doping tests, according to the Sydney Morning Herald. Bach even said the number of positive tests "is not really relevant" because he believes what really matters is that the athletes who abuse drug are being caught (Miller, 2014). However, from the perspective of the IOC president, it is hardly surprising that Bach would promote the drug testing system in a positive light. However, as Aschwanden points out in the Smithsonian article, the increased drug use is becoming a "high-stakes competition between Olympic athletes who use banned substances and drug testers out to catch them," which is most definitely not reflective of "social responsibility and respect for universal fundamental ethical principles." ( Aschwanden , 2012). The simple fact that the drug tests even need to be continually fortified to prohibit unfair advantages goes against the core values the IOC hopes to promote, regardless of how effective the tests are. Furthermore, the credibility o f the drug tests is not as strong as Bach states it is. As Aschwanden notes, officials are reluctant to tarnish their stars so the governing body that oversees the drug tests might not always be rigorous about prohibiting drug use. This means the number of athletes caught with the drug test might not necessarily be representative of the athletes who actually use prohibited substances. Therefore, the questionable credibility of the drug tests, in addition to the continual fortification of the tests themselves, shows that the core values of the Olympics have not been in recent games. Additionally, the IOC that is supposed to work to promote its core values has also been deeply associated with rampant bribery that are not reflective of the organization's mission. For example, the Salt Lake City Olympic scandal in 2002 revealed that there were up to 16 IOC members who have been involved in the bribery for decades. According to the article "Olympic Games: IOC report shows decades of bribery,'" a confidential IOC report showed that Salt Lake City spent more than 400,000 pounds in gifts and payments, in addition to millions to pounds to influence judges and alter the outcome of the Olympics (Daley, 1999). This type of bribery has been going on beyond just buying votes. The former vice president of IOC, Dick Pound, was once offered a million dollars in connection with a television deal in which he turned down. However, he declined to comment anything more on the incident and the consequences are largely unknown. Meanwhile, the Major of Nagano destroyed the city's Olympic bidding committee's expenses, and some IOC officials inspected Nagano Winter Games in 1998 were possibility entertained by geishas. Additionally, the Melbourne 1996 Olympic revealed that the Melbourne Symphony Orchestra held a special concert with a daughter of South Korean IOC member even though her skills were not up to that level. Evidently, these incidences of bribery within the IOC brings into question how the Olympics could promote its core values of respect and social responsibility when the IOC members themselves are not conducting their behaviors by those values (Daley, 1999). (664 words)

Monday, November 25, 2019

Political Science Thesis

Political Science Thesis Political Science Thesis Political Science Thesis: Tips AdvicesThe politics becomes more and more fashionable in the latest times. If you do not know nothing about it, so you do not hold dear of your country and the spirit of patriotism is not for you. People imagine the politic men as the showmen now. Because they are the first people who appear in the TV set every morning and a whole day is full of their faces, actions, squabbles and other things. So the political science thesis can be interesting, especially for those students, who want to work in the governmental system then. It would be a great experience, if they observe the situation from various points of view. However, in the political science thesis the politics should be defined, first of all, for the good understanding of the mental and social behavior and relation to the politics. The politics, if we take it as functioning as singular, is the practice or study of the art and science of forming, directing, and administrating stat es and other political units; it is the art and science of government; political science. It can also be the complex or aggregate of the relationships of people in society, especially those relationships, involving authority or power. If we take the politics as functioning as plural, so they are political activities or affairs or the policy-formulating aspects of government as distinguished from the administrative, or legal. There can be singled out the main types of the politics for the writing: slackwater politics, above politics, gutter politics, machine politics, national politics, party politics and others. The Topics For The Political Science Thesis The politic science and the nature of the politic regulations History of political relations and its origin in other states The principles of the political science Governments in the world and the international politics Parties and their increasing number nowadays Foreign relations and the international contig uity American organizations connected with politics Secrets Of Successful Political Science ThesesYou can use as many laws and political treatment bills as possible. You can examine the work of your own government and suppose the real development in the future. Take the experiment in the watching their debates and actions. You can observe their work during the time before the election. It is called electioneering. However, sometimes the actions, which were undertaken during this time and the promises, which were given, will be not regulated then, even if they will be in the top. If you want to know more about the political science thesis, you can order it at us. We are professional service, which offers you writing different types of work. We can guarantee you the shortest terms of writing, 100% non-plagiarism and the professional writers in the different areas. Our Political Science Thesis Writing Assistance Address our company now for not to regret in the futur e! Do not forget about the fraud companies, which can serve you non-professional help. The mistakes and rewriting of their works are the top orders at out site. We are waiting for you, dear students!

Thursday, November 21, 2019

State of the Art of Behavioural Accounting Research Literature review

State of the Art of Behavioural Accounting Research - Literature review Example Several academic writers and professional institutes have paid utmost attention towards the state of the art of behavioural accounting research wherein the prime intention has always remained focussed towards identifying the research assumptions of the same, which usually imposes considerable impacts on the decision-making procedure of accounting. Contextually, behavioural accounting assumptions help in preventing cognitive limitations in case of accounting and auditing, as it primarily emphasises understanding reasons to biases in the procedure and hence, offers better scope for enhancing transparency therewith. On the other hand, behavioural accounting assumptions also assist business organisations to maximize their expected utilities. Additionally, behavioural accounting theories also help an organisation to attain profit maximization in a more effective manner (Gillenkirch & Arnold, n.d.). According to the viewpoints of Gillenkirch & Arnold (n.d.), the behavioural accounting theory is utilised in preparing internal financial reports. Larger organisations are also involved in using the approach of behavioural accounting with the aim of preparing and disseminating financial information to the potential investors. In alignment with the above context, it can be inferred that behavioural accounting concepts help the global organisations to conduct their respective financial as well as management accounting procedures more accurately. It is therefore worth mentioning that with the assistance of behavioural accounting concepts, modern organisations are able to effectively implement the principles and guidelines of financial (external) auditing functions. This, in turn, supports them to utilise their respective tax accounting mechanisms more accurately (Gillenkirch & Arnold, n.d.). The prime objective of this study is to identify the key assumptions

Wednesday, November 20, 2019

Issues in child development Essay Example | Topics and Well Written Essays - 1500 words

Issues in child development - Essay Example Every childs development is judged by their intellectual function, their inventiveness, their ego strength, their relatedness to their peers and adults, and capacity to deal with new events that come across their like each day in their social life. Depression may be simply defined as a state of sadness. Many may feel depressed for a short time when things do not go their way, but when this feeling persists and interferes with daily activity a doctor may diagnose an individual with clinical depression and order medication. Genetic predisposition, personal problems, and seasonal hormonal changes are some of the many things that may trigger depression. A depressed individual may encounter feelings of despair and sadness, constant fatigue, constant headaches, among other things. If left untreated, depression may lead to suicide. (Mood Disorders, 2003) Most mothers aspire to provide a nurturing environment for their children. Depressed mothers generally want the best for their children, but their illness prevents them from achieving this goal. Depressed mothers have a much different opinion of themselves as mothers and of their childrens behaviour. They may see themselves as inadequate and think that they have little control over their childs development and they may perceive many aspects of their childs normal behaviour in a negative light. (Gurian, 2003) Many report feeling overwhelmed at the responsibilities of raising a child. Under so much stress, depressed mothers will face the normal frustrations of raising children much differently than normal mothers would. In many cases, the mother may criticize the child to the point of insulting him. Verbal abuse has been linked to lack of self esteem in children, especially when done at a young age. Some depressed mother will go even further and react violently to her childs petty

Monday, November 18, 2019

Culture Wear Essay Example | Topics and Well Written Essays - 500 words

Culture Wear - Essay Example The only misconception that the westerners and probably some of the Muslims are also carrying is that the covering of hair is not related to the culture aspects (Human Rights News, 2005). It is more of a religious obligation that every Muslim woman should follow. This head covering is also prescribed by the law of Christianity for women as well and the nuns follow it too. In the same way, other artifacts which have religious obligation for some of the sects of Islam or any other religion for that matter, are also of religious importance and cannot degrade the assimilation of one individual in a different culture. This misconception is in the minds of the people that following these rituals, behaviors or artifacts can hinder the evolution of an individual in a different culture. The religious values remain the same for those who know the importance of those values; the way of integrating them into their newly adopted culture is the real task for that individual. This kind of behavior usually results in the modification of the new culture in accordance with the rules and regulations of an individual's religion. An example ne

Saturday, November 16, 2019

The Impacts Of Fiscal And Monetary Policy Economics Essay

The Impacts Of Fiscal And Monetary Policy Economics Essay In this paper we are going to analyze the impact of monetary and fiscal policy in the UK economy by initially using the IS-LM BP framework and later on Philips curve under flexible and fixed exchange rate regimes by supposing perfect capital mobility. The LM curve outlines the point at which there is an equilibrium condition of quantity of money demanded and quantity of money supplied (Dornbusch and Fisher 1994). As aggregate output rises, there is an increase for money demand and rise in the interest rates where the money demanded equals money supplied by resulting in the equilibrium. The IS curves shows out the point at which the total quantity of goods produced equals the total quantity of goods demanded (Dornbusch and Fisher 1994a). At any level of the interest rate, the IS curve shows us what aggregate output has to be for the goods market to be in equilibrium. By rising the interest rates, planned investment spending and net exports fall, which as a result lowers aggregate demand. In the first part of the literature review we will present how monetary and fiscal policy can be implemented under flexible exchange rate regimes, while in the second part there will be analysis of how monetary and fiscal policy can be implemented under flexible exchange rate regimes. The last part of this literature review we will explain the Philips curve under the above mentioned policies. Fiscal Policy under Flexible Exchange Rates In this section we will demonstrate the impact of fiscal policy in the UK economy by using IS-LM BP model. An expansionary fiscal policy will involve an increase in government spending or a decrease in taxes. At any interest rate, if there is an increase in government spending there will be an increase in aggregate demand. This leads to an increase in the demand for goods which is shown by the IS curve which moved to the right as shown in Figure 1. At point E1 at the new equilibrium, where the goods market is in equilibrium but money market is not, resulted in an increase in income, which naturally consequences in increase in demand for money leading to an increase in the interest rates at i2. While there is an increase in the foreign interest rate there is a capital inflow because of the fact that foreign investors seek to take over the advantage of higher returns by buying domestic assets. As the interest rate is increased above the foreign interest rate, capital inflows as foreign investors seek to take advantage of the higher return by buying domestic assets, Blinder B. (2006). The capital inflow because of the rise in interest rates pushes the interest rates back to initial equilibrium and because of the fact that investors buy pounds it increases the demand for pound in the foreign exchange market, which leads to the appreciation of the pound. By appreciating the pound, UK assets become more expensive in relation to foreign assets and as a result the net exports decreases. Any decrease in the net exports (NX), shifts the IS to the left until the capital inflow stops. Because the IS shifts to the left, the domestic interest rate will equal the foreign interest rates and will go back to the initial equilibrium Eo. This means that the fiscal policy under flexible exchange rate regime and perfect capital mobility has a little effect in increasing national output Oliver.B (2009). Monetary Policy under Flexible Exchange Rates By using IS-LM BP framework, we can also explain the effects of the monetary policy under flexible exchange rates regime as we explained in the fiscal policy. An increase in the money supply for any given interest rate it shifts the LM to the right and giving pressure on the domestic interest rate, Ahtiala P (1998). The shift of the LM curve to the right by increasing money supply is shown in the Figure 2. Because of the increase in money supply, there will be a fall in the interest rate which will lead to a capital outflow. An increase in the money supply also causes pound to depreciate in the domestic market. Because of the depreciation of the pound and fall in the interest rates in the UK market, the domestic assets become inexpensive in relation to foreign assets which results in an increase in the net exports (NX). An increase in the net exports also increases aggregate demand which shifts the IS curve to the right at the point E2 as it is shown in Figure 2. By shifting the IS curve to the right at point E2, there is an increase in the output as well from the initial equilibrium to the Y1. This shift to the right of the IS curve increases the output and the domestic interest rate then equals to the foreign interest rate. In this case, because of the increase in the natural output and the adjustment of the interest rates, it is very obvious that fiscal policy is more effective rath er than monetary policy under the flexible exchange rate regime, Dornbusch and Fisher (1994b). Fiscal Policy under Fixed Exchange Rates Under fixed exchange rate regime, an increase in government spending or a tax cut will shift the IS curve to the right from the initial equilibrium Eo to the point E1 as it is illustrated in the Figure 3. When the IS shifts to the right, more specifically at the point E1, interest rates increases and by doing so, there will be more capital inflow in the country from foreign investors. This is very much simple, since the higher the interest rates, the more the attractive domestic assets will be for international investors and as a result the higher will be the inflows of foreign capital in the domestic market Zapatero and Cadenillas (2000). The inflow of capital in the country and the increase demand for pounds leads to an appreciation of the pound. The shift of the IS from the initial position to ISà ¢Ã¢â€š ¬Ã¢â€ž ¢ creates a new equilibrium E2 where the output of the economy is higher. Thus, the use of fiscal policy under fixed exchange rate is more effective in creating higher dom estic output in an economy. Under the fixed exchange rate regime, if a Central Bank decides to increase money supply, the LM curve shifts to the right from the initial equilibrium E0 to the new equilibrium E1 as it is illustrated in the Figure 4. At the new equilibrium, the interest rate decreases, so there will be more outflow of the domestic capital to foreign markets. By the fact the there is an outflow of the domestic capital in the foreign markets, the demand for pounds will decrease which leads to a depreciation of the pound. According to Mishkin (2007), when the domestic currency is depreciated, the central bank must sell its international reserves and buy the domestic currency. It is obvious that by buying the domestic currency from the central bank, its supply decreases and there is a less money in circulation, which means that a money decrease shifts the LM curve to the left by bringing it to its initial equilibrium Eo. From the facts above and from the figure we can conclude that the monetary policy under fixed exchange rate regime is not effective in raising domestic output. This negative relationship between unemployment and inflation in the short run is explained by the Philips curve. In contrary, in the long run Philips curve is vertical line which is at the natural rate of unemployment. To explain the Philips curve, we must use the aggregate demand and aggregate supply in order to see the swap between inflation and unemployment, Nason and Smith (2008). If an expansionary fiscal or monetary policy is implemented, the aggregate demand will increase and it will move the economy to the higher output (in the short run), which will decline the unemployment. However, in the long run, because of the fact that aggregate demand increased and prices have increased, produces buy capital and pay workers at a higher price, which means that the IS will shift to the right, unemployment will start to rise again and the economy will end up at the initial output. In conclusion, it depends from the type of the economy in order to prove the effectiveness of the fiscal and monetary policy. Usually, in a open economy, if a country chooses to keep fixed exchange rate the fiscal policy is very effective tool for increasing the domestic output, however, monetary policy is not effective. On the other hand, if a country decides to keep flexible exchange rate regime the effectiveness of monetary or fiscal policy would be opposite to the fixed exchange rate regime.

Wednesday, November 13, 2019

Pips Personality Change in Great Expectations :: Great Expectations Essays

Pip's Personality Change in Great Expectations Most people would assume that through age and maturation, a boy with a wonderful heart and personality would further develop into a kind hearted, considerate gentleman. In Great Expectations, Charles Dickens provides his readers with an example of a boy who regresses in certain aspects of his personality rather than progressing as one would expect. Pip, a person who had loved and revered his uncle Joe as a child, while maturing, finds that his perspective on life has shifted. This boy, beginning life with a caring, generous heart, regresses becoming a superficial, ungrateful man who is ashamed of what he had once been. Pip and Biddy had become the best of friends and felt very strongly towards each other. However, once Pip had been introduced to Estella, he was overcome by her beauty, and would never again be able to look at Biddy, without feeling critical towards her. Slowly, after coming into contact with Estella, Pip was becoming superficial, as he was only interested in a girl's appearance. Thinking of Biddy, Pip thought to himself, "She was not beautiful--She was common and could not be like Estella..." (p 600) Estella's beauty had made Pip blind as to what was really important in a person. No matter how coldly Pip was treated by Estella, he went on loving her only because of her astounding beauty. As Pip progressed in life, he became increasingly ungrateful to the people that had raised and cared for him as a child. His disrespect was most strongly shown towards Joe. Having not seen Joe for a number of years, Pip shows that he would rather have continued his now prosperous life without having anything to do with Joe, when he thinks, "Let me confess with what feeling I looked forward to Joe's coming... Not with pleasure though I was bound to him by so many ties; no, with considerable disturbance and some mortification." (p 630) Despite Joe's kindness and caring, Pip remained unappreciative and ungrateful, for now Pip was wealthy and did not care to have contact with a poor man. Pip's most unfavorable quality was the fact that he was ashamed of his past and his family. By now, the only thing Pip was interested in was

Monday, November 11, 2019

A Delicate Issue: Fast Food Essay

Fast food has been steadfastly adored by people throughout the world over the three decades. In the fast food restaurants, customers are always busy getting in line and buying foods on a national scale. Accordingly, employees take orders, and pack various burgers in a flurry. Foods pour in boundlessly, and help-wanted advertisements are constantly attached on one side of a wall. If so, why on earth are people going so wild with enthusiasm over fast food? In fact, several major advantages of fast food products such as hot dogs, hamburgers, pizza, and tacos are convenience, warmth, taste, and accessibility of fast food restaurants. However, Eric Schlosser, the author of Fast Food Nation, is anxious for the riskiness of fast food industry, and he sounds a warning to the nation. In order to grasp the facts of fast food, we need to disclose the basis of his assertions. First, fast food industry is excessively expanding all over the nation. According to a Korean proverb, â€Å"Too much is as bad as too little. See more: Satirical essay about drugs † For example, the McDonald’s Corporation as the most gigantic fast food source of supply makes inroads into small restaurants, and other food industries try to imitate and adopt analogous business ability. Furthermore, in fast food restaurants, there are numerous menus. They have not only burgers and sodas but also foreign dishes such as teriyaki burger, jalapeno burger, and chili bowl. Ultimately, every foreign food restaurant around the fast food restaurants gets a blow. The business ethics are important. It doesn’t matter by law, but it can ethically be a problem. This problem occurs not only in the food service industries but also in agricultural societies. According to Fast Food Nation, â€Å"Family farms are now being replaced by gigantic corporate farms with absentee owners. Rural communities are losing their middle class and becoming socially stratified, divided between a small, wealthy elite and large numbers of the working poor (499). † In this manner, only the industrialized agriculture can survive at this time. Truly, immoderate unevenness of authority corrupts societies. Second, fast foods are relatively unsanitary and have possible effect on genetic health. In Fast Food Nation, Schlosser remarked, â€Å"The meat industry practices that endanger these workers have facilitated the introduction of deadly pathogens, such as E. coli 0157:H7, into America’s hamburger meat, a food aggressively marketed to children. The federal government has the legal authority to recall a defective toaster oven or stuffed animal—but still lacks the power to recall tons of contaminated, potentially lethal meat (499). † Germs especially in meat must be extremely harmful and they can be deadly for our life. Moreover, there are considerable numbers of children customers who like fast foods as a result of various promotions for kids. Since children have much weaker immune system than adults, the germs may lead them to death more easily if the sanitary of fast food doesn’t be improved. Besides, there’s another problem with potatoes. Frozen French fries made from genetically engineered potatoes had been used in McDonald’s for a long time. Most people don’t believe the safety of genetically modified organism. As a matter of fact, GMO is unnatural, and it may bring genetic disease such as an allergic disease occurred from the accident of Brazil nut. In the spring of 2000, fortunately, McDonald’s informed it would no longer purchase those, but how would it guarantee the safety against possible danger of GMO from now on? Truly, fast food corporations are required to have responsibility and business ethics about the nation’s health and safety. Third, working conditions are deteriorated in fast food restaurants. According to Fast Food Nation, â€Å"While a handful of workers manage to rise up the corporate ladder, the vast majority lack full-time employment, receive no benefits, learn few skills, exercise little control over their workplace, quit after a few months, and float from job to job. The restaurant industry is now America’s largest private employer, and it pays some of the lowest wages. The roughly 3. 5 million fast food workers are by far the largest group of minimum wage earners in the United States (497). † Even now, the websites such as Google and Yahoo are overflowing with complaints about poor working conditions in McDonald’s. For example, they continuously hold out for a pay increase, but the situation remains unchanged. In fact, there is a big possibility for unhealthful foods and unfriendliness to customers unless the dissatisfaction of employees doesn’t die down. In the long run, fast food corporations might undergo the severe hardships with employments and merchandising goods. Of course, McDonald’s do charitable works, but those cannot be the fundamental solution. Uncountable people think fast food corporations are able to make much more profit if they show the strong credibility. Improving working conditions is a problem awaiting urgent solution. Overall, there are numerous issues of fast food corporations. Truly, few restaurants such as McDonald’s and Burger King can have both enormous scale and authority in the world. Therefore, they are required to have a lot more business ethics. Moreover, customers should be concerned about and stimulate fast food corporations ceaselessly and strongly. There are a large number of people who are expecting radical changes. Measures to stabilize the people’s distrust and dissatisfaction are urgently needed.

Saturday, November 9, 2019

Boses Entrepreneurial Marketing Approach Essays

Boses Entrepreneurial Marketing Approach Essays Boses Entrepreneurial Marketing Approach Paper Boses Entrepreneurial Marketing Approach Paper 1. Based on the business philosophies of Amar Bose, how do you think the Bose Corporation goes about analyzing its competition? I feel like Amar Bose views his only competition as himself. He is not looking to come out with a better, bigger or newer invention the another firm in the same market, but to come out with a product he is proud of and is just a little better then the last version he made. 2. Which of the texts three approaches to marketing strategy best describes Boses approach? Bose uses the Intrepreneurial Marketing approach were revenue is not the main focus, but the customer is. . Using the Michael Porter and Treacy and Wiersema frameworks presented in the text, which basic competitive marketing strategies does Bose pursue? Bose uses the competitive marketing strategy of listening to exactly what the customer needs but producing beyond the customer expectations. This leads to new customers to incredibly impressed and look to Bose for other audio purchasing and existing customers to continually be satisfied with products coming from Bose, creating an ever-growing loyal customer base. . What is Boses competitive position in its industry? Do its marketing strategies match this position? Bose is not exactly competitive in the market because they are not coming out with every gadget new known to woman, but instead continuously producing high quality products with satisfaction guaranteed. Therefore Bose is sticking to the marketing strategy of being customer focused. 5. In your opinion, is Bose a customer-centric company? Bose is absolutely customer centric, the definition is- Describing an organization that is operated from its customers point of view. Bose is always looking to provide a product the customer doesnt even know they need until they see it or try it. A product produced by the Bose company is described as a product that changed the world, this is an incredible statement an done that shows Bose wants to provide the very best innovative item in their given market. 6. What will happen when Amar Bose leaves the company? When Bose leaves the company he can only hope to find a successor who is as interested in the overall function of the product and customer satisfaction faction,as he. himself is. Profits meant nothing to Bose and he can credit his success to this because gain or loss he wanted to make the very best possible product available is any given field of his interest. It is highly unlikely the company will be as successful after Bose leaves, and with probably go public and become another cookie cutter firm looking at only the bottom line.

Wednesday, November 6, 2019

The Difference Between Discreet and Discrete

The Difference Between Discreet and Discrete The Difference Between Discreet and Discrete The Difference Between Discreet and Discrete By Maeve Maddox discreet adj. Showing discernment or judgement in the guidance of ones own speech and action; judicious, prudent, circumspect, cautious; often esp. that can be silent when speech would be inconvenient.  Ã‚  Ã‚  Ã‚   discrete adj. Separate, detached from others, individually distinct. Opposed to continuous. Both discreet and discrete derive from the same Latin word discretus, separated, distinct. Old French discret meant discreet, sensible, intelligent, wise. In the 17th century, the spelling discreet became attached to the sense of careful or prudent. The spelling discrete, used in such disciplines as philosophy, medicine, and music, retained the original Latin meaning of separated. Examples of the incorrect uses of discreet and discrete: †¦ but if this brief and discrete affair ever really happened it was never in the public eye†¦ I just arrived in Dubai and was wondering if anyone knows of a discrete internet cafe, ideally with private rooms†¦ Ive always thought about breaking down ICs back to their discreet components Examples of correct uses of discreet and discrete: Sometimes people need to be discreet when it comes to the contacts in their iPhones. Having a discreet affair isnt easy. †¦designed to help a nursing mother have a bit more privacy and to be able to nurse discreetly†¦ The Times claims these scores can validly peg the discrete effect of each teacher on their students growth. A statistical distribution whose variables can take on only discrete values†¦ Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†Driver License vs. Driver’s License12 Misunderstood and Misquoted Shakespearean Expressions

Monday, November 4, 2019

Introduction to the Humanities, question question # 4 Essay

Introduction to the Humanities, question question # 4 - Essay Example He thus copied statues and reconstructed classical paintings from contemporary, ancient descriptions. His patrons would also occasionally dictate what would be painted. Sandro Botticelli exemplified this in his painting â€Å"The marriage of Alexander to Roxana†, based on the descriptions of a 2nd century Greek writer. Renaissance artists tended to idealize physical beauty and endowed their subjects with perfect proportions that did not mirror real life. Botticelli also portrayed his Venus as being perfectly symmetrical. There seems to be an instinctive yearning to illustrate and look at romanticized and unachievable skin effects and bodies. The renaissance artist simply showed the alleged representation of beauty exacted by his values, epoch, and physical settings. The solo artist who savored in taxing the conventional blueprint of beauty and techniques of painting was Leonardo da Vinci. When painting Mona Lisa, he purportedly set up orchestra and performers in his studio to ensure that she did not get bored and was amused by his efforts as depicted in the final painting. Leonardo managed to capture a deeper and more genuine beauty that is rarely depicted by artists (Bishop, 2010). In Rome, renaissance artists, while adopting the same concentration on beauty as their counterparts in Florence, portrayed an improved concentration on musculature as depicted in Antonio del Pollaiuolo’s â€Å"The Martyrdom of Saint Sebastian†. Another painter, Antonio del Verrocchio also closely explored the complexities of the human anatomy. Donato Bramante, a Romish architect of the period, produced works such as â€Å"Tempietto†, a miniaturized classical temple. Renaissance artists in Rome tended to stress on the horizontal plane and the earth rather than depicting heavenly subjects. This was in contrast to Florentine painters who concentrated on depicting divine subjects in various earthly endeavors. The vanishing point of the perspective is

Saturday, November 2, 2019

FINANCIAL REPORTING & ANALYSIS of IASB Conceptual Framework for Essay

FINANCIAL REPORTING & ANALYSIS of IASB Conceptual Framework for Financial Reporting - Essay Example The framework can help the users of the conceptual framework in interpreting and analyzing the information existing within the financial statement as it provides an in-depth understanding of the principles on the basis of which the framework is produced. In theoretical concept the conceptual framework will provide development in the accounting standard. But in practical the economic, social and political factors play a vital role in influencing the assistance that is provided by the standards. The various requirements of the regulators of capital market and the reaction or response of the public towards the accounting issues and the situation of credit crunch which began in the year 2007 will generally influence the process of standard setting (Kabalski, 2009). The framework that is developed for the preparation of financial statements includes the recognition, definition and measurement of the various elements on the basis of which the financial statements are developed, the objective for preparation of financial statements and the concept of capital maintenance (Horngren, 1985). The Financial Accounting Standard Board and the International Accounting standard board have developed a conceptual framework for the purpose of financial reporting. The main objective of introducing this framework understands the concept, the scope and characteristics that the entity is required to apply or adopt. Before the convergence of the accounting standards the accountants had to face many difficulties due to the differences in the standard provided by the FASB and IASB. The criticism for conceptual framework is based on the epistemological and ontological hypothesis. Accounting is mainly based on the notion that is subjective in nature Example is the accountants generally play an important role in selecting proper accounting method and then applying them. Therefore

Thursday, October 31, 2019

Project proposal Dissertation Example | Topics and Well Written Essays - 1000 words

Project proposal - Dissertation Example al., 2011; Amoako, 2011). The research will therefore focus on the effect of staff training on enhancing the experiences of the customers visiting McDonald’s. The research will further help to evaluate the different techniques employed by the management of the company in training their staff for maintaining effective relationships with their customers. The globally renowned foodservice retailer McDonald’s has in excess of 33,500 restaurants serving around 68 million people across 119 countries every day. The company employs more than 1.7 million personnel worldwide. Although 80% of the restaurants are franchised, McDonald’s is committed in providing best-in-class products and services in each of its restaurants spread across the world. Furthermore, Diversity and inclusion is a part of the company’s culture which has helped the company in maintaining effective relations with vast number of people from various cultural backgrounds (McDonalds, 2012). Limitati ons In this modern world, it has been recognised that companies in the hospitality and food chain industry integrate innovative strategies to train their employees for enhancing customer relationships and experiences regarding their service. Thus, the study involves a wide range of researches from the primary sources. However, due to the appropriateness and unavailability of adequate information, this research will consider taking both primary and secondary sources (Olejnik & Algina, 2000; Bazeley, 2004). Overall Research Aim The aim of the research is to analyse the effects of staff training in McDonald’s for enhancing the experiences of the customers. Furthermore, the research will focus on identifying the different and innovative strategies which are employed by McDonald’s in providing efficient training to their employees. Specific Research Questions The research will be conducted in order to evaluate the answers for the following questions: 1. What is the relation ship between employee performance and customer experience in the food chain industry? 2. What are the staff training aims and strategies initiated by McDonald’s? 3. How staff training acts as a determining variable towards effective customer experiences in McDonald’s? Research Methodology Research methodology is referred to a structured framework through which the research is conducted for generating appropriate results. In other words, it is the identification of appropriate methods which will result in deriving the desired objectives and aims of the research (Spratt & et. al., 2004). According to Brannen (2009), there are three types of research methods, namely, qualitative, quantitative and mixed approach. The author further stated that mixed approach has however gained rapid popularity. In the mixed approach, both qualitative and quantitative results are derived for appropriately fulfilling the objectives as well as to remain in focus with the research aims (Branne n, 2009; Flowers, 2009). In the proposed research, the qualitative results will be evaluated by reviewing various numbers of journals and books written by popular scholars. On the

Tuesday, October 29, 2019

Benjamin Franklin Essay Example for Free

Benjamin Franklin Essay I. INTRODUCTION Benjamin Franklin was born in Boston as the son of a candle maker. From humble beginnings, he grew into a renowned figure of American history. â€Å"He became famous for being a scientist, an inventor, a statesman, a printer, a philosopher, a musician, and an economist†. Today, Americans recognize him for being one of our Founding Fathers and a prominent citizen of the city of Philadelphia. In his autobiography, Franklin shows that he desired self-improvement and in pursuit of this goal focused on improvements of four different types: intellectual, moral, business, and social. II. BODY Franklin’s intellectual improvements were numerous. As a child, he had a thirst for knowledge. He exhibited a readiness to learn and read at an early age, and while in school, he rose to the head of his class and then skipped a grade. After Franklin’s father pointed out that he had a poor manner of writing, Franklin resolved to improve not only his manner of writing but also his arrangement of thoughts in his written work. His ambition was to become a good English writer. In his young age, he also was intent on improving his language and when he got older he taught himself French, Italian, Spanish, and Latin. He used the library as a means of improvement by constant study of one to two hours per day here. Franklin went to great lengths to achieve moral improvement. As a young man, Franklin developed a plan regulating his future conduct in life that he adhered to even in his old age. He wrote a list of moral characters that he would like to possess such as temperance, fr ugality, and humility. He had thirteen categories in all that he wrote down in a book to carry with him. He had a separate column for each day of the week. He would pull out the book and mark which virtues he felt he had committed a fault in that day so that he may examine them and improve upon them. During the course of this practice, Franklin said that he found himself fuller of faults than he would have thought, but he had the satisfaction of seeing those faults diminish. His actions also showed that he strove for moral perfection. He thought excessive drinking was a detestable habit and abstained from doing so when his coworkers drank all day long. He spent no time in taverns, playing games, or displaying antics of any kind. He also believed in the importance of frugality and did his best to save money on housing. During the eighteen months he lived in London, he worked hard and spent little on himself except for the occasional play or book. It was his practice of frugality that lead to his wealth and distinction later in life. Benjamin Franklin had a Quaker friend that pointed out that he thought that Franklin had a problem with pride and so Franklin endeavored to be more humble. He attributed his humility, or sometimes his appearance of humility, with allowing him to hold so much weight with his fellow citizens. Franklin also strove for truth, sincerity, and integrity in all of his business dealings. Not only did Franklin improve intellectually and morally but he also made improvements in business. In little time after becoming an apprentice to his brother, he exhibited great proficiency in the printing business. He was able to take a failing newspaper and make it profitable by developing a better type and better print which led to an increase in the number of subscribers. He made a mold to be used in printing houses to combat the problem of equipment deficiencies. He also made a copper press to print paper money. He filled the spaces in Poor Richard’s Almanac with proverbial sentences for the benefit of its readers. Similarly, he made use of newspapers to communicate instruction. Franklin also contributed greatly to social improvements in his day. He formed a club of mutual improvement called JUNTO. He started the Philadelphia public library which was an institution that was imitated by other towns. He laid the ground work for a more effective city watch and started the first fire company. He established a Philosophical Society in Pennsylvania and also an academy that grew into the University of Pennsylvania. He invented a more efficient and economical stove known as the Franklin stove. He helped in the establishing of a hospital in Philadelphia and also in streets being paved. Franklin was generally successful in his attempts at self-improvement, excelling from an early age. He attempted to be the best person he could be and genuinely desired to help others. He convinced coworkers to stop drinking and spend their money of food instead and also loaned money to them. He loaned money to his friends, Collins and Ralph, even though they took advantage of him and never repaid their debts. He recognized that Keimer was only using him to train his workers and then was going to fire him, yet Franklin still cheerfully put Keimer’s printing house in order. Franklin was also always eager to help young beginners. He further demonstrated that he was not a self-promoter when he had a chance for a better business deal but declined because of the obligations he felt he had with his current partners. III. CONCLUSION Franklin has long been revered as one of the great figures of American history. As a Founding Father, he was instrumental in the early days of shaping the American government. Throughout his lifetime, he strove for improvement in intellectual, moral, business, and social areas and was successful in his attempts in each of these areas. He was a benevolent individual who desired to help others, and he authored his autobiography in the hope that posterity would follow his example and reap the same benefits References Benjamin Franklin: Glimpses of the Man. 1994. The Franklin Institute Science Museum. http://www.fi.edu/franklin/ (accessed June 4, 2012). Franklin, Benjamin. 1909. The Autobiography of Benjamin Franklin. Ed. Charles W. Eliot. New York: P F Collier Son Company.

Sunday, October 27, 2019

Analysis of the Child Behaviour Checklist

Analysis of the Child Behaviour Checklist Chapter II: Literature Review As suggested in the introduction, numerous researchers have explored the prevalence of emotional and behavioural problems across the globe. Researchers have also investigated correlates (e.g., age and gender) associated with emotional and behavioural problems. The psychometric properties of instruments assessing emotional and behavioural problems have also been a subject of interest. In addition, researchers have also investigated cross-cultural similarities and disparities among emotional and behavioural problems. The extensive literature that addresses these issues, and which also helped formulate the rationale for the current study, is presented in five sections. The first section highlights the problems associated with epidemiological studies and compares the two main approaches to epidemiological studies, namely the categorical and the empirical approach. The second section provides a detailed description of the CBCL including the evolution of the measure, its psychometric prope rties, its advantages and disadvantages, as well as its range of applicability. The third section provides a description of the theoretical rationale for assessing cultural similarities and disparities associated with emotional and behavioural problems. Multicultural findings based on the CBCL as well as age and gender differences associated with emotional and behavioural problems are also reported. The fourth section consists of a review of the various processes involved in assessing the psychometric properties of instruments and findings based on psychometric properties of the various translations of the CBCL. The fifth section consists of a brief cultural and socio-political description of Pakistani society followed by a description of the salient features (i.e., family, community and cultural factors) in relation to emotional and behavioural problems in Pakistani society. Finally, there is a description of the objectives of the current study. Epidemiology of Emotional and Behavioural Problems Current reviews of epidemiological studies indicate that there is a high prevalence of emotional and behavioural problems among children and adolescents around the world (Costello et al., 2004; Hackett Hackett, 1999; Waddell et al., 2002). In one review, Costello et al. compared findings across several developed countries (including Canada, the United States, the United Kingdom, Germany and Australia) to investigate the prevalence of emotional and behavioural problems as well as that of other psychological problems. Based on their findings, the overall prevalence rates of psychological problems among children and adolescents had a very broad range (0.1% to 42%), with varying rates for each category of disorder. Categories include disruptive behaviour disorders (i.e., conduct disorder, oppositional disorder and attention deficit hyperactivity disorder), mood disorders (i.e., major depressive disorder and bipolar disorder), anxiety disorders (i.e., phobias, generalized anxiety disorde r, obsessive compulsive disorder, and post-traumatic stress disorder) as well as substance abuse and dependence. A critical examination of the studies included in the review revealed that variations in prevalence rates may be attributed to methodological flaws such as substantial disparity across studies with regard to sample size and the age range assessed. Moreover, differences across studies in terms of the measures used, the criteria employed as well as the type of informant may also have influenced the findings. In contrast to Costello et al.s (2004) review, Waddell et al.s (2002) review was based on more stringent criteria; studies based on samples of similar size and age range, as well as using similar methodology were compared. Based on Waddell et al.s review, the prevalence rates of emotional and behavioural problems varied between 10% and 20%. Although findings from both reviews vary considerably, the prevalence rates of emotional and behavioural problems across developed countries is still high and warrants serious attention. Moreover, methodological disparities across studies underscore the need for a uniform methodology to investigate the prevalence of emotional and behavioural problems. In contrast to developed countries, there are few researchers investigating prevalence rates in developing countries (e.g., Bangladesh, India, Sri lanka, Sudan, and Uganda) (Costello, 2009: Fleitlich-Bilyk Goodman, 2004; Mullick Goodman, 2005; Nikapota, 1991; Prior, Virasinghe, Smart, 2005). Moreover, there is a scarcity of reviews of the existing studies. In one review, Hackett and Hackett (1999) compared results from India, Puerto Rico, Malaysia and Sudan, and the prevalence rates of psychological disorders ranged from 1% to 49%. Similar to research in developed countries, researchers attribute variations in findings to methodological problems across studies, which include an inadequate sample size, paucity of explicit and internationally accepted diagnostic criteria, as well as inconsistencies in assessment procedures (Fleitlich-Bilyk Goodman, 2004). Moreover, prevalence rates among developing countries may also partly be linked to the social, economic and medical environment. For example, lack of medical resources and awareness about psychological problems may result in parents not knowing how to seek help (Gadit, 2007). Social taboos further compound the problem, preventing people from reporting problems and deterring help-seeking behaviour (Samad, Hollis, Prince, Goodman, 2005). More importantly, cultural variations in the conceptualization and identification of psychological problems may result in varied reporting of symptoms (Gadit, 2007). These environmental differences and methodological inconsistencies across studies emphasize the need for a cross-culturally robust methodology to investigate the prevalence of emotional and behavioural problems. Along with methodological problems and environmental differences, emotional and behavioural problems merit investigation because they affect multiple aspects of childrens functioning such as academic performance and social adjustment (Montague et al., 2005; Nelson et al., 2004; Vitaro et al., 2005). Researchers also state that there is high comorbidity among emotional and behavioural problems, (SteinHausen, Metze, Meier, Kannenberg, 1998) which creates multiple problems for children and their caregivers. Moreover, many childhood disorders continue and influence functioning during adulthood. In fact, many adult disorders are now recognized as having roots in childhood vulnerabilities (Maughan Kim-Cohen, 2005; Tremblay et al., 2005). Furthermore, recognizing and treating problems early can reduce the burden of the enormous human and financial costs associated with the assessment and intervention, especially in countries where resources are scarce (Costello, Egger, Angold, 2005; Jame s et al., 2002; Waddell et al., 2002). In addition, cross-cultural epidemiology of childrens emotional and behavioural problems may also better inform current knowledge about the characteristics, course, and correlates of such problems, which in turn provide a scientific basis for appropriate mental health planning (Achenbach Rescorla, 2007; Waddell et al.). Therefore, there is a strong need for a methodology that can be utilized for clinical as well as research purposes to assess emotional and behavioural problems among children and adolescents across cultures. Current literature indicates that there are two main approaches to investigate the epidemiology of emotional and behavioural problems, namely the categorical and the empirical approach. There are several differences in both approaches including conceptualization of psychological problems as well as the methodology employed for their assessment. Both approaches will be discussed briefly. The categorical approach. The categorical approach, based on the biomedical perspective, views psychological problems as a group of maladaptive and distressing behaviours, emotions and thoughts which are qualitatively different from the typical (Cullinan, 2004). That is, similar to medical diseases, an individual may or may not have a specific psychological disorder. Traditional epidemiological studies are based on the categorical approach as embodied in various editions of the Diagnostic and Statistical Manual for Mental Disorders (DSM) (American Psychiatric Association (APA), 1980; 1987; 1994; 2000) and the International Classification of Diseases (WHO, 1978; 1992). Examples of instruments used in traditional epidemiological studies to derive DSM diagnoses include the Diagnostic Interview Schedule for Children (DISC) (Costello, Edelbrock, Kalas, Kessler, Klaric, 1982) and the childrens version of the Schedule for Affective Disorders and Schizophrenia (Kiddie-SADS) (Puig-Antich Ch ambers, 1978). At present, there is considerable debate about the validity of epidemiological studies based on the categorical approach. Researchers have highlighted that inconsistencies in prevalence rates may be due to conceptual and methodological issues linked with the DSM as well as methodological disparities among studies (Achenbach Rescorla, 2007; Waddell et al., 2002). Each of these factors will be discussed briefly. DSM related problems. Multiple conceptual and methodological problems are associated with the DSM. First, the DSM does not provide a methodology to operationally define different psychological disorders (Widiger Clark, 2000). To operationally define DSM criteria, various diagnostic interviews such as the DISC have been developed. Unfortunately, meta-analyses indicate that the diagnoses based on the DISC and other diagnostic interviews are not in agreement with diagnoses made through comprehensive clinical interviews, which indicate that, neither diagnostic nor clinical interviews provide good validity criteria for testing DSM categories (Achenbach, 2005; Costello et al., 2005; Lewczyk et al., 2003). Second, the diagnostic categories and criteria provided in the DSM continue to change as reflected in the changes across the various editions of the DSM, namely the third edition (APA, 1980), third edition revised (APA, 1987), fourth edition (APA, 1994), and fourth edition text revised ( APA, 2000), making comparisons across editions problematic (Achenbach, 2005). Third, although the current version, known as the DSM-IV-text revised (APA, 2000), aims at introducing cultural sensitivity in assessment and diagnoses by including an â€Å"outline for cultural formulation and a glossary of culture-bound syndromes† (APA., 2000, pg. 897), it does not provide criteria or guidelines regarding the use of the classification system with specific cultural groups (Paniagua, 2005). Since many of the DSM diagnostic criteria are based on Euro-American social norms, it is difficult to use the DSM criteria to identify psychopathology in individuals from other cultures. In addition, there is growing consensus among researchers that DSM categories need to be more appropriate for children and adolescents of different ages and gender (Doucette, 2002; Segal Coolidge, 2001). Turk et al. (2007) also highlight the saliency of factors such as age and gender when investigating prevalence rates. However, at present, this is not the case. Costello et al. (2005) have stated that the constant developmental changes of childhood create the need for an age- and gender- specific approach to epidemiology. Before incorporating a developmental perspective in epidemiological studies, it is essential to have a better understanding of developmental psychopathology. Developmental psychopathology is based on the view that problems arise from different causes, manifest themselves differently at each stage, and may have diverse outcomes. Developmental psychologists do not support a specific theory to explain all developmental issues. Instead, they try to incorporate knowledge from multiple disciplines (Cicchetti Dawson, 2002). Moreover, developmental psychopathology also includes an analysis of the existing risk and protective factors within the individual and also in his/her environment over the course of development (Cicchetti Walker, 2003). According to Costello and colleagues (2004), a developmental perspective in epidemiological studies is based on the inclusion of certain principles. First, precise assessment measures for the different phases in childhood and adolescence are required to compare childrens functioning with that of their same-age peers. For example, problems such as fear of dark places is considered typical for 6-year-olds but not for 12-year-olds. Furthermore, the developmental perspective would include longitudinal studies to evaluate the ways in which developmental processes influence the risk of specific psychological disorders. For example, the developmental trajectory of physical aggression is such that there is an increase in Aggressive Behavior during the first few years of childhood, but it progressively decreases until adulthood (Tremblay et al., 2004). Moreover, developmental epidemiology would include frequent assessments to determine the onset of disorders. Frequent assessments would also a ssist in the identification of environmental and individual factors that contribute to the development of psychopathology. Although the developmental perspective emphasises the need for age- and gender-specific diagnostic criteria, longitudinal studies as well as frequent assessments, it is difficult to incorporate this perspective in studies based on the categorical approach as it is not sensitive to developmental changes. Methodological disparities. A critical analysis of categorically based epidemiological studies reveals multiple methodological problems. These include inconsistencies in assessment and sampling procedures as well as absence of guidelines about using data from multiple sources. In terms of assessment procedures, both symptoms as well as significant impairment are required to identify children with disorders. This is corroborated by Costello et al. (2004), who report that the disparity in the prevalence rates of phobias (i.e., 0.1% to 21.9%) may be attributed to how phobias were assessed in each study, in particular, whether both symptoms (e.g., fear of open places, snakes) as well as significant functional impairment were taken into account in the identification of phobias. Waddell et al. (2002) state that the use of standardized measures has lead to an improvement in the assessment of symptoms; however, problems still exist with regard to how impairment is gauged or how measures may be combined to include symptoms as well as impairment. Another problem with assessment procedures is that different interview schedules (e.g., DISC and the Kiddie-SADS) and DSM editions have been used across studies, which may have contributed to differences in prevalence rates. Incompatible sampling procedures may also have led to disparities in overall prevalence rates in categorically based epidemiological studies (Waddell et al., 2002). For example, studies such as the Great Smokey Mountains study (Costello, Angold, Burns, Erkanli, Stangel Tweed, 1996) were relatively more comprehensive, and investigated a larger number of diagnostic categories than other studies. As a result, higher overall prevalence rates of psychological problems were reported compared to studies that did not assess as many disorders. Another sampling issue is that reviews were based on studies that differed with regard to the age range assessed; some studies focused on a younger age bracket (i.e., between 8 to 11 year olds), others on an older age bracket (i.e., 11 years and older), whereas some researches included a very broad age range (i.e., 6 to 17 year olds). In addition, there were inconsistencies across studies in terms of the type of informant used; some studies relied on p arents only, some on children, while some combined data from parents, children as well as teachers. Differences in the age brackets assessed as well as the use of different informants may have contributed to disparities in epidemiological findings. Another salient issue with regard to categorically based epidemiological studies concerns the coordination and interpretation of information from multiple informants. Since problem behaviours may only occur in specific situations or with specific individuals, multiple informants (e.g., teachers, parents and children) are necessary. However, since the respondents context and perception have a great impact on the identification of psychological problems, poor agreement among respondents is frequently reported. For example, children normally report higher rates of internalizing symptoms (e.g., anxiety and depression) while parents tends to report higher rates of externalizing symptoms (e.g., Conduct Problems) (Rubio-Stipec, Fitzmaurice, Murphy, Walker, 2003). Additionally, children are not considered reliable reporters of their own behaviour due to differences in cognitive abilities as well as the ability to report their own behaviour (Achenbach McConaughy, 2003). Despite such finding s, the categorical approach does not provide guidelines regarding obtaining and interpreting data from multiple sources, which complicates matters in terms of how to combine data into yes-or-no decisions about different symptoms. The various conceptual problems associated with the DSM as well as the methodological flaws in epidemiological reviews highlight the problems associated with using the categorical approach as a basis for epidemiological studies. Moreover, these issues underscore the need for an approach that is methodologically sound and culturally appropriate for cross-cultural comparisons. An alternative to problems linked to the categorical approach, where an a priori criterion is imposed, can be a system that is empirically based and identifies problems as they occur in a population. Such an approach would be helpful in highlighting cultural differences in the manifestation of different emotional and behavioural problems. Moreover, there is also a need for a methodology that can be employed in a standardized, systematic fashion. Although the empirical approach is not a panacea for problems associated with epidemiological studies, it does provide solutions to some of the types of errors in the cat egorical system. Empirical or dimensional approach. The empirical or dimensional approach, in accordance with a psychosocial perspective, views mental health as a continuum. The dimensional perspective supports the notion that all individuals experience problems involving behaviours, emotions and thoughts to varying extents. Those who experience such problems to an extreme extent (unusual frequency, duration, intensity, or other aspects) are more likely to have a psychological disorder (Cullinan, 2004). In contrast to imposing a priori criteria on childrens emotional and behavioural problems, the empirical approach identifies problems as they present themselves in the population. According to Cullinan (2004), there are certain steps involved in developing a dimensional classification system for emotional and behavioural problems. These steps include creating a collection of items that reflect measurable problem behaviours experienced by children, identifying a group of children to be studied, assessi ng every child in the group on each problem, and investigating the data to identify items that co-vary, thus leading to the identification of different dimensions or factors. After the dimensions have been derived, the pool of items can be used to assess and classify emotional and behaviour problems among new populations. Given that the empirical approach is based on the identification of co-occurring problem behaviours in the population, instead of imposing a priori criteria, it is a favourable approach for cross-cultural epidemiological studies. Within empirical approaches, the Achenbach System of Empirically Based Assessment (ASEBA) provides a good framework for epidemiological studies for multiple reasons. First, being empirically based, ASEBA identifies emotional and behavioural problems as they occur in the population. Second, it is based on a developmental perspective, has a uniform methodology, and also provides explicit guidelines about using data from multiple sources (Achenbach McConaughy, 1997; Achenbach Rescorla, 2001). Hence it provides solutions to problems that arise in the categorical approach. Moreover, Cullinan (2004) and Krol et al. (2006) state that ASEBA measures have been used more extensively compared to other measures of emotional and behavioural problems, such as the Conners Rating Scale- Revised (Conners,1990) and the Strengths and Difficulties Questionnaire (Goodman, 1997). Achenbach system of empirically based assessment (ASEBA). Although the ASEBA has a non-theoretical, empirical base per se, it is greatly influenced by the principles of developmental psychopathology. For example, Achenbach highlights that problems may include thoughts, behaviours, and emotions that may manifest themselves differently depending on the age and gender of the individual (Greenbaum et al., 2004). Therefore, each ASEBA form provides norms based on the age and gender of the child, which enables an individuals functioning to be assessed in comparison to same-age peers. Furthermore, ASEBA is a multiaxial system that encompasses a family of standardized instruments for the assessment of behavioural and emotional problems as well as adaptive functioning. The five axes of the assessment model include parent (Axis I) and teacher (Axis II) reports, cognitive (Axis III) and physical (Axis IV) assessments as well as the direct assessment of children (Axis V) (Achenbach McConaughy, 2003). The use of different ASEBA instruments provides a s tandardized and uniform methodology to incorporate information from multiple sources. Furthermore, all ASEBA instruments are empirically based. In accordance with the empirical approach, the construction of the ASEBA forms involved a series of steps (Achenbach McConaughy, 2003). Initially, a collection of potential symptom behaviours (i.e., items) was derived from multiple sources. These items were operationally defined in such a manner that respondents not trained in psychological theory could use them. In accordance with general item-development procedures, pilot tests were conducted to evaluate the clarity of items, response scales and item distribution. Finally, items that could differentiate between individuals who were not functioning well and their well functioning same-age peers were retained. Multivariate statistical analyses were applied to the retained items in order to identify syndromes of problems that co-occur. Syndromes were identified purely on the basis of co-occurrence, without any link to a particular cause. Subsequently, the syndromes of co-occur ring problem items were used to construct scales. These scales were used to assess individuals in order to assess the degree to which they exhibit each syndrome. Since all ASEBA instruments are empirically based, findings can be compared on the basis of the manifestation of different emotional and behavioural problems, thereby providing a clearer picture of cross-cultural similarities and disparities of different emotional and behavioural problems. In terms of the historical evolution of the system, ASEBA originated to provide a more differentiated assessment of child and adolescent psychopathology than the DSM. When ASEBA was developed, the first edition of the DSM (APA, 1952) had only two categories for childhood disorders, which included adjustment reactions of childhood and schizophrenic reaction childhood type (Achenbach Rescorla, 2006). In contrast to the DSM, the first ASEBA publication highlighted more syndromes of emotional and behavioural problems (APA, 1952). Moreover, based on factor analyses, Achenbach (1966) identified two broad groupings of problems for which he coined the terms â€Å"Internalizing† and â€Å"Externalizing.† As described earlier, Internalizing Problems included problems with the self, such as anxiety, depression, withdrawal, and Somatic Complaints, without any apparent physical cause. On the other hand, Externalizing Problems included problems with other people, as well as problems linked to non-conformance to social norms and mores, such as aggressive and delinquent behaviour. Although all ASEBA forms are used extensively in clinical and research environments, the Child Behavior Checklist is the most widely recognized measure for the assessment of emotional and behavioural problems (Greenbaum et al., 2004; Webber Plotts, 2008). Child Behavior Checklist An essential part and the cornerstone of Achenbachs multiaxial, empirical system is the Child Behavior Checklist (CBCL). Although the CBCL assesses social competencies as well as problem behaviours, it is widely recognized as a measure of emotional and behavioural problems as opposed to social competencies. In fact, researchers suggest that the CBCL is the most extensively utilized measure for the assessment of problem behaviours among children and adolescents as observed by their parents and caregivers (Krol et al., 2006; Greenbaum et al., 2004). Although there have been multiple revisions to the initial CBCL, all versions have the same format and consist of two distinct sections. The first section measures social competencies. Parents are asked to respond to 20 questions regarding the childs functioning in sports, miscellaneous activities, organizations, jobs and chores, and friendships. Items also cover the childs relations with significant others, how well the child plays and works alone, as well as his/her functioning at school. Finally, respondents describe any known illnesses or disabilities, the issues that concern them the most about the child, and the best things about the child (Achenbach Rescorla, 2006). The second section assesses problem behaviour and consists of 118 items that describe specific emotional and behavioural problems, along with two open-ended items for reporting additional problems. Examples of problem items include â€Å"acts too young for age†, â€Å"cruel to animals†, â€Å"too fe arful or anxious†, and â€Å"unhappy, sad or depressed†. Problem behaviours are organized in a hierarchical factor structure that consists of eight correlated first-order or narrowband syndromes, two correlated second-order or broadband factors (i.e., Internalizing and Externalizing Problems) and an overall Total Problems factor. Parents/caregivers are asked to rate the child with regard to how true each item is at the time of assessment or within the past 6 months. The following scale is used: 0 = not true (as far as you know), 1 = somewhat or sometimes true, and 2 = very true or often true. In the case of respondents with poor reading skills, a non-clinically trained clincian can also admisnter the CBCL (Achenbach Rescorla, 2006). For respondents who cannot read English but can read another language, translations are available in over 85 languages (Berube Achenbach, 2008). Development of the CBCL. The first version of the CBCL dates back to 1983. To date, there have been two revisions of the CBCL; the first one in 1991 followed by the second in 2001, leading to considerable improvements in the measure. The main weakness of the initial CBCL was that comparisons across different age groups and respondents were problematic since syndromes had the same names but different items across different age forms (i.e., 4 to 5, 6 to 11, 12 to 16 years) as well as across different respondent forms (i.e., CBCL, teacher report form [TRF], and the youth self report [YSR]) To rectify the problem, the 1991 version included two new types of syndromes, the core and cross-informant syndromes. Core syndromes represented items that clustered together consistently across age and gender groupings on a single instrument. Cross-informant syndromes were based on those items from the core syndromes that appear on at least two of the three different respondent forms (i.e., CBCL, TRF, and YSR) (Greenbaum et al., 2004). These revisions facilitated comparisons across different age groups and informants. Moreover, the 1991 version of the CBCL also had new national level norms, which included norms for seventeen and eighteen year olds. Apart from practical benefits, changes such as a broader age range and precise criteria for different developmental levels, genders and type of respondents, helped make the CBCL and ASEBA instruments more accurately representative of the developmental perspective of child psychopathology (Greenbaum et al.). Achenbach (1991) also conducted exploratory principal factor analyses of the syndrome scales. Based on the loadings of different syndromes, Achenbach identified Anxious/Depressed, Withdrawn, and Somatic Complaints as indicators of Internalizing Problems, whereas Aggressive and Delinquent Behavior were identified as indicators of Externalizing Problems. Since Social Problems, Thought Problems and Attention Problems did not load consistently on either second-order factor, they were not placed in any group (Achenbach, 1991; Greenbaum et al., 2004). Although Internalizing and Externalizing Problems identify different types of behaviour, the two categories are not mutually exclusive and may co-occur within the same individual. This is supported by research findings that indicate that there was a correlation between the two groups in both clinic-referred (.54) and non-referred (.59) samples matched on the basis of age, sex, race, and income (Achenbach, 1991). Description of the current CBCL. The current CBCL was published in 2001 and covers ages 6 to 18 years (CBCL/6-18; Achenbach Rescorla, 2001). The CBCL/6-18 (Achenbach Rescorla, 2001) provides raw scores, T- scores and percentiles for the following: (1) the three competence scales (Activities, Social, School); (2) the Total Competence scale; (3) the eight cross-informant syndromes; (4) Internalizing and Externalizing Problems and (5) Total Problems. The cross-informant syndromes of the CBCL/6-18 include Aggressive Behavior, Anxious/Depressed, Attention Problems, Rule-Breaking Behavior, Social Problems, Somatic Complaints, Thought Problems, and Withdrawn/Depressed. As far as similarities and differences from previous versions are concerned, the current CBCL introduced some major and a few minor changes. One major change was the introduction of the DSM-oriented scales, based on which CBCL and other ASEBA forms can now be scored in terms of scales that are oriented toward categories of the fourth edition of the DSM (A.P.A., 1994). The introduction of the DSM-oriented scales has combined the categorical and empirical approaches and enables users to view problems in both the categorical and dimensional approaches (Achenbach, Dumenci Rescorla, 2003; Achenbach Rescorla, 2006). The DSM-oriented scales include six categories, namely Affective Problems, Anxiety Problems, Somatic Problems, Attention Deficit/Hyperactivity problems, Oppositional Defiant Problems as well as Conduct Problems. These scales are based on problem items that mental health experts from sixteen cultures across the world rated as being consistent with particular DSM diagnostic cat egories. Similar to the empirically based syndromes, the DSM- oriented scales also have age-, gender- and respondent-specific norms. Another major change was that new normative data was collected using multistage probability sampling in forty U.S. states as well as the District of Columbia. The selected homes were considered to be representative of the continental United States with respect to geographical region, socio-economic status, ethnicity and urbanization (Achenbach Rescorla, 2001). Moreover, complex new analyses based on new clinical and normative samples were conducted. However, the eight syndromes and Internalizing and Externalizing groupings published in 1991 were replicated with minor changes. Research findings indicated that correlations between scores on the 1991 syndromes and their 2001 counterparts ranged from .87 to 1.00 (Achenbach Rescorla, 2001 Analysis of the Child Behaviour Checklist Analysis of the Child Behaviour Checklist Chapter II: Literature Review As suggested in the introduction, numerous researchers have explored the prevalence of emotional and behavioural problems across the globe. Researchers have also investigated correlates (e.g., age and gender) associated with emotional and behavioural problems. The psychometric properties of instruments assessing emotional and behavioural problems have also been a subject of interest. In addition, researchers have also investigated cross-cultural similarities and disparities among emotional and behavioural problems. The extensive literature that addresses these issues, and which also helped formulate the rationale for the current study, is presented in five sections. The first section highlights the problems associated with epidemiological studies and compares the two main approaches to epidemiological studies, namely the categorical and the empirical approach. The second section provides a detailed description of the CBCL including the evolution of the measure, its psychometric prope rties, its advantages and disadvantages, as well as its range of applicability. The third section provides a description of the theoretical rationale for assessing cultural similarities and disparities associated with emotional and behavioural problems. Multicultural findings based on the CBCL as well as age and gender differences associated with emotional and behavioural problems are also reported. The fourth section consists of a review of the various processes involved in assessing the psychometric properties of instruments and findings based on psychometric properties of the various translations of the CBCL. The fifth section consists of a brief cultural and socio-political description of Pakistani society followed by a description of the salient features (i.e., family, community and cultural factors) in relation to emotional and behavioural problems in Pakistani society. Finally, there is a description of the objectives of the current study. Epidemiology of Emotional and Behavioural Problems Current reviews of epidemiological studies indicate that there is a high prevalence of emotional and behavioural problems among children and adolescents around the world (Costello et al., 2004; Hackett Hackett, 1999; Waddell et al., 2002). In one review, Costello et al. compared findings across several developed countries (including Canada, the United States, the United Kingdom, Germany and Australia) to investigate the prevalence of emotional and behavioural problems as well as that of other psychological problems. Based on their findings, the overall prevalence rates of psychological problems among children and adolescents had a very broad range (0.1% to 42%), with varying rates for each category of disorder. Categories include disruptive behaviour disorders (i.e., conduct disorder, oppositional disorder and attention deficit hyperactivity disorder), mood disorders (i.e., major depressive disorder and bipolar disorder), anxiety disorders (i.e., phobias, generalized anxiety disorde r, obsessive compulsive disorder, and post-traumatic stress disorder) as well as substance abuse and dependence. A critical examination of the studies included in the review revealed that variations in prevalence rates may be attributed to methodological flaws such as substantial disparity across studies with regard to sample size and the age range assessed. Moreover, differences across studies in terms of the measures used, the criteria employed as well as the type of informant may also have influenced the findings. In contrast to Costello et al.s (2004) review, Waddell et al.s (2002) review was based on more stringent criteria; studies based on samples of similar size and age range, as well as using similar methodology were compared. Based on Waddell et al.s review, the prevalence rates of emotional and behavioural problems varied between 10% and 20%. Although findings from both reviews vary considerably, the prevalence rates of emotional and behavioural problems across developed countries is still high and warrants serious attention. Moreover, methodological disparities across studies underscore the need for a uniform methodology to investigate the prevalence of emotional and behavioural problems. In contrast to developed countries, there are few researchers investigating prevalence rates in developing countries (e.g., Bangladesh, India, Sri lanka, Sudan, and Uganda) (Costello, 2009: Fleitlich-Bilyk Goodman, 2004; Mullick Goodman, 2005; Nikapota, 1991; Prior, Virasinghe, Smart, 2005). Moreover, there is a scarcity of reviews of the existing studies. In one review, Hackett and Hackett (1999) compared results from India, Puerto Rico, Malaysia and Sudan, and the prevalence rates of psychological disorders ranged from 1% to 49%. Similar to research in developed countries, researchers attribute variations in findings to methodological problems across studies, which include an inadequate sample size, paucity of explicit and internationally accepted diagnostic criteria, as well as inconsistencies in assessment procedures (Fleitlich-Bilyk Goodman, 2004). Moreover, prevalence rates among developing countries may also partly be linked to the social, economic and medical environment. For example, lack of medical resources and awareness about psychological problems may result in parents not knowing how to seek help (Gadit, 2007). Social taboos further compound the problem, preventing people from reporting problems and deterring help-seeking behaviour (Samad, Hollis, Prince, Goodman, 2005). More importantly, cultural variations in the conceptualization and identification of psychological problems may result in varied reporting of symptoms (Gadit, 2007). These environmental differences and methodological inconsistencies across studies emphasize the need for a cross-culturally robust methodology to investigate the prevalence of emotional and behavioural problems. Along with methodological problems and environmental differences, emotional and behavioural problems merit investigation because they affect multiple aspects of childrens functioning such as academic performance and social adjustment (Montague et al., 2005; Nelson et al., 2004; Vitaro et al., 2005). Researchers also state that there is high comorbidity among emotional and behavioural problems, (SteinHausen, Metze, Meier, Kannenberg, 1998) which creates multiple problems for children and their caregivers. Moreover, many childhood disorders continue and influence functioning during adulthood. In fact, many adult disorders are now recognized as having roots in childhood vulnerabilities (Maughan Kim-Cohen, 2005; Tremblay et al., 2005). Furthermore, recognizing and treating problems early can reduce the burden of the enormous human and financial costs associated with the assessment and intervention, especially in countries where resources are scarce (Costello, Egger, Angold, 2005; Jame s et al., 2002; Waddell et al., 2002). In addition, cross-cultural epidemiology of childrens emotional and behavioural problems may also better inform current knowledge about the characteristics, course, and correlates of such problems, which in turn provide a scientific basis for appropriate mental health planning (Achenbach Rescorla, 2007; Waddell et al.). Therefore, there is a strong need for a methodology that can be utilized for clinical as well as research purposes to assess emotional and behavioural problems among children and adolescents across cultures. Current literature indicates that there are two main approaches to investigate the epidemiology of emotional and behavioural problems, namely the categorical and the empirical approach. There are several differences in both approaches including conceptualization of psychological problems as well as the methodology employed for their assessment. Both approaches will be discussed briefly. The categorical approach. The categorical approach, based on the biomedical perspective, views psychological problems as a group of maladaptive and distressing behaviours, emotions and thoughts which are qualitatively different from the typical (Cullinan, 2004). That is, similar to medical diseases, an individual may or may not have a specific psychological disorder. Traditional epidemiological studies are based on the categorical approach as embodied in various editions of the Diagnostic and Statistical Manual for Mental Disorders (DSM) (American Psychiatric Association (APA), 1980; 1987; 1994; 2000) and the International Classification of Diseases (WHO, 1978; 1992). Examples of instruments used in traditional epidemiological studies to derive DSM diagnoses include the Diagnostic Interview Schedule for Children (DISC) (Costello, Edelbrock, Kalas, Kessler, Klaric, 1982) and the childrens version of the Schedule for Affective Disorders and Schizophrenia (Kiddie-SADS) (Puig-Antich Ch ambers, 1978). At present, there is considerable debate about the validity of epidemiological studies based on the categorical approach. Researchers have highlighted that inconsistencies in prevalence rates may be due to conceptual and methodological issues linked with the DSM as well as methodological disparities among studies (Achenbach Rescorla, 2007; Waddell et al., 2002). Each of these factors will be discussed briefly. DSM related problems. Multiple conceptual and methodological problems are associated with the DSM. First, the DSM does not provide a methodology to operationally define different psychological disorders (Widiger Clark, 2000). To operationally define DSM criteria, various diagnostic interviews such as the DISC have been developed. Unfortunately, meta-analyses indicate that the diagnoses based on the DISC and other diagnostic interviews are not in agreement with diagnoses made through comprehensive clinical interviews, which indicate that, neither diagnostic nor clinical interviews provide good validity criteria for testing DSM categories (Achenbach, 2005; Costello et al., 2005; Lewczyk et al., 2003). Second, the diagnostic categories and criteria provided in the DSM continue to change as reflected in the changes across the various editions of the DSM, namely the third edition (APA, 1980), third edition revised (APA, 1987), fourth edition (APA, 1994), and fourth edition text revised ( APA, 2000), making comparisons across editions problematic (Achenbach, 2005). Third, although the current version, known as the DSM-IV-text revised (APA, 2000), aims at introducing cultural sensitivity in assessment and diagnoses by including an â€Å"outline for cultural formulation and a glossary of culture-bound syndromes† (APA., 2000, pg. 897), it does not provide criteria or guidelines regarding the use of the classification system with specific cultural groups (Paniagua, 2005). Since many of the DSM diagnostic criteria are based on Euro-American social norms, it is difficult to use the DSM criteria to identify psychopathology in individuals from other cultures. In addition, there is growing consensus among researchers that DSM categories need to be more appropriate for children and adolescents of different ages and gender (Doucette, 2002; Segal Coolidge, 2001). Turk et al. (2007) also highlight the saliency of factors such as age and gender when investigating prevalence rates. However, at present, this is not the case. Costello et al. (2005) have stated that the constant developmental changes of childhood create the need for an age- and gender- specific approach to epidemiology. Before incorporating a developmental perspective in epidemiological studies, it is essential to have a better understanding of developmental psychopathology. Developmental psychopathology is based on the view that problems arise from different causes, manifest themselves differently at each stage, and may have diverse outcomes. Developmental psychologists do not support a specific theory to explain all developmental issues. Instead, they try to incorporate knowledge from multiple disciplines (Cicchetti Dawson, 2002). Moreover, developmental psychopathology also includes an analysis of the existing risk and protective factors within the individual and also in his/her environment over the course of development (Cicchetti Walker, 2003). According to Costello and colleagues (2004), a developmental perspective in epidemiological studies is based on the inclusion of certain principles. First, precise assessment measures for the different phases in childhood and adolescence are required to compare childrens functioning with that of their same-age peers. For example, problems such as fear of dark places is considered typical for 6-year-olds but not for 12-year-olds. Furthermore, the developmental perspective would include longitudinal studies to evaluate the ways in which developmental processes influence the risk of specific psychological disorders. For example, the developmental trajectory of physical aggression is such that there is an increase in Aggressive Behavior during the first few years of childhood, but it progressively decreases until adulthood (Tremblay et al., 2004). Moreover, developmental epidemiology would include frequent assessments to determine the onset of disorders. Frequent assessments would also a ssist in the identification of environmental and individual factors that contribute to the development of psychopathology. Although the developmental perspective emphasises the need for age- and gender-specific diagnostic criteria, longitudinal studies as well as frequent assessments, it is difficult to incorporate this perspective in studies based on the categorical approach as it is not sensitive to developmental changes. Methodological disparities. A critical analysis of categorically based epidemiological studies reveals multiple methodological problems. These include inconsistencies in assessment and sampling procedures as well as absence of guidelines about using data from multiple sources. In terms of assessment procedures, both symptoms as well as significant impairment are required to identify children with disorders. This is corroborated by Costello et al. (2004), who report that the disparity in the prevalence rates of phobias (i.e., 0.1% to 21.9%) may be attributed to how phobias were assessed in each study, in particular, whether both symptoms (e.g., fear of open places, snakes) as well as significant functional impairment were taken into account in the identification of phobias. Waddell et al. (2002) state that the use of standardized measures has lead to an improvement in the assessment of symptoms; however, problems still exist with regard to how impairment is gauged or how measures may be combined to include symptoms as well as impairment. Another problem with assessment procedures is that different interview schedules (e.g., DISC and the Kiddie-SADS) and DSM editions have been used across studies, which may have contributed to differences in prevalence rates. Incompatible sampling procedures may also have led to disparities in overall prevalence rates in categorically based epidemiological studies (Waddell et al., 2002). For example, studies such as the Great Smokey Mountains study (Costello, Angold, Burns, Erkanli, Stangel Tweed, 1996) were relatively more comprehensive, and investigated a larger number of diagnostic categories than other studies. As a result, higher overall prevalence rates of psychological problems were reported compared to studies that did not assess as many disorders. Another sampling issue is that reviews were based on studies that differed with regard to the age range assessed; some studies focused on a younger age bracket (i.e., between 8 to 11 year olds), others on an older age bracket (i.e., 11 years and older), whereas some researches included a very broad age range (i.e., 6 to 17 year olds). In addition, there were inconsistencies across studies in terms of the type of informant used; some studies relied on p arents only, some on children, while some combined data from parents, children as well as teachers. Differences in the age brackets assessed as well as the use of different informants may have contributed to disparities in epidemiological findings. Another salient issue with regard to categorically based epidemiological studies concerns the coordination and interpretation of information from multiple informants. Since problem behaviours may only occur in specific situations or with specific individuals, multiple informants (e.g., teachers, parents and children) are necessary. However, since the respondents context and perception have a great impact on the identification of psychological problems, poor agreement among respondents is frequently reported. For example, children normally report higher rates of internalizing symptoms (e.g., anxiety and depression) while parents tends to report higher rates of externalizing symptoms (e.g., Conduct Problems) (Rubio-Stipec, Fitzmaurice, Murphy, Walker, 2003). Additionally, children are not considered reliable reporters of their own behaviour due to differences in cognitive abilities as well as the ability to report their own behaviour (Achenbach McConaughy, 2003). Despite such finding s, the categorical approach does not provide guidelines regarding obtaining and interpreting data from multiple sources, which complicates matters in terms of how to combine data into yes-or-no decisions about different symptoms. The various conceptual problems associated with the DSM as well as the methodological flaws in epidemiological reviews highlight the problems associated with using the categorical approach as a basis for epidemiological studies. Moreover, these issues underscore the need for an approach that is methodologically sound and culturally appropriate for cross-cultural comparisons. An alternative to problems linked to the categorical approach, where an a priori criterion is imposed, can be a system that is empirically based and identifies problems as they occur in a population. Such an approach would be helpful in highlighting cultural differences in the manifestation of different emotional and behavioural problems. Moreover, there is also a need for a methodology that can be employed in a standardized, systematic fashion. Although the empirical approach is not a panacea for problems associated with epidemiological studies, it does provide solutions to some of the types of errors in the cat egorical system. Empirical or dimensional approach. The empirical or dimensional approach, in accordance with a psychosocial perspective, views mental health as a continuum. The dimensional perspective supports the notion that all individuals experience problems involving behaviours, emotions and thoughts to varying extents. Those who experience such problems to an extreme extent (unusual frequency, duration, intensity, or other aspects) are more likely to have a psychological disorder (Cullinan, 2004). In contrast to imposing a priori criteria on childrens emotional and behavioural problems, the empirical approach identifies problems as they present themselves in the population. According to Cullinan (2004), there are certain steps involved in developing a dimensional classification system for emotional and behavioural problems. These steps include creating a collection of items that reflect measurable problem behaviours experienced by children, identifying a group of children to be studied, assessi ng every child in the group on each problem, and investigating the data to identify items that co-vary, thus leading to the identification of different dimensions or factors. After the dimensions have been derived, the pool of items can be used to assess and classify emotional and behaviour problems among new populations. Given that the empirical approach is based on the identification of co-occurring problem behaviours in the population, instead of imposing a priori criteria, it is a favourable approach for cross-cultural epidemiological studies. Within empirical approaches, the Achenbach System of Empirically Based Assessment (ASEBA) provides a good framework for epidemiological studies for multiple reasons. First, being empirically based, ASEBA identifies emotional and behavioural problems as they occur in the population. Second, it is based on a developmental perspective, has a uniform methodology, and also provides explicit guidelines about using data from multiple sources (Achenbach McConaughy, 1997; Achenbach Rescorla, 2001). Hence it provides solutions to problems that arise in the categorical approach. Moreover, Cullinan (2004) and Krol et al. (2006) state that ASEBA measures have been used more extensively compared to other measures of emotional and behavioural problems, such as the Conners Rating Scale- Revised (Conners,1990) and the Strengths and Difficulties Questionnaire (Goodman, 1997). Achenbach system of empirically based assessment (ASEBA). Although the ASEBA has a non-theoretical, empirical base per se, it is greatly influenced by the principles of developmental psychopathology. For example, Achenbach highlights that problems may include thoughts, behaviours, and emotions that may manifest themselves differently depending on the age and gender of the individual (Greenbaum et al., 2004). Therefore, each ASEBA form provides norms based on the age and gender of the child, which enables an individuals functioning to be assessed in comparison to same-age peers. Furthermore, ASEBA is a multiaxial system that encompasses a family of standardized instruments for the assessment of behavioural and emotional problems as well as adaptive functioning. The five axes of the assessment model include parent (Axis I) and teacher (Axis II) reports, cognitive (Axis III) and physical (Axis IV) assessments as well as the direct assessment of children (Axis V) (Achenbach McConaughy, 2003). The use of different ASEBA instruments provides a s tandardized and uniform methodology to incorporate information from multiple sources. Furthermore, all ASEBA instruments are empirically based. In accordance with the empirical approach, the construction of the ASEBA forms involved a series of steps (Achenbach McConaughy, 2003). Initially, a collection of potential symptom behaviours (i.e., items) was derived from multiple sources. These items were operationally defined in such a manner that respondents not trained in psychological theory could use them. In accordance with general item-development procedures, pilot tests were conducted to evaluate the clarity of items, response scales and item distribution. Finally, items that could differentiate between individuals who were not functioning well and their well functioning same-age peers were retained. Multivariate statistical analyses were applied to the retained items in order to identify syndromes of problems that co-occur. Syndromes were identified purely on the basis of co-occurrence, without any link to a particular cause. Subsequently, the syndromes of co-occur ring problem items were used to construct scales. These scales were used to assess individuals in order to assess the degree to which they exhibit each syndrome. Since all ASEBA instruments are empirically based, findings can be compared on the basis of the manifestation of different emotional and behavioural problems, thereby providing a clearer picture of cross-cultural similarities and disparities of different emotional and behavioural problems. In terms of the historical evolution of the system, ASEBA originated to provide a more differentiated assessment of child and adolescent psychopathology than the DSM. When ASEBA was developed, the first edition of the DSM (APA, 1952) had only two categories for childhood disorders, which included adjustment reactions of childhood and schizophrenic reaction childhood type (Achenbach Rescorla, 2006). In contrast to the DSM, the first ASEBA publication highlighted more syndromes of emotional and behavioural problems (APA, 1952). Moreover, based on factor analyses, Achenbach (1966) identified two broad groupings of problems for which he coined the terms â€Å"Internalizing† and â€Å"Externalizing.† As described earlier, Internalizing Problems included problems with the self, such as anxiety, depression, withdrawal, and Somatic Complaints, without any apparent physical cause. On the other hand, Externalizing Problems included problems with other people, as well as problems linked to non-conformance to social norms and mores, such as aggressive and delinquent behaviour. Although all ASEBA forms are used extensively in clinical and research environments, the Child Behavior Checklist is the most widely recognized measure for the assessment of emotional and behavioural problems (Greenbaum et al., 2004; Webber Plotts, 2008). Child Behavior Checklist An essential part and the cornerstone of Achenbachs multiaxial, empirical system is the Child Behavior Checklist (CBCL). Although the CBCL assesses social competencies as well as problem behaviours, it is widely recognized as a measure of emotional and behavioural problems as opposed to social competencies. In fact, researchers suggest that the CBCL is the most extensively utilized measure for the assessment of problem behaviours among children and adolescents as observed by their parents and caregivers (Krol et al., 2006; Greenbaum et al., 2004). Although there have been multiple revisions to the initial CBCL, all versions have the same format and consist of two distinct sections. The first section measures social competencies. Parents are asked to respond to 20 questions regarding the childs functioning in sports, miscellaneous activities, organizations, jobs and chores, and friendships. Items also cover the childs relations with significant others, how well the child plays and works alone, as well as his/her functioning at school. Finally, respondents describe any known illnesses or disabilities, the issues that concern them the most about the child, and the best things about the child (Achenbach Rescorla, 2006). The second section assesses problem behaviour and consists of 118 items that describe specific emotional and behavioural problems, along with two open-ended items for reporting additional problems. Examples of problem items include â€Å"acts too young for age†, â€Å"cruel to animals†, â€Å"too fe arful or anxious†, and â€Å"unhappy, sad or depressed†. Problem behaviours are organized in a hierarchical factor structure that consists of eight correlated first-order or narrowband syndromes, two correlated second-order or broadband factors (i.e., Internalizing and Externalizing Problems) and an overall Total Problems factor. Parents/caregivers are asked to rate the child with regard to how true each item is at the time of assessment or within the past 6 months. The following scale is used: 0 = not true (as far as you know), 1 = somewhat or sometimes true, and 2 = very true or often true. In the case of respondents with poor reading skills, a non-clinically trained clincian can also admisnter the CBCL (Achenbach Rescorla, 2006). For respondents who cannot read English but can read another language, translations are available in over 85 languages (Berube Achenbach, 2008). Development of the CBCL. The first version of the CBCL dates back to 1983. To date, there have been two revisions of the CBCL; the first one in 1991 followed by the second in 2001, leading to considerable improvements in the measure. The main weakness of the initial CBCL was that comparisons across different age groups and respondents were problematic since syndromes had the same names but different items across different age forms (i.e., 4 to 5, 6 to 11, 12 to 16 years) as well as across different respondent forms (i.e., CBCL, teacher report form [TRF], and the youth self report [YSR]) To rectify the problem, the 1991 version included two new types of syndromes, the core and cross-informant syndromes. Core syndromes represented items that clustered together consistently across age and gender groupings on a single instrument. Cross-informant syndromes were based on those items from the core syndromes that appear on at least two of the three different respondent forms (i.e., CBCL, TRF, and YSR) (Greenbaum et al., 2004). These revisions facilitated comparisons across different age groups and informants. Moreover, the 1991 version of the CBCL also had new national level norms, which included norms for seventeen and eighteen year olds. Apart from practical benefits, changes such as a broader age range and precise criteria for different developmental levels, genders and type of respondents, helped make the CBCL and ASEBA instruments more accurately representative of the developmental perspective of child psychopathology (Greenbaum et al.). Achenbach (1991) also conducted exploratory principal factor analyses of the syndrome scales. Based on the loadings of different syndromes, Achenbach identified Anxious/Depressed, Withdrawn, and Somatic Complaints as indicators of Internalizing Problems, whereas Aggressive and Delinquent Behavior were identified as indicators of Externalizing Problems. Since Social Problems, Thought Problems and Attention Problems did not load consistently on either second-order factor, they were not placed in any group (Achenbach, 1991; Greenbaum et al., 2004). Although Internalizing and Externalizing Problems identify different types of behaviour, the two categories are not mutually exclusive and may co-occur within the same individual. This is supported by research findings that indicate that there was a correlation between the two groups in both clinic-referred (.54) and non-referred (.59) samples matched on the basis of age, sex, race, and income (Achenbach, 1991). Description of the current CBCL. The current CBCL was published in 2001 and covers ages 6 to 18 years (CBCL/6-18; Achenbach Rescorla, 2001). The CBCL/6-18 (Achenbach Rescorla, 2001) provides raw scores, T- scores and percentiles for the following: (1) the three competence scales (Activities, Social, School); (2) the Total Competence scale; (3) the eight cross-informant syndromes; (4) Internalizing and Externalizing Problems and (5) Total Problems. The cross-informant syndromes of the CBCL/6-18 include Aggressive Behavior, Anxious/Depressed, Attention Problems, Rule-Breaking Behavior, Social Problems, Somatic Complaints, Thought Problems, and Withdrawn/Depressed. As far as similarities and differences from previous versions are concerned, the current CBCL introduced some major and a few minor changes. One major change was the introduction of the DSM-oriented scales, based on which CBCL and other ASEBA forms can now be scored in terms of scales that are oriented toward categories of the fourth edition of the DSM (A.P.A., 1994). The introduction of the DSM-oriented scales has combined the categorical and empirical approaches and enables users to view problems in both the categorical and dimensional approaches (Achenbach, Dumenci Rescorla, 2003; Achenbach Rescorla, 2006). The DSM-oriented scales include six categories, namely Affective Problems, Anxiety Problems, Somatic Problems, Attention Deficit/Hyperactivity problems, Oppositional Defiant Problems as well as Conduct Problems. These scales are based on problem items that mental health experts from sixteen cultures across the world rated as being consistent with particular DSM diagnostic cat egories. Similar to the empirically based syndromes, the DSM- oriented scales also have age-, gender- and respondent-specific norms. Another major change was that new normative data was collected using multistage probability sampling in forty U.S. states as well as the District of Columbia. The selected homes were considered to be representative of the continental United States with respect to geographical region, socio-economic status, ethnicity and urbanization (Achenbach Rescorla, 2001). Moreover, complex new analyses based on new clinical and normative samples were conducted. However, the eight syndromes and Internalizing and Externalizing groupings published in 1991 were replicated with minor changes. Research findings indicated that correlations between scores on the 1991 syndromes and their 2001 counterparts ranged from .87 to 1.00 (Achenbach Rescorla, 2001