Food waste Essay Example for Free

Food squander Essay New vegetables, prepared to-prepare dinners, and modest meat is the thing that an advanced consumer’s assumed basic food item list contains! Dump everything into your ice chest loaded with bargains, rebate offers and feel upbeat. This is the manner by which the retailer gets a faithful client. Toward the end o the story, it’s the food industry’s ideology that the client is consistently right†¦.. In the event that food became it s own impactful nation, it would be the world’s third greatest supporter of climatic changes. As indicated by United Nations Food and Agriculture Organization, 33% of the world’s absolute food is squandered far and wide, actually to fork direct from the homestead. In West, the vast majority of the food squander happens in light of the fact that typically the extra fixings are hurled out. The significant explanation behind food wastage is that the reap of a rancher doesn't satisfy the retailer’s explicit need. Thinking about tomatoes, if too little or even too enormous to be offered to retailer will be left to spoil in fields. While, in creating nations the situation is somewhat extraordinary on the grounds that the food spoils among fields and markets because of deficiency of capacity limit. Mindfulness battles with respect to food squander have just started in the Western piece of the world. Associations are instructing individuals about the misuse of food at family unit level and how might it be disposed of or decreased to a degree. This is only the bit of the entire piece. Indeed, even general stores are having their impact by creating plans to utilize extra food and leaflets to store your food in the most ideal way. In like manner, numerous markets have started redistribution of unsold stocks and overabundance to magnanimous associations. Seeing food squander in nearby setting, Pakistan is likewise the guilty party for this wastage regardless of the way that depriving and food lack are zones of genuine concern. Despite the fact that we produce satisfactory nourishment for our country yet at the same time the wastage level is at its pinnacle. This is a direct result of reckless disposition of our state and our society’s love for overabundance food. At the point when we talk about utilization of food, carelessness by society additionally should be handled. At get-togethers just as weddings, it is very normal for individuals to accumulate a heap of food on their plates and eat only a part of it as though this is the last time they are eating food. Much is expected to done to store transient things, for example, foods grown from the ground. State needs to investigate this issue with most extreme consideration and furthermore to protect grains by making additional office for capacity reason. On aggregate premise, perspective should be changed. It isn't just dishonest yet additionally a demonstration of being socially flippant to squander food when millions around the globe rest void stomach. As per Tim Lang, teacher at City University London, food squander is a side effect, not an issue. So to kill these manifestation governments, non-legislative associations like UN can dishearten inefficient activities by makers of the food, ranchers, purchasers and supermarkets. Food ruining and squandering is making physical annihilation mother earth. So let’s hold hands to annihilate wastage of nourishment for the individuals who starve and are under favored.

A Rose By Any Other Name Essays

A Rose By Any Other Name Essays A Rose By Any Other Name Essay A Rose By Any Other Name Essay Michael to Janet Lea and Page, there are a huge number of Baby Name Books that guide guardians in choosing the correct name for their little beloved newborn. With names having both social and chronicled implications, these books are expected to pick the best name for a youngster that depicts the attributes that the guardians wish for their kid to have. For instance, A parent may choose to picked their prospective child young lady to be called Adding meaning Noble, delicate, sensitive (http://www. Unpleasantness. Com/search/O/delicate). Or on the other hand maybe Ethan, a Hebrew name for an infant kid that implies firm, solid, rash (http://bandoleers. Protectionist. Com/meaning_of_Ethan. HTML). While guardians look for names that have satisfying qualities, there is one tremendous perspective that goes into the name choosing process: Gender. Before the youngster is even conceived, guardians start characterizing sexual orientation standards for their kid the subsequent they discover the sex of the infant. Looking towards manly names, for example, Michael, David and Adam, guardians wouldnt dare name think about one of these Ames for their child young lady. Society unmistakably characterizes sex suitable names; there is a set name for men and female. Indeed, even in Different dialects, for example, Spanish adding a n a to ladylike and o to manly words, a reasonable differentiation among male and female qualities. Our general public feels good with these sexual orientations regulating names. At the point when we are acquainted with a man named Josh and a lady named Sally, our perspectives are not upset; there is no disarray in our psychological procedure. Presently there are sexually unbiased names, for example, Taylor and Cameron, that may take more inconsideration yet once given a male or female face the disarray is fathomed. Anyway once names that have just been socially characterized as having a place with a specific sex are given to another gathering, an issue is introduced. It isn't satisfactory to name your child Brittany, this difficulties the qualities that are thought to be delineated and present for guys by relegating a name that is customarily female. I ran into this specific issue when I requested my loved ones to call me John. I didn't change my physical appearance or pass on the message that I needed to e a kid or experience a sex change; I Just requested to be called John (a truncation of my last name) since I believed it to be a decent epithet. Anyway every time I requested to be called this, I am immediately closed down under the Justification that John is a young men name and I am not a kid. Rather they rather attempt to recommend female monikers, for example, Nina, Ann or Toni (spelled with a l obviously that strengthens sexual orientation standardizing modifiers). Addis Amelia (2003) expressed, Gender is an action word as opposed to a thing. Did calling me John, cause me to carry on any less like a young lady or dissuade me room wearing make up or discredit the way that I despite everything distinguish as a female? Regardless of the way that I was as yet a similar young lady I had been throughout the previous 20 years, requesting to be known as a manly name was the most befuddling thing for individuals to comprehend. Anyway sexual orientation is delineated through my activities. A kid isnt a kid in view of his name. He is rather a kid once he is associated into being a manly Joshua or David by his folks and society pressures on him to be as they advise him not to cry like a sissy or rebuff him for indicating an enthusiasm for dolls. Sex is a social weight that the way of life thinks about proper for ones sex 0. It isn't until that child is associated into thinking being that the person in question through the weight and impact from their condition and the media to carry on with a specific goal in mind. It is this doing of sex that makes an individual what is consider to be a male or female, it doesnt matter what their folks choose to call them. I anticipate seeing a world brimming with female Johns, Spencer and Jeans and some kid Ashley and Alexis.

Psychology of Achievement How to Unlock Your Potential

Psychology of Achievement How to Unlock Your Potential The Psychology of Achievement by Brian Tracy, which was first published in 1984, has become one of the classics when it comes to personal development. This program has been adopted by psychologists and corporations for years since it was published. With the onset of the internet and its massive impact, Tracy updated the program with “The New Psychology of Achievement”, adapting the program to the current state of things.But what, exactly, is the psychology of achievement? © Shutterstock.com | Dudarev MikhailThis article will help you understand 1) what the mindset for success and achievement looks like, 2) the 7 mental laws of success, and 3) how to unlock your unlimited potential.THE MINDSET FOR SUCCESS AND ACHIEVEMENTSuccess is what everyone wants to achieve, both on a personal level and on a professional level. It is the accomplishment of an aim, purpose, goal, or anything that one desires. Achievement, on the other hand, is something that is accomplished through special effort, hard work, great courage, or superior ability.Tracy named six requirements for success.Peace of mind. One is successful if he is free from fear, guilt and anger. They can focus or concentrate better in pursuing their goals if they are not burdened by any of these negative elements.Good health and energy. A person cannot fully be satisfied with anything if he is of poor health or suffering from a weak body. High energy levels are essential to stay motivated to move forward. Having loving relationships with other people. Mature relationships â€" one of respect, affection, and intimacy â€" will inspire a person to do better.Financial freedom. Often, a person is held back by his constant worrying over the lack of money or financial resources. Poverty is seen as shackles that will hinder progress or advancement.Commitment to worthy goals and ideals. Everything we do, we do it for a reason. If you know what your goals and ideals are, you have a clearer direction on where to go, and how to go about it.Personal fulfillment. Success is achieved when you get a feeling of self-actualization. You have to feel that you are achieving what you set out to achieve, and that you are becoming everything that you are capable of becoming.Interested in how our mindset influences our ability to succeed? Watch this video by Eduardo Briceno. 7 MENTAL LAWS OF SUCCESSIn his book, Brian Tracy identified 7 laws of mental mastery that, when followed, will lead you on the path to s uccess.#1: The Law of ControlWhen you feel good about yourself and how you are working towards the goals that you have set, then you will feel that you are in full control of your life. You are on the driver’s seat, and you call all the shots.#2: The Law of Cause and EffectFor every action that you take, there is a corresponding reaction. If you are not happy with the result, it is up to you to work backwards and change the prior action that spurred it.#3: The Law of BeliefYou become what you belief. If you believe that you will fail in something, then you most certainly will. If you believe that you will succeed, then you have won half the battle. You just have to continue on to make it happen.#4: The Law of ExpectationsWhat you expect will become your self-fulfilling prophecy. You expect that you will get the results you want? Then you will have more confidence that it will come true.#5: The Law of AttractionYour dominant thoughts act like a magnet that will draw people, thought s and circumstances. If you want to attract positive things, then you also have to think positively.#6: The Law of CorrespondenceYour outer and inner world are in sync with each other. So you want to present yourself as a success to the world? Then start from the inside, by making yourself look like a success.#7: The Law of Mental EquivalencyYou have your positive thoughts and affirmations. Apply the rule of repetition until it becomes your reality. When you create the mental equivalent to what you desire, then everything else will fall into place.HOW TO UNLOCK YOUR UNLIMITED POTENTIALWe all have power within us; it’s just that, sometimes, we are not aware that we have them or, even if we do, we’re not fully cognizant of how much power we have. We all have potential, waiting to be unleashed, so we can drive ourselves to achieve what we want and ultimately gain success.But how do we unlock our unlimited potential? You will notice in the succeeding discussions that Tracy’s 7 Men tal Laws are applied.Develop a Positive Mental AttitudeHere, you have to work on building a positive self-concept, or the knowledge of who you are. Work on your attitude. You may not know it, but you may be letting opportunities slip past you because you have adopted a pessimistic outlook, or your attitude is that of a loser, or one who refuses to even try unless it’s a sure thing.How can you build a positive self-concept, you ask? Start by taking a good look at yourself and your actual achievements thus far. But that is not all.Set clear and specific goals. Determine what your personal mission in life is, so you can get a sense of purpose. Write down your goals so you have something concrete to keep going back to during those times that you need to be reminded of them. You can categorize your goals accordingly including, but not limited to, the following:Personal goals, or those with respect to your personal fulfillment and pleasureFamily goals, or those pertaining to relationshi ps with loved onesCareer goals, or those you want to achieve in your chosen profession or field of workBusiness goals, or the goals you want to fulfill with regards to your business or enterpriseSelf-improvement or self-development goals, or those that will ultimately make you a better personDevote yourself to the pursuit of excellence. Make a commitment that you will not settle for anything less than the best when it comes to both your personal and professional life. If you are going to aim for something, aim high. Aim for the top spot.Contribute and perform. Make yourself, and your contributions, indispensable to others, so they will value you and think highly of you.Exert effort and work hard. You reap what you sow. If you do not do invest anything, do not expect to be earning returns on your investment. Do not expect to be recognized for your hard work when you didn’t put in any. If you have a task at hand, focus on doing your best and accomplish it.Manage your time efficientl y. You have your talents, you have your abilities. But these will all go to waste if you do not use them efficiently and, to do that, you have to manage your time.Accept Responsibility and Take ChargeBe mature and take responsibility. Do not just put on a show of maturity; be mature in making choices and decisions, and subsequently implementing them. Do not make a habit of pinning the blame on others just to absolve yourself of any accountability. It’s your life, your actions, and your decisions, so learn to take responsibility. Humans tend to find or make excuses for even the tiniest things, and that is a sure sign of their refusal to accept responsibility.There are a whole slew of negative habits and bad feelings that stunt one’s growth and maturity. From the moment a person is born, he is exposed to various experiences that are bound to generate responses that, with repetition, become habits. Parents that tend to be protective raise their children not to do this or that, and so they grow up becoming afraid to do things. This fear â€" of failure, of getting hurt â€" will inhibit their path to success.Positive reinforcement, where we seek affirmation and approval, cannot be obtained from other people alone. It could start within oneself. Start by coming up with a mantra and telling yourself repeatedly and continuously will go a long way. Phrases and statements such as “I like myself” or “I am doing well” and “I can, I can” are going to help a lot in keeping negative thoughts at bay. Think these thoughts to yourself. Say them out loud. Do it first thing in the morning when you wake up, or before you go to sleep.Another negative attitude or thought that we should do away with is blaming others whenever we find something lacking or unsatisfactory. The problem is, when the blaming starts, it goes on and on, and becomes much bigger, so the negativity spreads even more. When we start taking responsibility, we stop getting sucked into a round of blam ing and pointing fingers, and so we do not allow negative emotions to overrule us.Improve your Self-EsteemIf you are gearing up for success, then you must learn to value yourself. Believe that you can accomplish something, and that you can do it very well. When you feel good about yourself, this will give you more confidence on your road towards achieving what you desire.If you feel good about yourself, you will feel that you are more in control of your life. It is normal to worry, but if you worry too much that you let it affect other aspects of your life, that is unhealthy, and becomes another one of the many negative emotions that will hold you back from unlocking your full potential.Learn how to stoke your self-esteem reading through the following slides.[slideshare id=47177409doc=20ways-stoke-confidence-150419220213-conversion-gate01w=640h=330]Maintain Excellent Human RelationsRelationships are important elements of success. The most successful achievers reached the pinnacle of success because other people, in one way or another, helped them to get there. Developing and maintaining winning interpersonal relationships are also very important if you want to get ahead.You also have to choose the people you associate with. Naturally, you would want to associate with positive people, so their positivity will rub off on you. Mingling with negative people, or those who think nothing but negative thoughts, will not help you create positive thinking and feelings.Learning to forgive is an important element of sustaining relationships. Holding grudges is another negative attitude that can hinder your way towards success. And the forgiveness should not be handed out selectively either, where you forgive this person, but not that person. Learn to forgive everybody, and readily, too. Saying “I’m sorry” and “forgive me” is, to some, one of the hardest things to do. However, once they do say these words, they will feel better and lighter afterwards.In addition, you also have to learn to forgive yourself. Once you do, you will be in a better frame of mind to approach other people and forge strong and lasting relationships with them.Eliminate StressStress can be a good thing: it drives one to strive harder and perform better. But there is the other type of stress â€" the “bad” stress â€" that we are most familiar with. It’s the type of stress that could lead to reduced productivity, fatigue and overworking, and the breakdown of relationships. Clearly, stress can be a major hindrance towards your path to achieving what you desire.Being too tired or exhausted, or suffering from too much pressure and tension, is counter-productive, especially when you want to achieve something. Let us say, for example, that you have a clear goal in mind: to get an executive seat on the top management of your company.In order to do that, you put in more hours at work than anyone else, and you even forsake quality time you are supposed to spend with your f amily, friends and co-workers, because you are too busy trying to impress your bosses. You want them to give you that vacant seat, and you are feeling the pressure to perform according to what you think they expect of you.This is, indeed, a stressful situation. Getting that seat may not be the achievement that you originally thought it would be, considering how your personal relationships have suffered, and even your health took a beating. At that point, you’d have wondered, “What was the point of all of that?”Program your Mind for SuccessBelieve that you can do it, and you will be able to. Our thoughts and our perception of our selves will figure greatly in what and who we actually are or will become. You are who you are today because of what you thought of yourself. You have to program your beliefs and expectations, and choose who or what we attract into our lives.This is another way of saying that our beliefs become our reality. If we think and believe something for long en ough, then it will come true. Therefore, if we want to effect change, or alter our reality, we must start the change within ourselves, particularly what we believe. On the other hand, if we set our expectations, then we have a goal that we can pursue with determination and confidence. If we concentrate our efforts and thoughts on these expectations, the chances of them becoming reality will also be greater.There is also a law of attraction at play here. Our thoughts attract various forces and elements towards us, so if we want to attract positive things, such as positive people, situations and circumstances, then we have to think positive thoughts.Programming your mind for success is also done through affirmation or positive affirmation, and reaffirmation, as the case may be. Repeat the affirmations over and over until they are ingrained into your subconscious that you will have no room to believe otherwise, or for any negative thoughts. Visualization is also very effective when it comes to programming your mind. Use your imagination and picture yourself: what and how you want to become in the future and what you want to achieve.Adopt a Willingness to Risk FailureFear of failure, for many, becomes too much that it paralyzes them, until they refuse to act or do anything. If they do not try, the will not fail. However, if they do not try, then they cannot achieve what they want. They will not succeed.If you want to unlock your potential, you have to be willing to take risks, and one of them is the risk that you might fail. In fact, psychologists think failure is an excellent teacher, because it teaches lessons that you can apply in later attempts or endeavors.Achievement and success are not handed to us on a silver platter. We have to work hard on them, and there is no denying that they demand a lot from us. It is a trade-off that we have no choice but to accept. Remember the 7 mental laws of success, and apply the various tips on unlocking them will enable you to unleash your full potential, so you can achieve what you truly desire, and the success that you have always wanted.

Corporate Social Responsibility in Ranbaxy Laboratories

| Corporate Social Responsibility Report: RANBAXY LABORATORIES LTD | | ABSTRACT This report explores the Millennium Development Goals related to Healthcare at global and national level. It also focuses on the diseases that are prevalent in India and the steps taken by Ranbaxy towards the eradication of these diseases. It reviews the activities of Ranbaxy Laboratories towards the welfare of community and the protection of environment. It also throws light on the efforts done by the company in playing its part in fulfilling the Millennium Development Goals that directly affect or are affected by its business. It also looks towards the company’s approach towards sustainable development. CONTENTS i.†¦show more content†¦Identifying the main causes of the spread of the disease leads to following prime factors – cultural factors, political factors, medical suspicion, economic factors and lack of health care professionals. India and the HIV\AIDS Infected Population (Table 2) Year | People Infected with HIV/AIDS | 2006 | 5.6 Million | 2007 | 2-3.1 Million | 2008 | 2.31 Million | Chart 1 Source: Avert.org The major chunk of the HIV\AIDS infected population of around 22.9 million individuals comes from the Sub Saharan African Region (Chart 1). This is followed by South East Asian region inhabiting around 4 million individuals infected with HIV\AIDS. Indian trajectory with respect to curbing HIV\AIDS is on a positive track (table2). MATERNAL MORTALITY World Development Report estimated that 18 percent of the burden of disease for the women is due to maternal causes. Of all the MDGs, the least progress has been made on the maternal health goal worldwide. Surprisingly, the rate of decline in maternal mortality in the South-East Asia Region was among the highest observed and in India MMR being 230 per 100000 Births. 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It is also increasingly complying with good manufacturingRead MoreEli Lilly Case3863 Words   |  16 Pagessince early 80’s and it was not until 1993 that Eli Lilly International decided to establish a Joint Venture with India’s second largest laboratory and exporter, Ranbaxy. This move happened in a very challenging context as both companies have very different profiles and backgrounds. The main differential characteristic was the nature of their products. While Ranbaxy was focused on generics and in other intermediate products, Eli Lilly International core business was the commercialization and developmentRead MoreEli Lilly Case3871 Words   |  16 Pagessince early 80’s and it was not until 1993 that Eli Lilly International decided to establish a Joint Venture with India’s second largest laboratory and exp orter, Ranbaxy. This move happened in a very challenging context as both companies have very different profiles and backgrounds. 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The efforts of Dr. Rakesh Kumar Sharma, Scientist ‘F’ and Additional Director, Defence Research Laboratory, Tezpur, Assam, and Dr. Raman Chawla, Senior Research Officer, NDMA, in providing knowledge-based technical inputs to the core group, are highlyRead MoreChemical Industry9502 Words   |  39 Pagescertified products of more than 100 including over-the-counter (OTC) products. Its business expansion over the past years have also allowed CCM to provide a wider range of health supplements under the brands Donna, Natberry, Chewies and many others. CORPORATE MILESTONE Period | Event | | | 1930 | As a subsidiary of ICI | 1963, August | CCM Berhad was incorporated | 1966, March | CCM was listed on the main board of Bursa Malaysia | 1966, September | Start up of the compound fertiliser and

Essay about Caribbean Integration - 2495 Words

CARIBBEAN POLITICS and SOCIETY Caribbean Integration Rationale for Integration. The Caribbean remains fragmented both economically and politically as a result of competition and conflict among the European powers. Fragmentation is in part the product of a long history as separate colonies of a metropolitan power or powers. It is also in part the psychological effects on people of separation by sea. The case for regional integration is both simple and irrefutable. First we are small and we need to achieve economies of scale. We need to achieve such economies in markets, production, the mobilisation of regional capital for regional use, university education, science and technology, sea and air transport to mention some areas. We†¦show more content†¦Exchanges of skills and technology, and a division of labour among Caribbean states in the production of various commodities and specialised services, could increase economic efficiency and the quality, range and value of what the region produces, both for local consumption and for export†. Factors Encouraging Integration. amp;#61607;nbsp;nbsp;nbsp;nbsp;nbsp;a common history (slavery, exploitation, colonialism, etc.) amp;#61607;nbsp;nbsp;nbsp;nbsp;nbsp;similar political institutions and ideology (Westminster) amp;#61607;nbsp;nbsp;nbsp;nbsp;nbsp;similar social , economic andShow MoreRelatedCaribbean Integration2564 Words   |  11 PagesCARIBBEAN POLITICS and SOCIETY Caribbean Integration Rationale for Integration. The Caribbean remains fragmented both economically and politically as a result of competition and conflict among the European powers. Fragmentation is in part the product of a long history as separate colonies of a metropolitan power or powers. It is also in part the psychological effects on people of separation by sea. The case for regional integration is both simple and irrefutable. First we are small and we needRead MoreWhat Are Cultural Factors That Promote Caribbean Integration6924 Words   |  28 PagesCultural Integration 2.4 enterprise. Specialised knowledge of how a product works creates jobs in areas such as information technology (IT) support. multiculturalism the official Australian Government policy of encouraging immigration from diverse, ethnic backgrounds. It also refers to the promotion and encouragement of the retention of ethnic languages and cultures within Australian society. popular culture considered to be more mainstream than ‘high culture’. It is associated with ‘lighter’ formsRead MoreEssay on The Caribbean Islands1222 Words   |  5 PagesThe Caribbean The Caribbean, a region usually exoticized and depicted as tropical and similar in its environmental ways, cannot be characterized as homogenous. 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They discuss whether there is a lack of identify, unity and culture in the lives of Caribbean people. They examine a culture which was created out of the chaos of slavery, colonialism and the integration of cultures thatRead MoreTaino and Kalinago1557 Words   |  7 Pagesfrom the book Crossroads of Empire: The European-Caribbean Connection, 1492-1992, by Alan Gregor Cobely; pgs 23-30 TAINO AND KALINAGO RESISTANCE TO EUROPEANS According to recent archaeological evidence, the Kalinago were the last migrant group to settle in the Caribbean prior to the arrival of the Europeans in 1492. The Columbus mission found three native groups, of different derivation and cultural attainments, but all of whom entered the Caribbean from the region of South America known as the GuianasRead MoreTourism Is The Economic Backbone Of Many Caribbean Nations3546 Words   |  15 Pageseconomic backbone of many Caribbean nations. Tourism is a vital component of the spread of global capitalism. â€Å"It accounts for one-third of the global trade in services and is expanding at twice the growth rate of world output. Tourist arrivals, which stood at 25 million in 1950, are projected to reach 1.6 billion by 2020. According to the World Travel and Tourism Council, the travel and tourism industry accounts for US $4.4 trillion of economic activity worldwide. In the Caribbean region, tourism developmentRead More Culture of Trinidad Essa y1145 Words   |  5 Pagesisland has melted together over the centuries to create a Trinidadian culture of its own. There are influences from almost every part of the world including, India, China, the United States, Lebanon, Spain, Britian, Africa, and cultures native the Caribbean. Religion is one the most important aspects defining culture. There is no one dominant faith on the island of Trinidad. According to a statistic in 1990, approximately 31 percent are Catholic (including 11 percent Anglican, 7 percent PentecostalRead MoreDevelopment Banks Impact on Economic Development3189 Words   |  13 PagesMobilize provided a great appeal to all countries which wanted to develop industries on a fast pace. In 1902, Industrial Bank of Japan was established for the purpose of financing her industrial development. Regional Development Bank of the Caribbean The Caribbean Development Bank is the regional Financial Development Institution (FDI) which was established by an Agreement signed in Kingston, Jamaica, on 18th October, 1969, and entered into force on 26th January, 1970. The permanent Headquarters of

A Format for Case Conceptualisation Free Essays

string(41) " might involve maladaptive behavior \(e\." Many professional and personal challenges confront practicum students as they work with clients. For example, students must establish a counseling relationship, listen attentively, express themselves clearly, probe for information, and implement technical skills in an ethical manner. Those counseling performance skills (Borders Leddick, 1987) center on what counselors do during sessions. We will write a custom essay sample on A Format for Case Conceptualisation or any similar topic only for you Order Now At a cognitive level, students must master factual knowledge, think integratively, generate and test clinical hypotheses, plan and apply interventions, and evaluate the effectiveness of treatment. Those conceptualizing skills, within the cognitive operations used to construct models that represent experience (Mahoney Lyddon, 1988), show how counselors think about clients and how they choose interventions. It is highly desirable for instructors of practica to have pedagogical methods to promote the development both of counseling performance skills and conceptualizing skills. Such methods should be diverse and flexible to accommodate students at different levels of professional development and with distinct styles of learning (Biggs, 1988; Borders Leddick, 1987; Ellis, 1988; Fuqua, Johnson, Anderson, Newman, 1984; Holloway, 1988; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987). RATIONALE FOR THE FORMAT In this article, we present a format for case conceptualization that we developed to fill gaps in the literature on the preparation of counselors (Borders Leddick, 1987; Hoshmand, 1991). Although many existing methods promote counseling performance skills, there are few established methods for teaching students the conceptualizing skills needed to understand and treat clients (Biggs, 1988; Hulse Jennings, 1984; Kanfer Schefft, 1988; Loganbill Stoltenberg, 1983; Turk Salovey, 1988). We do not discount the importance of counseling performance skills, but we believe that they can be applied effectively only within a meaningful conceptual framework. That is, what counselors do depends on their evolving conceptualization of clients; training in that conceptualization matters. Given the large quantity of information that clients disclose, students have the task of selecting and processing relevant clinical data to arrive at a working model of their clients. Graduate programs need to assist students in understanding how to collect, organize, and integrate information; how to form and test clinical inferences; and how to plan, implement, and evaluate interventions (Dumont, 1993; Dumont Lecomte, 1987; Fuqua et al. , 1984; Hoshmand, 1991; Kanfer Schefft, 1988; Turk Salovey, 1988). Although systematic approaches to collecting and processing clinical information are not new, the case conceptualization format presented here, as follows, has several distinguishing features: 1. The format is comprehensive, serving both to organize clinical data (see Hulse Jennings, 1984; Loganbill Stoltenberg, 1983) and to make conceptual tasks operational (see Biggs, 1988). The components of the format integrate and expand on two useful approaches to presenting cases that are cited often and that are linked to related literature on supervision: (a) Loganbill and Stoltenberg’s (1983) six content areas of clients’ functioning (i. . , identifying data, presenting problem, relevant history, interpersonal style, environmental factors, and personality dynamics), and (b) Biggs’s (1988) three tasks of case conceptualization (i. e. , identifying observable and inferential clinical evidence; articulating dimensions of the counseling relationship; and describing assump tions about presenting concerns, personality, and treatment). In addition, the format makes explicit the crucial distinction between observation and inference, by separating facts from hypotheses. It advances the notion that observations provide the basis for constructing and testing inferences. Thus, the format fosters development of critical thinking that is more deliberate and less automatic than the ordinary formation of impressions. The approach is compatible with recommendations that counselors receive training in rational hypothesis testing to reduce inferential errors (Dumont 1993; Dumont Lecomte, 1987; Hoshmand, 1991; Kanfer Schefft, 1988; Turk Salovey, 1988). 2. The format can be adapted to the developmental stage of students by its focus on stage-appropriate components and implementing those components in stage-appropriate ways (Ellis, 1988; Glickauf-Hughes Campbell, 1991; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987). As an example, beginning students use the format to organize information and to learn the distinction between observation and inference, whereas more experienced students focus on using the format to generate and test hypotheses. 3. The format is atheoretical, thereby permitting students to ncorporate constructs from any paradigm into their case conceptualizations. In this sense, the format resembles the cognitive scaffolding described in the constructivist perspective (Mahoney Lyddon, 1988). Rather than being an explicit template through which observations are filtered to conform to an imposed representational model, the format provides an abstract set of cognitive schemas. With the schemas, the student actively fashions a conceptual framework from which to order and assign meaning to observations. Simply put, the format is a generic structure that the student uses to construct his or her â€Å"reality† of the case. COMPONENTS OF THE FORMAT The format has 14 components, sequenced from observational to inferential as follows: background data, presenting concerns, verbal content, verbal style, nonverbal behavior, client’s emotional experience, counselor’s experience of the client, client-counselor interaction, test data and supporting materials, diagnosis, inferences and assumptions, goals of treatment, interventions, and evaluation of outcomes. Background data includes sex, age, race, ethnicity, physical appearance (e. . , attractiveness, dress, grooming, height, and weight), socioeconomic status, marital status, family constellation and background, educational and occupational status, medical and mental health history, use of prescribed or illicit substances, prior treatment, legal status, living arrangements, religious affiliation, sexual preference, socia l network, current functioning, and self-perceptions. Initially, students are overwhelmed by the data that they assume need to be collected. Guidance must be provided on how students are to differentiate meaningful from inconsequential information. In our program, for example, we ask students to evaluate the relevance of background data, for understanding clients’ presenting concerns and for developing treatment plans. We advise students to strive for relevance rather than comprehensiveness. Presenting concerns consist of a thorough account of each of the client’s problems as viewed by that client. This task might begin with information contained on an intake form. We assist students in developing concrete and detailed definitions of clients’ concerns by showing them how to help clients identify specific affective, behavioral, cognitive, and interpersonal features of their problems. For example, the poor academic performance of a client who is a college student might involve maladaptive behavior (e. You read "A Format for Case Conceptualisation" in category "Essay examples" g. , procrastination), cognitive deficits (e. g. , difficulty in concentrating), negative moods (e. g. , anxiety), and interpersonal problems (e. g. , conflict with instructors). Counseling students should also explore the parameters of presenting concerns, including prior occurrence, onset, duration, frequency, severity, and relative importance. We further suggest that students explore how clients have attempted to cope with their concerns and that they examine what clients expect from treatment, in terms of assistance as well as their commitment to change. In addition, students should assess immediate or impending dangers and crises that their clients may face. Finally, we instruct students in identifying environmental stressors and supports that are linked to presenting concerns. Verbal content can be organized in two ways. A concise summary of each session is appropriate for cases of limited duration. Alternatively, verbal content can include summaries of identified themes that have emerged across sessions. Occasionally, those themes are interdependent or hierarchically arranged. For example, a client may enter treatment to deal with anger toward a supervisor who is perceived as unfair and, in later sessions, disclose having been chronically demeaned by an older sibling. We teach students to discriminate central data from peripheral data through feedback, modeling, and probing questions. Students need to focus their sessions on areas that are keyed to treatment. For instance, we point out that clients’ focal concerns, along with the goals of treatment, can serve as anchors, preventing the content of sessions from drifting. Verbal style refers to qualitative elements of clients’ verbal presentation (i. e. , how something is said rather than what is said) that students deem significant because they reflect clients’ personality characteristics, emotional states, or both. Those elements can include tone of voice and volume, changes in modulation at critical junctures, fluency, quantity and rate of verbalization, vividness, syntactic complexity, and vocal characterizations (e. g. , sighing). Nonverbal behavior includes clients’ eye contact, facial expression, body movements, idiosyncratic mannerisms (e. g. , hand gestures), posture, seating arrangements, and change in any of these behaviors over time and circumstances. Instructors can assist students in distinguishing relevant from unimportant information by modeling and providing feedback on how these data bear on the case. As an example, neglected hygiene and a listless expression are important nonverbal behaviors when they coincide with other data, such as self-reports of despair and hopelessness. Clients’ emotional experience includes data that are more inferential. On the basis of their observations, students attempt to infer what their clients feel during sessions and to relate those feelings to verbal content (e. g. , sadness linked to memories of loss). The observations provide insights into clients’ emotional lives outside of treatment. We caution students that clients’ self-reports are an important but not entirely reliable source of information about their emotional experience. At times clients deny, ignore, mislabel, or misrepresent their emotional experience. Students should note the duration, intensity, and range of emotion expressed over the course of treatment. Blunted or excessive affect as well as affect that is discrepant with verbal content also merit attention. To illustrate, a client may report, without any apparent anger, a history of physical abuse. Initially, students can be assisted in labeling their clients’ affect by using a checklist of emotional states. We have found it helpful to suggest possible affect and support our perceptions with observation and logic. Empathic role taking can also help students to gain access to clients’ experience. Instructors may need to sensitize students to emotional states outside of their own experience or that they avoid. Counselor’s experience of the client involves his or her personal reactions to the client (e. g. , attraction, boredom, confusion, frustration, and sympathy). We strive to establish a supportive learning environment in which students can disclose their genuine experiences, negative as well as positive. Students often struggle to accept that they might not like every client. But students should be helped to recognize that their experience of clients is a rich source of hypotheses about feelings that those clients may engender in others and, thus, about the interpersonal world that the clients partially create for themselves. The â€Å"feel† of clients often provides valuable diagnostic clues (e. g. , wanting to take care of a client may suggest features of dependent personality disorder). Sometimes students need assistance in determining whether their reactions to clients reflect countertransferential issues or involve â€Å"normative† responses. We draw on parallel process and use-of-self as an instrument to help clarify students’ feelings and to form accurate attributions about the origins of those feelings (Glickauf-Hughes Campbell, 1991; Ronnestad Skovholt, 1993). Client-counselor interaction summarizes patterns in the exchanges between client and counselor as well as significant interpersonal events that occur within sessions. Such events are, for example, how trust is tested, how resistance is overcome, how sensitive matters are explored, how the counseling relationship is processed, and how termination is handled. Thus, this component of the format involves a characterization of the counseling process. Students should attempt to characterize the structure of the typical session–specifically, what counselors and clients do in relation to one another during the therapy hour. They may do any of the following: answer questions, ask questions; cathart, support; learn, teach; seek advice, give advice; tell stories, listen; collude to avoid sensitive topics. Taxonomies of counselor (Elliott et al. , 1987) and client (Hill, 1992) modes of response are resources with which to characterize the structure of sessions. At a more abstract level, students should try to describe the evolving roles they and their clients play vis-a-vis one another. It is essential to assess the quality of the counseling relationship and the contributions of the student and the client to the relationship. We ask students to speculate on what they mean to a given client and to generate a metaphor for their relationship with that client (e. g. , doctor, friend, mentor, or parent). Client-counselor interactions yield clues about clients’ interpersonal style, revealing both assets and liabilities. Furthermore, the counseling relationship provides revealing data about clients’ self-perceptions. We encourage students to present segments of audiotaped or videotaped interviews that illustrate patterns of client-counselor interaction. Test data and supporting materials include educational, legal, medical, and psychological records; mental status exam results; behavioral assessment data, including self-monitoring; questionnaire data, the results of psychological testing, artwork, excerpts from diaries or journals, personal correspondence, poetry, and recordings. When students assess clients, a rationale for testing is warranted that links the method of testing to the purpose of assessment. We assist students in identifying significant test data and supporting materials by examining how such information converges with or departs from other clinical data e. g. , reports of family turmoil and an elevated score on Scale 4, Psychopathic Deviate, of the Minnesota Multiphasic Personality Inventory-2 [MMPI-2; Hathaway McKinley, 1989]). Assessment, as well as diagnosis and treatment, must be conducted with sensitivity toward issues that affect women, minorities, disadvantaged clients, and disabled clients, because those pe rsons are not necessarily understood by students, perhaps due to limited experience of students or the â€Å"homogenized† focus of their professional preparation. Diagnosis includes students’ impression of clients’ diagnoses on all five axes of the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV, American Psychiatric Association, 1994). We guide students’ efforts to support their diagnostic thinking with clinical evidence and to consider competing diagnoses. Students can apply taxonomies other than those in the DSM-IV when appropriate (e. g. , DeNelsky and Boat’s [1986] coping skills model). Instructors demonstrate the function of diagnosis in organizing scattered and diverse clinical data and in generating tentative hypotheses about clients’ functioning. Inferences and assumptions involve configuring clinical hypotheses, derived from observations, into meaningful and useful working models of clients (Mahoney Lyddon, 1988). A working model consists of a clear definition of the client’s problems and formulations of how hypothesized psychological mechanisms produce those problems. For instance, a client’s primary complaints might be frequent bouts of depression, pervasive feelings of isolation, and unfulfilled longing for intimacy. An account of those problems might establish the cause as an alienation schema, early childhood loss, interpersonal rejection, negative self-schemas, or social skills deficits. We help students to elaborate on and refine incompletely formed inferences by identifying related clinical data and relevant theoretical constructs (Dumont, 1993; Mahoney Lyddon, 1988). We also assist students in integrating inferences and assumptions with formal patterns of’ understanding drawn from theories of personality, psychopathology, and counseling (Hoshmand, 1991). As with their instructors, students are not immune from making faulty inferences that can be traced to logical errors, such as single-cause etiologies, the representative heuristic, the availability heuristic, confirmatory bias, the fundamental attribution error, and illusory correlations; (Dumont, 1993; Dumont Lecomte, 1987). As an example, counselors tend to seek data that support their preexisting notions about clients, thus restricting the development of a more complete understanding of their clients. We alert students to the likelihood of bias in data gathering, particularly when they seek to confirm existing hypotheses. Furthermore, we demonstrate how to generate and evaluate competing hypotheses to counteract biased information ]processing (Dumont Lecomte, 1987; Kanfer Schefft, 1988). Instructors, therefore, must teach students to think logically, sensitizing them to indicators of faulty inferences and providing them with strategies for validating clinical hypotheses as well as disconfirming them (Dumont Lecomte, 1987; Hoshmand, 1991). The proposed format can accomplish this task because it separates inferences from the clinical data used to test inferences and thus â€Å"deautomatizes† cognitive operations by which inferences are formed (Kanfer Schefft, 1988; Mahoney Lyddon, 1988). We have found it beneficial to have students compare their impressions of clients with impressions that are independently revealed by test data (e. g. , MMPI-2); this exercise permits the correction of perceptual distortions and logical errors that lead to faulty inferences. Although students’ intuition is an invaluable source of hypotheses, instructors need to caution them that intuition must be evaluated by empirical testing and against grounded patterns of understanding (Hoshmand, 1991). We also model caution and support for competing formulations and continued observation. This approach fosters appreciation of the inexactitude and richness of case conceptualization and helps students to manage such uncertainty without fear of negative evaluation. With the development of their conceptualizing skills, students can appreciate the viability of alternative and hybrid inferences. Moreover, they become more aware of the occasional coexistence and interdependence of clinical and inferential contradictions (e. g. , the simultaneous experience of sorrow and joy and holistic concepts such as life and death). The increasingly elaborate conceptual fabric created from the sustained application of conceptualizing skills also enables students to predict the effect of interventions more accurately. Goals of treatment must be linked to clients’ problems as they come to be understood after presenting concerns have been explored. Goals include short-term objectives along with long-term outcomes of treatment that have been negotiated by the client and trainee. Typically, goals involve changing how clients feel, think, and act. Putting goals in order is important because their priorities will influence treatment decisions. Goals need to be integrated with students’ inferences or established theories and techniques of counseling. In their zeal, students often overestimate the probable long-term aims of treatment. To help students avoid disappointment, we remind them that certain factors influence the formulation of goals, including constraints of time and resources, students’ own competencies, and clients’ capacity for motivation for change. Interventions comprise techniques that students implement to achieve agreed-on goals of treatment. Techniques are ideally compatible with inferences and assumptions derived earlier; targets of treatment consist of hypothesized psychological structures, processes, and conditions that produce clients’ problems (e. g. , self-esteem, information processing, family environment). Difficulties in technical implementation should be discussed candidly. We provide opportunities for students to observe and rehearse pragmatic applications of all strategies. Techniques derived from any theory of counseling can be reframed in concepts and processes that are more congruent with students’ cognitive style. To illustrate, some students are able to understand how a learned fear response can be counterconditioned by the counseling relationship when this phenomenon is defined as a consequence of providing unconditional positive regard. In addition, we teach students to apply techniques with sensitivity as well as to fashion a personal style of counseling. Finally, legal and ethical issues pertaining to the conduct of specific interventions must be made explicit. Evaluation of outcomes requires that students establish criteria and methods toward evaluating the outcomes of treatment. Methods can include objective criteria (e. g. , grades), reports of others, self-reports (e. g. , behavioral logs), test data, and students’ own judgments. Instructors must assist students in developing efficient ways to evaluate progress over the course of treatment given the presenting concerns, clients’ motivation, and available resources. USES OF THE FORMAT We developed the :format for use in a year-long practicum in a master’s degree program in counseling psychology. Instructors describe the format early in the first semester and demonstrate its use by presenting a erminated case; a discussion of the format and conceptualization follows. The first half of the format is particularly helpful when students struggle to organize clinical data into meaningful categories and to distinguish their observations from their inferences. The focus at that point should be on components of the format that incorporate descriptive data about the client. Later in their develop ment, when students are prepared to confront issues that influence the counseling relationship, components involving personal and interpersonal aspects of treatment can be explored. As students mature further, components that incorporate descriptive data are abbreviated so that students can concentrate on the conceptualizing skills of diagnosis, inferences and assumptions, treatment planning and intervention, and evaluation. When conceptualizing skills have been established, the format need not be applied comprehensively to each case. Rather, it can be condensed without losing its capacity to organize clinical data and to derive interventions. The format can be used to present cases in practicum seminar as well as in individual supervision sessions. It can also be used by students to manage their caseloads. Also, the format can be used in oral and written forms to organize and integrate clinical data and to suggest options for treatment (cf. Biggs, 1988; Hulse Jennings, 1984; Loganbill Stoltenberg, 1983). For example, practicum seminar can feature presentations of cases organized according to the format. As a student presents the data of the case, participants can construct alternative working models. Moreover, the format compels participants to test their models by referencing clinical data. Written details that accompany a presentation are also fashioned by a student presenter according to the format. The student presenter can distribute such material before the presentation so that members of the class have time to prepare. During the presentation, participants assume responsibility for sustaining the process of case conceptualization in a manner that suits the class (e. g. , discussion, interpersonal process recall, media aids, or role play). Supervision and case notes can also be structured more flexibly with the use of the case conceptualization format to give students opportunities to relate observation to inference, inference to treatment, and treatment to outcome (Presser Pfost, 1985). In fact, supervision is an ideal setting to tailor the format to the cognitive and personal attributes of the students. In supervision, there are also more opportunities to observe students’ sessions directly, which permits instruction of what clinical information to seek, how to seek it, how to extract inferences from it, and to evaluate the veracity of students’ inferences by direct observation (Holloway, 1988). FUTURE APPLICATIONS AND RESEARCH The format is a potentially valuable resource for counselors to make the collection and integration of data systematic when they intervene with populations other than individual clients. Application of the format to counseling with couples and families might seem to make an already conceptually demanding task more complex. Yet counselors can shift the focus from individuals to a couple or a family unit, and apply components of the format to that entity. By targeting relationships and systems in this way, the format can also be used to enhance understanding of and improve interventions in supervision and with distressed units or organizations. Although research has been conducted on how counselors collect data, few studies have investigated how counselors process information when testing hypotheses (e. g. , Strohmer, Shivy, Chiodo, 1990). Empirical evidence of the effectiveness of various approaches to the conceptual training of counselors is long overdue. Avenues of inquiry include determining whether the format contributes to the acquisition of conceptualizing skills and to facilitative conditions and techniques thai: may be mediated by such skills (e. . , empathy and clear communication). There are several written measures available with which to evaluate students’ conceptualizing skills. Examples of those measures are the Clinical Assessment Questionnaire (Holloway Wolleat, 1980); Intentions List (Hill O’Grady, 1985); and Written Treatment Planning Simulation (Butcher, Scofield, Baker, 1985). Interpersonal process recall of audiotaped and videotaped sessions, case notes (Presser Pfost, 1985), and dir ect observation can also be used. Other promising directions for research include comparing the effect of the format with other approaches to training, isolating components of the format that produce the greatest gains in conceptualizing skills, and determining the outcomes when the format is implemented with the use of different instructional strategies and with students at varying levels of development. Finally, investigation into how the format produces cognitive and performance gains would be valuable, particularly if integrated with literature on cognitive development and effective learning strategies. Nonetheless, the format has several limitations. Although students will eventually learn to apply the format more efficiently in their professional practice, it remains cumbersome and time consuming. Explicit and comprehensive application of the format in supervision and in the routine management of individual caseloads is particularly awkward. In those contexts, the format must be applied tacitly as a heuristic, with specific components used more deliberately when obstacles to progress are encountered. For example, focus on a client’s affective experience can promote accurate empathy in the student and lead to more helpful interventions. Moreover, given the differences in the cognitive development of students (Biggs, 1988; Borders Leddick, 1987; Ellis, 1988; Fuqua et al. , 1984; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987), the format cannot be applied rigidly or uniformly as a pedagogical tool. Beginning students and those who think in simple, concrete terms seem to profit most from learning environments in which instructors provide direction, expertise, feedback, structure, and support. Conversely, more experienced students and those who think in complex, abstract terms learn more readily when instructors fashion autonomous, collegial, flexible, and interactive environments (Ellis, 1988; Glickauf-Hughes Campbell, 1991; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987). Hence, the format must be applied creatively and tailored to students’ capabilities, to avoid needless discouragement, boredom, or threats to personal integrity (Fuqua et al. , 1984; Glickauf-Hughes Campbell, 1991; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987) How to cite A Format for Case Conceptualisation, Essay examples

Japanese Fascism

People always want good leadership and on the other hand, leaders want people to lead. What is however, of great concern in this form of leader-subject relationship is which party should have the power to choose.Advertising We will write a custom research paper sample on Japanese Fascism specifically for you for only $16.05 $11/page Learn More Whether the subject should choose their leaders or whether the leaders should choose the style of leadership that they wish to impose on their people remains a thing of concern. From this issue of choice it is a fact that one form of leadership will fit a certain group of people where another form of leadership will not fit and vice versa. Post war Japan as most historians look at it can be termed as a complete representation of fascism. This paper therefore begins by looking at fascism as a concept; the paper will however focus on Japanese fascism through its differences and similarities with other forms of intern ational fascism. The paper finally looks at the role played by the Japanese culture in the support of the fascist ideology. To some society, the nation or the country is greater than an individual is and in the same societies, there is no one particular time that the two will ever be equal. This is the origin of fascism and the same approach provides the basis on which a fascism leadership is build. Fascism can be looked from both a concept and an ideology point of view and the later is the most dominant. Fascism can therefore be described as an extreme ideology that celebrates a nation or a race above all other form of loyalties. The concept therefore calls for revolution among the people in order to counter the threats of moral decay that comes in the form of materialism and individualism. This revolution also seeks to unite the people against the common enemy that threatens the nation. It goes without saying that there is safety in numbers and that all together it is difficult to get a victory then being in a fight alone facing something or somebody that is meaningfully bigger and stronger. To start with, the ideology focuses on the internal enemy before stretching its hands on the external enemy.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Leaders always have a way of maintaining authority over the people; some will divide the people in order to rule them while on the other hand the fascists will create a common enemy for the people to impose their unity and submissiveness towards their leaders. Skirbekk (2011) emphasized on this by stating that â€Å"fascism was meant to strengthen and unite the people through emotional ties, such as willingness to make sacrifices and submit to discipline, so that the fascist leader could create order.† Myths and religions always go alongside the governments and leaderships and this is observable from all forms of governm ents that have existed in the ancient and the modern world. As concept fascism celebrates masculinity, the youths and their power alongside this factor is the power of violence that is also celebrated. Closely related to these facts are the aspects of doctrine and racial superiority and they all have a place in fascism. In order for fascist leaders to achieve, their leadership ambitions then they use the innocence of the people to promote imperialists expansion, doctrine superiority and ethnicity. It is also important to note that the ruling class has limited control over a fascist authority but the society has the most control. Although fascism promotes capitalism, some of its agenda do not fit well in capitalist ideology. The two ideologies however contradict and convince in their agenda. â€Å"Fascism is the dictatorship of monopoly capital drawn by its internal contradictions into policies of oppressions at home and expansion abroad† (Duss and Okimoto, 1997). This feature characterized post war Japan in the 1930s and this led most historians to describe experiences in this period as fascist (Olick, 1964). Capitalism was facing the Japanese’s authority and they perceived it as a threat. This threat is the main cause of the measures that the authority took; fascism emerged as the main or the key policy that the government of Japan adopted.Advertising We will write a custom research paper sample on Japanese Fascism specifically for you for only $16.05 $11/page Learn More Fascism in Japan finds a lot of similarity to other forms of fascism that were taking place in other parts of the world such as Italy and Germany. However, there are some outstanding differences between the different forms of fascism. To begin with, opposition to communism, virulent nationalism, authoritarian form of government and aggression characterized Japanese fascism. These aspects are shared with other forms of fascism that took place in Germ any and Italy at the same historic period. The concept of fascism remains a controversial issue among historians and political scientists and for this reason, they have failed to reach consensus on the validity of fascism that was in Japan. In particular, the two groups have failed to agree on whether fascism is a revolutionary or a conservative issue. They have also failed to reach consensus as to whether fascism is a modern or a traditional issue. The other issue that is of concern is whether the concept is a direct consequence of the First World War. In addition, socio economic and agricultural modernization has a close link to fascism and this is another source of controversy among most scholars. Above all scholars have failed to reach consensus on the role of fascism as a form of ultra nationalism and as a means of restoring a country’s status. These controversies not only arise in Japanese fascism but it is also a common phenomenon in German and Italian fascism. The eve nts that took place from the time of industrial revolution to World War 1 had a close link to fascism although there is no clear-cut reason as to which event led to the rise of fascism. It is also important to note that all the above countries were directly influenced by these historical events and therefore the form of fascism present in these countries had many similarities. When it comes to taking control over people with their entire mind and might leaders emerges as the best. In a fascist authority, the issue of taking control over the people is of great significance and fascist leaders know that for them to control the naivety of the people well then they have to be affiliated to the religion and traditions of the people.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The national culture and religion was of great importance to fascist (Payne, 1999). Both in Japan and in Italy fascism was characterized by religion affiliation where in Japan, for example the fascist leadership existed in the umbrella of Buddhism while in Italy fascism was affiliated to the orthodox faith. Authority in the past has applied fascism to define the structures of their authorities or government although fascism in itself is not a fully defined political system (Duss and Okimoto, 1997). This fact gives the concept or ideology of fascism the ability to exist in different forms. However, it is important to note that these different forms are not easily distinguishable and as noted by (Sims, 2011) different categories of fascism cannot be distinguished and this applies even in Italy and Germany. In the same article (Sims, 2011) continues to argue that if the issue is perceived from that particular perspective then fascism in Japan did not begin with the invention of the wor d. In Japan, bureaucrats promoted a radical, authoritarian form of technocracy, referred to as â€Å"techno-fascism† (Mimura, 2011). This claim proves the point that fascism manifests in various forms, some can easily be noted while other cannot and this is a major similarity between the fascism in Japan and fascism in Germany, Italy and other European countries. Fascism lacks theoretical definition that is acceptable across border and across the different academic fields. In studying the concept of Japanese fascism, looking at the similarities and the differences that existed between Japanese fascism and the other fascism therefore remains the key element that is applicable. To begin with, unlike in Germany and Italy fascism brought economic destabilization in Japan. By the year 1930 the Japanese was doing far much better and it was closer to Italy and Germany economy more than the Spanish economy (Sims 2011). The Japanese industrial and agricultural sector was also doing mu ch better. However, fascism brought about economic stagnation, which caused dissatisfaction among the people. Fascism also led to massive unemployment. In particular â€Å"disputes involving labor unions did indeed rise from 393 in 1928 to 998 in 1931 and the number of strikes exceeded 80,000† (Sims 2011). Disputes among tenants and property owners also characterized the fascist era in Japan. The dissatisfaction among the Japanese people did not end with the labor union strike because in 1918, a major food crisis that led to the increase in rice prices led to massive demonstrations among the Japanese people. Another thing that was easily notable in Japan during this period is the support that was given to the society movements that were behind the demonstrations by top leaders in the government. All these activities that followed fascism point to one major thing, which is national destabilization. This destabilization is actually, what followed the adoption of this most antic ipated ideology of fascism. This is however very different to what happened in fascist Italy and Germany. â€Å"In this respect the situation in Japan, though less critical, was not unlike that in post-first world war Italy† (Sims, 2011). The young people always have a major role to play for an ideology to achieve its objective. In most cases, most of these ideologies take advantage of the youth’s innocence to work while the benefits go to the older generation. This leads to dissatisfaction among the young people and if this situation arises, the main consequence is destabilization of the economy. Unlike in fascist Germany and Italy the Japanese youths were dissatisfied with their government. The young people also form the majority of the lower class and therefore in Japan the disconnection between the middle and the lower class was a direct consequence of fascism (Siniawer 2008). In particular, expansion of Zaibastu had great effect in young and small-scale entreprene urs and this continued to create the differences between the two classes of people. The issue of unemployment especially among the youths also continued to widen the gap between the middle and the lower class. Although the ideology of fascism had contributed to the rise of the number of colleges and universities in Japan, most of these graduates remained unemployed even after completing their studies. Following this massive unemployment in Japan, the Japanese university students were left with no option than to join radical student’s movements and these movements such as the brotherhood movement band that was responsible for the 1932 assassinations (Reynolds 2004). So, fascism did not leave any choices to people in the countries that were reckoned to be democratic. These consequences of fascism in Japan create a major difference between Japan and other countries that underwent fascism. Contrary to Japan, fascism in Italy brought about the reduction of the gap between the rich and the poor. The ideology was also meant to reduce the differences of economic classes that existed in Europe before that. World War 1 played a major role in shaping the direction taken by the history of most states. To the Japanese’s people world war, one was the source of solidarity and this is what formed the basis for the fascism ideology. This however is different from what happened to postwar Germany and Italy. In these and most of the other European countries world war one had little or no effect on strengthening solidarity among the people. The war created a common enemy that the Japanese people had to fight and this is what strengthened their solidarity. From this solidarity, Japan emerges as a hostile country whereby most of its hostility was directed towards stakes that were against the national integration and solidarity. The approach that Japan was taking led to the deterioration in its international relations and caused its economic decline. A combination of t hese factors gives a clear reason as to why Japan favored a military leader over a democratic leader. Culture determines the people although most of the times people have claimed the opposite holds. Japanese are people who hold their culture to high esteem and therefore the culture of the people was a major determining factor in the success of fascism. The main issue between culture of the Japanese people and fascism is how the Japanese’s culture was able to adapt to fascism. Culture is mostly about how people dress, eat and behave and they are all subject to fascism influence. We are interested on how Japanese fascism operated in artifacts and texts and therefore the connection between it and real life is of concern (Tansman, 1960). From this statement, it is a fact that for Japanese culture and fascism to co-exist, then one had to submit to the other and this is the root of the culture adopting fascism. Violence characterized fascism and the Japanese people had to adopt vio lence as part of their culture. Violence however was part of the Japanese religion and in particular, the Japanese people had a god of war. As stated by Tasman (1960) the gods of war made real the connection between culture as a rhetoric and violence as a reality in life. This directly leads to the idea of heroism, which became a necessity in the culture of fascism. Young people hoped to live as national heroes and therefore they dedicated their lives to serve for the benefit of the Japanese empire (Duus Okimoto 1979). The Japanese people fully dedicated their service to the empire especially during the war to the extent of dying for the empire. Spiritual purity is a part of Japanese culture and this is emphasized through their Buddhist religion. The fascism ideology had the religion as the basis for its leadership and control of the people. The Japanese therefore found a connection between their religion and fascism and therefore their culture readily adapted to fascism. Japanese are also people who believe in hard work and this found application in fascism, which required people to work hard for the good of the Japanese empire. Conclusion Fascism is both an ideology and a concept that became dominant in Japan, Italy and Germany after world war one. Fascism was mainly put in place to foster national integration and development and it was meant to combat the external aggression. Fascism in Japan was different from fascism in Italy and Germany as in Italy and Germany, the Japanese fascism had its root on religion and the culture of the people. Similarly, in all the three states there were different forms of fascism that had no clear distinction. The major difference that stands between the fascism in the three states is that fascism in Japan led to decline in economic prosperity and social integration unlike in Italy and Germany (Sims, 2011). References Duus, Peter and Daniel Okimoto. â€Å"Fascism and the History of Pre-War-Japan: The Failure of a Concept.â €  Journal of Asian Studies 1 (November 1979). Mimura, Janis. 1963- Planning for empire: reform bureaucrats and the Japanese wartime state. Ithaca: Cornell University Press, 2011. Olick, Jeffrey K. 1964- States of Memory: continuities, conflicts, and transformations in national retrospection. Durham: Duke University Press, 2003. Payne, S. G. Fascism in Spain, 1923- 1977. London. University of Wiscon Press. 1999. Reynolds, E. Bruce. Japan in the Fascist era. New York, N.Y. : Palgrave Macmillan, 2004. Sims, Richard. Criminal Justice in Action: Belmont. Cengage Learning, 2011. Siniawer, Eiko Maruko. Japan in the Fascist era, 1860-1960. Ithaca. Cornell University Press, 2008. Skirbekk, Gilje, A History of Western Thoughts: From Ancient Greece to the Twentieth Century. New York: John Wily and Sons, 2011. Tansman, Alan. 1960- The culture of Japanese fascism. Durham: Duke University Press, 2009. This research paper on Japanese Fascism was written and submitted by user Madeleine U. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.