Economics Essay Example | Topics and Well Written Essays - 1500 words - 13

Economics - Essay Example Trade unions are frequently charged of benefiting the insider workers, those having a secure job as well as high efficiency, at the cost of the outsider workers, those who are jobless or at the risk of joblessness or who are not find to get the job that they want in a particular field. The alleged insider-outsider theory studies this problem. Usually, the trivial benefit of an additional worker decreases as the number of workers raise. This entails that the lower the minimum wage, the more workers a company can gainfully employ. Consequently, while an augment in the minimum wage benefits the insiders, consequently fewer new workers are employed and fewer retiring workers reinstated. This effect is more marked in a work-intensive service company (Baker, (2002). The economic examination of a cartel applies totally to most unions, to those that struggle to fix the price of work, to limit supply or to limit rivalry. Conversely, unions often have also other jobs than those of a cartel: they may counsel the workers, warn concerning detrimental contracts or terms of employment etc. These latter purposes are typically considered as valuable for both the workers and for the society all together, whereas the opposite applies to cartel-type minimum terms. Frequently the union on a particular industry puts pressure on politicians to finance the industry concerned. This promotes the companies, workers, shareholders as well as consumers of the product of that industry at a cost to other people. As a result, it depends on the question whether the welfare of a trade union are for or in opposition to the interests of the companies, unemployed, workers, tax-payers or the society all together. Small unions have grown to enormous size; a huge new federation has developed; and now the old American Federation of Labor and its late rival, the

Holden Caulfield Character Examination Essay Example for Free

Holden Caulfield Character Examination Essay Character Examination Holden Caulfield is a figment of author J.D Salingers imagination, Holden is the exception to all rules, and the rule to all exceptions. He is in an unclassifiable category, and his physical traits give no clue on how to enravel this enigmatic young man. Holden is caring but cold, timid yet bold, passive but aggressive; these are three of perhaps hundreds of antonyms describing his psyche. Holden is the protagonist in J.D Salingers only acclaimed novel The Catcher in the Rye. The story centers around the adolescence of this rebel with and without a causes life. It is narrated from the point of view of a cynic, with most secondary characters being valueless, trite yuppies with little integrity or worth. Holdens internal voyage is triggered by his expulsion from Pencey, a boarding school in upstate New York. Holden Caulfield is a tall, solidly built teenager. Holden has short dirty blond hair which he wears in a crew cut. He has a pale complexion and has a tendency of getting red in the face. Salinger does not concentrate on the physical traits of his protagonist but rather he thoroughly describes all facets of his psyche. What struck me as odd about Salingers style is that with many secondary and supporting characters in the novel, he paints a very detailed physical analysis from head to toe. Perhaps Salinger made this decision in order to show the reader the complexity of Holden as a human, and that while supporting characters can be brought into the story by external traits, Holdens complex character transcends mere physical description. Holden Caulfield is a cynic by nature and is a self proclaimed judge of others. Holden has no respect for other peoples positive traits, and he adamantly believes that people put on a faà §ade, play a part and have no self worth or moral barometer. It can be said that Holden is a bipolar character, for example; Holden is naà ¯ve yet cynical simultaneously. One might say that it is impossible to be naà ¯ve and cynical at the same time but with Holden it is evident on a regular basis. Holden is definitely cynical, Holden makes impetuous accusations and rash generalizations of people and often he is mistaken in  his judgment because he shows no form of acceptance to the positive value of the human spirit. Holden is also naà ¯ve, not in the pure sense of the word but Holden is naà ¯ve of himself and his thoughts. Holden has strong deep-rooted beliefs of the world being against him and the world being out to get him, but he is mistaken. Holden Caulfield radical belief of his own beliefs makes him naà ¯ve and gullible. The sad part of Holdens terrible attitude towards life, is that to some extent he himself is a fraud, by becoming an arrogant disbeliever of human worth, he is, in his mind justifying his own mistakes and moral flaws. Holden has feelings of insecurity and a fear of loneliness and alienation, his fear plays a large role in his actions during his time in Manhattan. From the moment of his departure from Pencey, Holden was trying to call his old girlfriends; at first he called his old friend Jane Gallagher. After striking out, he was lonely and his way of dealing with his rejection was hopping from bar to bar and from nightclub to nightclub. After Holden recovered from his misadventure with Jane, he called another acquaintance named Sally. Sally and Holden ended up meeting up for a matinee, but Holden, spotted a lunt (phony) and it made him wreck the date. Holden is fickle and impatient, this is exemplified by his hopping from hangout to hangout at night in New York. Holden would make potentially dangerous decisions on impulse. He was not methodical or prudent at all, his impulsiveness could be labeled as recklessness. An example of the dangers of his impetuousness is when after a tough night, he hired a prostitute from the elevator man, Maurice. Holden didnt even think about the consequences of his actions and in the end Holden was in a dangerous situation with Maurice. Holden Caulfields secondary characteristics are what make the plot of the novel so interesting to the reader. Holden Caulfield is a truly fascinating character. In writing this essay, the complexity and the inconsistency of his character traits became more and more evident to me. Holden is a great example of many negative qualities often associated with teenagers such as, impulsiveness, recklessness and various other negative traits not affiliated with teenagers such as cynicism, and a lack of faith. Holden is the most intriguing character I  have encountered in my literary experience. In two years from now when rereading Salingers novel The Catcher In The Rye, I wonder how my thoughts and opinions of Holden Caulfield will change. With further insight to Holdens complex character, I may well appreciate him more and more.

Essay --

Throughout The Merchant of Venice, there are a variety of ways in which the characters view wealth. Their views on wealth shape the play. Different characters view wealth in extremely different ways. Shylock’s life is centered around wealth, Bassanio views wealth as extreme power, while Antonio balances wealth and love greatly. Shylock’s view on wealth is rather extreme. He values only money, and not family. After Jessica runs away Shylock states, â€Å"I would my daughter were dead at my foot, and the jewels in her ear.† (III. i. 79-80). When Jessica runs away, he does not care that she is gone. He only wishes for his money, which she has stolen, to be returned to him. Shylock also prioritizes himself and what he has to gain over the lives of others. While making the deal with Antonio, Shylock states, â€Å"Expressed in the condition, let the forfeit be nominated for an equal pound of your fair flesh, to be cut off and taken in what part of your body pleaseth me† (I. iii. 150-154). This deal alone shows Shylock’s greed for money. If Antonio is unable to pay Shylock back by the deadli...

The Hunters: Phantom Chapter 3

The bright morning sun shone on the long, winding drive that led to the garage behind the boardinghouse. Puffs of white cloud scudded across the light blue sky. It was such a peaceful scene that it was almost impossible to believe that anything bad had ever happened in this place. The last time I was here, thought Stefan, putting on his sunglasses, it was a wasteland. When the kitsune had held sway in Fel ‘s Church, it had been a war zone. Children against parents, teenage girls mutilating themselves, the town half-destroyed. Blood on the streets, pain and suffering everywhere. Behind him, the front door opened. Stefan turned quickly to see Mrs. Flowers coming out of the house. The old woman wore a long black dress, and her eyes were shielded by a straw hat covered with artificial flowers. She looked tired and worn, but her smile was as gentle as always. â€Å"Stefan,† she said. â€Å"The world is here this morning, the way it should be.† Mrs. Flowers stepped closer and gazed up into his face, her sharp blue eyes warm with sympathy. She looked as if she were about to ask him something, but at the last minute seemed to change her mind and instead said, â€Å"Meredith cal ed, and Matt, too. It seems that, against al the odds, everyone has survived unscathed.† She hesitated, and then squeezed his arm. â€Å"Almost everyone.† Something twisted painful y in Stefan's chest. He didn't want to talk about Damon. He couldn't, not yet. Instead, he bowed his head. â€Å"We owe you a great debt, Mrs. Flowers,† he said, choosing his words with care. â€Å"We never could have defeated the kitsune without you – you were the one who held them at bay and defended the town for so long. None of us wil ever forget that.† Mrs. Flowers's smile deepened, an unexpected dimple flickering in one cheek. â€Å"Thank you, Stefan,† she said with equal formality. â€Å"There is no one I would have rather fought alongside than you and the others.† She sighed and patted his shoulder. â€Å"Although I must be getting old at last; I feel the need to spend most of today dozing in a chair in the garden. Fighting evil takes more out of me than it used to.† Stefan offered his arm to assist her down the porch steps, and she smiled at him once more. â€Å"Tel Elena that I'l make those tea biscuits she likes whenever she's ready to leave her family and come visit,† she said, then turned toward her rose garden. Elena and her family. Stefan imagined his love, her silky blond hair tumbling about her shoulders, little Margaret in her lap. Elena had another shot at a real human life now, which was worth everything. It had been Stefan's fault that Elena lost her first life – he knew that with a hard certainty that gnawed at his insides. He had brought Katherine to Fel ‘s Church, and Katherine had destroyed Elena. This time he would make sure Elena was protected. With one last glance at Mrs. Flowers in her garden, he squared his shoulders and walked into the woods. Birds sang at the sun-dappled edges of the forest, but Stefan was headed much deeper in, where ancient oaks grew and the underbrush was thick. Where no one would see him, where he could hunt. Stopping in a smal clearing several miles in, Stefan took off his sunglasses and listened. From nearby came the soft crackle of something moving beneath a bush. He concentrated, reaching out with his mind. It was a rabbit, its heart beating rapidly, looking for its own morning meal. Stefan focused his mind on it. Come to me, he thought, gently and persuasively. He sensed the rabbit stiffen for a moment; then it hopped slowly out from under a bush, its eyes glassy. It came toward him docilely and, with an extra mental nudge from Stefan, stopped at his feet. Stefan scooped it up and turned it over to reach the tender throat, where its pulse fluttered. With a silent apology to the animal, Stefan gave himself over to his hunger, al owing his fangs to click into place. He tore into the rabbit's throat, drinking the blood slowly, trying not to wince at the taste. While the kitsune had threatened Fel ‘s Church, Elena, Bonnie, Meredith, and Matt had insisted he feed on them, knowing human blood would keep him as strong as possible for the fight. Their blood had been almost otherworldly: Meredith's fiery and strong; Matt's pure and wholesome; Bonnie's sweet as dessert; Elena's heady and invigorating. Despite the foul taste of the rabbit in his mouth, his canines prickled with remembered hunger. But now he wouldn't drink human blood, he told himself firmly. He couldn't keep crossing that line, even if they were wil ing. Not unless his friends' saf ety was at risk. The change from human to animal blood would be painful; he remembered that from when he had first stopped drinking human blood – aching teeth, nausea, irritability, the feeling that he was starving even when his stomach was ful – but it was the only option. When the rabbit's heartbeat stopped altogether, Stefan gently disengaged. He held the limp body in his hands for a moment, then set it on the ground and covered it with leaves. Thank you, little one, he thought. He was stil hungry, but he had already taken one life this morning. Damon would have laughed. Stefan could almost hear him. Noble Stefan, he would scoff, his black eyes narrowing in half-affectionate disdain. You're missing all the best parts of being a vampire while you wrestle with your conscience, you fool. As if summoned by his thoughts, a crow cawed overhead. For a moment, Stefan ful y expected the bird to plummet to earth and transform into his brother. When it didn't, Stefan gave a short half laugh at his own stupidity and was surprised when it sounded almost like a sob. Damon was never coming back. His brother was gone. They'd had centuries of bitterness between them and had only just started to repair their relationship, joining together to fight the evil that always seemed drawn to Fel ‘s Church and to shield Elena from it. But Damon was dead, and now Stefan was the only one left to protect Elena and their friends. A latent worm of fear squirmed in his chest. There was so much that could go wrong. Humans were so vulnerable, and now that Elena had no special powers, she was as vulnerable as any of them. The thought sent him reeling, and immediately he took off, running straight toward Elena's house on the other side of the woods. Elena was his responsibility now. And he would never let anything hurt her again. The upstairs landing was almost the same as Elena remembered it: shining dark wood with an Oriental carpet runner, a few little tables with knickknacks and photographs, a couch near the big picture window overlooking the front drive. But halfway to the stairs, Elena paused, glimpsing something new. Among the silver-framed photos on one of the smal tables was a picture of herself and Meredith and Bonnie, faces close together, grinning widely in caps and gowns and proudly brandishing diplomas. Elena picked it up, holding it close. She had graduated from high school. It felt odd to see this other Elena, as she couldn't help thinking of her, her blond hair pul ed back in an elegant French twist, creamy skin flushed with excitement, smiling with her best friends, and not remember a thing about it. And she looked so carefree, this Elena, so ful of joy and hope and expectations for the future. This Elena knew nothing of the horror of the Dark Dimension or the havoc the kitsune had caused. This Elena was happy. Glancing quickly among the photos, Elena located a few more she hadn't seen before. Apparently this other Elena had been queen of the Snow Bal , though Elena remembered Caroline had won that crown after Elena's de ath. In this picture, however, Queen Elena was resplendent in pale violet silk, surrounded by her court: Bonnie fluffy and adorable in shiny blue taffeta; Meredith sophisticated in black; auburn-haired Caroline looking aggrieved in a tight silver dress that left very little to the imagination; and Sue Carson, pretty in pale pink, smiling straight into the camera, very much alive. Tears stung Elena's eyes once more. They had saved her. Elena and Meredith and Bonnie and Matt and Stefan had saved Sue Carson. Then Elena's gaze landed on another photograph, this one of Aunt Judith in a long, lacy wedding dress, Robert standing proudly beside her in a morning suit. With them was the other Elena, clearly the maid of honor, in a dress the color of green leaves, holding a bouquet of pink roses. Beside her stood Margaret, shining blond head ducked shyly, grasping Elena's dress with one hand. She was wearing a ful -skirted white flower girl's dress tied with a wide green sash, and she clutched a basket of roses in her other hand. Elena's hands shook a little as she put this picture down. It looked as if a good time had been had by al . What a pity she hadn't actual y been there. Downstairs, a glass clinked against the table, and she heard Aunt Judith laugh. Putting aside al the strangeness of this new past she'd have to learn, Elena hurried down the stairs, ready to greet her future. In the dining room, Aunt Judith poured orange juice from a blue jug while Robert spooned batter onto the waffle iron. Margaret was kneeling behind her chair, narrating an intense conversation between her stuffed rabbit and a toy tiger. A great surge of joy fil ed Elena's chest, and she grabbed Aunt Judith in a tight hug and spun her around. Orange juice spil ed across the floor in a wide arc. â€Å"Elena!† scolded Aunt Judith, half laughing. â€Å"What's the matter with you?† â€Å"Nothing! I just I love you, Aunt Judith,† Elena said, hugging her tighter. â€Å"I real y do.† â€Å"Oh,† said Aunt Judith, her eyes soft. â€Å"Oh, Elena, I love you, too.† â€Å"And what a beautiful day,† Elena said, pirouetting away. â€Å"A wonderful day to be alive.† She dropped a kiss on Margaret's blond head. Aunt Judith reached for the paper towels. Robert cleared his throat. â€Å"Are we to take it that you've forgiven us for grounding you last weekend?† Oh. Elena tried to figure out how to respond, but after she'd been living on her own for months, the whole concept of being grounded by Aunt Judith and Robert seemed ridiculous. Stil , she widened her eyes and put on an appropriately contrite expression. â€Å"I'm truly sorry, Aunt Judith and Robert. It won't happen again.† Whatever it is. Robert's shoulders relaxed. â€Å"We'l say no more about it, then,† he said with obvious relief. He slid a hot waffle onto her plate and handed her the syrup. â€Å"Do you have anything fun planned for today?† â€Å"Stefan is picking me up after breakfast,† Elena said, then paused. The last time she had talked to Aunt Judith, after the disastrous Founder's Day pageant, Aunt Judith and Robert had been seriously anti-Stefan. They, like most of the town, had suspected him of being responsible for Mr. Tanner's death. But apparently they had no problem with Stefan in this world, because Robert simply nodded. And, she reminded herself, if the Guardians had done what she asked, Mr. Tanner was alive, so they couldn't have suspected Stefan of kil ing him†¦ Oh, it was al so confusing! She went on: â€Å"We're going to hang out in town, maybe catch up with Meredith and the others.† She couldn't wait to see the town back to its old, safe self and to be with Stefan when, for once, they weren't battling some horrible evil but could just be a normal couple. Aunt Judith grinned. â€Å"So, just another lazy day, hmm? I'm glad you're having a nice summer before you go off to col ege, Elena. You worked so hard al last year.† â€Å"Mmm,† said Elena vaguely, cutting into her waffle. She hoped the Guardians had gotten her into Dalcrest, a smal col ege a couple hours away, as she'd requested. â€Å"Come on up, Meggie,† Robert said, buttering the little girl's waffle. Margaret scrambled up onto her chair, and Elena smiled at the obvious affection on Robert's face. Margaret was clearly his darling little girl. Catching Elena's eye, Margaret growled and thrust the toy tiger across the table toward her. Elena jumped. The little girl snarled, and her face was momentarily transformed into something savage. â€Å"He wants to eat you with his big teeth,† Margaret said, her little-girl voice hoarse. â€Å"He's coming to get you.† â€Å"Margaret!† Aunt Judith scolded as Elena shuddered. Margaret's briefly feral look reminded her of the kitsune, of the girls they had driven mad. But then Margaret gave her a huge grin and made the tiger nuzzle Elena's arm. The doorbel rang. Elena crammed the last bite of waffle into her mouth. â€Å"That's Stefan,† she mumbled around it. â€Å"See you later.† She wiped her lips and checked her hair in the mirror before opening the door. And there was Stefan, as handsome as ever. Elegant Roman features, high cheekbones, a classical straight nose, and sensual y curving mouth. He held his sunglasses loosely in one hand, and his leaf green eyes caught hers with a gaze of pure love. Elena broke into a wide, involuntary smile. Oh, Stefan, she thought to him, I love you, I love you. It's so wonderful to be home. I can't stop missing Damon and wishing we could have done something differently and saved him – and I wouldn't want to stop thinking of him – but I can't help being happy, too. Wait. She felt like someone had slammed on the brakes and she'd been thrown against a seat belt. Though Elena was sending the words, and a huge wave of affection and love with them, toward Stefan, there was no response, no return of emotions. It was as if there were an invisible wal between her and Stefan, blocking her thoughts from reaching him. â€Å"Elena?† Stefan said aloud, his smile faltering. Oh. She hadn't realized. She hadn't even thought about this. When the Guardians took her powers, they must have taken everything. Including her telepathic connection to Stefan. It had lingered†¦ She was sure she had stil heard him, and reached his mind, after she had lost her connection to Bonnie. But now it was gone completely. Leaning forward, she grasped his shirt, pul ed him to her, and kissed him fiercely. Oh, thank God, she thought, as she felt the familiar, comforting sense of their minds entwining. Stefan's lips curled into a smile beneath hers. I thought I'd lost you, she thought, that I wouldn't be able to reach you like this anymore, either. Unlike with the telepathic connection they'd shared, she knew the thoughts weren't reaching Stefan as words but as images and emotions. From him, she felt a wordless, steady stream of unfailing love. A throat was cleared pointedly behind them. Elena reluctantly released Stefan and turned to see Aunt Judith watching them. Stefan straightened with an embarrassed blush, the slightest look of apprehension in his eyes. Elena grinned. She loved that he'd been through hel – literal y – but was stil scared to upset Elena's aunt. She put her hand on his arm, trying to send a message that Aunt Judith now accepted their relationship, but Aunt Judith's warm smile and greeting said it for her. â€Å"Hel o, Stefan. You'l be back by six, won't you, Elena?† Aunt Judith asked. â€Å"Robert's got a late meeting, so I thought you, Margaret, and I could go out for a girls' night together.† She looked hopeful yet hesitant, like someone knocking on a door that might be slammed in her face. Elena's stomach knotted with guilt. Have I been avoiding Aunt Judith this summer? She could imagine that, if she hadn't died, she might have been eager to move on with her life and chafed at the family that wanted to keep her home and safe. But this Elena knew better – knew how lucky she was to have Aunt Judith and Robert. And it seemed that this Elena had a lot of making up to do. â€Å"Sounds like fun!† she said cheerful y, pasting a bright smile on her face. â€Å"Can I invite Bonnie and Meredith? They'd love a girls' night.† And it would be nice, she thought, to have friends around who were as clueless about what had been going on in this version of Fel ‘s Church as she was. â€Å"Wonderful,† Aunt Judith said, looking happier and more relaxed. â€Å"Have a good time, kids.† As Elena headed out the door, Margaret ran out of the kitchen. â€Å"Elena!† she said, wrapping her arms tightly around Elena's waist. Elena bent and kissed the top of her head. â€Å"I'l catch you later, bunny rabbit,† she said. Margaret motioned for Elena and Stefan to kneel down, then put her lips right next to their ears. â€Å"Don't forget to come back this time,† she whispered before retreating inside. For a moment, Elena just knelt there, frozen. Stefan squeezed her hand, pul ing her up, and even without their telepathic connection, she knew they were having the same thought. As they headed away from the house, Stefan took her by the shoulders. His green eyes gazed into hers, and he bent forward to brush a light kiss upon her lips. â€Å"Margaret's a little girl,† he said firmly. â€Å"It could just be that she doesn't want her big sister to leave. Maybe she's worried about you going off to col ege.† â€Å"Maybe,† Elena murmured as Stefan wrapped his arms around her. She inhaled his green, woodsy scent and felt her breathing slow and the knot in her stomach loosen. â€Å"And if not,† she said slowly, â€Å"we'l work it out. We always do. But right now I want to see what the Guardians gave us.†

Analysis of Psychosocial Development Theory Essay

The psychosocial theory provides a theoretical structure that highlights the constant assimilation and communication of individual competencies with resources, difficulties, and culture. Development is seen as a product of genetic, social, maturational, and autonomous dynamics. For this assignment, I am analyzing personal development using Erickson’s psychosocial theory of development. Erickson believed that development follows the epigenetic principle, that anything that grows has a ground plan (Vander Zanden et al., 2006). Simply stated, each stage of Erickson’s theory ascends according to an innate plan with each stage building upon the previous stages and focuses on a challenge that must be resolved during that stage in order to move effectively onto the next developmental stage. Erickson’s psychosocial theory draws our attention to the continual process of personality development that takes place s throughout the life span. Erickson believed each part each part of the personality has a particular time in the life span when it must develop if at all (Vander Zanden et al., 2006). Psychosocial Stages of DevelopmentThe first stage in Erikson’s theory begins in infancy, with the conflict of trust versus mistrust. In this stage an infant is dependent upon others, specifically their parent or caregiver to meet their basic needs. If these needs are meet, the infant will develop trust in self, parent’s caregivers, and their surroundings, if not mistrust will develop. Trust versus mistrust is present throughout a person’s life span. Consequently, if the conflict is not positively resolved within this developmental period, the person maybe affected negatively and only partially immerses themselves into society. As a mother, I understand that my daughter’s need for nourishment, comfort, care, and familiarity, must be met by me. In order for her to develop a loving and trusting relationship with me, I remained responsive and consistent. As my daughter grows older, she will become more knowledgeable and understanding with her peers and begin investigating her surroundings with persistence and eagerness. Stage two picks up at toddlerhood, usually starting around age 2 and continuing through age 3, with the conflict autonomy versus shame and doubt. During this stage children become mobile within their environment. This new found mobility is like a since of freedom to a child. If parents consistently encourage their children’s mobility, they will aid the children in developing a sense of autonomy, self control, and self confidence. If parents do not reinforce their child’s new freedom then the child will experience shame and learn self-doubt. My toddler is currently within this stage and she has started to undertake the responsibilities of feeding, dressing, bathing, and toileting. As a parent I have the tendency to be protective, thus assisting her without her approval. Nonetheless, I realize that I can do more harm than help to her development if I am overbearing and overprotective during this stage. I could positively or negatively influence my daughter’s ability to reach autonomy through my level of covetousness. Stage three of Erikson’s psychosocial theory begins at age 4 and continues through age 5, with the conflict initiative versus guilt. Initiative is the readiness to embark on new ventures whereas guilt is a sense that they have done something wrong. During this stage children are eager for responsibility and look to their parents for conformation. As parents the duty is ours to validate to our children, by proving that their initiative is valued no matter the size of the deed. Sadly, when parents are restrictive and do not allow their child the chance to be responsible and independent, the child may develop a sense of guilt and disapproval in the eyes of their parents. As a child my father always allowed me to help with projects around the house, by allowing me to pass him tools. My mother always allowed me to assist her in kitchen with dinner, by letting me mix the batter, oil the pan, break the egg, and pass her various kitchen utensils. I cherished my parents for this freedom and always viewed them as my unsung heroes. Today, in my daily life and work, I take the initiative with projects, chores, packing, and much more. It times I do feel guilt over some actions, but I am assured that it linked to my beliefs of achievement rather than my parents restrictive actions on occasion. From age 6 to age 12 a child is considered to be in the fourth stage of the psychosocial theory with the conflict industry versus inferiority. During this stage a child is learning to read, write, and how to create things by themselves. During this stage my educators became increasingly key figures in my life. They gave me many tasks and taught me many skills. I was always determined to master the tasks and skills (i.e. math and science) set before me. At this point in my life my peers became more momentous in my life because I was learning to work with them in order to complete tasks. I have never much of a follower, nonetheless school opened the door to new social roles therefore, gaining the approval and acceptance of my peers and teachers was important. I worked hard in all my classes and extracurricular activities to be the best by obtaining the top grades, best batting record, most assists and points, most volunteer hours, and more. The skills I developed along throughout this stage gave me confidence that others saw and appreciated, which showed approval and acceptance. I believe that when a child does not develop the necessary skills needed for school, home, and other cultural task that it can lead to the child developing a sense of inferiority because their acceptance is based on competent performance. Erikson’s fifth stage is the conflict identity versus identity confusion. Stage five typically starts at age 12 and continues to age 18. At this stage, adolescents are striving to find their identity and place in the world that will lead them into young adulthood. At some point in this stage I was struggling to find out what to with my life and remember asking myself this question, â€Å"Who Am I?† I wanted to separated myself apart from my parents and siblings, so I made a conscious search for identity and found things I enjoyed (i.e., school, softball, basketball, tutoring) an excelled. At the end of my high school career I had discovered my cultural, communal, and personal identity as a member of society identity and was ready to face the new challenges of college. My childhood friend, Amelia struggled during this stage with identity development by gender. In her parents eyes, she was a girl and should behavior as such, therefore sports and other male related activities where  frown upon within her home. It was not until Amelia reached the age of sixteen that she made a conscious decision to make her own choices, in spite of her parent’s viewpoints. Woolfolk, (1987), notes that if adolescents are unable to make conscious choices and decisions, especially as it pertains to their career and sexual orientation, then their role confusion becomes a threat. Success at this stage is dependent upon the child’s resolution of conflicts in earlier stages. If past experiences are integrated and past conflicts resolved, there will be a strong ego identity. Conversely, identity confusion will arise if the ego is weak. Stage six is the beginning of the developmental period of young adulthood. This is a period when most of us finish college, find a career, and create a family of our own. During this time most of us are changing cognitively, physically, and socioemotionally. In this stage the conflict is intimacy versus isolation. According to Erikson’s stages of development, I am in this stage. During this stage one either gets involved in an intimate relationship or retreat into isolation. In the initial stage of being an adult individual’s seek one or more companions and love. As individual’s try to find mutually satisfying relationships, primarily through marriage and friendships, they generally also begin to start a career and family, as have I. An example of my success in this stage is my giving and sharing within my marriage and friendships without feelings of obligation or asking for anything in return. The age in the stage has been pushed back to the mid thirties because today many couples wait until then to start families. My belief is that if a person has not resolved the conflict of identity in stage five, that they will fear a committed relationship, thus causing them to retreat into isolation. Lastly, when people have difficulty creating lasting and satisfying relationships, they may isolate and distance themselves from others due to feeling of inferiority. Stage seven of Erikson’s psychosocial theory begins around age 40 and continues through age 65, with the conflict generativity versus stagnation. Generativity, refers to an adult’s competence to care for another human  being (Newman & Newman, 1991). A personal example is my older sister Deloris, who had settled into a stable career, marriage, church, family, and other numerous responsibilities. Our mother was diagnosed with Alzehemier’s Disease (AD) during this stage and because Deloris was the closet and oldest, she was expected to give of herself by adding the responsibility of caring for our mother. The responsibilities were overwhelming, but she overcame because of her willingness to be flexible and adaptable, which allowed her to rely on her environment and family to help her deal. If Deloris had remained inflexible and enabled the responsibilities to overwhelm she would have become stagnate. The debilitating state of our mother’s AD forced my siste r to be flexible, by reducing church activities, additional work duties and ultimately changing the way she dealt with her world. Integrity versus despair is the eighth psychosocial stage of development. The developmental period for this stage is age 65 to death. This stage occurs when many of our parents are up in age and must come to terms with the approach of death. At this period in my parent’s life, both where retired and had time to analyze what they had accomplished and accumulated throughout life. They had come to accept their entire life with a positive outlook and even decided how their estate would be divided up amongst 21 children, thus leaving them with a sense to integrity. According to Newman and Newman, (1991) if my parents had been unable to accept responsibility for their life’s outcome and resolve conflict in earlier stages, they may have experienced despair and regret. Sadly, many older adults feel as if their life was filled with disappointment and failure, thus making it hard for them to handle life and the probability of death at this stage. Despair versus hope and faith is the final stage of Erikson’s psychosocial theory. The developmental period for this stage is late 80s and beyond. During this stage person are faced with a new sense of self over failing bodies and need for care. The favored outcome of this stage is to achieve a new sense of wisdom and transcendence (Vander Zanden et al., 2006). Comparison of Erikson and Kohlberg TheoriesErikson’s psychosocial theory  holds that developmentproceeds throughout nine developmental stages that are distinguished by a specific conflict. Kohlberg’s moral development theory holds that moral reasoning has six developmental stages with three distinctive levels. Erikson and Kohlberg theories each focus on a particular facet of maturation, such as social, moral, and psychosocial. It has been stated that psychosocial development and moral reasoning are influenced by factors such as socialization and gender identity. When a person is born they are identified by their gender as either a boy or a girl. It is my belief that the title of boy and girl or man and woman influence how children respond to psychosocial developmental challenges and resolve moral dilemmas. These titles provide a structure around which role and behavioral expectations formed. Brief Analysis of Kohlberg’s Model of Moral DevelopmentWhen people talk about moral development, they are referring to conduct and attitude towards other people in society. They look to see if societal norms, rules, and laws are being followed. In terms of children, it is their ability to distinguish right from wrong. Moral development, embraces pro-social behaviors, such as philanthropy and emotional development. Kohlberg stressed that moral development is based primarily on moral reasoning and unfolds in stages. On the basis of his research, Kohlberg identified six stages of moral reasoning grouped into three major levels (preconventional morality, conventional morality, postconventional morality). Each developmental level represented a fundamental shift in the social-moral perspective of the individual. As a child and now adult, I have at one point and time, fallen within each level and stage. My parents always stressed honesty, trust, and respect. They also give consequences when I was disobedient to the rules. In order to avoid punishment I obeyed the rules. During church and school, I behaved properly by obeying the teachers, completing assignments on-time, returning lost items (i.e., pencils, fans, and money), and repenting when needed in order to gain approval from my peers, teachers, pastor, and administrators. At other times, in my life, I have been concerned with my rights as a citizen, student, mother, and wife, while at other times I have been guided entirely by my conscience. My  conscience always gets the best of me no matter the circumstance. When I was five years old, my brother Rico took candy from my father’s private stash and shared it with me. I knew it was wrong, but I wanted the candy so I keep my mouth closed. I thought I could just put it behind and move on, but I had a sense of wrong come over me and I could not sleep until I told my father the truth. Once, the truth was revealed I was freed and felt good within. My view of moral development aligns with Kohlberg’s theory of moral development which was actually based on Piaget’s cognitive theory. He believed young children’s cognitive thinking develops along with their moral development. Young children are ego centered and their moral judgment is based on their own perspectives, not others and they follow rule because they are afraid of punishment. As children grow they understand values, rules, and their obedience is not out of fear, yet is based on their moral development. ReflectionAccording to Erikson’s nine stages of development, I am in the sixth stage with conflict intimacy versus isolation. Erikson’s psychosocial development theory aligns with many of my viewpoints. His theory stresses that children are curious, active explorers who are adaptive, impacted by social and cultural influences, and rational. The theory emphasizes that individuals continue to develop and change throughout their lives, and that personality is not solely shaped during early childhood. The theories framework is a tool that can aid individuals in understanding self-awareness and self-improvement. Erikson’s stages of development enabled me to better understand the connections between my behavior and personal experiences. As a parent, it has opened my eyes to how I can help rather than hinder my daughter’s development into mature, well-rounded, and emotionally stable individual. Lastly, each stage has a vital conflict that the child, adolescent, and adult can resolve positively or negatively. The nature of the resolution depends mainly on relations and associations with others, although the individual’s choices also play a key role. The conflicts and resolution of conflicts within each stage gave me hope that people can obtain personal growth and  change. Resolving the conflicts within each stage allows for progress and future success by building upon the knowledge gained within the preceding stage(s). Conversely, I believe that not all is misplaced if an individual has an unconstructive and depressing occurrence within a particular stage and conflict. As people live they learn therefore, lessons can recur and be effectively resolved when identified, acknowledged and received. â€Æ'References Hamachek, D. E. (1998). Evaluating self-concept and ego development within erikson’s psychosocial framework: A formulation. Journal of Counseling and Development, 66(8), 354-360. Newman, B., & Newman, P. (1991) Development through life: A psychosocial approach (5thed.) Palisades, CA: Brooks-Cole. Vander Zanden, J. W., Crandell, T. L., & Crandell, C. H. (2006). Human development (8th ed.). New York: McGraw-Hill. Woolfolk, A. E. (1987). Educational Psychology (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.

American Dreams and The Great Gatsby Essay Example

American Dreams and The Great Gatsby Essay Example American Dreams and The Great Gatsby Essay American Dreams and The Great Gatsby Essay Essay Topic: American Beauty The Great Gatsby The purpose in writing The Great Gatsby is to illustrate the true meaning of the American Dream. F. Scott Fitzgerald makes use of many different characters and symbols to depict the divisions in society and hunger for that upper, elite way of living. By showing the reader the social climbers, the idea of rags to riches, and the notion that the only way to be content is to own a mansion with fancy objects, he makes clear that he has an issue with this lifestyle. The American Dream is masked by materialism and immoral values of people trying to live this dream out; however, through this novel he reassures that there is still hope to restore the original values. Jay Gatsby is a man filled with hope and ambitions. He moved from the Midwest in pursuit of the girl of his dreams that he lost five years ago, Daisy. On the outside, she appears to be an innocent beauty dressed in white, but the inside is filled with greed, manipulation, and money-oriented qualities. Daisy is the poster child for the corrupt American Dream as Fitzgerald perceives it. Gatsby believes that if he gains power and wealth that true happiness can be acquired. Daisy and her life are what so many people fight for, not realizing that that life will never accept them. Although she may appear sweet and kind, she is cold-hearted and gives little sympathy towards others’. She allows Gatsby, the one who truly loves her, to take the blame for the murder of Myrtle Wilson, and escapes with Tom to live a better life. That decision, coincidentally, leads the death of the Great Gatsby, but no concern was shown for him. This is evident by the empty funeral. In many occasions, ins tead of choosing love, Daisy chose money and power. For instance, the moment those pearls dangled on her neck, or when she leaves Gatsby for a more financially secure husband as he’s left fighting for his country. Theyre such beautiful shirts, she sobbed, her muffled in the folds. It makes me sad because

Data Definition and Examples of Data in Argument

Data Definition and Examples of Data in Argument In the Toulmin model of argument, data is the evidence or specific information that supports a claim. The Toulmin model was introduced by British philosopher Stephen Toulmin in his book The Uses of Argument (Cambridge Univ. Press, 1958). What Toulmin calls data is sometimes referred to as evidence, reasons, or grounds. Examples and Observations: Challenged to defend our claim by a questioner who asks, What have you got to go on?, we appeal to the relevant facts at our disposal, which Toulmin calls our data (D). It may turn out to be necessary to establish the correctness of these facts in a preliminary argument. But their acceptance by the challenger, whether immediate or indirect, does not necessarily end the defense.(David Hitchcock and Bart Verheij, Introduction to Arguing on the Toulmin Model: New Essays in Argument Analysis and Evaluation. Springer, 2006) Three Types of Data In an argumentative analysis, a distinction is often made between three data types: data of the first, second and third order. First-order data are the convictions of the receiver; second-order data are claims by the source, and third-order data are the opinions of others as cited by the source. First-order data offer the best possibilities for convincing argumentation: the receiver is, after all, convinced of the data. Second-order data are dangerous when the credibility of the source is low; in that case, third-order data must be resorted to.  (Jan Renkema, Introduction to Discourse Studies. John Benjamins, 2004) The Three Elements in an Argument Toulmin suggested that every argument (if it deserves to be called an argument) must consist of three elements: data, warrant, and claim.The claim answers the question What are you trying to get me to believe?it is the ending belief. Consider the following unit of proof: Uninsured Americans are going without needed medical care because they are unable to afford it. Because access to health care is a basic human right, the United States should establish a system of national health insurance. The claim in this argument is that the United States should establish a system of national health insurance.Data (also sometimes called evidence) answers the question What have we got to go on?it is the beginning belief. In the foregoing example of a unit of proof, the data is the statement that uninsured Americans are going without needed medical care because they are unable to afford it. In the context of a debate round, a debater would be expected to offer statistics or an authoritative quotati on to establish the trustworthiness of this data. Warrant answers the question How does the data lead to the claim?it is the connector between the beginning belief and the ending belief. In the unit of proof about health care, the warrant is the statement that access to health care is a basic human right. A debater would be expected to offer some support for this warrant.  (R. E. Edwards, Competitive Debate: The Official Guide. Penguin, 2008) Data would be counted as premises under the standard analysis.  (J. B. Freeman, Dialectics and the Macrostructure of Arguments. Walter de Gruyter, 1991) Pronunciation: DAY-tuh or DAH-tuh Also Known As: grounds

Crawford Surname Origin and Last Name Meaning

Crawford Surname Origin and Last Name Meaning Derived from the Gaelic word cru meaning bloody, and ford meaning pass or crossing, the CRAWFORD surname is believed by most to mean a crossing of blood. Believed to be first assumed by the proprietor of the lands and barony of Crawford, in Lanarkshire, Scotland, Crawford is often a  habitational name  derived from several different places called  Crawford  (e.g. in South Lanarkshire, Scotland; Dorset, England; and Somerset, England). A possible similar derivation for the Crawford last name comes from crawe meaning crow and ford meaning pass or crossing. Alternate Surname Spellings:  CROFFORD, CRAWFFORD, CRAUFURD, CRUFORD. Also a variant of CROWFOOT. Surname Origin: English, Scottish, northern Irish Famous People with the Crawford Surname Joan Crawford - American film and theater actress, and pin-up girlCindy Crawford - American model, film actress and television personality Genealogy Resources for the Surname Crawford Meanings of Common English SurnamesUncover the meaning of your English last name with this free guide to English surname meanings and origins for the most common English surnames. CRAWFORD Family Genealogy ForumThis free message board is focused on descendants of Crawford ancestors around the world. FamilySearch - CRAWFORD GenealogySearch or browse for free access to digitized records and lineage-linked family trees for the Crawford surname on FamilySearch.org, the website of the Church of Jesus Christ of Latter-day Saints. CRAWFORD Surname Mailing ListFree mailing list for researchers of the Crawford surname and its variations includes subscription details and a searchable archives of past messages. DistantCousin.com - CRAWFORD Genealogy Family HistoryFree databases and genealogy links for the last name Crawford. Looking for the meaning of a given name? Check out First Name Meanings Cant find your last name listed? Suggest a surname to be added to the Glossary of Surname Meanings Origins. References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David. Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph. Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H. A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

Revolutionizing the Retail Sector Case Study Example | Topics and Well Written Essays - 1000 words

Revolutionizing the Retail Sector - Case Study Example The two systems incorporated advanced technology during their upgrade. Consequently, they reduced the costs that organizations incurred as they used the systems (Heidari, 2008). Additional challenges that the invention of the quantum blade and the retail blade system solved entailed rising ownership costs, incompatibility and in efficiency of systems as well as rising operational costs. Problems Digipos faced with regard to system upgrades Digipos experienced several challenges while designing systems that could reduce cost of operations within businesses. Consequently, the company has struggled to cope with changes in technologies that could tackle the desires of clients. Thirdly, Dogipo’s products were incompatible with other technologies. Additionally, the management wanted to reposition the company as leaders when designing technological products that served the needs of the retail businesses. Digipos was facing stiff competition from other companies that designed technolo gical systems that could be used in the retail environment. Besides, they were unable to design systems that were simple to use. According to Heidari (2008), the challenges that the company faced caused dissatisfaction among the users of the company’s systems. ... As a result, the company formulated systems that set the stage for exemplary results. Consequently, the management embraced the use of advanced technologies while designing systems. This facilitated the design of quantum blade and the retail blade system. Following the inventions, the company engaged in research that enabled the management to design systems that reduce the cost of operation within businesses. Additionally, Digipos designed systems that used reliable hard drives. This method was effective because consumer prefer systems that are reliable when reducing cost of operations (Stair & Reynolds, 2012). People embraced the use of the Quantum Blade and the Retail Blade system because the systems are affordable and simple to upgrade. Digipos has also designed systems that are compatible with systems manufactured by other companies. Digipos is equally succeeding because it focuses on the needs of clients while designing systems. They are also providing clients with several alter natives. In order to reduce the total cost of operation, the company has opted to upgrade their systems in phases to cope with the changes in the technology. It is equally evident that the systems designed by the company can handle difficulties that retailers face while adjusting their systems (Sennewald & Christman, 2008). It was previously costly for small businesses to install systems manufactured by Digipos. However, this changed with the invention quantum blade and the retail blade systems. These systems are inexpensive and easy to upgrade. Compare and contrast the Quantum Blade to the Retail Blade The Quantum Blade and the Retail Blade

In future most of us will increasingly live in the virtual world of Essay

In future most of us will increasingly live in the virtual world of the computer , using it as a source of instruction , entertainment and friendship. Will this be a good or bad thing - Essay Example In the United Kingdom alone, statistics show that 98 percent of those who belong in the age group of five to 18 use computers for different purposes in the year 2002 only (â€Å"Activities undertaken,† n.d.). It was also found in another broader-coverage survey that 57% of British households have Internet access in the year 2006, an 11-point percentage increase after a four-year period (National Statistics, 2006, p. 1). As shown in these numbers, there is no denial that many are now spending more time in the virtual world of the computers. Whether these trends are good or not, this paper will attempt to answer. On top of its basic computing purposes, personal computers are now equipped with different features that allow people to do countless activities that aid them in office or school-related works, gaming, managing one’s finances, communicating with other people, and connecting to the Internet (Miller, 2007, pp. 10-11). With computers, people can make reports, essays, compute complicated accounting problems, and many others anytime they want. In addition to the basic programs made especially for these PCs, virtual libraries and sites can provide people with much needed information and services without even stepping out of the house or offices. Individuals, organizations -- government, non-government, private and alike -- are now continually improving websites for the consumption of the public; while others are free, many companies are now also using the computers and the Internet to provide information and services for a fee. Youngsters and even adults can also use computers for playing or any other sources of entertainment. There are already a lot of available computer games that anyone can download or play with other friends through networks of computers or via online. Moreover, computers -- especially the Internet-based ones -- can also be utilized in searching for the age-old to the latest releases of

Bank of America or McDonalds Case Study Example | Topics and Well Written Essays - 1250 words

Bank of America or McDonalds - Case Study Example This is because they help the organization in achieving several objectives. This includes planning and executing functions such as marketing. Talent management program has aided the expansion of the bank in America. This has made the management of the bank tap the best talent from the market. According to Goldsmith & Carter (2010), the bank has been successful because their talent management plan facilitates the training of employees. In the plan, several principles have assisted in devising a comprehensive program for succession at the bank. Goldsmith & Carter (2010,) assert that the implementation of the program led to the growth of the bank. Indeed, the management engaged in consultations prior to designing programs that helped in equipping employees with skills necessary for enhancing growth at the institution. The bank devised a seven-point program that emphasized the importance of leadership at the helm of the organization. According to the plan, the transition of roles happens at the departmental level. This handled leadership dilemmas that led to the fall of competitor banks. The bank survived by recognizing diversity in populations when designing programs that tap talent. The institution believes that success is a combination of stratagem that taps the potential of different employees (Lawler, 2008). The human resource department designed phases for tapping talent into the firm. Initially, they recruited the best from the job market. Thereafter, they collaborated with firms that assisted in designing programs for recruiting the best. The management succeeded in their ventures because they sought advice from professional bodies and reputable recruitment agencies (Lawler, 2008). The selection process ensured that members selected to fit in the organization.

The Volcker Rule and its Consequences for the Financial and Banking Essay

The Volcker Rule and its Consequences for the Financial and Banking System - Essay Example Federal Reserve has publicly announced that the banking system of US does not need to accept and operate according to the rule before the month of July of 2014 but the banks will have to conduct the process of â€Å"good faith planning efforts† to get ready to accept the rule in the future and during the temporary phase. As banks and the financial system is still not aware of the bans that will be levied, there will be a cloud of uncertainty that these systems will experience for two years (Ciro 2012). These systems are experiencing ambiguity in understanding what does the Federal Reserve means by good faith planning efforts. The ambiguities are making condition worse thus decision makers should make the scenario clear and present the effects of the rule on US and other nations. The cloudy situation was made clear when a draft of the regulation was prepared and this draft consisted of details regarding the services offered by financial system and the way these services are use d by the common public. The situation is still quite unclear for financial institutions as even the draft wasn’t clear enough to identify the effects that the rule will have on financial sector. The European Union and other countries have even showed concerns as they expect that the rule will decrease the liquidity in world financial markets, thus it is quite clear that the rule will impact the financial systems negatively. Body The delay in implementing and clearing the effect of the rule may not help the banks and make situation worse as banks do not have the correct idea of when the rule will be implemented and banks will have to accept the rule legally regardless of whether they understand its effect or not. Legally it is stated that those banks that have operated in good faith effort during the temporary implementation phase will experience less problems in complying with the actual rule. The policy makers should make the scenario clearer instead of making the financial system of US and overseas operate according to their own guess work. The delay is making the financial system take decisions under ambiguous situation which is already hurting the system. Volcker Permitted Bank Activities According to the rule there are certain permitted activities that can be performed by the banks, these activities comprise of banks acting as market maker, underwriter, hedger, deals of government securities and other activities that are stated under the act as permitted activities. These activities have been permitted to ensure that banks continue to provide liquidity to the markets and help companies in raising capital. But these activities have been restricted to ensure that banks do not cross the line and the funds with the bank do not become unsafe. If the permitted activities cannot be conducted in a safe environment and without risky conditions, then the federal system has the right to barge banks from conducting such activities or increase charges and fines on these activities so these activities become unfavourable to the banks. The activities that have been stated as acceptable in the rule are done on the basis that the bank conducts these activities for the customer and only to meet the short term demands of the customers. Rule Effect The Volcker Rule has received its name from the Paul Volcker who was the Federal Reserve Chairman during the period of the financial crises of 2008. The

Learning Needs Assessment Essay Example | Topics and Well Written Essays - 1250 words

Learning Needs Assessment - Essay Example For example, in areas involving complex surgical procedures, the volume of interventions and procedures is maintained at a high level in order to improve the outcome. In addition, it was observed that most of the activities are channeled towards the large units of the hospital in a bid to improve the quality of healthcare care. The following table shows the volume of activity and outcome. Number Percentage Surgical procedures 179 86.4% Cancer related procedures 84 40.3% Cardiovascular procedures 68 32.5% Orthopaedic procedures 19 8.7% others 11 4.9% In-patient 21 9.7% Traumatology 11 4.9% Cardiology 4 1.5% emergencies 3 1.0% Pneumology 3 0.5% Intensive care 2 0.5% Nephrology 2 0.5% Mixed (all types of care) 2 0.5% Obstetrics 6 2.4% Safe deliveries 2 0.5% High-risk births 1.0% neonatal intensive care 3 1.0% Outpatients 4 1.5% Total 206 100.0% d) Levels of nursing care staff employed Out of all the respondents that participated in the study, approximately 49% tendered their responses, excluding the wrong addresses. The total of the surveys that were completed was 65, which was 27% of the sample size. The survey revealed that the majority of the nurses worked in regular, full-time basis (60%) or regular and part-times basis (30%). The remaining 10% worked on casual contracts. Also, information was collected regarding the employment settings and status of respondents. Most of the nurses (70%) worked in a hospital setting. There was a good representation from other settings including nursing homes / Long Term Care (LTC) (16%), Home Care (14%), Community Health (8%) and other settings (14%). Most nurses worked in regular, full-time employment (67%) or regular, part-time employment (23%) compared to 10% who worked in casual positions. The level of education for the nursing staff that was interviewed was very diverse, of which 81 % of the staff held diplomas and 24 % held post diploma certification. Of these, 10% had oncology certification from different nursing associ ations, in addition to other oncology courses. Another 5% was found to have completed palliative care certificate courses (Bailey & Corner, 2009). More than 30% of the nurses were holding university degrees with specialization in different medical disciplines. Forty two percent were holders of bachelor degrees while 5% were holders of graduate degrees. Eighty one percent were working in the capacity of staff nursing role while another 7% worked in other roles such as nurse education, nurse consultation, nurse coordination, administration, family practice nursing, research coordination and executive directorship. When the level of nursing care was investigated, it was found that 69% cared for chronic patients, 70 % cared for palliative patients and 65% cared for acute patients. It was also found that a few of the nurses who were interviewed cared for emergency (21%), preventative (29%), and intensive care (16%). As shown in figure 2, these nurses were extensively experienced in cance r care. A good proportion (53%) of them had been employed in a cancer care environment for at least 11 years. Figure 2: The amount of cancer care experience A summary of the results of the educational needs assessment and analysis Identification of the highest priority educational need When the nurses were asked to rate their fields of experience in different fields classified into four types,

Business Requirements Essay Example | Topics and Well Written Essays - 2250 words

Business Requirements - Essay Example Business goals It is extremely important to first define how the goal of implementing audio and visual capabilities to ensure the needs of disabled clients for the bank are successfully implemented. The following goals need to be addressed in adding audio/visual capabilities: Enterprise collaboration, including features such as audio and video Enterprise portal, to allow users to access the audio/visual files Enterprise resource scheduler to upload new media content Enable online commerce to request files or further downloads Type of deployment The following types of deployments need to both be identified and implemented into the project scope to satisfy all customers: Business to Customer Business to Employee Business to Business Enterprise Employee to Employee Communications Scope It is extremely important to ensure that all parties are involved in the end goal of implementing this change in business practices and that each identified area can be solved and avoid "open-ended" statements that make the goal either unclear or unreachable. If there is any part of the scope of the change that is not identified and remedied, there is a possibility of not meeting the business needs adequately of the target audience. Stakeholders The most important business entity to satisfy is the stakeholders of the bank and this can include both the conventional stakeholder in a traditional banking institution, or, the customer who is a shareholder in a credit union institution. It is important to satisfy that these "stakeholders" are on board for the implementation and how the bottom line will benefit their profit margin. Critical qualities Identify areas that are critical to success. This allows for analysis of the design with respect to the most important... Business Requirements One of the important, but often missed, aspects of web or internet banking is the ability for all persons to access the internet be they abled or disabled. As the world continues to experience more individuals succumbing to disabilities, there is a continual requirement by businesses both on-line and traditional to implement changes to focus on these individuals. As part of the Business Requirements Analysis for the banking industry, our focus will be entirely on adding audio/video capabilities to an existing Internet infrastructure, such being an online banking system. As a business entity, it is important to realize that "a complaint of disability discrimination is unlikely to succeed if accessibility has been considered at the design stage and reasonable steps have been taken to provide access." (Australian Human Rights & Equal Opportunity Commission, 2002). As this consideration is understood, a complete business project plan can be outlined as follows when implementing audio and video capabilities into the banking infrastructure, as taken from the Sun Microsystems website's whitepaper entitled "Sun Java Enterprise System Deployment Planning White Paper" (Sun Microsystems, 2004). Through the implementation of audio and visual tools for the disabled customer and potential customers of the banking system, it allows the bank the ability to reach those customers that have not been properly treated with dignity and what they have been neglected as far as enjoying the benefits of what every person is afforded.

Learning Needs Assessment Essay Example | Topics and Well Written Essays - 1250 words

Learning Needs Assessment - Essay Example For example, in areas involving complex surgical procedures, the volume of interventions and procedures is maintained at a high level in order to improve the outcome. In addition, it was observed that most of the activities are channeled towards the large units of the hospital in a bid to improve the quality of healthcare care. The following table shows the volume of activity and outcome. Number Percentage Surgical procedures 179 86.4% Cancer related procedures 84 40.3% Cardiovascular procedures 68 32.5% Orthopaedic procedures 19 8.7% others 11 4.9% In-patient 21 9.7% Traumatology 11 4.9% Cardiology 4 1.5% emergencies 3 1.0% Pneumology 3 0.5% Intensive care 2 0.5% Nephrology 2 0.5% Mixed (all types of care) 2 0.5% Obstetrics 6 2.4% Safe deliveries 2 0.5% High-risk births 1.0% neonatal intensive care 3 1.0% Outpatients 4 1.5% Total 206 100.0% d) Levels of nursing care staff employed Out of all the respondents that participated in the study, approximately 49% tendered their responses, excluding the wrong addresses. The total of the surveys that were completed was 65, which was 27% of the sample size. The survey revealed that the majority of the nurses worked in regular, full-time basis (60%) or regular and part-times basis (30%). The remaining 10% worked on casual contracts. Also, information was collected regarding the employment settings and status of respondents. Most of the nurses (70%) worked in a hospital setting. There was a good representation from other settings including nursing homes / Long Term Care (LTC) (16%), Home Care (14%), Community Health (8%) and other settings (14%). Most nurses worked in regular, full-time employment (67%) or regular, part-time employment (23%) compared to 10% who worked in casual positions. The level of education for the nursing staff that was interviewed was very diverse, of which 81 % of the staff held diplomas and 24 % held post diploma certification. Of these, 10% had oncology certification from different nursing associ ations, in addition to other oncology courses. Another 5% was found to have completed palliative care certificate courses (Bailey & Corner, 2009). More than 30% of the nurses were holding university degrees with specialization in different medical disciplines. Forty two percent were holders of bachelor degrees while 5% were holders of graduate degrees. Eighty one percent were working in the capacity of staff nursing role while another 7% worked in other roles such as nurse education, nurse consultation, nurse coordination, administration, family practice nursing, research coordination and executive directorship. When the level of nursing care was investigated, it was found that 69% cared for chronic patients, 70 % cared for palliative patients and 65% cared for acute patients. It was also found that a few of the nurses who were interviewed cared for emergency (21%), preventative (29%), and intensive care (16%). As shown in figure 2, these nurses were extensively experienced in cance r care. A good proportion (53%) of them had been employed in a cancer care environment for at least 11 years. Figure 2: The amount of cancer care experience A summary of the results of the educational needs assessment and analysis Identification of the highest priority educational need When the nurses were asked to rate their fields of experience in different fields classified into four types,

International Business Essay Example | Topics and Well Written Essays - 1500 words

International Business - Essay Example The Indian FDI policy allows 100 percent under the automatic route for Greenfield projects. British Airways, due to the options available for investment in India, aims to devise strategic framework to enter the Indian market. Introduction International business is different from domestic or national business operations and management. Conducting business in different countries requires strategic thinking from the management of the company. There is a greater difficulty in performing the functions effectively and integrating them to serve organizational objectives (Aswathappa, 2010). According to Johnson and Turner (2009) the essence of international business is based on the firm undertaking and dealing with the consequences of international diversity which is mainly driven by globalization of markets, firms following customers, the desire to overcome limitations of the home market, exploitation of differences between countries and regions based on culture, regulation and specific eco nomic factors. Katsioloudes and Hadjidakis (2007) mention that laws, cultures and economic conditions differ within countries which are usually less marked that those among various countries. It is further stated that polices in most of the countries vary altering the decision of the company to operate in a particular country. Internationalization of business has benefited many organizations like TCS, Asian Paints, GE, Hewlett Packard and many more (Aswathappa, 2010). Moreover globalization has also led to the internationalization of business breaking the national boundaries allowing foreign companies to operate in their backyard. Underpinning the importance expanding its business operations, British Airways (BA) is planning to initiate business operations in India and other Far East countries in view of the increasing traffic, population and FDI policies. This paper analyses the opportunities and examine other factors for expansion strategy of British Airways. British Airways Briti sh Airways is one of the world’s leading airlines and it has been on an apparent roller coaster with highs and lows since its privation in 1987. The airline has always been a strong supporter of the process of globalization and has tried to exploit the opportunities (Homer and Swarbrooke, 2004). BA aims to serve existing routes and markets, to identify new opportunities for branded services and products and to ensure its freedom to compete in world markets, all being undertaken in such a manner as to meet the paramount and subsidiary objectives (www.britishairways.com). British Airways operates a fleet of over 243 aircraft to around 140 destinations in 75 countries catering over 35 million passengers in 2006 (National Audit Office, Great Britain, 2007). Since its merger with Iberia, Willie Walsh, CEO of British Airways declared of examining the possibility of entering the Indian and Far Eastern markets. Therefore the paper examines the internationalization strategies by evalu ating the cultural and sociological impact on the staff in context of India. Internationalization Strategies Jansson (2008) mentions that multinational corporation’

English Premier League and their Asian focus Essay Example for Free

English Premier League and their Asian focus Essay Club football is now truly globalised. Clubs are no more small community based which are known in that locality, they are now huge organisations owned by the richest businessmen’s of the world. The transfer spend of each club is increasing at a mind boggling pace. Every year clubs are breaking their transfer record fees. The increase in this expenditure has led to clubs being debt laden, with some of the biggest clubs in the world having debts which in normal business prudence would be suicidal. Thus the need for new revenue streams. Thus English premier league clubs set out all over the world to find out new revenue streams, and thus they found and fell in love with Asia. Asia is unique because though they themselves fare poorly in FIFA rankings and have rarely ruled the football world, their passion for football is second to none. In fact there are more followers and fans of English premier league football clubs in Asia than in England. The high growth rate in Asian countries has also resulted in people desiring for more. Thus in certain parts of South East Asia, weekends means EPL and Beer. But Why EPL Why not Serie A, Bundesliga or the la liga The reasons are many. While now La liga biggies Real Madrid and Barcelona have equal presence in Asian market, but still as a whole there is more EPL presence. First is Tv rights and Tv timing. The match timings in Asian countries are rarely real late nights or early mornings. The match timings are convenient. Though mostly it is the English premier league clubs and Football association’s ability to get into the Asian market early. Now every year during the season break in England there is a tournament called the premier league Asia trophy. In 2013 it was won by the runners up of EPL, Manchester City. The ever increasing value of TV rights deals for the EPL in Asia, an area with vast growth potential given the regions enormous and upwardly mobile population. On their trips to Asia, clubs charge appearance fees to play friendly games, and benefit from sales of official merchandise. And they trade on their popularity by signing sponsorship deals involving everything from banks and credit cards to beer, telecoms, airlines, and even tomato juice. The growth prospect is immense and they have just started. The threat though lies with the other big European leagues who are slowly  starting to focus more and more on Asia. Bayern Munich, Barcelona, Real Madrid, Ac Milan etc are now increasing their presence in Asia in a bullish manner. Even these countries themselves are getting better in football and have their own club system. Other sports like baseball and basketball also pose a serious threat. Though all said and done Asian love affair of English clubs is still on the growth stage and the potential is immense. As the premier league chief executive Richard Scudamore himself told, Our global fan base is just short of a billion, and half of those are here in Asia, so it (Asia) is a hugely important part of what we do,

Aids, Poverty and Ignorance in South Africa :: South Africa AIDS Disease Health Essays

Aids, Poverty and Ignorance in South Africa Twenty years after the first clinical evidence of Acquired Immunodeficiency Syndrome (AIDS) was reported, it has become the most devastating disease humankind has ever faced. Since the epidemic began, more than 60 million people have been infected with the virus worldwide. Data shows an estimated 57,520,805 infected people around the world with that number increasing by approximately 1,400 people per day (redribbon.co.za). AIDS is now the leading cause of death in sub-Saharan Africa. Worldwide, it is the fourth-biggest killer. At the end of 2003, an estimated 46 million people globally were living with AIDS. In many parts of the developing world, the majority of new infections occur in young adults, with young women especially vulnerable. About one-third of those currently living with AIDS are aged 15–24. Most of them do not know they carry the virus. Millions more know nothing or too little about AIDS to protect themselves against it. Dr. Malegaparu Makgoba, Presiden t of the Medical Research Council of South Africa, warns that â€Å"as Africa faces the challenges of its renewal or renaissance, there is no greater potential barrier to the attainment of this vision than the specter of the HIV/AIDS epidemic† (mrc.ac.za). The most affected part of the world has been Sub-Saharan Africa, in particular South Africa. The groundbreaking article released at the end of 2002 by the Medical Research Council of South Africa, the â€Å"Impact of HIV/Aids on adult mortality in South Africa† report is the first comprehensive examination of mortality statistics from the AIDS era. In a strongly worded introduction to the report, Dr. Makgoba states that as a consequence of early beliefs that AIDS was a disease exclusively due to homosexuality and that â€Å"many Africans promoted the notion that homosexual practices were ‘unAfrican’, thus sowing the seeds for denial to justify why AIDS would not be prevalent in their communities† (mrc.ac.za). He believes that â€Å"this denial was compounded by stigmatization, chauvinism, the distortion of scientific evidence, and ignorance† (mrc.ac.za). The report shows data proving that AIDS is the biggest killer in South Africa—with an estimated 40% of adult deaths during 2003 were caused by AIDS. According to the researchers of the ‘Impact of HIV/AIDS on Adult Mortality in South Africa’, AIDS will continue to be a growing problem in South Africa.

The Benefits Of Online Classes Essay -- Essays Papers

Breaking news just in, it has been confirmed that â€Å"in support of creating standards for online learning, the U.S. Department of Education [will be] providing 1.8 million dollars to the National Center for Accessible Media† (Bricout 4). This seems to be an appropriate announcement that could have been made on any news channel back in 2001. As most do not realize, the internet and education have been linked together extensively for a period of time. In fact, online classes have already assumed a role in college bound student’s lives. The question is whether professors and universities are willing to take the extra step in making the internet the primary source of communication for the classes they teach. This piece will provide an insight to the benefits of online classes from several different points of views. Despite the few cons that exist, there are many benefits of an online course, most of which contradict the factors used to belittle it. Using the internet as a primary source of communication is faster, simplistic, and can pertain to each individual or group (Bricout 1). Provided there are no technical problems, using the internet seems to be â€Å"less hectic† (Caris 3) and allows a certain type of freedom. For example, students who are shy are no longer scared to participate in discussions because their identity is somewhat anonymous. However, not all is anonymous because the constant responses from a professor create a sense of presence that keeps the student on task and concerned with their own work. Many students enjoy working online because their thoughts are written previously and they have time to edit or prepare before sharing instead of being put right on the spot. According to T H E Journal... ...d October 3, 2004 from http://itdl.org/journal/Jan_04/article03.htm Daughenbaugh, R., Ensminger, D. Frederick, L. & Surry, D. Does personality type effect online versus in-class course satisfaction? In Mid-South Instructional Technology Conference. Retrieved Octover 3, 2004 from http://www.mtsu.edu/~itconf/ proceed02/3.html Lavelle, E., Theordore, P., & Yuliang, L. (2004). Experimental effects of online instruction of teacher’s concerns about technology integration. International Journal of Instructional Technology and Distance Learning. Muhammad, E.E. (n.d.). To tech or not to tech that is the question. Retrieved October 3, 2004 from http://servercc.oakton.edu/~tingxiu/octe/octe1/Proceedings /Muhammad.htm Wade, William (2004). Why I teach online. T H E Journal. Retrieved October 3, 2004 from http://www.thejournal.com/magazone/vault/A5009C.cfm

The Bermuda Triangle

â€Å"Only God and the Sea knows what happened to those great ships†- U. S. President Woodrow Wilson . By this quote Woodrow Wilson argues that while having so many incidents over the pass century within the area of the Bermuda Triangle; many people make inferences on what they believe is true , but no one actually knows the truth behind it all . The Bermuda Triangle is a triangular area of the North Atlantic Ocean and it lies between Miami ,Florida; San Juan, Puerto Rico, and of course the Island of Bermuda. The Bermuda Triangle is 140,000 Sq. miles in size . (Paranormal Encyclopedia . om) The Bermuda Triangle has become a controversial issue world wide. The Bermuda Triangle is a social issue due to: The history of it, Paranormal Activity, and how it has effected people in strange ways. . The Bermuda Triangle was first discussed by Christopher Columbus in the late 15th century . Christopher Columbus first wrote about it in a journal entry in 1492. He wrote that . â€Å" A Gr eat flame of fire crashed into the sea one night and that a strange light appeared a few weeks later. †After hearing this story many people thought it was a meteor and left the story alone for years and years.In 1918 when a Navy seal ship; the Cyclops with 300 men aboard and 10,000 tons ore on board sank somewhere between Barbados and Chesapeake Bay. However, the ship never sent out an SOS distress call. ( â€Å"But the region didn't get its name until August 1964, when Vincent Gaddis coined the term Bermuda Triangle in a cover story for Argosy magazine about the disappearance of Flight 19. †) The disappearance– of the aircraft (Flight 19) was flown by Amelia Earhart from Fort Lauderdale to start her (Around the World journey) but was never completed because in 1965 her plain had circumnavigation and disappeared within the Bermuda Triangle area.Strange history waled to the Bermuda Triangle has also led to many nicknames and paranormal theories. The Bermuda Triang le has many different names such as : â€Å"The Twilight Zone†, â€Å"Port of Missing Ships†, â€Å"Hoodoo Sea†, â€Å"Triangle Of Death†, â€Å"and â€Å"Limboo Of the Lost† but the most famous name is â€Å"The Devil's Triangle,†(TDT). They call it that because many people came up with the theory that the devil is at play and has a lot to do with the deaths within the Bermuda Triangle area.However others think that it's a black hole sucking the ships into another dimension or others theories state that the lost city of Atlantis and possibly UFO's (Unidentified Flying Object) have a lot to do with the disappearances. Many people have different answers but who are we to say if it's true or not . There has been record of proof to show that someone has survived a wreck in the Bermuda Triangle. People pass through The Bermuda Triangle everyday and come home alive (Cary Gordon) her plane lost control when flying over the Bermuda Triangle and sh e was able to control the plane and land it in Miami in 2007.There is still unknown information left unsolved about the Bermuda Triangle and many people are willing to continue their research until they find out the real mystery of the Bermuda Triangle. There has been stories of how the Bermuda Triangle has affected people in a lot of ways like in a book based on the Bermuda Triangle (â€Å"Secrets and Mysteries of the World†)- Author Sylvia Brown wrote that â€Å" My doctor friend reported seeing a pyramid crystal on the top under the water. He tried to get closer to it but was repelled by what seems to be an electric force that went through his body and apparently cured his cancer. In conclusion the Bermuda Triangle has been a social justice issue due to: paranormal activity; the history of it; and how it has effected people in many ways. The Bermuda Triangle is one of the most famous phenomena in history to have as many disappearances ;ship and plane wrecks in the history of wrecks. The Bermuda Triangle will be discussed for years to come due to it's controversy and many different theories. To the mystery is still left unsolved and still will be forever unknown until it has been solved.

Culture Specific Syndrome

ultural Bound Syndromes Culture-bound syndrome The term culture-bound syndrome was included in the fourth version of the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000) which also includes a list of the most common culture-bound conditions (DSM-IV: Appendix I). Included in DSM-IV-TR (4th. ed) the term cultural-bound syndrome denotes recurrent, locality-specific patterns of abnormal behavior and troubling experience that may or may not be linked to a particular DSM-IV-TR diagnostic category.Many of these patterns are naturally considered to be illnesses, or at least afflictions, and most have local names. Although presentations conforming to the major DSM-IV-TR categories can be found throughout the world, the particular symptoms, course, and social response are very often influenced by local cultural factors. In contrast, cultural-bound syndromes are generally limited to specific societies or culture areas and are localized, folk, diagno stic categories that frame coherent meanings for certain repetitive, patterned, and troubling sets of experiences and observations.In medicine, a culture-specific syndrome or culture-bound syndrome is a combination of psychiatric and somatic symptoms that are considered to be a recognizable disease only within a specific society or culture. There are no objective biochemical or structural alterations of body organs or functions, and the disease is not recognized in other cultures. While a substantial portion of mental disorders, in the way they are manifested and experienced, are at least partially conditioned by the culture in which they are found, some disorders are more culture-specific than others.The concept of culture-bound syndromes is very controversial and many psychologists, medical doctors, and anthropologists reject the concept. The identification of culture-specific syndromes: A culture-specific syndrome is characterized by: categorization as a disease in the culture (i . e. , not a voluntary behavior or false claim); widespread familiarity in the culture; complete lack of familiarity of the condition to people in other cultures; no objectively demonstrable biochemical or tissue abnormalities (symptoms); the condition is usually recognized and treated by the folk medicine of the culture.Some culture-specific syndromes involve somatic symptoms (pain or disturbed function of a body part), while others are purely behavioral. Some culture-bound syndromes appear with similar features in several cultures, but with locally-specific traits, such as penis panics. A culture-specific syndrome is not the same as a geographically localized disease with specific, identifiable, causal tissue abnormalities, such as kuru or sleeping sickness, or genetic conditions limited to certain populations.It is possible that a condition originally assumed to be a culture-bound behavioral syndrome is found to have a biological cause; from a medical perspective it would then be redefined into another nosological category. Western medical perspectives: An interesting aspect of culture-specific syndromes is the extent to which they are â€Å"real†. Characterizing them as â€Å"imaginary† is as inaccurate as characterizing them as â€Å"malingering†, but there is no clear way to understand them from a Western scientific perspective.Culture-specific syndromes shed light on how our mind decides that symptoms are connected and how a society defines a known â€Å"disease†. In contrast, culture-bound syndromes are generally limited to specific societies or culture areas and are localized, folk, diagnostic [comma sic] categories that frame coherent meanings for certain repetitive, patterned, and troubling sets of experiences and observations.Medical care of the condition is challenging and illustrates a truly fundamental but rarely discussed aspect of the physician-patient relationship: the need to negotiate a diagnosis that fits the wa y of looking at the body and its diseases of both parties. The physician may do any of the following: Share the way the patient sees the disorder, and offer the folk medicine treatment, recognize it as a culture-bound syndrome, but pretend to share the patient’s perspectives and offer the folk medicine reatment or a new improvised treatment, recognize it as a culture-bound syndrome but try to educate the patient into seeing the condition as the physician sees it. The problem with the first choice is that physicians who pride themselves on their knowledge of disease like to think they know the difference between culture-specific disorders and â€Å"organic† diseases. While the second choice may be the quickest and most comfortable choice, the physician must deliberately deceive the patient.Currently in Western culture this is considered one of the most unethical things a physician can do, whereas in other times and cultures deception with benevolent intent has been an a ccepted tool of treatment. The third choice is the most difficult and time-consuming to do without leaving the patient disappointed, insulted, or lacking confidence in the physician, and may leave both physician and patient haunted by doubts (â€Å"Maybe the condition is real. † or â€Å"Maybe this doctor doesn’t know what s/he is talking about. †).Root-work/Obeah: DSM IV-TR (2000), states that a set of cultural interpretations that ascribe illness to hexing, witchcraft, sorcery, or the evil influence of another person. Symptoms may include generalized anxiety and gastrointestinal complaints (e. g. , nausea, vomiting, and diarrhea), weakness, dizziness, the fear of being poisoned, and sometimes fear of being killed (voodoo death). DSM IV-TR site roots, spells, or hexes can be put or placed on other persons, causing a variety of emotional and psychological problems.The hexed person may even fear death until the root has been taken off, or eliminated usually throu gh the work of the root doctor (a healer in this tradition), who can also be called on to bewitch an enemy. Roots is found in the southern United States among both African-American and European American populations and in the Caribbean societies. Obeah (sometimes spelled â€Å"Obi†) is a term used in the West Indies to refer to folk magic, sorcery, and religious practices derived from Central African and West African origins. Obeah can either be a form of ‘dark' magic or ‘good' magic.As such, Obeah is similar to Palo, Voodoo, Santeria, root-work, and hoodoo. Obeah (another name used in the Caribbean society) is practiced in Suriname, Jamaica, Haiti, the Virgin Islands, Trinidad and Tobago, Guyana, and Belize, the Bahamas, St. Vincent and the Grenadines, Barbados and many other Caribbean countries. Obeah is associated with both benign and malign magic, charms, luck, and with mysticism in general. In some Caribbean nations Obeah refers to African diasporic folk reli gions; in other areas, Christians may include elements of Obeah in their religion.Obeah is often associated with the Spiritual Baptist church. Origins: In Jamaica, slaves from different areas of Africa were brought into contact, creating some conflicts between those who practiced varying African religions. Those of West African Ashanti descent, who called their priests â€Å"Myal men† (also spelled Mial men), used the Ashanti term â€Å"Obi† or â€Å"Obeah† — meaning â€Å"sorcery† — to describe the practices of slaves of Central African descent. Thus those who worked in a Congo form of folk religion were called â€Å"Obeah men† or â€Å"sorcerers. Obeah also came to mean any physical object, such as a talisman or charm that was used for evil magical purposes. However, despite its fearsome reputation, Obeah, like any other form of folk religion and folk magic, contains many traditions for healing, helping, and bringing about luck in love and money. Elements (key features/symptoms) According to Hughes, Simons &Wintrob, 1997 study, knowledge about a culture-bound syndrome, can address the relationship between the culture-bound syndrome and the more familiar psychiatric disorders, such as those in DSM-IV.These researchers call this the comorbidity question on the assumption that studying the culture-bound syndrome's patterned relationship to psychiatric diagnoses is a more fruitful approach than attempting prematurely to subsume it into the DSM diagnostic categories. Systematic research has identified strong correlations between culture-bound syndromes and criteria for psychiatric disorder, but there is rarely a one-to-one relationship between culture-bound syndrome and psychiatric disorder. The culture-bound syndromes often coexist with a range of psychiatric disorders, as many psychiatric disorders do with each other.The comorbidity question brings culture-bound syndrome research in line with current approaches in psychiatric research. Differences in the symptomatic, emotional, and contextual aspects of cultural syndromes, in turn, may signal different comorbid relationships with psychiatric diagnosis or even the lack of such a relationship. Opinion The extra ordinary addition of culture-bound syndromes in DSM-IV provides the opportunity for improving the need to study such syndromes and the chance for developing a research to study them.The growing ethnic and cultural diversity of the U. S. population presents a challenge to the mental health field to develop truly cross-cultural approaches to mental health research and services. This addition will give researchers the chance to study the relationship between culture-bound syndromes and psychiatric diagnoses. In my opinion a research program based on key questions is still unanswered, which is understanding culture-bound syndromes within their cultural context and to analyze the relationship between these syndromes and psychiatric disorde rs.Reference DSM -IV-TR Diagnostic and Statistical Manual of Mental Disorders (2000). Publication manual of the American Psychological Association (4th ed. ). Washington, DC: Author. Hughes CC, Simons RC, Wintrob RM: The â€Å"Culture-Bound Syndromes† and DSM-IV, in DSM-IV Sourcebook, vol 3. Edited by Widiger TA, Frances AJ, Pincus HA, Ross R, First MB, Davis W. Washington, DC, American Psychiatric Association, 1997, pp 991–1000 Retrieved July 29, 2009 from American Journal of Psychiatry.

Assessors Award: the Principles and Requirements of Assessment

Assessor Award Unit 1 Name. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Signature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Assessor†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Assessor Signature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Date of Professional Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Date Completed†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦.. Verifier†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Verifier Signature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Date of Verification†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. UNDERSTANDING THE PRINCIPLES AND PRACTICES OF ASSESSMENT 1 – Understand the principles and requirements of assessment 1. 1 & 1. 3 Explain the functions of assessment and your responsibilities as an assessor in the learning and development of your learners. (Include how you identify individual learner needs, how you record achievements and set targets, how you monitor and review your learner development, how you complete formative and summative assessments, how you contribute to quality assurance and best practice) . 2 List and define the key concepts and principles of assessment. (recognition of prior learning, special assessment requirements, skills, knowledge and understanding in relation to the roles of learners, trainers, assessors, organisations/employers during induction and the assessment process) 1. 4 & 8. 1 List the regulations and requirements that relate to your practices in your programme area. (Regulatory bodies and Statute Law) Explain the legal issues, policies and procedures relevant to assessment. 2 – Understand the different types of assessment method . 1 List the performance-based and knowledge-based assessment methods you will use with your learners (individually or in a group) and compare the strengths and limitations for each method. Assessment Method Strengths Limitations 3 – Understand how to plan assessment 3. 1 – What are the key factors you have to consider when planning assessments with your l earners? (Assessment methods planned, recognition of prior learning, addressing regulations, learner/employer needs and timing) 3. 2 & 3. 3 What is a â€Å"holistic approach† to assessment planning?How would you plan a â€Å"holistic approach† and explain the benefits. 3. 4 & 3. 5 Identify the risks that will have to be taken into account when planning assessments in your programme area. How can you minimise these when planning? Risks Actions to minimise 4 – Understand how to involve learners and others in the assessment process 4. 1 & 4. 3 Why is it important to involve learners and other people (peers, managers etc) when planning your assessments? How do you involve others and how can they be used effectively to promote learner involvement? 4. & 4. 3 Why is it important to involve learners and other people (peers, managers etc) when planning your assessments? How do you involve others? 4. 2 List the types of information you provide to your learners. 4. 4 Expla in how you can adapt your assessment planning to meet individual learner needs. 5. 1 – Understand how to make assessment decisions 5. 1 How do you judge whether the evidence is sufficient, authentic and current? 5. 2 When assessing the evidence how do you ensure that your decisions meet specified criteria and are valid, reliable and fair? – Understand quality assurance of the assessment process 6. 1 & 6. 2 Summarise the quality assurance and standardisation procedures in your programme area and why these are important. Procedures Why Important 6. 3 What procedures do you have to follow if there is a dispute in the assessment process? 7 – Understand how to manage information relating to assessment 7. 1 Why is it important that you follow your procedures for the management of information used in the assessment process? Summarise the procedures. 7. Explain the importance in the assessment process of feedback and questioning with your learner. 8 – Understand the legal and good practice requirements in relation to assessment: 8. 1 Explain the legal issues in relation to the following: Confidentiality Health, safety and welfare 8. 2 How does technology contribute to your assessments? 8. 3 Evaluate the requirements for Equality and diversity in relation to assessment 8. 4 Explain why you think it is important to reflect on your practice and development. How is this done in your programme area?