Graduate Schools Research Paper Example | Topics and Well Written Essays - 1250 words

Graduate Schools - Research Paper Example This essay stresses that graduate schools equip students to think with a high degree of open-mindedness. Graduates are not fixed in their thinking. They are open to debates and are quite flexible with respect to decision making. They are able to recognize and assess situations critically, make assumptions, implications and practical consequences of their actions. Accordingly, they act after assessing situations with sharp and open minds. This paper makes a conclusion that graduates also master great communication, human relations and communication skills. They go through intensive theoretical and practical learning that transforms them into useful assets in the society. They are relied upon to figure out solutions to complex problems at individual, group and societal levels. This is because the graduate schools have equipped them with knowledge and skills to solve such complex problems. Think tanks in virtually all fields of knowledge come from graduate schools. Whether in the field of medicine, technology, religion, humanities and social sciences, the leading brains are produced from the graduate schools. Strategic global thinkers with diversified knowledge and skills come from these graduate schools. From the foregoing, graduate schools play very significant roles towards the growth and development of the society. They contribute to research and development in economics, politics, social sciences, cultural aspects and religion. The society needs graduate schools to do research, enhance global competition and build a very vibrant economy

Commercial Management Essay Example | Topics and Well Written Essays - 1500 words

Commercial Management - Essay Example Peace Gardens were the first to open in 1998. The Millennium Galleries showcases cultural themes involving visual arts, craft and design. The Peace gardens and illuminated fountains put on a spectacular show during the night. Unique architecture in the form of stylish arches, winding pathways, glasshouses and tropical plants blend in to produce a spectacular sight. The Peace Gardens, Millennium Square and Winter Gardens are part of the Gold Network of attractive public spaces. They form a powerful hub and are the point at which the major route to the city centre from the station and the pedestrian link between the two universities intersect. The grant awarded to this project amounted to ?22,700,279 and the total cost incurred in this project has been ?45,221,155. Aims and Objectives: The primary objective of the project was to help the city of Sheffield regain its status as one of the top localities in Europe by making it more attractive to residents, outside investors and visitors. The aim was to do this by creating a lively, high quality, safe and sustainable city centre lively city centre for living, leisure, learning and retail. This was a key site which had been under-utilized in terms of commercial and public usage. The project was also aimed at expanding the Economy of the City in order to create new jobs and allow growth. High quality offices were to be designed in the city centre from where high profile functions of companies could be performed. A bustling hub of financial and professional services would also promote an investor-friendly image necessary to boost the local economy. Eventually all the economic growth would have allowed employment opportunities for the local community. In order to support the projected commercial and tourist activity, infrastructure was required. Projects like ‘Station Gateway’ and ‘New Retail Quarter’ were designed to improve accessibility, movement and linkages in the city. How successful has t he project been? One of the questions the OGC 5 Gateway asks is whether the project is a success or not. Apart from a few shortfalls the project has largely been a success. The futuristic design of the City Centre has largely been successful in attracting local and foreign businesses. Tourists and students have also been drawn to the city giving a boost to the local economy. The Gateway is also interested in knowing in weather the business case in which investment is made is even valid. The business case for this venture still holds great value as it a profitable venture. City buildings and infrastructure were old and an improvement was required. A significant amount of the revenue was generated from this part of the city so it was necessary to develop this prime location. After the opening of the Millennium Galleries, ninety percent of Sheffield Museums and Galleries Trust income was generated by it alone, prior to the re-opening of the Weston Park Museum. Two-thirds of apartments were already sold even though a brick had not been laid, though 40% have passed to institutional investors. Economic activity has increased and more commercial outlets have set up their offices at St. Paul’

The Crucible, written by Arthur Miller Essay Example for Free

The Crucible, written by Arthur Miller Essay We soon see another side to Hale. Abigail mentions Tituba and Hale requests to see her. Hale is quite convinced on meeting Tituba that she is compacting with the Devil and that she has bewitched Betty. He orders Tituba to wake her but when Tituba says she cannot Hale turns angrier and Parris threatens her with whipping. It is not long until Tituba is drawn into making accusations with Abigail and certain names get repeated. Hale is now convinced that the work of the Devil is going on in Salem At the end of Act One, we see how much Hale has a very strong belief in God and that God is with the people of Salem because he announces, Glory to God! It is broken, they are free! Hale enters Act Two at the end. He is drawn a little, and there is a quality of deference, even of guilt about his manner now. He explains how the girls have mentioned Rebecca Nurse and he has just come from her house. He is now on the outside, absolutely certain that it is the work of the Devil going on in Salem, No man may longer doubt the powers of dark are gathered in monstrous attack upon this village. There is too much evidence now to deny it. However, I do feel that Hale is torn between what he feels emotionally, that so many outrageous accusations are being made and therefore something is wrong, and what he feels he must do, keep looking for signs of the Devil in the people of Salem. At the end of Act Two, we see Herrick come to the Proctor household. He has come to arrest Elizabeth by order of the court. Hale seems shocked and speaks with uncertainty about Elizabeths link with the Devil but goes on trusting that God will prevail, I shall pray God open up our eyes. In Act Three Hale has changed somewhat. Hale is not convinced at all with Elizabeth Proctors link with the Devil and also with many other people being held by the court. He is now starting to think and speak what the audience reading the play would be thinking and saying. When Elizabeth Proctor defends her husbands name by lying in the court, Hale cries out, Excellency, it is a natural lie to tell: I beg you stop now before another is condemned! This means that Hale thinks that the people who have been condemned are innocent and it cannot go on. He speaks exactly what everyone reading the play will be thinking in their heads. By the end of Act Three I dont think that there is any doubt I the readers head and that of Hales that the witchcraft is being made up and that Abigail is behind the hysteria. This girl has always struck me false! Abigail begins to twist the court away from believing Proctors and Mary Warrens story when they are summoned to the court to talk about the Poppet. She starts to scream and point at the ceiling, insisting that there is a yellow bird up there. The other girls soon follow suit and start to pretend as well. Mary Warren cannot handle this and soon returns to the group of girls where she feels safer. She now lays an accusation of witchcraft on to Proctor. (pointing at Proctor): Youre the Devils man! Hale once again speaks for the audience, You cannot believe them! I see nothing, Your Honour! and Excellency, this childs gone wild! Hale sees that everyone has been engulfed by this mass hysteria and so he walks out of court, he doesnt want to be involved in these false accusations any longer. I denounce these proceedings I quit this court! In Act Four, Hale is no longer the strong, influential character he was at the beginning of the play. He is now trying to get the convicted prisoners to confess so as to save their lives. I think this perhaps show some guilt on Hales head. He was drawn into believing the accusations and freely did his job, basically condemning people to death. Hale asks the people to abandon their principles and confess.

Mba Y De La Educación Ejecutiva

Mba Y De La Educacià ³n Ejecutiva Publicado: Sà ¡bado, 14 de febrero de 2009 a las 06:00 Las escuelas de negocios replantean la enseà ±anza de valores tras la crisis y los fraudes recientes; la actual debacle econà ³mica es la primera que protagonizan los graduados de estos programas. expansion Estafas como la de Bernard Madoff revigorizaron la discusià ³n. (Foto: Jorge Garaiz)Estafas como la de Bernard Madoff revigorizaron la discusià ³n. (Foto: Jorge Garaiz) ARTà CULOS RELACIONADOS IPADE e ITAM, los mejores MBA en 2009 La escuela de negocios de la Universidad Panamericana corona de nuevo el ranking de Expansià ³n. MBA de Harvard lidera ranking global 6 escuelas de EU, 3 inglesas y una espaà ±ola son la mà ¡s prestigiadas en la lista 2009 de Expansià ³n. Los mejores MBA de Mà ©xico 2008 El IPADE es la mejor opcià ³n para estudiar una Maestrà ­a en Administracià ³n de Negocios en el paà ­s Los mejores MBA globales 2008 El Master de Stanford es el ganador del ranking de Expansià ³n 2008 y Harvard le pisa los talones OTROS ENLACES enfoques Testimonios y tips enfoques 17 opciones en Mà ©xico Por: Gustavo Stok y Marco Appel BUENOS AIRES/BRUSELAS — La crisis puso en evidencia las carencias de muchos ejecutivos y de su formacià ³n. Mientras asimilan el daà ±o a su imagen, las escuelas de negocios empiezan a debatir y ensayan cambios en sus programas y mà ©todos de enseà ±anza. La sucesià ³n de escà ¡ndalos financieros, desde las acusaciones al CEO de Lehman Brothers, Richard Fuld Jr, por el presunto ocultamiento de informacià ³n sobre el estado financiero del banco, hasta la estafa por unos 50,000 MDD de Bernard Madoff, ex presidente del Nasdaq, revigorizà ³ una discusià ³n que no es nueva. â€Å"Esta reflexià ³n sobre la importancia de la à ©tica, del gobierno corporativo y de la responsabilidad social ya nos la hemos hecho cuando se produjo la debacle de Enron y las puntocom. Pero no fue suficiente: al cabo de unos aà ±os, volvimos a las andadas†, dice Joan Fontrodona, director del departamento de Ética de la IESE Business School, la escuela de direccià ³n de la Universidad de Navarra, en Barcelona. No obstante, el gran cambio para las escuelas de negocios es que, a diferencia de lo que sucedà ­a hace casi una dà ©cada, esta discusià ³n sobre la à ©tica ejecutiva ya no constituye un mero ejercicio intelectual reflejado en casos de anà ¡lisis. Ahora, encontrar respuestas es una necesidad imperiosa para limitar los daà ±os a la imagen de los centros de estudios. Esa necesidad fue uno de los motores que impulsaron a mà ¡s de 250 decanos de escuelas de negocios de todo el mundo a reunirse por primera vez el 6 de diciembre pasado en la sede de las Naciones Unidas, en Nueva York, para discutir cà ³mo pueden enseà ±ar a las nuevas generaciones de là ­deres corporativos el valor global de la responsabilidad social. El Global Forum for Responsible Management Education tiene su origen en una iniciativa de varias escuelas que arrancà ³ en 2007, cuando la crisis financiera ya era un hecho. â€Å"Inclusià ³n y economà ­a global sustentable son palabras nuevas en las escuelas de negocios; hay que volverlas habituales†, dijo en aquel encuentro à ngel Cabrera, presidente de la Thunderbird School of Global Management y titular de la fuerza de tarea internacional que delineà ³ los principios à ©ticos que se difundieron en esa reunià ³n. Cambios en marcha A fines de noviembre pasado, Harvard publicà ³ una profunda investigacià ³n sobre cuà ¡l es el futuro de los MBA y de la educacià ³n ejecutiva. El informe, en el que participaron 30 decanos de las escuelas mà ¡s prestigiosas del mundo, pone sobre la mesa tres cuestiones que los centros de estudios deberà ­an incluir en sus programas para hacer frente a los desafà ­os actuales: globalizacià ³n, enseà ±anza experimental y desarrollo del liderazgo. Este à ºltimo à ­tem es, precisamente, uno de los dà ©ficits que dejà ³ mà ¡s en evidencia la crisis. Los especialistas sostienen que, en los à ºltimos aà ±os, buena parte de los MBA girà ³ hacia un tipo de educacià ³n calificada en el à ¡mbito cuantitativo, pero sin una buena formacià ³n en las llamadas ‘habilidades blandas.  ¿Resultado? Carencia de là ­deres con capacidad para gestionar, comunicar y solucionar problemas mà ¡s allà ¡ de sus funciones. A esto se sumà ³ la tendencia creciente a formar directivos cuya exclusiva preocupacià ³n pasa por otorgar beneficios a los accionistas, y lograr para sà ­ mismos los jugosos incentivos. â€Å"Con la crisis actual hemos quebrado tambià ©n una idea acerca del objetivo de las escuelas de negocios†, dijo Edward Freeman, profesor de Ética de la Darden School of Business, de la Universidad de Virginia, en un panel, el pasado 24 de septiembre. â€Å"Lo que hacen es capacitar a los estudiantes para convertirlos en especialistas funcionales, pero por lo que deberà ­an estar preocupadas, antes que nada, es por entender cà ³mo formar là ­deres que generen valor para los consumidores, proveedores, trabajadores, la comunidad y tambià ©n para los inversionistas. Esos elementos van unidos, no separados. Si yo fuera profesor de Finanzas, me sentirà ­a humillado porque da la impresià ³n que hicimos mal las cosas†. Las escuelas de negocios estadounidenses que vieron salir a sus egresados de Lehman, Merril Lynch y otras firmas en crisis, no accedieron a las solicitudes de entrevista formuladas por Expansià ³n. Harvard no respondià ³ los pedidos, en NYU Stern seà ±alaron que tenà ­an â€Å"otras prioridades urgentes que atender† y desde Wharton invitaron a consultar el anà ¡lisis realizado sobre el origen de la crisis financiera en su pà ¡gina de internet. Ética y catarsis En Amà ©rica Latina, las principales escuelas de negocios creen que los ajustes en sus programas y mà ©todos de enseà ±anza no serà ¡n tan profundos como los que se esperan en EU.  ¿La razà ³n? â€Å"(en Amà ©rica Latina) la preocupacià ³n por temas à ©ticos ya habà ­a sido consistente en los à ºltimos aà ±os†, dice Leonidas Montes, profesor de Economà ­a, Instituciones e Ideas Polà ­ticas y Ética de los Negocios de la Universidad Adolfo Ibà ¡Ãƒ ±ez, en Santiago de Chile. En todo caso, en tiempos de crisis, la apuesta pasa por fortalecer las discusiones de corte formativo, de à ©tica y balance de vida. En Mà ©xico, el IPADE, que siempre se ha enfocado en los valores, lo està ¡ haciendo mediante el anà ¡lisis de casos emblemà ¡ticos. Uno de ellos es el de Vicente, un financiero egresado de esta escuela, de 32 aà ±os, con voracidad por el dinero, que duerme poco, toma medicamentos y està ¡ distanciado de su esposa y amigos. â€Å"Todo eso conforma una problemà ¡tica oculta, de la que no se habla con los jefes. A veces porque los mismos jefes son ‘Vicentes que tienen a cargo a otros ‘Vicentes. La crisis econà ³mica es consecuencia de esos individualismos, de los problemas de personas y grupos de personas†¦ y a ese tipo de gente se le ha formado en las escuelas de negocios†, dice Carlos Alejandro Armenta Pico, profesor de Ética del IPADE. Ademà ¡s de Vicente, esta institucià ³n trabaja con otros casos paradigmà ¡tic os, como el de un ejecutivo enredado en un sistema que premia al que trabaja 16 horas por dà ­a, entre otros ejemplos. En Argentina, el IAE Business School, en tanto, incluyà ³ en su oferta una serie de seminarios utilizados para catarsis de los ejecutivos. â€Å"En tiempos de crisis, los tres grandes ejes temà ¡ticos de las escuelas de negocios debieran ser valores à ©ticos, gobierno corporativo y, el mà ¡s importante, cà ³mo motivar a la gente en situaciones como la crisis†, dice Josà © Marà ­a Corrales, profesor y director del à ¡rea acadà ©mica de Sistemas de Direccià ³n y Control del IAE, en Buenos Aires. â€Å"La escuela (†¦es) tambià ©n el à ¡mbito para que altos directivos hagan una suerte de catarsis, compartir experiencias. Hay mucha inquietud, mucha desazà ³n, y eso està ¡ generando una alta demanda en los seminarios†. Los especialistas advierten que esto tendrà ¡ efectos globales. â€Å"Los MBA no tendrà ¡n la misma influencia si se les ve como boletos automà ¡ticos a ciertos empleos†, comenta Philippe Haspeslagh, decano de la Vlerick Leuven Gent Management School, en Bà ©lgica. En tanto, para el argentino Claudio Fernà ¡ndez Arà ¡oz, socio de la firma de cazatalentos Egon Zehnder Internacional, una de las consecuencias pasarà ¡ por imponer criterios mà ¡s rigurosos de seleccià ³n del personal. â€Å"La demanda de los MBA no deberà ­a disminuir, si bien las compaà ±Ãƒ ­as tendrà ¡n que ser mucho mà ¡s cuidadosas y selectivas en sus contrataciones†, dice. Avaricia y falta de à ©tica, ausencia de liderazgo e individualismo. La crisis dejà ³ al desnudo las carencias de muchos ejecutivos y, por extensià ³n, de su formacià ³n. â€Å"Nos guste o no, las escuelas de negocios nos veremos afectadas () Eso sà ­, es probable que, en primer tà ©rmino, se observe mà ¡s hacia las escuelas estadounidenses, mà ¡s enfocadas en finanzas†, comenta Camino de Paz, directora ejecutiva de programas MBA de la IE-Instituto de Empresa Business School, en Espaà ±a. Las escuelas europeas, incluso, esperan que crezca el interà ©s por estudiar en Europa por sobre EU. A Katia Muà ±oz Serrano le ofrecieron una beca para estudiar un MBA en Boston, â€Å"pero lo rechacà © porque culturalmente no encontraba valor agregado en Estados Unidos†, dice. Ella escogià ³ la Vlerick Leuven Gent Management School porque era la à ºnica que tenà ­a un enfoque en la Responsabilidad Social Corporativa. Las escuelas europeas confà ­an en que casos como à ©ste se multipliquen e intentan marcar distancias con las estadounidenses. â€Å"Hay una gran diferencia entre las escuelas que orientan sus MBA a una enseà ±anza mà ¡s amplia del management, y las otras que llamamos ‘fà ¡bricas de MBA, que està ¡n dirigidas a (satisfacer) a Wall Street o Londres: mà ¡s de 60% de los estudiantes de MBA està ¡n trabajando en el sector financiero†, seà ±ala Haspeslagh, de la Vlerick Leuven Gent Management School. â€Å"El prestigio de nuestras escuelas podrà ­a verse un poco menos daà ±ado que el de las estadounidenses, y aunque todavà ­a es muy pronto para determinar si mà ¡s candidatos latinoamericanos van a volver la vista a las escuelas europeas, si el debate y la polà ©mica sobre los valores crecen, es posible que haya mà ¡s interesados en Latinoamà ©rica por nuestras escuelas†, prevà © Camino de Paz, de la IE.

Should College Athletes be Paid? Essay -- Essays Papers

Should College Athletes be Paid? Over the past century college athletics have grown more popular than most professional sports. Most of its popularity is due to a large student body in addition to its Alumni, but nonetheless it has surpassed professional sports from its monetary success to its fan support. College athletics are also a very important commodity to Universities around the nation. Next to student's tuition, that's where the majority of the money comes from. No one is more responsible for bringing in that money more than the coach and his/her players. In this notion, one would think that such important people should be paid for a job well done. But this isn't the case. Over the years a question has emerged, should college athletes be paid? After all, college athletics is a job. Some coaches make more than professional coaches. Why shouldn't the players have a chance to do the same? In the article entitled, "Show them the Money", Mark Martinez argues why college athletes should be paid. This is a very simple article for anyone to read. Anyone who is a...

The Life And Hard Times Of Grantly Marshall :: essays research papers

The Life and Hard Times of Grantly Marshall Could anyone imagine having no money, few friends, and no chance to succeed in life? Well, for one individual this situation is all too real. Grantly Reed Marshall, a 18-year-old high school student from Franklin Square, Ohio, had big dreams but little money. Grantly had reached a crucial time in his life. He desperately wanted to attend college. Grantly's siblings were much smarter than he was, as were his parents. None of his classmates expected Grantly to amount to anything, but this made him more determined. Grantly's family was very different. They had one light bulb in their entire house. Grantly got his name when his mother read the book Childbirth Without Pain, by Dr. Grantly Reed. His father ran for president in 1928 under the Communist Party. During this period in his life when they usually excluded him from the other kids, and was the poorest he would ever be, Grantly wanted most of all to go to college. The best things Grantly knew how to do was act and recite poetry. He would memorize poetry with more than twenty stanzas in a week and recite them to anyone who would listen to him speak. Finally, with scholarships, student aid and multiple jobs Grantly fulfilled his dream of attending college. Majoring in theater Grantly graduated Kent State University in 1972 with honors. After he graduated, Grantly did act in local theaters for a few weeks and then decided to do to the Summer Olympics in Munich, Germany. Just weeks before he was to leave Grantly's father fell ill and died shortly there after. Grantly knew his father would want him to go to the Olympics anyway so off he went to Germany. Because he was such a passionate speaker Grantly could speak many languages and had no problems in Europe. A few people Grantly did know and was friends with began to wonder about him after the Summer Games ended and he did not return. Then, one day Gary Johnson, one of Grantly's only friend's received a phone call. It was none other than Grantly. It ended up that Grantly loved Germany and he got a job as a German Postal Worker. Gary had many more long talks with Grantly. These talks did not cost either of them a cent because Grantly always called from the post office. This did make Gary cautious but, they were never caught. Grantly, once again started acting and reciting poetry. People began to notice how good he was and Grantly began to make friends with more important people in Munich.

Dementia Awareness Essay

1.1 Explain what is meant by the term ‘Dementia’ The word dementia describes a set of symptoms that may include memory loss and difficulties with thinking, problem solving or language. These changes are often small to start with but for someone with dementia they have become severe enough to effect daily life. A person with dementia may also experience changes in their mood or behaviour. 1.2 Describe the key functions of the brain that are affected by dementia. The key functions of the brain that are affected by dementia are Temporal Lobe – Responsible for vision, memory, language, hearing, learning. Frontal Lobe – Responsible for decision making, Problem solving, controlling behaviour and emotions. Parietal Lobe – Responsible for sensory information from the body, also where letters are formed, putting things in order and spatial awareness. Occipital Lobe – Responsible for processing information related to vision. Cerebrum Lobe – This is the biggest part of the brain, Its role is memory, attention, thought and our consciousness, senses and movement. Hippocampus – Responsible for memory forming, organizing, storing and emotions. 1.3 Explain why Depression, Delirium and age related memory impairment may be mistaken for Dementia. Delirium, Dementia and Depression are disorders that are often confused by care-givers as they are complex and patients can be afflicted with more than one of the conditions at the same time. Although often coincidence they are entirely separate conditions. Delirium is an acute but reversible state of confusion occurring in up to 50 percent of older post-surgical patients. Dementia is an irreversible decline of mental abilities which affects 5-10 percent of the population over age 65, with incidence doubling every 5 years after 65. Depression is a mood disorder which affects 16 percent of the population although it is often unrecognised. 2.1 Outline the medical model of dementia The medical model focuses on the impairment as the problem and focuses on a cure, these may be dependency, restriction of choice, disempowering and devaluing individuals. 2.2 Outline the social model of dementia. This is personal centred, focusing on the rights of the individual, in turn empowering the individual, promoting independence, giving choice and looking at what the individual is able to do. 2.3 Explain why dementia should be viewed as a disability. Individuals who have dementia are not aware of requirements for living. They can forget to do the essential things that are vital. Taking medicines, hygiene and even eating are often forgotten. They can get lost or hurt and not understand what is necessary to correct a situation. Individuals cannot act in the manner of a responsible adult which is why dementia should be viewed as a disability. 3.1 List the most common causes of dementia. The most common causes of dementia are – Alzheimer’s disease – This is the most common cause of dementia. During the course of the disease, the chemistry and structure of the brain changes, leading to the death of brain cells. Vascular Dementia – If the oxygen supply to the brain fails, brain cells may die. The symptoms of vascular dementia can occur either suddenly, following  a stroke, or over time, through a series of small strokes. Dementia with Lewy Bodies – This form of dementia gets its name from tiny spherical structures that develop inside nerve cells. Their presence in the brain leads to the degeneration of brain tissue. Fronto–temporal Dementia – In fronto-temporal dementia, damage is usually focused in the front part of the brain. Personality and behaviour are initially more affected than memory. 3.2 Describe the likely signs and symptoms of the most common causes of dementia. Dementia is a collection of symptoms including memory loss, personality change, and impaired intellectual functions resulting from disease or trauma to the brain. These changes are not part of normal aging and are severe enough to impact daily living, independence, and relationships. With dementia, there will likely be noticeable decline in communication, learning, remembering, and problem solving. These changes may occur quickly or very slowly over time. The progression and outcome of dementia vary, but are largely determined by the type of dementia and which area of the brain is affected. Diagnosis is possible through advanced brain imaging, clinical examinations, and diagnostic testing. 3.3 Outline the risk factors for the most common causes of dementia. The greatest known risk factor for Alzheimer’s is advancing age. Most individuals with the disease are age 65 or older. The likelihood of developing Alzheimer’s doubles about every five years after age 65. After age 85, the risk reaches nearly 50 percent. One of the greatest mysteries of Alzheimer’s disease is why risk rises so dramatically as we grow older. Another strong risk factor is family history. Those who have a parent, brother, sister or children with Alzheimer’s are more likely to develop the disease. The risk increases if more than one family member has the illness. When diseases tend to run in families, either heredity (genetics) or environmental factors, or both, may play a role. In general, the risk factors for vascular dementia are the same as those for heart disease and  stroke. Risk factors for vascular dementia include: Increasing age. History of heart attack, stroke or mini strokes. Atherosclerosis. High cholesterol. High blood pressur e. Diabetes. Smoking and Atrial fibrillation. Although the cause of Lewy body dementia isn’t clear, several factors appear to increase the risk of developing the disease. They include: Being older than 60. Being male & having a family member with Lewy body dementia. Many degenerative neurological diseases do not have a strong genetic component, but Fronto–temporal Dementia is believed to be an exception, with a high familial component compared to other instances of dementia. Unlike in other forms of dementia, however, there are no nutritional deficiencies or other habits that increase the likelihood of developing Fronto–temporal Dementia. Instead, risk factors for developing Fronto–temporal Dementia include: Mutations in the MAPT and/or GRN genes of chromosome 17, a family history of Fronto–temporal Dementia. 3.4 Identify prevalence rates for different types of dementia. The Prevalence’s of Alzheimer’s disease, vascular dementia, Parkinson’s disease dementia, and other dementias – Overall, 72% of the dementias were of Alzheimer type, 16% were vascular dementia, 6% were Parkinson’s disease dementia, and 5% were other dementias. 4.1 Describe how different individuals may experience living with dementia depending on age, type of dementia, and level of ability and disability. Dementia is not a disease but a set of symptoms which decreases the ability to think, memory and communication skills of human beings. It also declines the skills that needed to carry out daily activities. There are many causes of dementia. Few are :  · Alzheimer’s disease  · Vascular disease  · Lewy body disease  · Front temporal disorders  · Parkinson’s disease  · Depending on the form of dementia people’s ability and disability fluctuates. It is not necessarily to think that people with dementia are always forgetful. Like, people with Fronto-temporal dementia are very less forgetful than Alzheimer disease. Their memory remains intact but their personality and behaviour noticeably changes. Dementia with Lewy bodies interrupts the brain’s normal  functioning and affect the person’s memory, concentration and speech skills. It has similar symptoms to Parkinson’s disease such as tremors, slowness of movement and speech difficulties. People with vascular dementia may suffer from incontinence or seizure where other types of dementia may not affect those. However level of ability and disability depend on individual’s age and condition of dementia. People who are living with dementia in earlier age such as 60’s-70’s are less dependable than people living with dementia at the age or over 70’s or 80’s. People have different stamina in different ages. So, their ability and disability fluctuated and level of support are varied as well 4.2 Outline the impact that the attitudes and behaviour of others may have on an individual with dementia Dementia can have a big impact on a person’s behaviour. It can make them feel anxious, lost, confused and frustrated. Although each person with dementia handles these feelings in their own way, certain behaviour is common in people with the disease. This includes: †¢ repeating questions or carrying out an activity over and over again †¢ walking and pacing up and down †¢ Aggression, shouting and screaming †¢ becoming suspicious of other people If you are experiencing these behaviours, or are looking after someone who behaves in this way, it’s important to remember that this is an attempt to communicate how they’re feeling and that they are not being deliberately difficult. If you stay calm and work out why they’re expressing themselves in this way, you may be able to calm them down.