Comprehension Activities in Early Education

Appreciation Activities in Early Education Early learning classes for little kids assumes a major job in a student’s future progression in instruction. This is each child’s base establishment in considers, and different learning abilities must be created so as to help the youngster in their progressing classes.Advertising We will compose a custom exposition test on Comprehension Activities in Early Education explicitly for you for just $16.05 $11/page Learn More In understanding perusing, the instructor should begin presenting another content by utilizing pre-understanding exercises. This includes, taking them through the content structure and distinguishing pictures, charts and other visual things that may be accessible in the content. Pictures help in foreseeing on the text’s content. Shifting hues and diverse realistic structures might be utilized in such content. These hues or structures recommend an engaging work. One needs to distinguish ordinarily utilized content structures in the perception, this empowers one to realize auxiliary segments utilized like engaging, components of cause and might be the impacts brought out because of contrasting two subjects. The instructor needs to give an indication and direction on regions where these content structures happen. Slow perusing can be started in territories that need a great deal of accentuation. Student’s or children’s cooperation is basic during perusing since it helps in getting their reaction just as assessing their comprehension. Perusing so anyone might hear sentences and words helps a kid much in getting the correct elocution. It empowers the word to stick in their psyche for all time. Illustrational pictures empower the kid to handily relate the words being educated and the activities being shown by the photos. Much time is saved money on perception and the message is passed on successfully (Deborah, 2007). In the wake of perusing a specific book, the kid must be posed a few inquiries with respect to an art icle or entry. This empowers the educator to assess a child’s level of perusing and comprehension. Youngsters can be gathered in conversation and be permitted to gain from one another (Boardman, Vaughn, Klingner, 2007). Kids should peruse the perception a few times. They ought to be left to distinguish the significant characters and whatever they are doing at each stage. This helps the youngsters in thinking of attributes of each character or subject in an understanding. Utilization of pictures, delineations and motion is a significant component in instructing language to little kids. Now and again, it requires the educator to communicate in a neighborhood language that will help them in understanding the cognizance plainly. Inquiries concerning the things happening now, things that occurred, and those which may happen draws in the kid in perusing a great deal with the end goal for him to discover what will occur in the following stage (Boardman, Vaughn, Klingner, 2007). Real istic coordinators can be utilized to break down content structure in a given article or text. A few ideas are more obvious utilizing an outline on a bit of paper than visualizing.Advertising Looking for article on training? We should check whether we can support you! Get your first paper with 15% OFF Learn More A child’s achievement in perusing can likewise be bolstered by guardians at home. This is started by short story books that guardians read to their kids before they rest. Youngsters ought to be acquainted with the national learning language at a beginning time, most presumably, even before they join their top notch. This empowers them to have simple time while learning since they as of now comprehend the language being utilized by the educator and text creators (Deborah, 2007). References Boardman, A., Vaughn, S., Klingner, J. (2007). Showing perusing understanding to understudies with learning challenges. New York: The guilford Press. Deborah, T.- A. (2007). Minimal Red Hen-Begin. Cognizance: Learning with Literature. New York: EDCON Publishing Group.

Contrasting Shakespeares Richard with the Historical Figure Essay exam

There are two Richards: the Machiavellian beast made by Shakespeare and the recorded figure who numerous students of history guarantee is a much-insulted guiltless man. So is Richard the heathen or the one trespassed against? How might we choose? Is a choice even conceivable? In Shakespeare's play Richard III, Richard portrays himself as a distorted grouch in the initial monologue. (Shakespeare frequently utilizes physical deformation to reflect an underhanded brain.) I, that am curtail'd of this reasonable extent, Cheated of highlight by camouflaging nature, Distorted, unfinish'd, sent before my time Into this breathing world, rare half made up, ... What's more, in this way, since I can't demonstrate a darling, To engage these reasonable expressive days, I am resolved to demonstrate a scalawag What's more, detest the inactive delights of nowadays. (1.1.18-31) Numerous students of history, then again, have an alternate perspective on the man. For example, in the 1956 memoir Richard the Third, Paul Murray Kendall portrays Richard dependent on contemporary works and two notable representations of the King. Most contemporary portrayals substantiate the proof of these representations that Richard had no perceptible real disfigurement, and build up him as a slight, delicate man of somewhat less than ordinary stature. (537) The most egregious wrongdoing that the Tudors (the lords who succeeded Richard to the seat) blamed Richard for submitting was the homicide of his nephews-Edward V and Richard, Duke of York-the children of his sibling, the previous ruler, Edward IV. How genuinely would it be a good idea for us to take this allegation? What proof backings it? Kendall expresses, In the event that we take 'proof' to mean declaration that would make sure about a decision in an official courtroom, there is no proof that he [Rich... ...ing abilities that will prompt achievement both in school and throughout everyday life. Works Cited Fields, Bertram. Imperial Blood: Richard III and the Mystery of the Princes. New York: ReganBooks, 1998. Kendall, Paul Murray. Richard the Third. New York: Norton, 1983. - . Richard III: The Great Debate. New York: Norton, 1992. Searching for Richard. Dir. Al Pacino. Perf. Al Pacino, Alec Baldwin, Aidan Quinn, Winona Ryder, and Kevin Spacey. Videocassette. Fox, 1996. The Missing Princes of England. Dir. Melissa Jo Peltier. Narr. David Ackroyd. Videocassette. New Video Group, 1998. Shakespeare, William. Richard III. Ed. Barbara A. Mowat and Paul Werstine. New York: Washington Square Press, 1996. Tey, Josephine. The Daughter of Time. New York: Scribner, 1988. Weir, Alison. The Princes in the Tower. New York: Ballantine Books, 1995.

Caffeine and Reaction Time Essay

1) Identify the Problem or Question How does the utilization of caffeine influence the response time of the sensory system? 2) Introduction Reason for the trial: To distinguish the whether caffeine increments or diminishes the response time of the sensory system. In our investigation, we have chosen to utilize all the â€Å"cases† which will test how quick a sign from our mind will be sent to our muscles so as to tap the mouse when we see an article or bearings on the screen. We realize that the usually utilized medication, caffeine, builds the pulse, in this way the expansion in blood stream. The inquiry in our investigation is, does the expansion of blood stream, brought about by caffeine, emphatically or adversely influences the response time that it takes to tap the mouse the second we see a moving toward object. Another basic factor we can break down in our test is sex and age. Since we are utilizing guineas pigs whose ages and sexual orientation fluctuate from 16 to 50 and from male to female, we can generally finish up whether age and sex influence response time. The explanation we state generally, is that the two elements, age and sexual orientation, are being â€Å"tested† related to the utilization of caffeine. We don't have the foggiest idea whether the utilization of caffeine and its belongings fluctuate for how old the individual is and their sexual orientation. 3) Research and Current Ideas In past tests, individuals have inferred that there is an irregularity in results relying upon the measure of caffeine devoured. Evidently, a half-mug of espresso had quicker response times than the response times that were drawn when the guinea pig drank a full mug of espresso. The individual had inferred that an excessive amount of caffeine could really impede response time, however the correct measurements might build response time. 4) Predict an answer for the issue or a response to the inquiry Logical Hypothesis: The utilization of 12oz of ground espresso will accelerate our response time. Utilizing past trials led by others, and the concoction mixes of caffeine and its effects on our body, we have drawn this speculation. Subordinate Variable: Reaction time Autonomous Variable: Condition of the guinea pig (Caffeine) The response time is the reliant variable, in light of the fact that the outcomes rely upon the state of our subject. The state of the guinea pig is the autonomous variable since we are changing the condition of our guinea pig by expanding their caffeine levels. 5) Design the trial to be utilized to test your theory Materials: * 4 tablespoons/24 of Maxwell house espresso mix * Computer/Internet * 4 guinea pig (2 multi year olds/2 moderately aged grown-ups, one of every sexual orientation) * Serendip programming Methodology 1) Complete a control test by leading the serendip test while you are in your regular state for each guinea pig. 2) The site for the serendip action is: serendip.brynmawr.edu/bb/response/reaction.html 3) Make sure that each â€Å"Case† is completed multiple times to guarantee exactness. 4) Click â€Å"Results Summary† and record the data given. 5) Have each guinea pig devour 12 oz (2 tablespoons) of the Maxwell House Coffee mix. 6) Wait five minutes before the guinea pig experiences the serendip response time action once more. 7) Repeat stages 1-3 for each guinea pig, with the exception of after the person in question has expended the espresso and sitting tight for a length of 5 minutes before finishing the serendip action. 8) Record the outcomes in an information table. 6) Carry out the trial Test Type| Control Experiment| Experiment w/Caffeine| Act | 219 +-15 milliseconds| 194+-11 milliseconds| Think, Act| 270 +-32 milliseconds| 243 +-28 milliseconds| Read, Think, Act| 394+-74 milliseconds| 364 +-68 milliseconds| Read, Think-Negate, Act| 383+-102 milliseconds| 352 +-64 milliseconds | Jazmine Ortiz, 16, Female Jazmine Ortiz, 16, Female Daniel Kim, 16, Male Daniel Kim, 16, Male Test Type| Control Experiment| Experiment w/Caffeine| Act | 210 +-10 milliseconds| 191+-8 milliseconds| Think, Act| 267 +-31 milliseconds| 236 +-25 milliseconds| Read, Think, Act| 381+-74 milliseconds| 344 +-60 milliseconds| Read, Think-Negate, Act| 375+-102 milliseconds| 342 +-58 milliseconds | Test Type| Control Experiment| Experiment w/Caffeine| Act | 384 +-72 milliseconds| 298+-38 milliseconds| Think, Act| 340 +-62 milliseconds| 323 +-50 milliseconds| Read, Think, Act| 422+-124 milliseconds| 414 +-119 milliseconds| Read, Think-Negate, Act| 398+-102 milliseconds| 375 +-102 milliseconds | Test Type| Control Experiment| Experiment w/Caffeine| Act | 372 +-70 milliseconds| 361+-67 milliseconds| Think, Act| 321 +-49 milliseconds| 310 +-46 milliseconds| Read, Think, Act| 398+-76 milliseconds| 391 +-74 milliseconds| Read, Think-Negate, Act| 394+-106 milliseconds| 370 +-68 milliseconds | *The information demonstrated are the midpoints of 10 preliminaries that was determined by the serendip program *The information indicated are the midpoints of 10 preliminaries that was determined by the serendip program Keon Shim, 39, Male Keon Shim, 39, Male Mi Ok Kim, 44, Female Mi Ok Kim, 44, Female 7) Analyze the information and perceptions 7) Cont. Examination: The outcomes we got from the investigation were what we had suspected. For each guinea pig, the response times for each â€Å"Case† that were impacted by the coffee’s caffeine were faster than the controlled response times. For instance, Daniel Kim had a controlled â€Å"Read, Think-Negate, Act† normal response time of 375+-102 milliseconds. At the point when he expended the 12 oz of espresso, his normal response time diminished to 344+-60 milliseconds. It is very evident from the charts that the normal response time for each â€Å"case† for each guinea pig diminished while engrossing caffeine into their framework. Guineas pigs additionally expended the â€Å"right† measure of caffine, 160mg, which permitted the subject to abbreviate their response time, while an inappropriate dose could weaken it. We can likewise draw from the diagrams the connection that the more youthful the guineas pigs are, the faster their response time will be. Additionally, we can likewise finish up from the outcomes that guys will in general have a speedier response time than females (Daniel’s response times were quicker than Jazmine’s, and Keon’s were quicker than Mi’s). 8) State the end The speculation was right. The impacts of caffeine abbreviated the response time in the entirety of our guineas pigs. 9) Summary Paragraph The motivation behind why we had the option to effectively devise a speculation for the test was a direct result of the earlier information we had of the medication, caffeine. Caffeine builds the pulse, which takes into consideration quicker muscle constrictions. Caffeine doesn't generally influence the real response of the sensory system, but instead the real compressions of the muscles themselves. This well established certainty of caffeine is reflected in the test. It abbreviated the response time of our guineas pigs in each â€Å"case†. We discovered different factors in our analysis that may have influenced the response time of our guineas pigs. A couple of researchers have speculated that sex can influence response time. They state that guys will in general have a quicker response time since guys are normally engaged with increasingly physical exercises, for example, sports, which improves response time. That â€Å"theory† is additionally reflected in our outcomes. All the male subjects had quicker response times than their age comparable female subjects. At long last, the last factor would be the age of the guinea pig. Our more youthful guineas pigs both had quicker response times than both the more established guineas pigs. There are numerous speculations being flowed that once somebody enters their mid-twenties, their response time gradually increments.

Life satisfaction across different cultures - Free Essay Example

ABSTRACT Defining culture by reference to deeply situated societal values and beliefs, this study makes three contributions to the growing field of satisfaction research: first, it tries to uncover the relationship between international students life satisfaction and cultural life satisfaction across different cultures; Second, it explores whether and to what extent a range of cultural values serve as important moderators of international students life satisfaction; Finally, it explains the Life Satisfaction differences between international students across five nations (India, Africa, China, United Kingdom and Turkey). A total of 100 international students from the University of Northampton participated in this study. Analysis of the present study is based on data from two surveys. The first is the Dieners Satisfaction with Life Survey (SWL) to measure international students overall satisfaction with life across nations. The second is the cultural satisfaction survey which includes the six determinants of cultural factors: satisfaction in general, job, social relationships, health services, authority services and public safety. Using both Pearson and Partial correlation coefficient, statistical analysis showed that except for the General Satisfaction section p value is more than 0.05 (p0.05) for each of the subsections. In addition, hypothesis one showed that there is not any correlation between Life Satisfaction and Cultural Satisfaction amongst International Students. Therefore, null hypothesis is accepted. One-Way between subjects ANOVAs enables us to partially accept hypothesis 2, which states there will be a difference in CS between International Students from different countries. Statistical results of one-way ANOVAs also accepted Hypothesis 3, which stat es there will be a difference in LS between International Students from different nationalities as well. According to these results, Hypothesis 2 is partially accepted because four out of the six subsections of the CS (General and Job Satisfaction) showed these differences. These results show the importance of the cultural determinants of the social relationship, health, authority and public safety satisfaction play a particularly prominent role on individuals Life Satisfaction. Finally, based on the Dieners SWL (Diener et al, 1984) and cultural life satisfaction survey, the empirical results show that several cultural values are indeed very significant influences on individuals assessment of their life satisfaction. INTRODUCTION Psychological research during the past two decades has revealed cultural differences across a wide range of domains. These studies focus on several factors such as what are peoples desires, wants, and needs, and which life domains are decisive in an overall evaluation of living conditions? Does the quality of a society in which a person lives play a significant role? As a result most psychologists are now keenly aware that the way people in different cultures think, feel, and act are, in varying degrees, different. International students have in recent years come to constitute a large proportion of the world-wide student body in higher learning institutions. There are hardly any countries that are unaffected by the presence of international students in its institutions of higher learning, or the pressure to send some of its own students to study abroad (Paige, 1990). Current estimates suggest that up to 1 million students annually study in countries other than their own (Open Doors, 1996/97). One rationale behind the increasing number of international students is the assumption that students can serve both as cultural ambassadors and resources (Klineberg, 1970; Mestenhauser, 1983; Paige, 1990), and as links between cultures (Eide, 1970). It has also been assumed that these cultural links could help reduce inter-group tension, prejudice, hostility and discriminatory behaviour, and to help increase international understanding and co-operation (Amir, 1969; Baron and Bachman, 1987; Fulbright, 1976) . These assumptions, however, have not always been supported. On the contrary mental health problems such as depression, psychosomatic complaints, anxiety and paranoid reactions (Jou and Fukada, 1997a and b; Sam and Eide, 1991; Ward, 1967; Ying and Liese, 1991) have been suggested to characterise international students. These are in addition to socio-cultural problems (e.g., language difficulties, difficulties in negotiating day-to-day social activities and, racial and ethnic discrimination) (Furnham and Bochner, 1982; Kagan and Cohen, 1990; Ward and Kennedy, 1993) and academic problems such as failure (Aich, 1963; Barker et al., 1991) have been documented as characterising international students overseas sojourn. Life Satisfacion (LS) has been defined as a global evaluation by the person of his or her life (Pavot et al., 1991, p. 150), and has been identified as a key aspect of quality of life and Subjective Well Being (SWB) (Mannel and Dupuis 1996). SWB is a way of defining a good life, and is often referred to as happiness. People who experience abundant SWB have many pleasures and few pains, and they feel satisfied with their lives (Diener, 2000). Satisfaction also refers to the cognitive/judgemental aspects of SWB (Neto, 1995). Diener and his colleagues (1999) argued that, SWB and happiness, has both an affective (i.e., emotional) and a cognitive (i.e., judgmental) component. The affective component consists of how frequently an individual reports experiencing positive and negative effects. In addition to this, previous research (Diener et al., 1999) has found college students consider happiness and LS to be extremely important, and there is evidence that increased LS impacts upon academi c performance in college students (Rode et al., 2005). Research has shown that increased LS and happiness may be related to goal progression (Emmons, 1986), close social relationships (Myers, 2000), and being involved in flow activities (Csikszentmihalyi, 1997). Moreover, Veenhoven (1991) uses the definition of LS as the degree to which an individual judges the overall quality of his life as a whole favourably. (1991: 10). This idea emphasises satisfaction with ones life, implies contentment with or acceptance of ones life circumstances, or the fulfilment of ones wants and needs for ones life as a whole. Furthermore, the need satisfaction model (Maslow, 1970; McClelland, 1961) and the spill over (Diener, 1984;Wilensky, 1960) theories provide useful frameworks to conceptualise the processes that underlie happiness in a life domain. The basic premise of the need satisfaction model is that people have basic needs they seek to fulfil in each life domain. Individuals derive satisfaction in a particular life domain when events and experience related to that domain fulfil their needs. Therefore, this model seems to suggest that people who are successful in satisfying their needs are likely to enjoy greater SWB than those who are less successful. For example, a person reports high satisfaction of her health life domain based on positive experiences concerning health-related activities such as a healthy diet, regular exercise and attention to medical needs. Moreover, the spill over theories of quality of life are viewed as having two broad types; bottom-up and top-down theories. Firstly, bott om-up theories assume that LS is a summary evaluation of aspects of ones life. For example, one is satisfied with life because one has good social relationships, enough money, weight under control, and an interesting job (Choi et al., 2007; George and Landerman, 1984; Larsen, 1978). Secondly, top-down theories assume that LS is due to personality influences. For example, a neurotic individual is more dissatisfied in general with his or her job, social relationships, weight, and income in particular ( Shepard, 1974; Kremer and Harpaz, 1982). Although there may be some agreement about the important qualities of the good life, with considerations like health and successful relationships, each individual assigns different values to these factors (Diener et al., 1985). Each person has his or her own values, criteria, and basis for evaluation. Furthermore, considerable research effort has been devoted to the study of adults perception of the quality of their lives, including LS judgements. LS research is supported by the variety of measures appropriate for adults, such as the Satisfaction with Life Scale (Diener et al., 1985; Pavot and Diener, 1993), Quality of Life Inventory (Frisch et al., 1992), Life Satisfaction Index (Neugarten et al., 1961), and the Salamon-Conte LS in the Elderly Scale (Salamon and Conte, 1984). Several studies have been carried out regarding LS and the results of these studies emphasise that LS is related to different factors. A great deal of psychological research has explored the sources of peoples LS. Due to variation in the characteristics of the included samples such as age, gender or culture questions which are commonly found in questionnaires as well as included indicators, different factors have been found to be associated with LS. Campbell (1981) indicates that there are at least 12 domains involved in contributing to LS. These are health, finances, family relations, paid employment, friendships, housing, living partner, recreational activity, religion, self-esteem, transportation, and education (Campbell, 1981). Specific cultural and social factors also have been found to play an important role in determining LS and happiness (Triandis, 2000). LS is used worldwide in research including adults, young people, students, older people etc. (Baiyewu and Jegede 1992; H illeras et al. 2001b,Neugarten et al. 1961; Vitterso et al. 2002; Wood et al. 1969) and is supposed to be a useful outcome variable in different countries. Cultural context is an important element that influences an individuals cognitive evaluation of ones life. Culture affects people in a variety of basic psychological domains, including self-concept, attribution and reasoning, interpersonal communication, negotiation, intergroup relations, and psychological well-being (Brewer Chen, 2007; Fiske et al., 1998; Markus Kitayama, 1991; Oyserman et al., 2002). Sociologists and social psychologists are interested in socio-demographic patterns that emerge when people evaluate their overall living conditions (Veenhoven 1984; Argyle 1999; Headey and Wearing 1992; Hagerty et al. 2000; Glatzer and Zapf 1984). However, socio-demographic factors account for less than 20% of the variance of SWB, a finding confirmed in several studies (Campbell et al. 1976; Andrews and Withey 1976; Diener and Suh 1997). Many efforts have been made to analyse determinants of LS and researchers from several disciplines illuminate this subject from different perspectiv es. The study revealed that the standard of living, access to employment, job satisfaction, marriage, social relationships, social networks, and health were the most decisive factors when explaining variations in LS within countries. Previous research also indicate that these factors have a positive impact on individuals LS (Diener et al. 1999) with results also showing that individuals with high LS have such benefits including physical health, mental health, good interpersonal relationships, and educational and vocational success (Frisch, 2000; Park, 2003, 2004; Veenhoven, 1989). More recently, economists have shown an interest in explaining LS outcomes with respect to reported SWB as a proxy for individual utility. They primarily focus on cross-country comparisons, the question of marginal utility of income, and the relationship between absolute and relative levels of income on SWB (Frey and Stutzer 2002a, b; Oswald 1997; Layard 2005). Moreover, LS differs a great deal between individuals and between European countries. The previous study within the enlarged European Union shows average LS in 2003, measured on a scale from 1 (very dissatisfied) to 10 (very satisfied), ranged from 8.38 in Denmark to 4.41 in Bulgaria. In every country high income goes hand in hand with higher LS scores. However, poor people in Denmark are nevertheless more satisfied than rich people in Bulgaria. The large differences in the overall level of LS between old and new member states have so far been explained with reference to the level of economic prosperity in each country (Fahey and Smyth 2004). Moreover, several studies have pointed out that poorer countries tend to possess lower LS than richer ones. To support this idea, Leelakulthanit and Day (1993) compared the LS scores of Americans and Thais. The results showed that Americans were more satisfied with their lives than Thais. Similarly, Diener et al., (1995) investigated LS among American, Korean, and Chinese college students. The results of the study illustrated that American college students scored more highly on LS, positive feelings and influential factors (e.g., income and wealth of the countries) than both Chinese and Korean college students. The results of these studies emphasized that the countries with high qualities (such as income, wealth, education) have higher LS scores than the countries who have low quality of standards . Conversely, Heady et al. (2004) instead analysed household panel data for five countries and found the happiness measure to be considerably more affected by economic fac tors than found in most of the earlier literature. The economic factors in the study include wealth and consumption expenditures and among the findings are that wealth has a stronger impact on happiness than income and that non-durable consumption expenditures are as important for happiness as income. Recent cross-country studies have therefore returned to this issue, questioning the insignificance of economic factors, which led to a heated debate in Social Science Indicators between Richard Easterlin, who defended the standard conclusion that average income does not matter, and Michael Hagerty and Ruud Veenhoven, who opposed this and argued that positive happiness trends in most nations were caused by income growth (Hagerty and Veenhoven 2003; Easterlin 2005; Veenhoven and Hagerty 2006). Moreover, a number of previous studies exposed evidence about health playing a critical role in overall LS. In fact, health has long been viewed as one of the major factors to LS as previous studies have found that health plays a crucial role on individuals LS (Linn et al., 1988; Michalos, Zumbo, Hubley, 2000; Okun et al., 1984; Parkerson, Broadhead, Tse, 1990). Additionally, a number of previous studies have examined the relationship between LS and health factors such as obesity, alcohol use, suicidal thoughts, physical activity, stress, and academic performance in different populations. For example, the study of the Moum (1996) found that people who score high on LS measures are less likely to attempt suicide. Lewinsohn et al., (1991) also pointed out that people who score high on LS are less likely to become depressed in the future . Several researches have also examined that LS is related to healthy behaviours in a number of different populations (Kelly, 2004; Rudolf Watts, 20 02; Valois, Zullig, Huebner, Drane, 2004b). To support this idea, Statistics Canada Web Site (2009), found that Canadians LS was related to their health. The statistics showed that people who were satisfied with their lives reported that their health was excellent (62.5%) and only 8.4% of people who were satisfied with life reported poor health. Conversely, of those people who were not satisfied with their lives, 54.2% reported that their health was poor. As a result, this study found that weak levels of health are directly related to low levels of satisfaction with life, low levels of morality, and low levels of satisfaction. This study also stresses that public health provisions have an important role on the improvements of individuals quality of life. For example, Life expectancy in France or Germany has risen sharply. However, this improvement is not due to high-technology. These countries attach importance to improve the quality of health in urban sanitation. The main aim here is relatively low-cost treatment (for example; antibiotics for childrens ear infections) (Deaton, 2008). From the past to the present, a great deal of psychological research has explored the sources of peoples LS. These sources include ones overall wealth, whether one is single or married, male or female (Gold et al., 2002; Murtagh Hubert, 2004), or young or old (Diener, 1984; Mercier et al., 1998; Prenda Lachman, 2001) A few studies have investigated international undergraduate students Satisfaction with Life (SWL) in the pattern of culture associates. Definition of the SWL emphasises the individuals own Quality of Life (QoL) based on their selected standards (Shin and Johnson, 1978). Each individuals decisions about their own particular criteria of their QoL can help them to judge and establish their own SWL (Diener et al., 1985). This shows that ones SWL is not a universally determined criteria of QoL, because each individual is judging their SWL by their own evaluation of the QoL. This is one of the important reasons to focus on people of diverse ethnic background and their differ ent values and perceptions of what may characterise the good life (Diener et al., 1985). Another important reason to study SWL and Culture across different nations is based on cultural factors (such as ones quality of life) that play an important role on individuals happiness. Veenhoven (1991) found that living in an economically prosperous country where freedom and democracy are respected; political stability; being a part of a majority rather than a minority; being toward the top of the social ladder; being married and having good relationships with family and friends; being mentally and physically healthy; being active and open minded; feeling in control of ones life; having aspirations in social and moral matters rather than money-making and being politically conservative are significantly related with individuals happiness rather than unhappiness. Moreover, other researchers have established that individuals from different cultures have different levels of economic and social satisfactions with their Jobs. For example, people who have the same jobs but who live in different countries might have different levels of job satisfaction because of cultural influences (Cranny et al., 1992; Gallie Russell, 1998). This signifies that both economic (money) and social (interest) satisfaction with work, such as individuals quality of their working styles, experiences and achievements, is another very important component of individuals overall SWL (Frijters et al., 2003; Kraft 2000). Furthermore, health is a subjective phenomenon manifested as the experience of wellness/illness based on individuals evaluations of how they are feeling and doing. There are variety of factors on an individuals health satisfaction which have been related to their LS such as weight (Ball et al., 2004), alcohol use (Murphy et al., 2005), stress (Schnohr et al., 2005), and physical activity (Valois, Zullig, Huebner, Drane, 2004b) These have been shown to be related to life satisfaction in different populations. The relationship between LS and various aspects of perceived health has been investigated in different nations because in different cultures people have different health institutions and services which can affect both their QoL and SWL. Previous researchers found that there is a positive relationship between subjective health and LS (Arrindell et al., 1999; Lohr et al., 1988; Rapkin Fischer, 1992; Willits Crider, 1988). The information above supports that to study both SWL and culture have been useful in illuminating how individuals differ in their SWL from different nations and the role of culture. A Number of studies emphasize that culture affects individuals from several basic psychological domains. For example, attribution and reasoning, intergroup relations, interpersonal communication, self-concept, negotiation, and psychological well-being (Brewer Chen, 2007; Fiske et al., 1998; Lehman et al., 2004; Markus Kitayama, 1991; Oyserman et al., 2002). From the theory and research presented in this review, it can be seen that cultural factors are the integrative parts of the LS. According to this, this study will focus on the Culture and LS amongst international students to see whether culture plays an important role on the undergraduate students LS from five different cultures. The specific aims of the study are three-fold. Firstly, it determines whether there is a relationship between international students LS and CS amongst five different countries. Secondly, it specifies whether the international students have differences in CS in general factors (i.e. quality of services/ city/life etc.), social relationships, job satisfaction, health, authority and public safety across five different countries. Thirdly, it explores whether there is an LS difference between International Students from five different countries which are China, India, UK, Turkey and Nigeria. In this study, I will focus on more cross-cultural phenomenon of the st udents satisfaction as well as its link with cross-cultural differences in the bases of LS (Schimmack et al., 2002; Suh et al., 1998) and provide tests of an empirically supported explanation for the differences. When people construct judgments about their overall LS, different cultural members place relative emphasis on different aspects of life. Therefore the hypotheses for this study are: There will be correlation between LS and CS amongst International Students from five different countries . There will be a difference in CS between International Students from five different countries There will be a difference in LS between International Students from five different countries. METHOD SECTION Participants A total of 100 students from the University of Northampton (UCN) in Northampton participated in the study. The sample for the current study comprised of 100 students, with twenty participants from each of the five nations India, Africa, China, United Kingdom and Turkey. Participants were selected from these five countries because many students from these countries came across to study in the University of Northampton. All participants were more than 18 years of age. Both males and females between the ages of 18-25 were selected. Each participant was required to complete both Questionnaire Section A of Life Satisfaction and Section B of the Cultural Satisfaction (see Appendix 2). All student participation was voluntary. Apparatus/Measurements The measures for the study were either taken directly or with modification from existing scales as described below. With the exception of the Satisfaction With Life Scale, all the items reported here were answered on a 5-point Likert Scale. Life Satisfaction : Global life satisfaction was measured by the Satisfaction With Life Scale (Diener, Emmons, Larsen, Griffin, 1985) to measure the life satisfaction of the international undergraduate students. The SWLS is a five-item inventory with a 7-point scale. The five items used to measure satisfaction with life are : (a) In most ways my life is close to ideal; (b) The conditions of my life are excellent; (c) I am satisfied with my life; (d) So far I have gotten the important things I want in life; and (e) If I could live my life over, I would change almost nothing. Participants respond to each item on a 7-point scale ranging from 1 (strongly disagree) to 7 (strongly agree), yielding a possible total score ranging from 5 to 35 (see appendix 2). Satisfaction With Culture: Participants cultural life satisfaction was measured by questions both from Quality of Life Satisfaction Survey (2003) (QLS) (cited in Delhey, 2004) and the 2006 General User Satisfaction Survey (GUSS) (Torbay Council, 2006). Researcher also prepared some of the questions. The Satisfaction with Culture survey is a 70-item Likert scale designed to measure international students cultural satisfaction within six cultural life domains: general, social relationships, job satisfaction, health perception, authority and public safety were considered important influences on individuals life satisfaction. Participants respond to each item on a 5-point scale ranging from 1 (strongly disagree) to 5 (strongly agree) (see appendix 2). General : The general questions about the cultural life satisfaction, which consists of twenty-three out of the 70 items, was added to the beginning of the Cultural life satisfaction scale in order to measure general life satisfaction about the cultural factors. The researcher also prepared the questions from 1 to 19. However, questions 20 to 23 from the general section were obtained from QLS. Students were expected to respond to each item based on a five-point Likert scale from strongly disagree to strongly agree. Examples of items are It is a good place to live, overall quality of life in the city, water quality, noise etc. However, nine items were measured on an ordinal scale that assessed satisfaction with current state of general services (e.g. health services, public transport, education system etc.). Participants again respond to each item on a 5-point scale ranging from 1 (poor) to 5 (very high). Higher values indicate higher LS. Social Relationships : To achieve a high level of joy and happiness in life, people must be socially involved with people. This involves getting along well with others, having friends and companions, and offering help to those who need it. This part evaluates international students social relationships in their home countries through sixteen items. However, five questions about the tensions between different groups were obtained from QLS. Scoring goes from 1 to 5, where 1 corresponds to the answer Very many tensions and 5 to No tension at all. Moreover, eleven questions consisted of general problems about parents, children, teenagers etc. These eleven questions were also prepared by the Researcher. Statements such as parents not taking responsibility for the behaviour of their children, noisy neighbours or loud parties and people being attacked because of their skin colour, ethnic origin or religion etc. The items were also based on a 5-point Likert scale ranging from 1 (a very big p roblem) to 5 (not a problem at all). Job Satisfaction: In this section questions asked students to evaluate their overall Job satisfaction and financial situation. Questions in the Job Satisfaction section were adapted from QLS. A list of seven items was constructed to measure the job satisfaction variable. Items were presented on a 5- point Likert scale ranging from strongly agree to strongly disagree. Items included My work is dull and boring , I am well paid, and My job offers good prospects for career advancement etc. Health Perception : The health perception variable was measured on a Likert scale that assessed satisfaction with current state of health services in international students countries. This section consisted of eight items. Questions 1 to 4 from the health section were obtained from QLS. However, questions from 5 to 8 were obtained from GUSS. Items were presented on a 5-point Likert scale ranging from very satisfied to very dissatisfied where 1 corresponds to the answer very dissatisfied and 5 to very satisfied, and included statements such as waiting time to see doctor on day of appointment, Quality of Hospitals and Deal with patients etc. Authority: The authority section consists of seven items. Question 1 and 7 from the authority section were adapted from GUSS . Also, questions 2 to 6 were prepared by the researcher . The items were rated on a 5-point Likert scale, and included statements such as how satisfied or dissatisfied you are with each of the following services provided or supported by your country City Council such as; Sports/leisure facilities and events, libraries, museum, galleries, theatre etc. Scoring goes from 1 to 5, where 1 corresponds to the answer strongly disagree and 5 to strongly agree. Public Safety: Public safety questions about the cultural life satisfaction, which consists of nine items. Questions in the Public Safety section were prepared by the researcher. Questions include how safe do you feel walking in your neighbourhood during the day? and how safe do you feel walking in your neighbourhood after dark? etc. The responses were based on a 5-point Likert scale ranging from very unsafe to very safe, and 1 (strongly disagree) to 5 (strongly agree). Procedure Before the experiment participants were asked to read the standardised instructions (see appendix 3 ) and to give their consent verbally. According to the standardised instructions, participants were fully informed what the study was going to investigate. The standard instructions informed the students of the purpose of the study; that participation was voluntary and the responses were going to be treated confidentially. Also, it explained the details of what participants would have to do and were allowed to ask any questions. Experimenters informed the participants that the aim of the study was to investigate whether there is a relation between participants general life satisfaction and cultural life satisfaction. By giving their consent to taking part in the study, they were agreeing to be involved in this study and were then asked to sign the consent form (see appendix 4) and read the brief (see appendix 4). After that, participants were asked to fill in the questionnaire. The que stionnaire consisted of two sections; section A and section B. Section A was about the Satisfaction with Life Scale (SWLS; Diener et al., 1985) to measure life satisfaction. The scale comprises of five-items and the responses were made on a 7-point agree-disagree Likert scale (Diener et al., 1985). On the other hand, section B was about cultural life satisfaction (Questions were obtained from QoL). The Satisfaction with Culture survey is a 70-item Likert scale and was designed to measure international students cultural satisfaction. The scale provides scores for six dimensions namely for the participants satisfaction with their nations. The six sections of the cultural satisfaction are: general, social relationships, job satisfaction, health perception, authority and public safety considered important on individuals cultural life satisfaction. According to participants responses, negative scores indicate dissatisfaction, whereas positive scores indicate satisfaction of the specific domain for the individuals life satisfaction. In this experiment, participants were not timed. Therefore, all the participants had the same life satisfaction and cultural satisfaction scale. Participants were also aware that they were allowed to withdraw at anytime without giving reason. After the experiment, the experimenter gave the participants a cue sheet which consisted of a brief explanation of what the study was about and the experimenters e-mail address (see appendix 5). Also, each Life satisfaction scale had the participant number recorded on the top of the paper so, if the participants changed their minds and wanted to retract their results from the study, they could email the experimenter and give their paper number by 01-01-2010. Also, participants were allowed to ask any questions. There was no deception of the participants in this study. Finally, no personal data was requested. As a result, the participants were anonymous . Questionnaires will be kept confidential and securely kept in the locked answers cupboard. Design This study was performed to determine the relation between culture and life satisfaction. The dependent variable of the study was the life satisfaction and the independent variable was culture. In this experiment, participants were sampled around the university campus and each participant received only one questionnaire. All experimenters rated using the same grading criteria. In this experiment, participants used to conduct this study were divided into five groups. These groups were formed according to the students nations which were China, India, UK, Turkey and Nigeria (Africa). Ethics A standard ethics form was completed prior to the study (see appendix 1) and approved by the ethical committee of the University of Northampton. The participants were asked for their consent prior to taking part in the study. Once they had read the standardised instructions (see appendix 3) and the participants were also given the chance to ask any questions. After this, participants were asked to sign their consent (see appendix 4). By giving their consent to taking part in the study, they were agreeing to be involved and to follow the instructions from the study. There was no deception to the participants in this study. They were fully informed of what the study was investigating and what they would have to do. The participants were also given the chance to withdraw at any point while they were taking part. They could also have their data removed. This is essential as the participants need to feel at ease and should not be held against their will. They were informed of this on the standardised instructions (see appendix 3 and 4). To ensure that the participants were comfortable and understood the study that they were taking part in, they were debriefed. This was done both verbally after the study had concluded to give the participant a chance to ask any questions and given a handout which they could keep for reference. This also included a contact email address (see appendix 5). The questionnaires that were completed by the participants involved them answering some questions that, unless they were assured of confidentiality, they may not have wanted to answer. In this study, this is done by there being no personal data requested that could link the participant to the data and researcher keeping the data safe. By taking part in a psychological experiment, some people may be affected and this is why there was a contact email on the debrief for the participants (see appendix 5). There had also been no personal data requested; therefore, the participants could no t be contacted or found even if there was a leak in confidentiality. RESULTS Descriptive Statistics were used to summarize the main features of a collection of this studys data in quantitative terms to see the differences between International Students Life Satisfaction (LS) scores from five different nations (India, China, UK, Turkey and Nigeria). A Pearsons r product moment correlation coefficient test was carried out to test if the correlation between Life Satisfaction and the six subsections of the Cultural Satisfaction (General, Social Relationship, Job, Health, Authority and Public Safety Satisfaction) were statistically significant or not with data at interval/ratio level. Partial correlation also used for International Students from five different nations to describe the association between LS and the six subsections of the Cultural Satisfaction (CS) whilst taking away the effects of nationality on this relationship. An analysis of One-Way between subjects ANOVA was also used to see whether international students from five different nations differed i n any six subsections of the CS. A Post-Hoc Tukey test, which is generally used in conjunction with an ANOVA, was also carried out to see whether each nations mean differences between the six aspects of the CS were significantly different from one another. Descriptive Statistics In this study, descriptive statistics are used to describe the main features of a collection of data in quantitative such as mean, median, standard deviation that summarize and interpret some of the properties of a set of data. The participants score from the Life Satisfaction (LS) questions on the LS survey, were collected and entered into SPSS. (see appendix 6). Descriptive statistics were calculated for each of the five nations to obtain the mean scores of Life Satisfaction. Descriptive statistics for five countries are presented in Table 1 below. The descriptive statistics showed that Turkish (Mean= 5.70, SD=0.92) and UK (Mean=5.15, SD= 1.46) students reported the highest life satisfaction scores, and these groups in turn reported higher mean life satisfaction scores than Indian students (Mean=4.40, SD=1.18), Chinese students (Mean=4.75, SD=1.11) and Nigerian students (Mean=4.85, SD=1.22). Indian (Mean= 4.40) and Chinese (Mean=4.75) students were the least satisfied with life. Descriptive statistics also show that Indian students reported the lowest mean scores; these students were less satisfied with their life satisfaction than students from the other four countries. Moreover, it is obvious that Turkish students were the most satisfied with their life satisfaction than the other four countries. Pearsons (r) product moment correlation coeffient In order to test the hypothesis 1, that there will be correlation between Life Satisfaction (LS) and Cultural Satisfaction (CS) amongst International Students from five different countries, a Pearsons (r) product moment correlation coefficient tests (calculations obtained from the SPSS program is shown in Appendix 6) was used to find strength of the correlation between Life Satisfaction and the six aspects of the cultural satisfaction with data at interval/ratio level (see Table 2). Pearsons correlation coefficients results showed that there was no statistically significant correlations between Life Satisfaction and any other subsections of the Cultural Satisfaction because P value is more than 0.05 (p0.05) for each of the subsections. Results from both Pearsons and Partial correlation coefficient indicates that we accept the null hypothesis which is there is not any correlation between LS and CS amongst International Students. One-way between subjects ANOVA test An analysis of the data using One-way between subjects ANOVA was carried out to see whether there were differences in any subsections of the cultural satisfaction (CS) across the five nations (see appendix 6 for calculations). Seven one-way ANOVAs were conducted between the international students from five nationalities (India, China, UK, Turkey, and Nigeria) and subsections (general, social relationships, job, health, authority and public safety satisfaction) of the CS domains. Results can be seen in table 4. A one-way between subjects ANOVA was conducted to compare the international students scores from five different nations (India, China, Turkey, UK, Nigeria) to see whether there were differences in Life Satisfaction (LS) and each of the cultural satisfaction variables, which are general satisfaction, social relationship satisfaction, job satisfaction, health satisfaction, authority satisfaction and public safety satisfaction. One-way ANOVA found a statistically significant difference in the level of LS in relation to the four aspects of social relationship satisfaction (F(4,95)= 2.89, p

Boudicca A Mothers Revenge or Celtic Societys Laws

Life for women among the ancient Celts about 2,000 years ago was surprisingly  desirable, especially considering the treatment of women in most ancient civilizations. Celtic women could enter a variety of professions, hold legal rights—especially in the area of marriage—and have rights of redress in case of sexual harassment and rape, the most famous of which was Boudicca.   Celtic Laws Defining Marriage According to historian Peter Berresford Ellis, the early Celts had a sophisticated, unified law system. Women could govern and take prominent roles in political, religious, and artistic life, and even act as judges and lawgivers. They could choose when and whom to marry. They could also divorce and they could claim damages if they were deserted, molested or maltreated. Today, two of the Celtic legal codes survive: The Irish Fà ©nechas (known as the Brehon Law), codified during the reign of the High King Laoghaire (428-36 A.D.), and the Welsh Cyfraith Hywel (the Law of Hywel Dda), codified in the tenth century by Hywel Dda. Marriage Among the Celts In the Brehon system, at the age of 14, Celtic women were free to marry in one of nine ways. As in other civilizations, marriage was an economic union. The first three types of Irish Celtic marriages required formal, prenuptial agreements. The others—even the ones that would be illegal today—marriage meant men assumed financial responsibilities for child-rearing. The Fà ©nechas system includes all nine; the Welsh Cyfraith Hywel system shares the first eight categories. In the primary form of marriage (là ¡namnas comthichuir), both partners enter the union with equal financial resources.In là ¡namnas mnà ¡ for ferthinchur, the woman contributes fewer finances.In là ¡namnas fir for bantichur, the man contributes fewer finances.Cohabitation with a woman at her house.Voluntary elopement without the consent of the womans family.Involuntary abduction without the familys consent.Secret rendezvous.Marriage by rape.Marriage of two insane people. Marriage did not require monogamy, and in Celtic law, there were three categories of wives paralleling the first three types of marriage, the main difference being the attendant financial obligations. Neither was there a dowry required for marriage, although there was a bride-price which the woman could keep in certain cases of divorce. Grounds for divorce that included the return of the bride price were if the husband: Left her for another woman.Failed to support her.Told lies, satirized her or seduced her into marriage by trickery or sorcery.Struck his wife causing a blemish.Told tales about their sex life.Qas impotent or sterile or obese enough to prevent sex.Left her bed to exclusively practice homosexuality. Laws Covering Rape and Sexual Harassment In Celtic law, cases of rape and sexual harassment involved punishments to help the rape victim financially while permitting her rapist to remain free. That might have provided less incentive for the man to lie, but failure to pay could lead to castration. The woman, too, had an incentive for honesty: she had to be certain of the identity of the man whom she was accusing of rape. If she made an allegation that later proved to be false, she would have no help raising the offspring of such union; nor could she charge a second man with the same crime. Celtic law didnt demand written contracts for liaisons. However, if a woman was kissed or interfered with bodily against her will, the offender had to make compensation. Verbal abuse also fetched fines valued at the persons honor price. Rape, as defined among the Celts, included forcible, violent rape (forcor) and the seduction of someone asleep, mentally deranged, or intoxicated (sleth). Both were regarded as equally serious. But if a woman arranged to go to bed with a man and then changed her mind, she could not charge him with rape. For the Celts, rape doesnt seem to have been so much shameful as a crime that must be avenged (dial), and often by the woman herself. According to  Plutarch, the famous Celtic (Galatian) queen  Chiomara, wife of  Ortagion  of the Tolistoboii, was captured by the Romans and raped by a Roman  centurion  in 189 BC. When the centurion learned of her status, he demanded (and received) ransom. When her people brought the gold to the centurion, Chiomara had her countrymen cut off his head. She is said to have quipped to her husband that there should be only one man alive who knew her carnally. Another story from Plutarch concerns that curious eighth form of Celtic marriage— that by rape. A priestess of Brigid named  Camma  was  the wife  of a chieftain named  Sinatos. Sinorix murdered  Sinatos, then forced the priestess to marry him.  Camma  put poison in the ceremonial cup from which they both drank. To allay his suspicions, she drank first and they both died. Boudicca and Celtic Laws on Rape Boudicca  (or Boadicea or Boudica, an early version of Victoria according to Jackson), one of  historys  most powerful women, suffered rape only vicariously—as a mother, but her revenge destroyed thousands. According to the Roman historian  Tacitus, Prasutagus, king of the Iceni, made an alliance with Rome so that he would be allowed to rule his territory as a client-king. When he died in 60 A.D., he willed his territory to the emperor and his own two daughters, hoping thereby, to placate Rome. Such a will was not in accordance with Celtic law; nor did it satisfy the new emperor, for centurions plundered Prasutagus house, whipped his widow, Boudicca, and raped their daughters. It was time for revenge. Boudicca, as ruler and war leader of the Iceni, led a retaliatory revolt against the Romans. Enlisting the support of the neighboring tribe of Trinovantes and possibly some others, she resoundingly defeated the Roman troops at Camulodonum and virtually annihilated his legion, the IX Hispana. She then headed towards London, where she and her forces slaughtered all the Romans and razed the town. Then the tide turned. Eventually, Boudicca was defeated, but not captured. She and her daughters are said to have taken poison to avoid capture and ritual execution at Rome. But she lives on in legend as Boadicea of the flaming mane who stands towering  over her enemies in a scythe-wheeled chariot. Updated by  K. Kris Hirst Sources Ellis PB. 1996.  Celtic Women: Women in Celtic Society and Literature. Eerdmans Publishing Co.The  Brehon Law AcademyBulst  CM. 1961.  The Revolt of Queen Boudicca in A.D. 60.  Historia: Zeitschrift fà ¼r Alte Geschichte  10(4):496-509.Conley CA. 1995.  No Pedestals: Women and Violence in Late Nineteenth-Century Ireland.  Journal of Social History  28(4):801-818.Jackson K. 1979.  Queen Boudicca?  Britannia  10:255-255.

News Programs Bias And Political Party - 964 Words

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Every viewer needs to take in to consideration the political bias of a news program before changing his or her opinion of a candidate as well as do some research on the candidates of an election themselves. Lastly, the dramatization by news programs today produces a glamorization of crime. News stories on crimes are extremely popular due to the fact audiences’ remembers bad news much easier than good news. Take history for example, much of history is filled with recounts of gruesome murders, wars, and scandals. An estimated 71 million viewers across the country tune in to their local news station’s broadcast (Yanich, 2004, p. 537). It can easily beShow MoreRelatedMedia Bias And The Civil Rights Era1286 Words   |  6 PagesMedia bias is a topic that has been in great focus of many political leaders over the past few presidential elections. However, what many people fail to see is that media bias has been around since the beginning of major news companies. 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Safety Management Systems for Aviation Industry- myassignmenthelp

Question: Discuss about theSafety Management Systems for Aviation Industry. Answer: Introduction The following assignment is about the various aspects and the importance of implementing the safety policies for the aviation organizations. The aviation organizations deal with providing their services for carrying goods as well as human beings from one country to another. Therefore, it is much necessary to provide safety to the passengers or the goods they are caeeying through air. All the organizations working within the aviation industry must introduce some safety policies for the cabin and crew, passengers, pilots and the air hostesses. This is of utmost importance because millions of lives across the world are related to this. Overview of the aviation industry Before exploring about the safety policies for the aviation industry organizations, one must be aware about the aviation industry itself (Kinnison and Siddiqui 2012). This industry deals with carrying passengers by air through their airplanes and the other aircrafts like helicopters and private jets and others. This industry deals with the operations, management and development of the aircrafts. It has been a common perception that the aviation industry is only about the pilots and air hostesses. However, this perception is not at all true. There are many other job options within this industry (Van der Linden 2015). There are in-flight trainers, aircraft maintenance engineers, baggage handlers, reservation agents, clerks, air traffic controllers and many more people. They are equally precious professionals along with the running staffs like pilots and airhostesses. So, it is of utmost importance for the aviation organizations to maintain some safety means for their employees (Rodrigues and Cusick 2012). The aviation industry has promising growth in the future so the youth are interested towards this lucrative career. As more people are getting recruited in this profession, the responsibilities for securing them retaining them and maintain safety measures for their customers i.e. the passengers is increasing rapidly. The incident of the air crashes and likewise accidents have been a very common phenomenon in the recent times. This has resulted in the loss of lives for many people (Rodrigues and Cusick 2012). Important safety measures In this paper, the subject of discussion has to be around the aviation industry organization Gladiator Airline that has been operating for some years. They have to create a safety policy for their customers as well as their cabin and crew (?okorilo, De Luca and DellAcqua 2014). They have to be aware about the various aspects about the aviation industry safety measures across the world. They have to ensure the health safety of their employees and the customers as well. The six point safety strategy is a very important strategy that the aviation industry organizations must follow in order to build proper policies for their organizations. Some of the factors that have to be considered at the time of assessment of safety measures are safety performance monitoring analyze and disseminate the information and promoting the facilitation of safety (Oster, Strong and Zorn 2013). The safety management system in the aviation industry is about an approach to manage the safety. This includes the necessary organizational structures, accountabilities, policies and the procedures (Halford 2016). The kinds of service providers who use to provide the safety tools for the aviation industry are aircraft operators, air traffic service providers, certified aerodromes, approved maintenance organizations, the organizations which are responsible for designing the types and manufacturing the aircrafts. The things that can be put under maintain the safety for the passengers and employees are identifying the safety hazards, aiming to make a continuous improvement in the safety policies, making sure that the remedial action is taken so that the acceptable level of safety can be maintained (Halford 2016). This industry has been maintaining these safety management systems (SMS) for a long time. The industry looks to concentrate on some important factors in the safety measures. He Global Aviation Data Management (GADM) has revealed that there are several points of concern in this industry and they are risks at runway, controlled flight into terrain and loss of control in the flight. Safety policies for Global Airline The chosen organization for this paper Gladiator Airline can adopt some safety policies by which they can avoid certain risks of accident as the number of accidents have to be reduced at any cost. They have to maintain a safety culture that can be flexible, based on learning, encourages the fact that reporting is just. The hazards have to be identified properly and remedial actions must be taken within certain time. This will help to control the hazards (Chen and Chen 2012). The safety performance can be improved by establishing and achieving the goals, targets and measurements and the safety performance has to be monitored by the control room. The management has to be held accountable to establish to maintain the safe workplaces in the organizations and the different policies, procedures, instructions and adequate resources have to be provided by the management for better safety (Chen and Chen 2012). All the aviation regulatory requirements have to be met or exceeded for betterment. The safety-related risks associated with the airline operations have to be managed systematically (Chen and Chen 2012). All the WHS legislative frameworks related to the health and safety management have to be met or exceeded by the organization. The safety achievements have to be recognized by the organization as part of the good business practice. These safety policies should be applied to all the team members, contractors and visitors associated with the industry (Roelen and Klompstra 2012). The adequate resources have to be provisioned for maintain these safety policies. The early intervention and returning to work must be encouraged by implementing proper equitable claims management. These returning to work cases include the injuries and illnesses. The organization has to achieve the industry leading performance and continuous improvement in the safety practices (Roelen and Klompstra 2012). The crew members should be fit and responsible for their own duty. It should be made sure they have completed their training and current employees. They should stop, think and identify the hazards. They should wear the personal protective equipments (PPE). They must report all safety hazards and risks. They should challenge unsafe behaviors in the other people. Conclusion To conclude this paper, it can be said that many significant aspects in the aviation industry safety policy have been discussed here. The safety management system and the related risks and hazards, safety maintenance strategies have been outlined also. The safety policy for the chosen organization Gladiator Airline has been developed so that they can go through and maintain this policy. These policies are very important to be maintained as this will ensure the responsibilities for the crew members and the integrity of the airline industry. References Chen, C.F. and Chen, S.C., 2012. Scale development of safety management system evaluation for the airline industry.Accident Analysis Prevention,47, pp.177-181. ?okorilo, O., De Luca, M. and DellAcqua, G., 2014. 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