Formal essay Essay

The therapeutic relationship is an important component of nursing. Nurses use their own awareness of self as a valuable tool to build rapport with patients and develop the therapeutic relationship. This essay will demonstrate the importance of self awareness by discussing how it can be developed, the advantages of self awareness, and the consequences of not practising self awareness in nursing contexts. There are a number of ways that a nurse can develop self awareness. Smith and Jones (2012) suggested that self awareness can be developed by †¦ Johns and Harrison (2009) agreed, but also suggested that †¦ would be useful. However, there was some disagreement with these findings. A research study conducted by Marks and Spencer (2010) found that †¦ Although some of these authors disagreed on the methods of developing self awareness, what they did agree on was the advantages for patients if nurses are self aware. When nurses are self aware, benefits for the patient include †¦ The benefit to communication was stated emphatically by Lewis and Carroll (2008) who found that †¦ Similarly, other authors have noted that †¦ (Brown, & Green, 2009; Butcher, & Baker, 2011). There are also benefits for the nurse who is self aware. For example, †¦ Similarly, healthcare organisations can benefit when their staff are more self aware because †¦ The benefits of self awareness have been clearly demonstrated, but consideration must also be given to what might happen to a therapeutic relationship if nurses are not self aware. If a nurse is not self aware, the ramifications for the therapeutic relationship can be severe. Smith and Jones (2012) reported on an instance where a lack of self awareness on the part of a nurse resulted in †¦ They suggested that greater self awareness on the part of the nurse would have †¦ Other possible results of a lack of self awareness on the part of a nurse include †¦ (Brown, & Green, 2009). It is therefore clear that poor self awareness on the part of a nurse can severely influence the development of a therapeutic relationship which can adversely affect the outcomes for the patient. In conclusion, this essay has demonstrated the importance of nurses having good self awareness if they are to develop effective therapeutic relationships with their patients. The main methods for developing self awareness were reviewed, including †¦ When nurses have developed good self awareness, there are benefits for patients, nurses and health organisations, including †¦ However, if nurses do not have good self awareness, possible adverse influences on the therapeutic relationship and on patient outcomes can include †¦ Thus, it is undeniable that self awareness is a significant skill that nurses need to acquire. Reflection (200 words) There has been an enormous change in my perception of the role and function of nurses since I started university. I initially regarded registered nurses as mainly providers of medication who comfort patients in pain. Moreover, I always thought that patients would be cordial to nurses. The idea that nurses could face violent patients was totally new to me. However, I now comprehend that nurses need to employ effective communication strategies to  coordinate the care of patients and also deal with the possible threat of aggressive patients. As a result of this learning, I have realised that I do not know how to deal with aggressive patients, so I will attend a workshop to start developing skills in this area. I was always under the impression that nurses went into hospital wards and directly commenced treatment. On the contrary, from readings that I have done, I understand that it is important to obtain patient permission before commencing treatment. Some patients make decisions about treatments themselves, while others might consult with family members. This could be for cultural reasons, but I have realised that I lack knowledge about other cultures. Therefore, I will try to learn more about the different cultures of the people with whom I work and study. Andre, K., & Heartfield, M. (2011). Nursing and Midwifery Portfolios: Evidence of Continuing Competence. Chatswood, NSW: Elsevier. Bulman, C., & Schutz, S. (2013). Reflective Practice in Nursing. Chichester, UK: WileyBlackwell. Dempsey, J., & Wilson, V. (2009). Thoughtful Practice: Self-awareness and reflection. In J. Dempsey, J. French, S. Hillege, & V. Wilson (Eds.) Fundamentals of Nursing and Midwifery. Broadway, NSW: Wolters Kluwer. Johns, C. (2009). Becoming a Reflective Practitioner. Oxford, UK: Wiley-Blackwell. Timmins, F. (2008). Making Sense of Portfolios: A Guide for Nursing Students,Nursing Students. Maidenhead, UK: Open University Press. Usher, K., & Holmes, C. (2010). Reflective practice: what, why and how. In J. Daly, S. Speedy, & D. Jackson (Eds.) Contexts of Nursing. Chatswood, NSW: Elsevier

Elisa Allen: A Mystified Identity Essay

John Steinbeck’s short story â€Å"The Chrysanthemums† is centered on the protagonist named Elisa Allen. The vivid portrayal of her character in different parts of the story makes the reader wonder who she really is. Steinbeck started by portraying her as a strong and knowledgeable gardener, with a sense of masculinity, following which she is portrayed as someone who yearns for sexual attention in her sensual encounter with the tinker, and concluded with her being described as a beautiful, feminine lady, and then back to her masculine self all within a span of a few hours. The evolution in the expressions, emotions, and the portrayal of Elisa Allen is an important element of Steinbeck’s â€Å"The Chyrsanthemums. † Firstly, Elisa Allen is described and presented in a very masculine manner. The words â€Å"strong†, â€Å"a man’s black hat† and â€Å"heavy leather gloves† showcase the masculinity. Additionally, her features described as, â€Å"her face was eager and mature and handsome†¦Ã¢â‚¬ ¦over-powerful. † lend substance to her masculinity. Interestingly, this description of Elisa is in stark contrast to the societal perception of females in that era who are meant to be more feminine. The fact that she is she is thirty five years old and has no children also de-emphasizes her femininity. However, this presentation of masculinity augurs well with her acuity for business which is demonstrated in her interest in knowing more about the conversation of her husband, Henry Allen with the men in business suits. Also, her negotiation skills with the tinker showcase the business acuity of Elisa that has gone unnoticed by Henry. The societal norms have dictated that she carry out her role as a gardener with penchant. As a result, Elisa devotes all of her energy to maintaining her house and garden. Although she rightly brags about her green thumb, Elisa’s connection to nature seems rather coerced and not something that comes as naturally as she claims. She knows a great deal about plants, most likely because as a woman, gardening is the only thing she has to think about. This constant tussle between her femininity and her masculinity lend an interesting insight into Elisa’s character. Next, Elisa is been demonstrated as a woman who lives an unsatisfying, under stimulated and frustrated life who looks to the tinker for a stimulating conversation and even sex. Her physical attraction to the tinker and her flirtatious, witty conversation with him bring out the poet in Elisa. The phrases, â€Å"she shakes out her dark pretty hair and with her eyes shining, she admits the stranger into her yard. She strips off her protective gloves†, â€Å"she looks deep into his eyes, searchingly† and â€Å"She was kneeling on the ground looking up at him. Her breast swelled passionately. † describe the sensual encounter of Elisa with the tinker. During this encounter, there is also evidence of how unsatisfied Elisa is with her life when she says the following, â€Å"I’ve never lived as you do, but I know what you mean. When the night is dark—why, the stars are sharp-pointed, and there’s quiet. Why, you rise up and up! Every pointed star gets driven into your body. It’s like that. Hot and sharp and—lovely. † This statement also showcases the poet in Elisa. Besides the poetic conversation, it symbolizes the level of incompleteness in her life. It seemed that she got carried away in the heat of the moment, and realized at a later point and felt ashamed of what she did and had been saying. After the sensual encounter with the tinker, the femininity is showcased of Elisa is showcased at its fullest by the narrator. Firstly, when she tries to dress up and present herself as a beautiful lady. This is seen in the following narration of the scenario, â€Å"After a while she began to dress, slowly. She put on her newest underclothing and her nicest stockings and the dress which was the symbol of her prettiness. She worked carefully on her hair, penciled her eyebrows and rouged her lips. † Following the dressing up, and showing up in front of Henry, the conversation that the couple have is nothing less than hilarious. Evidently, Henry is not used to seeing Elisa dress up and presents her in the feminine manner that she did. The banter that takes place between Henry and Elisa, especially when describing her as â€Å"strong and happy† and â€Å"You look strong enough to break a calf over your knee, happy enough to eat it like a watermelon† was amusing. This conversation clearly showed that Henry did not know how to react to Elisa’s femininity, supporting the fact that Elisa could have been unsatisfied with her current relationship with Henry, and hence seeking an escape in her encounter with the tinker who seemed to be more receptive and appreciative to her. However, the conversation that took place while in the caravan negated the short burst of feminism in Elisa and was overpowered with a sense of masculinity by the topics of their conversation which included: â€Å"wine over dinner,† and â€Å"women going to fights. † This could be because of the realization that nothing has changed. She is still the same lady who was gardening a few hours ago. The tinker, despite showing interest and stimulating her, was only concerned in his profit, and was manipulative to say the least. Interestingly, in the final sentence of the story, the narrator describes Elisa as a â€Å"weak, old woman. † In conclusion, the narration has been so vivid that the reader could see the emotions and the constant tussle that Elisa faces as a woman and a wife. Her life as a woman has been confined to her duties as a gardener, with no affection and love been shown by her husband Henry. This incompleteness in her life leads her to seek solace in her encounter with the tinker where she sees a ray of hope to experience her feminine self. However, this feel-good experience is short-lived when she says her chrysanthemums that she gifted to the tinker lying on the road. This shattered her dreams of being a free woman, and brings her back to reality. The reality of course is that she is confined to her reserved, unfulfilling, monotonous life as a wife with no children. The pace at which she experienced the highs and lows of her life, in a span of a few hours is note-worthy and adds to the literary value of Steinbeck’s â€Å"The Chrysanthemums. †

The Oxford American Dictionary

According to The Oxford American Dictionary, a fact â€Å"is a thing that is known to have occurred, to exist, or to be true,† while an opinion is â€Å"a view or judgment formed about something, not necessarily based on fact or knowledge. † Written in 1898, Albert Shaw’s work, â€Å"The Blowing Up of the Maine,† provides examples of the differences between fact and opinion that can be found in a writing style called â€Å"yellow journalism.† Coined in the late 19th century, the phrase â€Å"yellow journalism† was used to describe newspapers that used a combination of verifiable data, sensationalism and distorted imagery to increase sales and/or influence public viewpoints. In â€Å"The Blowing Up of the Maine,† author Shaw emphasizes emotion and anti-Spanish bias, while limiting facts, in his description of the destruction of the USS Maine, an American warship harbored briefly in Cuba’s Havana Harbor, to achieve the following g oals: promotion of American nationalism and justification of the subsequent conflict between the United States and Spain that led to the Spanish-American War.He accomplishes those two objectives through discussion of the following: 1. ) America’s collective opinion of Spanish policy and actions, 2. ) Spain’s anti-American sentiment, and 3. ) the federal government’s response to Spain and growth of the American military. Additionally, Shaw’s style allows readers to compare and contrast fact and opinion in his rendition of this part of American history. Firstly, Shaw’s focus on emotionalism is demonstrated at the beginning of his accounting with a description of the American public’s feelings about the explosion of the USS Maine.He states, â€Å"†¦75 million Americans have accordingly suspended judgment in the face of a great provocation†¦to suppose the destruction of the Maine an ordinary incident and not due to any external agency or hostile intent was, under all the circumstances, to set completely at defiance the law of probabilities. † While Shaw does infuse a factual approximation with his reference to America’s population, with the 1900 United States Census indicating 76,212,168 Americans, he presumes to know the feelings of the entire American populace. In 1900, approximately sixty percent of Americans lived in rural areas (U.S. Census, 1900). And only 1. 3% of the population had telephones (Guinee, 1995). Consequently, communications across country were limited, and the first national opinion survey wasn’t administered until 1916 (Converse, 1987). Thus, it would have difficult for Shaw to have documented the actual feelings of the entire American population. Additionally, Shaw infers that the explosion of the USS Maine was caused by Spanish aggression. Without reference to actual data, he suggests that it was highly improbable that the event was caused by anything other than an att ack from Spain. In 1898 and 1911, the U.S. Department of Navy conducted investigations, concluding that a mine had caused the destruction of the warship (Naval Historical Center, 2003). According to the U. S. Navy, â€Å"Technical experts at the time of both investigations disagreed with the findings, believing that spontaneous combustion of coal in the bunker adjacent to the reserve six-inch magazine was the most likely cause of the explosion on board the ship† (Naval Historical Center, The Destruction of the USS Maine section, para 12, 2003). To date, no final cause of the Maine’s destruction has been determined (Naval Historical Center, 2003).Shaw continues his emotional description of America’s opinion of Spain in a series of additional references. He states, â€Å"There are a few people in the United States – we should not like to believe that more than one hundred†¦ who believe that the United States ought to join hands with Spain in forcing t he Cuban insurgents to lay down their arms†¦ † Shaw makes assumptions about the opinions of the American public, assuming that less than 1% would support Spain’s actions, without actual facts to support his statement. He later states, â€Å"The people of the United States do not intend to help Spain hold Cuba.On the contrary, they are now ready, in one way or another, to help the Cubans drive Spain out of the Western Hemisphere. If the occasion goes past and we allow the Cuban struggle to run on indefinitely, the American people will have lost several degrees of self-respect†¦Ã¢â‚¬  Again, Shaw presumes to know the thoughts of all Americans and uses an emotional appeal to emphasize his views. He makes no reference to a poll or survey taken of American sentiment, and leads the reader to conclude that all Americans are ready to go to war with Spain to end its rule of Cuba, without any data to back his opinion.Additionally, he infers that America’s failu re to aid Cuba against Spain would be wrong, if not immoral. Secondly, Shaw also discusses Spain’s â€Å"feelings† about America throughout â€Å"The Blowing Up of the Maine† to further strengthen support for his opinions. He says, â€Å"It has been known perfectly well that Spanish hatred might at any time manifest itself by attempts upon the life of the American representative at Havana, Consul General Fitzhugh Lee.† He states, â€Å"The Spaniards themselves, however, looked upon the sending of the Maine as a further aggravation of the long series of their just grievances against the United States. They regarded the presence of the Maine at Havana as a menace to Spanish sovereignty in the island and as an encouragement to the insurgents. He also notes, â€Å"The American pretense that the Maine was making a visit of courtesy seemed to these Spaniards a further example of Anglo-Saxon hypocrisy.† And, finally, he adds, â€Å"†¦Spain on her p art was trying to raise money to buy ships and secure allies. † Shaw’s descriptions lead the reader to assume that a Spanish attack on America was imminent and something that America prepare for and expect. Again, Shaw expresses his opinions without supporting data. He makes no references to Spanish official documents or policies, or to statements made by Spanish leaders, that would prove Spain harbored ill feelings towards Americans or intended to attack the United States.Instead, he incites America’s emotions with his allusions that Spain caused the destruction of the USS Maine and has been preparing for war with America. Finally, Shaw appeals to American patriotism by discussing actions performed by the federal government and the subsequent growth of the military. He uses a mixture of fact and opinion, again presuming the entire American population is aware of a series of actions undertaken by the American government to prepare for war against Spain. He does n ot, however, provide verification of the information he writes. He states the following,â€Å"The whole country has known that†¦government work was being prosecuted with double or quadruple forces of men, working by night as well as by day; that ammunition factories, iron and steel plants, and every other establishment capable of furnishing any kind of military or naval supplies were receiving orders from the government and were working to the full extent of their capacity; that our naval representatives were negotiating abroad for additional warships; that new regiments of artillerymen were being enlisted for the big guns on the seaboard; that naval recruits were being mustered in to man newly commissioned ships; that the railroads were preparing by order of the War Department to bring the little United States Army from western and northern posts to convenient southern centers. † He adds â€Å"†¦on March 8 [three weeks following the destruction of the USS Maine], the House of Representatives unanimously voted to place $50 million at the unqualified disposal of President McKinley as an emergency fund for the national defense – †¦followed by an equally unanimous vote of the Senate†¦a very large sum to place in the hands of one man†¦no part of the $50 million will be squandered by the administration.† While the reader could verify Congress’ allocation of funds to the Executive branch of government for national defense, how could Shaw know that all plants were â€Å"working to full capacity† or determine that as many as two to four times as many men were working to prepare American for war? Or how would Shaw know exactly how the funds would be spent? Again, Shaw makes predictions regarding the conflict with Spain, this time about the American government. Shaw adds statements like, â€Å"The quickness and inventiveness of America[s]†¦have no parallel in Europe,† â€Å"Americans had been†¦building or buying†¦high speed and stanch qualities, capable of being quickly transformed into naval dispatch boats or armored and fitted with torpedo tubes.Probably not a single private Spanish citizen could turn over to his government such a vessel†¦,† and â€Å"[America] the most highly developed mechanical and industrial nation will by virtue of such development be most formidable in war†¦, a situation that the Spaniards in general are evidently quite unable to comprehend. † Shaw emphasizes the strength of American â€Å"might† (comparing it to Spain) and an increase in the size of the military to promote nationalism and gain public support for the war. Again, Shaw offers no data to support his opinions, only making the assumption that America would be better equipped for conflict than the Spanish. In conclusion, Shaw’s â€Å"The Blowing Up of the Maine† is an example of â€Å"yellow journalism,† using a combination of fac t, emotionalism and opinion to promote patriotism and public support of war with Spain.While there is no definitive proof that works like Shaw’s caused the Spanish-American War, sensationalist writing does rouse emotions. According to historians, a debate still continues: Did yellow journalism create the conflict between America and Spain, or simply demonstrate what contemporary Americans felt at that time? While the question remains unanswered, readers are able to compare fact and opinion and come to their own conclusions. References Converse, Jean M (1987). Survey Research in the United States: Roots and Emergence 1890-1960. Guinee, Kathleen (1995). A Journey through the History of Information Technology. Naval Historical Center (2003). Destruction of USS Maine. U. S. Census (1890).

Electrical Principles Coursework Example | Topics and Well Written Essays - 1250 words

Electrical Principles - Coursework Example It involves taking snapshot of each cell at installation time and then measuring subtle changes as cells age. A 25% resistance increase over the initial reading provides hints to the battery’s overall performance drop. Measurement of a battery’s internal resistance is done through reading voltage drop on load current or AC impedance. The obtained results are considered ohmic values. There is a widespread held notion that internal resistance has a relation to capacity, yet this is not true. Most batteries retain flat resistance throughout its service life. In figure 1 is the capacity fade and the internal resistance of battery cells. The circuit set-up contains the battery to be studied lying in series with a resistor. The potential difference across load is measured and so is the current for a different resistors/rheostat in the circuit. The idea is for the overall resistance of circuit changes so that the current is different each time. The reason that doing this is to tell us about internal resistance of battery because the potential difference across internal resistance is Vinternal resistance=I⋅r and it is possible to vary I by altering circuit resistance. Where the potential difference across internal resistance is varying and hence, we add up all potential differences given as E=Vload +Vinternalresistance in determination of internal resistance. This can be represented

William Blake wrote of mind-forg'd manacles in his poem London Research Paper

William Blake wrote of mind-forg'd manacles in his poem London. Discuss at least two works' views on the responsibilities of individuals and the responsibilities of society - Research Paper Example In fear of the revolution spreading at home and overthrowing the government, the authorities were concerned about the radical sentiments that were harboring in England. The public response was much radicalized followed by the authoritarian response of putting restrictions in places. Blake’s reference to â€Å"mind-forg’d manacles† points towards the repression of free thinking which was put in place to restrict the freedom of radical thinking or speech. London subtly talks about freedom, uninhibited freedom, which assists the common man. The relationship between the society and the individual is of vital importance in the poem as Blake writes to describe the society-individual relationship in the social context, as though a social contract exists between the two. Two works that represent the responsibilities of the individual and the society are Boys and Girls by Alice Munro and The Ones Who Walk Away From Omelas by Ursula Le Guin. This paper will seek to explain the responsibilities of the entities, society and individual, in the light of works by Munro and Le Guin. The manacles which Blake talks about is meant to represent a sort of physical restriction preventing free movement, which is used to explain the repressive laws that were implemented to inhibit the freedom of printing presses and publications. Most importantly, these manacles are placed on the mind to restrict free thinking to prevent any radical uprising. Very covertly, Blake has spoken about the social contract that exists between a society and an individual which directs the responsibilities of both entities so that they fulfill their expected tasks in a way that is beneficial for both. However, once the freedom of the common man is restricted by any means, there is sure to be a response. The society as an independent entity exerts pressure on the individuals, dwelling in its context, to show compliance to the agreed set of terms. Much of these implicit

New Humanism in Architecture Research Proposal Example | Topics and Well Written Essays - 1250 words

New Humanism in Architecture - Research Proposal Example   Working with Nature to create architectural statements is possible as shown by the students at the University of Maryland. The students won the second place at the Solar Decathlon in 2007 with their â€Å"Leaf House,† a home with a roofline resembling a leaf and an indoor waterfall that provides a liquid desiccant. (DCraig, 2007) In New Paltz, Net-zero home (Schoenfeld, 2011) BOLDER Architecture designed the first zero-net energy development using â€Å"photovoltaic-solar panels and geothermal heating and cooling, combined with insulated concrete form walls, triple pane glass, and heat recovery ventilators† (Toder, 2006). Unlike the Leaf House which was designed specifically for a contest, these homes in New Paltz are already occupied. Contrary to the insights of the Manifesto: Towards A New Humanism In Architecture, BOLDER Architecture has â€Å"dared to act† (Toder, 2006) and as a consequence has created homes of the future. At present, there exist visually -pleasing structures which are also eco-friendly. These buildings and homes are recognized by both public and private award-giving organizations for their beauty and their energy-saving features. This only proves that architects can remain true to their calling of creating aesthetically appealing buildings and make these beneficial to the society and environment. Toward a Human Architecture: A Sociologist’s View of the Profession Through time, buildings have been a part of society because architects consult with men to come up with structures that often make—must make—a statement. At times, the resulting structures turn out to be contrary to what was envisioned by the client. As architect Bob Borson has written, he had been fired from a project â€Å"for not listening†. (Borson, 2010) This kind of dilemma is exactly why sociologist Herbert Gans (1993) suggests that architects should start building with their client’s needs in mind. Indeed, society appreciates a building with a unique architectural design. Not only does it make the place visually appealing but it also helps establish the architect in the field. Will Alsop knows that well, struggling to create himself a name which is now synonymous to magnificent structures in Peckham Library (Greer, 2007) the United Kingdom. In his works, Alsop lets his imagination run even if the outcome is not something that the public may want. (Worsley, 2002) This makes for buildings that have a high aesthetic value but may not be functional and comfortable for the people using these structures. Another architect whose works aim to be visually appealing is Odile Decq. Her take on the Shanghai Information Center is indeed a striking mixture of straight lines and triangles. Looking at the structure though makes one wonder if each space inside serves a purpose and can be utilized. Shanghai Info. Center (Decq, 2011) It has been said that an architect, like a painter or a sculptor, creates beau ty.

The factors that students use when selecting which University to Assignment

The factors that students use when selecting which University to attend - Assignment Example For researchers to reach an understanding of university choosing process, it was vital to investigate the stages that university applicants go through when choosing universities. Researchers established various models of the university selection process. The three foremost stages of the models are predisposition, search and choice. Predisposition is the first stage of university choosing process. Predisposition is the college desire formation stage. This period is regarded as young adult students decisive to attend university (Perera, Kusumawati, and Yanamandram, 2010). At this stage, certain contextual features impact students. Some of the impacts include socioeconomic status, talent accomplishment, sex, approaches, race, and educational history of the parents and peers around them. Research shows students with high socioeconomic standing are more anticipated to attend university than students with less socioeconomic standing. Student’s talent and accomplishment have also been acknowledged as compact evidence of university attendance (Vickers, and Bekhradnia, 2007). As a young adult student’s talent and accomplishment upsurge when in high school years, they are more likely to chase higher education. Researchers have also recognized that parental inspiration to attend university has a direct effect on university attendance (Donald, 2006). Student’s peer groups with interest in attending university are more likely to chase an undergraduate degree than those without interest. (Vickers, and Bekhradnia, 2007).... (Vickers, and Bekhradnia, 2007). Researchers have branded the second stage of university choosing process to be research stage. Once the students have made up their mind that they are going for higher education, they always hunt for information about universities of their interest. Students make a list of universities, which scholars have denoted to as choice set. Students use this choice set to obtain ideas that will aid them in decision making to apply to universities (Donald, 2006). The final stage of university choosing process has been recognized to be choice stage. At this stage students remind themselves the acceptance to attend universities of their choice. Students decide to attend one of the universities based on the university’s characteristics that they are favourable to their needs. Hence, students will have a variety of approaches in making their ultimate decision (Vickers, and Bekhradnia, 2007). Social issues University is a place for individual growth and socia lization and not just a place for academic progress. Students prefer universities containing students with different background. For instance, students who are planning to be a journalist in the future, they will prefer universities that have different students around the globe as it will help them in developing their career of journalism. On the other hand, some young adult students prefer universities with most students from the same contextual as their own (Yu, 2011). For example, students from Chinese black community are most likely to choose universities with most students from Chinese backgrounds. Student’s level of participation is an essential part of their

Published opinion of Rosa Brooks from Los Angeles Times analysis Personal Statement

Published opinion of Rosa Brooks from Los Angeles Times analysis - Personal Statement Example Because as economists put it, when US cough, the world catches cold. The recent years have seen the stronger and tighter relations among nations as they open up their borders for freer trade through the formation of trade blocs and regional partnership. Aside from local produce, most of the consumers' income in US is spent in cheaper imported goods coming from Asian trading partners like China, Philippines, Malaysia, and Thailand. These nations have long been the biggest trading partners of US and have long benefited from the strong demand in our country. With the technological development, services have also been imported from these nations as well through business process outsourcing. So, with these nations heavily dependent on US partnership, it is irrefutable that the economic recession in our country will also bring about slowdown in other smaller and less stable economies. On the other hand, the collapse of Lehman Brothers is also expected to sabotage growth in the Eurozone. So, it's not just the US which should be given with this letter and th e much needed economic assistance from IMF and WB.

The article "The Health-Care Myths We Live By" Assignment

The article "The Health-Care Myths We Live By" - Assignment Example According to the study by Guallar et al., Beta-carotene, Vitamin E and high doses of vitamin A supplements are harmful. In addition, other more antioxidants, such as folic acid, Vitamin Bs, multivitamin and mineral supplements are not effective in improving and protecting human life due to major chronic diseases (Guallar et al. 850). The research by Guallar et al. has justification to support Krauthammer’s standpoint that all the supplements are ineffective because of their baseless prevention trials. Second, Krauthammer challenges a commonly held belief that Medicaid improves quality health care provision to low-income earners. He criticizes the introduction of Medicaid and its influence on the delivery of quality health services. In support of his claim, Krauthammer refers to a study by Baicker et al. According to the study, the Oregon initiated a limited plan of the Medicaid for low-income adults. Through the lottery, approximately 30,000 beneficiaries had the opportunity to apply for Medicaid and enrolled if they met the requirements (Baicker et al. 1715). However, irrespective of efforts to invest in Medicaid coverage there were no significant improvements in the measured physical health outcomes in recent years of luncheon. The study justifies Krauthammer’s claims that Medicaid is ineffective in improving contact between patients and doctors. Baicker, Katherine., Taubman, Sarah., Allen, Heidi., Bernstein, Mira., Gruber, Jonathan., Newhouse, Joseph., Schneider, Eric., Wright, Bill., Zaslavsky, Alan and Finkelstein, Amy. "The Oregon experiment—effects of Medicaid on clinical outcomes." New England Journal of Medicine 368.18 (2013): 1713-1722. Guallar, Eliseo., Stranges, Saverio., Mulrow, Cynthia., Appel, Lawrence and Miller, Edgar. "Enough Is Enough: Stop Wasting Money On Vitamin And Mineral Supplements." Annals of Internal Medicine 159.12 (2013): 850-851. Krauthammer, Charles. â€Å"The Health-care

Long story or memoir Essay Example | Topics and Well Written Essays - 1000 words

Long story or memoir - Essay Example When she was twelve years old, Chun together with her family immigrated to Australia. Unlike her older sisters, Chun did not like the new environment, and the strangeness of the customs and language made her life even more miserable. Having grown up in China, life was totally different in Australia in terms of lifestyles, customs, language, and political structure. Just as Chun was adjusting to the new environment, at age 17, she discovered a small lump in her breast, and soon after, began the struggle with cancer. Indeed, this was a very traumatizing moment for the entire family as many could not believe that one of them would struggle with the deadly cancer. Shortly after five months since the lump started, her mother died at age 37. Both Chun’s family and the society thought Chun mum’s death was attributed by grief over her daughter's predicament, and as a result, Chun began a long struggle with low self-esteem and a deep sense of hopelessness and guilt. Chun believe d that she was the cause of her mother’s death and as a result, thought she was a reject to her entire family. However, after the post-mortem it was realized that her mum suffered from both high-blood pressure and diabetes. The news over her daughter’s cancer increased her blood pressure, and as a result, caused her death. During that bereavement season, Chun’s family could not understand why God had to take their mother who happened to be the source of encouragement to the entire family. Specifically, Chun could not understand the need or importance of living as she thought her situation was the cause of her mother’s death. Despite the many challenges that the family faced, they were privileged to have nurses and doctors who bestowed love and compassion to them. Chun’s treatment required the lengthy and frequent hospital stays, and thus she missed most of her college classes. Often, Chun thought that she had brought the disease on herself and she wished that she had a different disease that involved less pain and less hospital stays. Her medical treatment was so severe that it involved such unsettling and painful procedures as chemotherapy and surgery. The treatment was more frightening and scaring for a young person than it could be for an adult. During that period of loneliness and fear of lengthier therapy, Chun developed a strong and trusting personal relationship with her caregivers and nurses. The doctors walked with her and instigated a strong tribute that she could one day recover from the disease. Such encouragements created a strong platform for Chun to deepen her understanding that she can get better and recover from cancer if only she believes. Despite many encouragements, Chun went through many difficulties and pain. However, she kept believing that one day she would recover and be an inspiration to many suffering from the disease. While in the hospital, Chun decided to document a book by the subject â€Å"It G ets better if you believe† Her main purpose was to reach cancer patients on how to cope with the disease and remind doctors and nurses on the benefits of quality care to patients. Chun intended to create a solid platform for readers to understand her real life experience and how she battled with cancer. Apparently, Chun took every day as an opportunity to learn and comprehend things that one day would be an inspiration to others. She changed her mindset and embraced a positive

Ethics of hunting Essay Example for Free

Ethics of hunting Essay Is hunting ethical? As a hunter myself, growing up in a family of hunters, I never answered the question correctly. When asked the question â€Å"is hunting ethical? † I would rattle off information and statistics about wildlife population control and the environmental information gathered by hunters, but I seemed to be missing the point completely. As it was recently pointed out, it was like I was being asked what time it was, and answering the date. I wasn’t incorrect; rather, I was just answering the wrong question. Instead, I needed to look at what the actual question was; is the act of hunting ethical, and if not, what are we doing to prevent the mistreatment of animals? From a moral standpoint, anti-hunters deem hunting as barbaric. It is a reversion to one of the most primal tasks that humans had to perform. Today, however, anti-hunters believe that the act of hunting is an unnecessary evil that can be tackled much more humanely. This entire argument, however, is based off of everyone persons’ definition of the word â€Å"hunting. † To my family, and myself, the idea of hunting means that food is going to be on the dinner table. It  means that we are going to kill an animal, butcher it ourselves, and eventually eat the meat of our harvest. It is an appreciation of the wild animals; the ones placed on this Earth to roam the hills and graze the grass, rather than the ones grown in barns and factories. It means utilizing every part of that animal to our best ability, and wasting nothing. We even go as far as to donate the brain and heart of the deer to the local high school for use of dissection in science laboratories. We appreciate the animal in every way we can. It has given us everything (literally) that it has, and we will respect  this animal for a time far longer after it’s depart from Earth. My family doesn’t tree stand hunt. This is the act of climbing high into a tree with a â€Å"tree stand† and sitting up there as we wait for an animal to pass below us. This is an extremely unfair advantage in hunting, for it gives the hunter almost complete stealth. Deer are not biologically programmed to look for danger in the trees; there are no known threats to deer around buffalo that live in the trees. We think that it provides an unfair advantage to the hunters that use then. We believe that if we’re going  to take an animal’s life, we’re going to give it the ability to see us before we do, so that it has a fairer chance to run. I even prefer bow hunting to gun hunting. It’s more of a challenge, not that hunting should be a game, but rather it makes it easier for the animal to spot us and escape. If the animal gets close enough to allow me to take the shot, I justify it as a case of â€Å"survival of the fittest. † We do not antler hunt; the act of going out hunting with the intent of killing the deer with the largest antlers, only for the antlers. We eat the meat, not the antlers. I cannot speak for other hunters, but my family and myself do not find a purpose in hunting based on the points on the deer’s head. We have no preference of buck or doe; the meat is all the same to us. We enjoy eating the meat, and that is why we hunt. It is healthier for people, steroid free, and it comes from animals that have been able to live their life in the wild thus far. Hunting, to myself, is everything I just listed. The Merriam-Webster Definition is â€Å"to chase and kill (wild animals) for food or pleasure,† but I remove those last two words. Personally, I find no  enjoyment in the taking of a life. The first animal I ever hunted, a bird, I killed, and cried. I cried and I cried and I cried at what I had done. It was such a powerful feeling knowing that one moment that bird was living, and the next moment it was not, and I was the reason for that. It was such a waste for me to have done what I had; I wasn’t going to eat the bird, I had no use for it. Hunting should be for usefulness: food, clothing, necessity, but it should not be a game that toys with the lives of animals. This doesn’t mean I’m against hunting however. Obviously with everything I have listed prior I would appear to have contradicted myself. I believe that hunting is acceptable in the form of 1 / 3 usefulness. These are all ethical thoughts that anti-hunters propose to hunters. Some post pictures of Bambi the deer, hoping to lure in those who are indecisive or on the fence about the position they take on hunting. Anti-hunters will play on the ethos of those who believe that hunters kill baby animals, setting hunters up to look like immoral people. Often times I hear people ask me how I could kill ababy deer, and take it away from its mother who â€Å"loves it. † With those questions, I find myself frustrated at people’s ignorance. A hunter cannot hunt a fawn; it’s illegal to kill an animal with spots (specifically speaking, baby deer). Additionally, people are unaware of the nature that is animals. A mother deer will fight to the death for her fawns if they are faced with the dangers of a hungry coyote. However, a mother deer will eat all of the leaves off of the only bush in the forest, leaving her fawn to starve, without blinking an eye. Animals think differently; only in rare cases do wild  animals actually have human attachments to each other. Anti-hunters sometimes try to display hunters as horrible people for killing animals, but this only can bring me to the conclusion that all anti-hunters are vegetarians. If it’s truly barbaric for us to go out and hunt what we eat, then the only solution to this animal cruelty is to not eat the animals at all. It is not ethical to justify eating processed meat from animals who never see the light of day, are routinely injected with steroids, living shoulder to shoulder in crowded slaughter houses, with their  only purpose in life being to die for our meals, and say that hunting is immoral. The wild animals at least have a fighting chance; they have an ability to run, to reproduce at their will, to eat the fresh grass and drink fresh stream water. They are not cooped up in a cage or stall, living in deplorable conditions with their only purpose in life to die at our will. Although it is unfortunate that some wild animals face death earlier than others, the alternative of a slaughterhouse cannot be deemed as ethically more just. Questions that are posed towards hunters about how they are being unethical can also be turned  around to ask what anti-hunters are doing to protect these animals they feel are being morally and ethically wronged. Are they vegan? Animals and the products they produce do not come easily. Milk cows and egg chickens spend their whole lives in a barn. Unless they buy their milk and eggs from the local free-range grass fed cows and chickens down the road, they are contributing to the large mistreatment of animals of the food industry of America. Do they own nothing leather? Again, these animals are grown and harvested for the sole purpose of leather production. A lot of leather  products sold in the USA are shipped from China, where horribly graphic YouTube videos can be found showing Chinese leather workers skinning animals alive. One cannot go as far as to say that they â€Å"don’t own Uggs† so they don’t own leather. Leather is found in things like sneakers, cars, and accents on clothing, purses, and shoes. Were their houses recently built on land once inhabited by these creatures? The destruction of animal habitats leads to more animal deaths each year than hunting does. If an anti-hunter were to hit a deer with their car, destroying the front end, I’m estimating that a fair  amount of them would initially be furious with the circumstance, NOT because they killed the deer, but rather because they totaled their car. This deer, roaming throughout what used to be its natural habitat of forest and trees, is now forced to walk across streets and areas of traffic. It is inconvenient, however, when the deer walks across the street at the same time a car is driving by, and a collision occurs. I’ve gotten away from the actual topic at hand. The original question was â€Å"Is hunting ethical? †. I suppose if one feels that taking the life from something is immoral and unethical, than no, hunting is  not ethical to that person. However, I would like those who believe hunting isn’t ethical and anti- hunters alike to consider what I have just proposed to them. I would like them to take five5 minutes of their time to do some self-reflection, and question whether what they do in their everyday life is really ethical for the animals. It only seems fair that if someone is to be calling me out on being barbaric and cruel towards animals, that they themselves are doing everything in their power to ensure that the animals around them are being treated as fairly as possible. It would be a common  2 / 3 case of the pot calling the kettle black if one were to discover otherwise. In summation, the question â€Å"is hunting ethical? † will never be a black or white answer. There are many shades of grey that come with many degrees of opinions. The point that I am trying to get across to those who disagree with hunting however, is to take some time to self reflect before we are so quick to judge others. Take time to think about what each of us is personally doing for the well being and fair treatment of animals, before we quickly judge hunters as immoral people. POWERED BY TCPDF (WWW. TCPDF. ORG).

Readiness of Kindergarten Teachers along K-12 Curriculum Essay Example for Free

Readiness of Kindergarten Teachers along K-12 Curriculum Essay One of the major reforms in our country’s educational system is Republic Act 10157, otherwise known as â€Å"The Kindergarten Education Law† or the K to12 (K+12). This Law made the Kindergarten compulsory and mandatory entry to basic education. This Law was initiated by the Aquino administration in order to address the perceived decreasing quality of education in the country, and to meet the international standard regarding the number of years in basic education. This program will require all incoming students to enroll into two more years of basic education. The K+12 System will include the Universal kindergarten, 6 years of elementary, 4 years of junior high school with an additional 2 years for senior high school. The program is implemented and formulated along with the Commission on Higher Education (CHED) and with the Technical Education and Skills Development Authority (TESDA). The current k-12 model that had been implemented in the country is an educational landscape for basic and secondary system patterned after the United States, Canada and some parts of Australia had done it. According to Patricia. Velasco’s article, the K- 12 Curriculum envisions â€Å"holistically developed learners with 21st century skills† (DepEd Primer, 2011). This further means that every student would have an understanding of the world around him and a passion for life-long learning while addressing every student’s basic learning needs: â€Å"learning to learn, the acquisition of numeracy, literacy, and scientific and technological knowledge applied to daily life† (p. 6). The main objective of the K to 12 curriculum is to achieve the DepEd’s goal of eradicating illiteracy rate in the country. â€Å"No child is left behind. † (source). Every Filipino has the right to receive quality education in order to become an asset in all dimensions, competent, efficient, effective and productive citizen leading to a decent and comfortable living. The most interesting part concerning the K to 12 program is on its practical assistance for the poor but skillful students. For instance, the student cannot afford to go to college; he is given an option or privilege to be employed not as a professional but on technical job because his skills acquired and developed during his Senior High School can be a guarantee for his  qualification for a vocational employment. Moreover, the program aims to uplift the quality of education in the Philippines in order for graduates to be easily employed. Our country is the only country in Asia and among the countries in the world that has a 10 year pre- university program. The program also aims to meet the standards required for professionals who would want to work abroad. The system aims to fully enhance and develop the students in order for them to be well-prepared especially in emotional and cognitive aspects. Through this, graduates will be able to face the pressures of their future workplace. The K-12 aims the students to have a relevance or importance in the social and economic reality of life. The realm of their role as members of the country. Thus, this vision will be complete through an enhanced curriculum. (K-12 Kindergarten Curriculum Guide 2013) DepEd said that this is the right time to do something better for the field of education, having poor quality education. The DepEd released their stand along the reform. In stressing the need for the new system of basic education, President Benigno S. Aquino III said, â€Å"We need to add two years of our basic education. Those who can afford pay up to fourteen years  of schooling before university. Thus, their children are getting to the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding. † (source) With the K-12 program, different arguments were formulated. Not all are in favor of the K+12 Education program. There are students complaining of the additional years and there are parents who are not in favor of the additional expenses. But it is an undeniable fact that additional years in the education system will really require more budgets not just from the government but from the  parents as well. Aside from this, students will need additional classrooms, school supplies and facilities. The program would need more qualified teachers as well. Teachers plays an important role 1 / 3 in the K-12 program because they are the ones who will teach the kindergarten pupils, especially the Pre – school teachers. Markovac amp; Rogulja, 2009, stated that the, early care main goal is to fulfill the Delors principles: â€Å"Learning to be, learning to do, learning to know and learning to live together and to live with others. † The early childhood is a time of rapid growth in all aspects of  children’s development fostered by their natural curiosity and adult support. Therefore, Preschool education is the foundation for a childs education. The skills and knowledge that a child develops in the preschool years will have a dramatic impact on a childs success when formal schooling begins as well as life success. Preschool education is important because it can give your child the edge in a competitive world and education climate. The first year of a child’s life is globally acknowledged to be the critical year for lifelong development because the pace of development during these years is  extremely rapid (National Council of Educational Research and Training, 2006 as cited in the K to 12 Curriculum Guide – Kindergarten). While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors when they begin their formal education they will be behind the children who already possess that knowledge and skill set. The Pre – school teachers are supposed to have the courage and knowledge to teach the little ones. They will serve as the guide and the second mother at school. Children’s learning will greatly depend on the teachers strategies. Hence, kindergarten teachers should provide them with an engaging and creative curriculum that is developmentally – appropriate, age – appropriate and socio – cul;turally appropriate (DepEd K to 12 Curriculum guide for Kindergaten, 2012). Many new parents start hearing about K-12 since before their kids are born. However, they are not very clear about what K12 means, and why is necessary for them to start inform themselves about it as it will impact their kids’ future. What Is K12 Education? This term was coined to describe primary and secondary education. This includes kindergarten (K) all the way to the 12 grade. This extremely popular type of education is very common among several countries around the world. â€Å"K to 12† stands for kindergarten plus 12 years of elementary and secondary education. This educational system for basic and secondary education is widely adopted around the world. Early childhood education is intended to support and complement family upbringing and the main goal is to create good opportunities and conditions for each child’s well-being, create a stimulating environment for the child’s comprehensive development and learning while taking into account their age, gender and individual features. The role of early childhood care and education settings in improving children’s development has begun to be viewed with increasing importance. The recognition that centre-based childcare is associated with a host of positive developmental outcomes for children, such as increased cognitive abilities, language development, and emotional and social development (Kagan amp; Neuman, 1997; National Institute of Child Health and Human Development Early Childcare Research Network [NICHD], 2000, 2002, 2008; NICHD amp; Duncan, 2003), has led to the introduction of a new policy in Ireland that provides every three-year-old child with access to a free preschool place for one year (Office of the Minister for Children and Youth Affairs [OMCYA], 2009). The importance of preschool learning is that first, parents must remember that preschool education is the foundation for your childs education. As Adams (2008) stressed that early childhood education is the key to building a strong foundation for a child’s educational success. The skills and knowledge (not to mention aptitude and attitude) that your child develops in the preschool years will have a dramatic impact on your childs success when formal  schooling begins as well as life success, as supported by the House Bill 5367 (2009), aimed to incorporate preschool education to basic education with the DepEd at the frontier of its implementation all over the country. This bill was in consonance with the state’s policy to provide equal opportunities for all children to avail themselves of free and compulsory preschool education that effectively promotes physical, social, intellectual, emotional simulations, let alone values formation to adequately prepare them for formal elementary schooling, second is that by actively  promoting and encouraging your childs preschool learning you will promote his or her self esteem as well. Help your child gain confidence by making learning fun and easy at this age and you will 2 / 3 help make your child an eager lifelong learner and the finally preschool education is important because it can give your child the edge in a competitive world and education climate. While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors when they begin their formal education they will be behind the children  who already possess that knowledge and skill set. According to Anita Woolfolk Hoy and Megan Tschannen – Moran ,(2002), teachers’ sense of efficacy has been related to students outcomes such as achievement (Ross, 1992), motivation, (Midgley, Feldlaufer, amp; Eccles, 1998) and students’ own sense of efficacy ( Anderson, Greene, amp; Loewen, 1998). DepEd Secretary Armin Luistro stated that enhancing the competencies of pre-school teachers will have a great impact on the young learners. â€Å"We should ensure that teachers are ready for the challenge of making our young kids’ first school experience enjoyable  and giving them a positive experience that will motivate them to remain in school and complete their education. † This means that pre-school teachers are the implementers of the socially defined curriculum objectives. They help children to adapt to the society and to become its members, to develop interaction between children and different generations, and absorb the main behavioral habits and roles of the community. Also their task is to educate children to become unique subjects and persons as they truly are (Dewey, 1916; Ojakangas, 1998; Siljander, 2002) To become preschool teachers one must have the ability to deal with pupils ages 5. A preschool teacher needs to be proficient in helping children learn how to cooperate, providing fun learning activities suitable for preschoolers, keeping children safe, working as a team member with other teachers and interacting with parents. Preschool teachers need to be eager participants in childrens growth and development, as well as helping students understand how to use their natural curiosity to help make the appropriate developmental leaps in their skills and abilities. They are expected to create an atmosphere where risks can be taken and discoveries made while children remain safe. POWERED BY TCPDF (WWW. TCPDF. ORG).

Elderly Empowerment in Social Work and Policies

Elderly Empowerment in Social Work and Policies Social services are nothing if they are not about empowering the powerless: giving older people the chance to stay in their own home, protecting the vulnerable from abuse and neglect, promoting independence and self reliance, bringing hope to families where almost all hope has gone Introduction This report will assess to what extent social policy with regard to the elderly has been successful in achieving its aim. In doing this the paper will look at policy development from the late 1940s onwards. It will evaluate policy success and will look at the role of social work in particular. It will look at the impact of New Right thinking on social work policy, funding and practice. There will be an examination of the effect of social policy on vulnerable and oppressed groups and of how ageism and classism may contribute to oppression. Methodology This is a documentary report using internet sources for Government websites and official data which is supplemented by other literature. There will be some use of figures and a diagram to illustrate certain points. After looking at policy development the findings will be used to assess the impact of policy and its effects on vulnerable adults. Policy Development The introduction of the Britain’s post-war welfare state was aimed at combating disease, poverty and ignorance. It was designed to support people in times of trouble and to protect those who were unable to protect themselves. From 1948 onwards, what were known as the personal social services, was introduced, it consisted of the health services which were responsible for public health, and welfare departments which were responsible for residential care and the care of the elderly and disabled. It also included children’s departments which were responsible for child care.[1] A large proportion of the budget was allocated for residential care. Since its inception the way in which the welfare state has been administered has undergone two major reforms. The first of these was in the 1960s and 70s where allocation of funding to departments was transferred from central government to the treasury.[2] In the 1960s welfare departments and children’s departments were unified into social services departments.[3]The second phase was in the 1980s and 90s and it led to a restructuring of the public sector and the way in which welfare was administered. This led to: The break up of administration into agencies, e.g. NHS Trusts and agencies responsible for Social Security. The introduction of the principles of management and the market which are found throughout the NHS and personal social services The requirement for public services to be run like markets, a separation of purchasing and provision of services and the introduction of competition.[4] During the setting up of the Welfare State the powers that had been held by local authorities were largely usurped by central government which still has the final say in how they conduct their affairs. Much of the work of the Social Services Departments was concerned with child services but this changed with the introduction of the NHS and Community Care Act of 1990 and there is a continuing move to operate services jointly. This also meant that care was no longer the preserve of the state, rather it should be the responsibility of the whole community. and state intervention should only occur as a final resort (Giddens, 2001).[5] The Community Care Act of 1990 was a development not only of the 1948 Act but also of the 1970 Social Services Act which states that: Every local authority shall establish a social services committee, and †¦there shall stand referred to that committee all matters relating to the discharge by the authority of- (a) their functions under the enactments specified in the first column of Schedule 1 to this Act[6] Under the terms of the 1990 Act everyone who wishes to access social care must first undertake an assessment of need (circular LAC (92) 12 states that any needs assessment needs to take into account the capacity of the person, their current living situation, any help or support from friends and relatives and also what the person themselves may want from care. The National Services Framework for Older People which is being continually updated has to be taken into account when such an assessment has been made.[7] Undergoing an assessment does not necessarily mean that a person will be offered services. Different local authorities have their own sets of eligibility criteria, against which the needs of the person are assessed an assessment is also made of their ability to pay for care (Moore, 2002).[8] The Health and Social Care Act 2001 entitled older people in residential care to free nursing care, in an attempt to integrate health and social care for older people. There has been conce rn that this Act might be the beginning of the end of adult social service departments.[9] Goodman (2005) has argued that access to care for older people may vary. The research suggested that those who were in residential care were more likely to be at a disadvantage in accessing other forms of care whereas older people who remained in their own homes were more likely to be able to access social care. The care needs of those older people in residential care tended to be met by care staff with the help of district nurses in order to provide some care to people in residential homes. Assessment of Findings Under the terms of the 1948 Act the state was the primary instrument of welfare and thus social care. As has been documented various later policies changed the way in which social care was distributed and accessed culminating in the Community Care Act of 1990 which shifted responsibility of care from central government to local authorities. It was claimed that this Act would lead to increased choices for service users. In contrast to this claim, some older, perhaps frail people, become socially disenfranchised and are placed in accommodation that is not up to standard nor suited to their needs. Moore (2002) points out that some commentators have argued that a mixed economy of care and the move away from public provision to one that was based on profit making: †¦would actually lower the standards of care, as profit rather than public service becomes the overriding motive†¦(this) will lead to a narrowing of choice†¦clients being seen as receiving charity†¦(and) the extent and the quality of services will differ from place to place (Moore, 2002:259). In 2000 the Government introduced the Care Standards Act as a response to poor standards in care homes. This has not been seen to be effective however, as stories of the abuse of older people in care have proliferated in recent years(Observer, 18th February, 2001). In the last hundred years people’s life expectancy in the western world has increased dramatically and there are now almost 5 million people over the age of 75 in the UK. Conversely the birth rate is now at an all time low. These changes in British demographics have generated an increased demand on the health service and on caring services generally. Although many older people remain in their own homes and may receive some kind of care to help them, there are presently about 200,000 people in registered residential homes in England. 35,000 of these homes are run by the local authority and 165,000 live in homes run by the independent sector. These figures do not include the 150,000 old people who are in nursing homes (Moore, 2002).[10] Older people are a marginalised group viewed by society as no longer useful, they are, of necessity, greater consumers of health and other services (Moore, 2002)[11]. When they feel they can no longer cope alone, or when relatives can no longer care for them, they go into residential or nursing homes, many of which are privately owned and run for a profit. Even when they are in council run homes older people are expected to at least make a contribution to the cost of their care. What is principally needed is a change in the way older people access services. In order for older people to have their needs met in ways which contribute to their quality of life and give them some choice over what happens to them Dunning (2005) suggests a greater need for advocates. He argues that in certain areas advocates should be a requirement for older people at certain times in their lives such as: retirement, which can bring about a reduction of income  and social networks a decline in physical and mental health, sensory impairment  and the need for health and social services a change in housing and living arrangements ageism. ( Dunning, 2005:10).[12] Dunning’s advice is wise if people want to access adequate care particularly as under the terms of the 1990 Act the care is no longer provided by the state alone. If a service user has been assessed as eligible for care then what is called a care package has to drawn up by the social worker. This package is organized primarily by the local authority and voluntary and charitable organizations also play a part in this. Increasingly this has meant that the autonomy of the social worker in this process is rapidly being eroded they are not always able to do what they see fit with regard to a service user’s need due to the need to collaborate with other agencies. Wanless (2006) found that access to care often depends on financial concerns and keeping people in care costs a lot of money. This has to be a consideration when the number of people entering residential care is increasing rapidly and estimated to increase by 50% over the next twenty years. The diagram below shows the cost of social care for older people in 2003/4.[13] Social worker’s decisions are subject to review by the care manager who is the person who holds the budget, this person’s primary job is to keep costs down. The social worker may do their utmost to obtain the best possible care for the older person they are dealing with but the final decision is often taken with regard to financial concerns. This is probably more of a problem with older people accessing care than with anyone else because they place a greater demand on the health and caring services.[14] When the welfare state was formed the total cost of residential care, or care that enabled a person to remain in their own home was met by the state. Those who went into private care did so as a matter of choice rather than a concern for the Government’s coffers. The New Right policies of Margaret Thatcher’s government was to roll back the welfare state and although the present government call their policies the third way they are very close to those of the New Right. Wanless (2006)[15] maintains that there has been fragmentation in the responsibility for social care at both local and central government levels. After the 1990 Act local authorities were no longer the direct providers of care, rather they were care managers. As a result of this a large part of government funded residential care and 69% of domiciliary services are provided by the independent sector. Social care is managed like other businesses whereby those with the most acceptable tender will get the work . Is this an empowering experience for older people, or do they become more oppressed and discriminated against than might previously have been the case? The Government has tried to address some of these issues by its promotion of participation and service user involvement. This is not always helpful as Dunning (2005) has pointed out. This is because of the power imbalance that exists between service users and professionals. Professionals may also use language that is not always accessible to service users. Arguably, in the current climate, it helps older people to have an advocate who is there to offer support and to help promote their interests. The Government pledged, in 201, that an older people’s champion would be appointed in each local authority. The champions would be there to represent older people’s interests. It was anticipated that as the champions should be doctors, nurses, other health professionals or social work practitioners, this might help to drive up standards of care. Quinn et al (2003) have argued that knowing what is on offer, and that if necessary there is someone who will put forward their views can be empowering for older people: Information, advice and advocacy are services in their  own right. They are also fundamental in enabling older  people to receive the services they require.  (Quinn et al., 2003, p. 3)[16] Conclusion While the promotion of advocacy and service user participation may make accessing care easier for older people, and could involve greater levels of empowerment overall policy development appears to have placed financial concerns before the needs of vulnerable people. New Right policies have, to a large extent, been continued under New Labour. Most of the developments since 1970 have hedged social work practice so that professionals are limited in the types and amount of care that they can offer service users. They have introduced market principles into a profession that was built on a concern for justice irrespective of a person’s ability to pay. As a result I would say that policy does not fulfil its aims to bring hope to the hopeless and protect the vulnerable. Bibliography Dunning, A. 2005 Information, Advice and Advocacy for Older People York, Joseph Rowntree Foundation Giddens, A. 2001 Sociology Cambridge, Polity Press Moore, S 2002 Social Welfare Alive Cheltenham, Nelson Thorne Quinn, A., Snowling, A. and Denicolo, P. (2003) Older People’s Perspectives: Devising Information, Advice and Advocacy Services. York: Joseph Wanless 2006 Securing Good Care for Older People: Taking a long term view London, Kings Fund Publications http://www2.rgu.ac.uk/publicpolicy/introduction/pss.htm#UK accessed 11/6/06 http://www2.rgu.ac.uk/publicpolicy/introduction/uk.htm accessed 11/6/06 ibid http://www.dh.gov.uk/assetRoot/04/13/39/91/04133991.pdf accessed June 12th 2006 http://www.after16.org.uk/pages/law5.html accessed 12/6/06 1 [1] http://www2.rgu.ac.uk/publicpolicy/introduction/pss.htm#UK accessed 11/6/06 [2] http://www2.rgu.ac.uk/publicpolicy/introduction/uk.htm accessed 11/6/06 [3] http://www2.rgu.ac.uk/publicpolicy/introduction/pss.htm#UK accessed 11/6/06 [4] http://www2.rgu.ac.uk/publicpolicy/introduction/uk.htm accessed 11/6/06 ibid [5] Giddens, A. 2001 Sociology Cambridge, Polity Press see pages 338-40 [6] http://www.after16.org.uk/pages/law5.html accessed 12/6/06 [7] http://www.dh.gov.uk/assetRoot/04/13/39/91/04133991.pdf accessed June 12th 2006 [8] Moore, S 2002 Social Welfare Alive Cheltenham, Nelson Thorne page 185-6 [9] Ibid page 185 [10] Ibid page 324 [11] Ibid page 327 [12] Dunning, A. 2005 Information, Advice and Advocacy for Older People York, Joseph Rowntree Foundation  Page 10 [13] Wanless 2006 Securing Good Care for Older People: Taking a long term view London, Kings Fund Publications page.24 [14] Moore 2002 ibid page 326 [15] Wanless, D 2006 ibid page 9 [16]Quinn, A., Snowling, A. and Denicolo, P. (2003) Older People’s Perspectives: Devising Information, Advice and Advocacy Services. York: Joseph Rowntree Foundation page 3

Essay --

Mickey Gral Mrs. Bonesho Comparative Cultures 12 December 2013 Islamic Terrorism: Motives and Rational Responses The Middle East is a location rooted in the traditions of many religions, including Islam. Not restricted to Jihadism, Muslims believe that there is one true God and their goal is the promotion of the religion and its ideals. Islamic terrorists seek to achieve this goal often using violence in the name of religion. While terrorism practiced among Islamic organizations such as Al Qaeda is conducted under the influence of passion and zealotry, the acts of terror are perceived by the world as an irrational act of chaos and mental confusion. Given this dichotomy the global community must respond rationally and with a coherent and consistent policy. Body: On August 14, 2007, multiple car bombings in Al-Adnaniyah and Al-Qataniyah in Iraq killed upwards of eight-hundred people (Cave). The operation consisted of four suicide bomb attacks. Behind the attacks of September 11, 2001, this was the second worst act of terrorism in history. It was also the most deadly throughout all of the Iraq War. The apprehension that led up to this deadly car bombing included tension between Sunni Muslims and Yazidis. Sunni Islam, which is the largest branch of Islam, is often referred to as the orthodox and most zealous of all the branches of Islam. The Yazidis, however, are an extremely small minority religion that is located in northern Iraq. While no group has taken responsibility for the act, the United States believes that the terrorist organization Al Qaeda were the perpetrators (Tait). Abu Jassam, regarded to be the leader of Al Qaeda in Iraq during the attacks, was killed in 2007 by the United States military (AFP). This attack is an e... ...n Iraq Truck Bombings Is Raised to More Than 500", New York, NY: New York Times. 21 Aug. 2007: Web. "Christmas Attacks in Nigeria by Muslim Sect Kill 39." USAToday.com. USA Today Digital Services, 25 Dec. 2011. Web. Cruickshank, Paul. Al Qaeda: Critical Concepts in Political Science. Milton Park, Abringdon, Oxon: Routledge, 2013. Print Falk, Avner. Islamic Terror: Conscious and Unconscious Motives. Westport, CT: Praeger Security International, 2008. Print. Mshelizza, Ibrahim. "Christians Flee Attacks in Northeast Nigeria." Reuters.com. Reuters, 7 Jan. 2012. Web. Obinna, Ogbonnaya. "Boko Haram Is Battle for 2015, Says Chukwumerije." The Nation Online NG. The Nation, 29 Sept. 2011. Web. â€Å"‘Progress in destruction Syrian Chemical Weapons.† CNN. CNN, 06 Dec. 2013. Web. Tait, Paul. "Al-Qaeda Blamed for Yazidi Carnage." The Scotsman. The Scotsman, 16 Aug. 2007. Web.

Alcohol and Drinking - Treatments for Alcoholism Essay -- Exploratory

Treatments for Alcoholism      Ã‚  Ã‚  Ã‚  Ã‚   Where can alcoholics receive help? â€Å"Hospitals, psychiatric agencies, public-welfare departments, and social agencies, among others are often reluctant to provide care and treatment for problem drinkers† (Plaut, 53). Although it is difficult to help these problems drinkers, many people will give all they can to help these problem drinkers. â€Å"The provision of treatment to problem drinkers is complicated because they differ from one to another in so many ways† (Plaut, 33). Many different factors vary within problem drinkers. â€Å"Not only do their drinking patterns vary greatly, but also their physical health, psychological condition, and economic circumstances† (Plaut, 34). Problem drinkers have problems associated with alcohol and also many other difficulties in life not necessarily dealing with alcohol. â€Å"Therefore, in planning treatment services for problem drinkers, or in developing a treatment plan for an individual, it is n ecessary to take into account more than just the drinking; in fact, it may even be impossible to deal with the drinking behavior unless other problems are also tackled† (Plaut, 34). Since drinking can be related to other problems it is important to take everything into account when helping a problem drinker.    It is difficult to help problem drinkers with their alcohol problems and also their personal problems. â€Å"The goals of treatment for most conditions are the relief of symptoms and the restoration of health† (Plaut, 34). A complicated situation to understand is â€Å"the fact that few, if, any, problem drinkers will be able to return to â€Å"normal† social drinking† (Plaut, 34). Thus, â€Å"the term â€Å"cure† is usually avoided. Abstinence, or at least altering the patients drink... ...n the other hand,    the major weaknesses are the failure to provide real treatment for substantial proportion of patients having at least an initial contact with the clinic; the lack of experimentation to develop new approaches for working with the less verbal, lower-class patient; the continouing isolation from other agencies- particularly general psychiatric services, mental hospitals, and medical detoxification facilities; and the lack of relationships with basic professional training institutions (Plaut, 79).    Outpatient care, such as alcoholism clinics can help problem drinkers with their problems and help them to live a new lifestyle.       Works Cited: Plaut, Thomas, Alcohol Problems 1967, Oxford University Press Mendelson, Jack and Mello, Nancy, Alcohol Use and Abuse in America 1985 by Bio-Behavioral Reaserch Corporation

Hemophilia :: essays research papers

The genetic disorder which I have chosen as the subject of my report is hemophilia. There are two types of hemophilia, hemophilia-A and hemophilia-B. The clinical symptoms of both are very similar so for the purposes of this paper I have chosen to concentrate on hemophilia-A. Hemophilia-A is an X linked bleeding disorder resulting from a defect in a protein known as coagulation factor VIII. Since the disorder is X linked it is expressed mainly in males, who must have mothers who are carriers. Females who express the disorder must have affected fathers and mothers who are carriers, or who are affected. The level of severity of the disorder breeds true in any given family, which indicates that the phenotypic expression of the disorder reflects the genetic defect. In about 5% of cases, hemophilia-A results from partial deletion of the factor VIII gene, and is severe. Other cases result from a single base mutation in the gene. This can result in nonsense mutations which result in premature stop codons, and a severe expression of the disorder, or missense mutations which cause milder forms of the disorder. In some cases the disorder can also result from spontaneous mutations, but this is less common. The gene for hemophilia-A is located at Xq28 while the gene for hemophilia-B is located at Xq27.1-q27.2. There are about thirty other disorders associated with the Xq28 area including manic depression and favism. This must indicate that Xq28 includes many different genes which have not yet been isolated. The primary symptom of hemophilia is uncontrolled bleeding. The disease can range in severity from a mild increase in bleeding, to massive bleeding from even a minor wound. Treatment involves blood or clotting factor transfusions, and this increases the risk of contracting HIV, hepatitis or other blood transmitted diseases. Since blood banks have started screening and treating blood for HIV, the infection rate has dropped to almost nothing. However,prior to 1985 almost half the hemophiliac population was infected with HIV. Defects in the factor VIII gene are so numerous in type that doctors cannot easily test for each one of them. By doing a series of genetic tests a definitive answer can be given about 60 to 80 percent of the time. By combining the genetic tests with a blood test, this percentage rises to about 80 to 90 percent. Recently a single defect was found which is thought to account for about half of the more severe cases of hemophilia.

Children and Young People’s Development Essay

A child development is influenced in many ways such as their background, health and environment. These factors will have an impact on the child’s different areas of development. Background Children come from all different family environments, cultures and circumstances. Children go through significant family changes such as a family break-up or a new step-family. These can affect a child’s emotional and intellectual development. A child may also change their behaviour, which means there ability to learn is decreased. This can affect their emotional development because they may feel like it is their fault for the break up. Having a new step-family is a big change for some children, this may affect their emotional development, as they may feel as if there mother/father is replacing each other. The child may also have difficulty bonding with their new family. Some children may be deliberately hostile towards a step-parent as they may feel it is the only outlet for their feelings, and those who do not express their feelings openly may become withdrawn. This can have major effects on their intellectual development, as they may become withdrawn at school and unable to concentrate on learning. Read more: Explain how children and young peoples development is influenced by a range of personal factors essay Coming from a low income family may have a significant effect on a child’s development. Burnham and Baker state ‘Statistic show that children who come from deprived backgrounds are less likely to thrive and achieve well in school’. Coming from a low income family may affect a child’s intellectual development, as the family may not be able to afford to pay for extra activities such as swimming lessons or dance lessons. This could also have an impact on the child’s physical development. This may affect the way a child is able to respond in certain situations. There communicational development may be affected as they may not have interacted with children their own age before. Cultural differences may also impact a child development, as they may feel isolated at school. This would affect there communication and intellectual development, as they may be unable to communicate with other children. They my also feel excluded because they are brought up different, this can affect their emotional development. Not interacting with other peers can have a large impact on different types of development, such as emotional as they can feel isolated and excluded. Children’s with different cultural beliefs or practice may cause emotional conflict. Such as if they want to participate in an activity which goes against their families wishes or religious beliefs, they would feel excluded. Other issues would be if the child has moved countries their intellectual development may be affected due to the fact that they have to ‘catch up’ with new languages and cultures. Health If a child suffers from poor health or impairment, this may have an effect on their development. If a child suffers from a medical condition this may lessen their ability to participate in activities than other children. This will affect their physical development, as well as their emotional development. Depending how aware the child is about their needs, they may feel excluded and isolated from other children. Other health factors maybe that the child was born premature, as they are more likely to develop slower than a healthy born child. There may be an effect on their physical development, as they are a smaller and behind on developing. This may also have an in pact on their intellectual development, as it has been shown that premature babies struggle with maths. Burdo-Hartman says. â€Å"Memorizing math facts in particular has been shown to be difficult for some preemies,† Environment A child’s environment, for example, family or school, plays a huge part in their development. A family that abuses or neglects a child will damage the child’s natural development. The indifferent family style has a negative effect on the child. The child may not have much opportunity, they may just watch television or play video games all day, will not gain the experiences and interactions needed to further their development. Where a child lives is an important factor for their development. If they live in poor areas, there are less services and opportunities. This can have a negative effect on their intellectual development as they are not able to access services such as playgroups or afterschool clubs. On the other hand, wealthy areas are more likely to have better services and opportunities, this means that a child’s development may not be affected. Burnham, L. Baker, B. (2010). Support Teaching and Learning in schools. Essex: Heinemann Learning.

Standard & Poor’s

The course is appropriate for business and Nan-business majors. The course objectives are: To provide a basic understanding of core management tasks such as planning, controlling, leading and organizing, and to develop a similar understanding of organizational behavior at the individual, group and organizational levels. To develop a working vocabulary regarding these subjects and to become familiar with theories and concepts regarding them. To understand the application of course concepts to real world management and organizational behavior problems. LEARNING TOMES: The learning outcomes Of this course are as follows:You'll understand management and organizational behavior terminology and of the foundational concepts of thereof. You'll learn to diagnose and solve management problems, including but not limited to change management, leadership, and motivation. You'll gain knowledge of ethical issues often associated with organizational situations. You'll gain knowledge of global & cult ural differences in management and organizational behavior processes. TEXT & REQUIRED MATERIALS: 1 . Required Textbook: Jones & George, Contemporary Management Be with â€Å"Connect† access, University of Illinois BADLAND Edition, McGraw Hill.ISBN 9781259167645. Available at local bookstores. 2. Required Access to McGraw-Hill â€Å"Connect† software. This is bundled with new textbooks but can be purchased separately (if you have other access to a textbook). The internet site gives you the opportunity to purchase it directly from McGraw-Hill (this was about $60 in 2014) the first time you click on a Connect assignment. Details will be announced in the first class and on the course Compass site. 3. Required clicker. Available at ITS and the LLC of I bookstore. Either the original clicker or the clicker 2 will work for this class.NOTE: CLICKER REGISTRATION IS REQUIRED by Feb. 4, 2015. In order to credit you with points for clicker participation, we have to know your click er's Register by clicking the appropriate icon on the main page of the course Compass site. You must register your clicker on our Compass site even if you also registered it elsewhere. 4. Required Harvard Business School Change Management Simulation. Purchasing and registration instructions will be posted on Compass in mid-semester. Cost -? approve. $12. 5. Lecture notes can be downloaded from Compass site.They will be available before lecture in mime for printing if you wish. COURSE SCHEDULE: The planned schedule will be posted on Compass. Changes may be made to reflect the needs of the class. Any changes will be announced in class and/or on the course web site (Compass). It is the students' responsibility to stay aware of any changes made. Key dates: Exam 1: Tees Feb. 17, in class Exam 2: Thru Mar 19, in class ; Exam 31 Tees May 5, in class LEARNING APPROACH & HOMEWORK For this BAD 31 0 class, the activities (other than exams) are organized by weeks.In a typical week we will cover two chapters in class, and students will omelet different types of (typically online) homework related to the chapters. This can be done before or shortly after class. Each week readings will be assigned from the text. Read each chapter and use the Learners exercises to learn the material well. Then, do the interactive exercises for the chapter to gain additional familiarity with the chapter concepts. Homework activities will typically be due at 9:30 AM on Tuesday of the week after we cover the material. There is an extended deadline for assignments in the first week.Assignment due dates are on the Compass web site. 2 GRADING Your final grade in this class will be determined by your performance on: Max. Points Grading Component 1 . Learners Activities 18 chapters @ 9 points each, 2 lowest chapters grades dropped.. 2. Interactive Activities 18 chapters @ -16 points each, 2 lowest chapters grades dropped 3. Change Management Simulation AAA. Exam 1 (50 questions, mostly m/c & t/f but some fill-in) b. Exam 2 C. Exam 3 (M) Total Extra Credit Opportunities A. Optional Research Participation, up to 8 more studies @ 10 points each B. Clickers, participation in up to 20 classes @ 2 points per class. % afoot 144 7% 256 13% 100 500 25% 00% 2000 80 Final grades will be assigned based on the following point scale. A 1940+ 1860-1939=A 1800-1859 -A. 1740-1799 B+ 1660-1739=8 1600-1659 c 1540-1599 = C+ 1460-1539 -c 1400-1459 = c- D 1340-1399= D+ 1260-1339 -D 1200-1259 = D 1200 = F Grades will be accessible by password on IL Compass g. There are two exceptions: Grades for extra credit research studies will be maintained on the SONS system and will only be transferred to Compass after the last of the three exams.Grades for the Connect activities (interactive activities and Learners) transfer to Compass graybeard about 1 week after you turn in the assignment. For your security, grades will not be provided by phone or email. Because of the size of the class, grade breakpoints are fixed to maintain equity. Students with extenuating circumstances which require them to receive a certain grade or maintain a particular GAP (e. G. , graduation, loss of a scholarship, University probation or suspension, loss of a job offer, revocation of student Visa, etc. ) need to realize that they are responsible for working hard to achieve the needed class grade.Please ask for help if you see that you are falling short of the grade that you expect or need. We want students to succeed but you must know that we cannot make exceptions for individual students. Grades can be changed only if we have made an input or calculation error. It is important that you check your class grades and immediately notify us of any discrepancies. 3 Grading Components Learners Learners homework assignments are part of Connect, McGraw Hill's online learning platform. Learners is basically an â€Å"intelligent electronic flash card system. The system asks multiple choice, fill-in, and other quick ques tions.The â€Å"intelligence† is that if there is a topic you have difficulty with, the system ends to increase the number of questions so as to help you bring your knowledge up to par. The pedagogical purpose of these exercises is primarily to review the chapter concepts from lecture and your reading. We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. Learners is treated as â€Å"mastery' exercises. The more cards you do, the higher your score gets until it says you have completed the exercise, whereupon you get full credit.The exercises are set so that McGraw-Hill estimates the average student can gain full credit with 30 minutes of work (and call us biased, but we are confident every IS of I student is above the average student in McGraw Hill's book). But, you can work on the activities for as long as needed to achieve the score you want. It should be possible for all student s who are willing to spend the time, to achieve scores near 100% on these exercises. Additionally, we drop your lowest two chapters' scores at the end of the semester. Learners gives no credit for late submissions. To start working with Learners, check the Compass site.If you have trouble gaining access, please contact McGraw-Hill first (phone # and web address on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the Mcgraw Hill service ticket # in the email in case we need to coordinate with them. The Learners exercises are normally due at 9:AMA on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have done on them.Con next† Interactive Activities â€Å"Connect† homework assignments comprise one to three modest interactive exercises for each of the 18 chapters in the text Some of these are â€Å"drag and drop† exercises which amount to a matching game where you connect a specific situation with a chapter concept. Others are video exercises in which you answer several multiple choice questions that emphasize chapter concepts as you view the video, and then answer some concept check questions at the end. The pedagogical purpose of these exercises is to help you become familiar with applying the chapter concepts from lecture and our reading.We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. These exercises are treated as â€Å"mastery/' exercises. That is, they are set up so all students can master the material. This is done by allowing you three tries at each exercise and taking only the highest score. You are also allowed to reference the textbook and notes as you work through the exercises. Students who are willing to spend the time should achieve scores near 100% on these exercises.Additionally, we drop your sweets two chapters' scores at the end of the semester. Each day you are late in submitting results in a 20% penalty. 4 To start working with the interactive activities, check the Compass site for an introduction. Tutorials are available. If you have trouble gaining access or working with the interactive exercises, please contact McGraw-Hill first (link on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the McGraw-Hill service ticket # in the email in case we need to coordinate with them.The interactive exercises re normally due at 9:30 AM on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have scored. IMPORTANT: In order to be as fair as possible to everyone in the class, deadlines for interactive activities and Learners have to be enforced. Please DO NOT wait until the last minute. If you wait until the deadline, issues such as illness or problems with the University server might make it impossible for you to complete the assignments.Change Management Simulation (SMS) Near the end of the semester, all students will participate in a simulation of an organizational change initiative published through Harvard Business School publishing. The simulation challenges you to acquire support among your company's management for an innovative idea. The simulation plays like a game, and students have found it very engaging. We hope that you find that simulation not only interesting, but a powerful learning experience where you see the results of effective and ineffective application of course concepts.IMPORTANT: You will need to register and purchase the change management simulation through the Harvard web site before we start the simulation. Instruc tions will be posted on Compass, probably in early to mid April. Announcements about this will be made in class. Exams There are three exams in the course. Each exam covers the material from one of the three parts of the course and consists of approximately 50 questions. Most are multiple choice and true/false questions, but some are short fill-in (e. G. , definitions, identification of concepts). Material on the exam is drawn room the textbook, class lecture and other assigned materials.The exams are closed-book and are given in class at the regularly scheduled class time. Specific Exam Policies: ; Indicate your exam answers on both your exam copy and on your answer (bubble) sheet. Both are collected when you leave. Your bubble sheet answers are what we must use, but if for some reason it is lost or illegible we may refer to the exam copy. If you do not turn in an answer sheet or a marked exam copy, you normally cannot receive any credit for the exam. Plan on remaining in the class room for at least minutes during exam days.Bring a #2 pencil to class and use it to fill out the exam. Bring a photo ID to all exams as the size of the class requires that we check IDs. 5 Dictionaries and electronic devices (calculators, dictionaries and translators) are not permitted during exams, on the recommendation of the college deans. We will answer questions about word meanings that are not related to class concepts. Additional exam policies and procedures may be discussed in class. Conflict Exams ; Exams are taken only at the regularly scheduled time except when events beyond your control prevent you from doing so.The most common exceptions are for excused absences (e. G. , illness or injury, family emergency, university sanctioned events) and out of-town job interviews. Please ask if you have an unusual situation. With approved exceptions you are able to take the conflict exam which has the same format as the regular exam. You MUST notify us IN ADVANCE if you need to take the makeup/ conflict exam. Email to the course email (see Compass). Failure to do so (unless you are physically unable to email) will result in an automatic zero for the exam. Documentation is required to take the makeup/conflict exam.For illness, injury, or family emergency, please obtain an official excused absence letter from the Dean of Students Office. The Dean of Students office is at 300 Student Services Building, 61 0 East John, 333-0050. For other situations check with the professor regarding required documentation. Extra Credit There are two primary sources of extra credit: Participation points through using the clickers and participation in research studies that brings exposure to the research process. â€Å"Clicker† Participation Points We use â€Å"clickers† to make lectures more participative and engaging.