Entrepreneurs Essay Example | Topics and Well Written Essays - 250 words

Entrepreneurs - Essay Example With the successes gathered by high level entrepreneurs who barely attained a high school education in preference of pursuing their life dreams in entrepreneurship, one concludes that their success was inborn due to their youth and relative inexperience. Research has shown that different aspects are central for one to become a successful entrepreneur. Tomczyk, Lee and Winslow (2012) portend that although personality and motivation (inborn characteristics) affects the entrepreneurial prowess, the factors are, in turn, influenced by adjustable factors such as physiology, family, culture and demographics. Skills and abilities also play a crucial role in the establishment of a successful entrepreneur. It is clear that successful entrepreneur combines both the inborn characteristics such as motivation and personality with gained traits such education and work. This affirms that entrepreneurs are both born and made. The personal attributes of creativity and risk-taking are excellent founda tions for a successful entrepreneur. However, strengthening them with education and experience makes a person stand a better chance of being successful. Otherwise, how would a person be successful if they do not combine both

Stakeholder versus Stockholder Essay Example for Free

Stakeholder versus Stockholder Essay Stakeholders and stockholders have similarities and differences. A stakeholder is any person or entity who has an interest in a company. A stockholder is any person or entity who owns stock or shares of a particular company. A stockholder is also a stakeholder, but a stakeholder is not necessarily a stockholder in a company. Examples of stakeholders are employees, vendors, manufacturers, board members, or customers. These examples may or may not hold actual stock in the company. A stockholder will always be a stakeholder because if one owns stock in company there will always be an interest in making sure the company does well to increase stock value. Specifically, an employee may own stock in his company and be a stakeholder by employment. A customer may not own stock in the company, but has a legitimate interest as a stakeholder in receiving a high-end deliverable product. The stakeholder view differs from the stockholder in that stakeholders value the outcomes of joint ventures that benefit both the stockholder and a stakeholder such as an employee. Stakeholders value the contribution all players provide in making a company successful and focus on preserving the company image and brand at all costs (wikipedia, 2006). The stockholder view is driven by profit and rate of return on investment. Stockholders have often been given a preeminent role in guiding and controlling company strategy due to monetary investments at stake. The stakeholder view or concept states that the company’s responsibilities are to all of the stakeholders. The stakeholder view is used to improve brand image, although with increased costs; and makes the firm less likely to be targeted by outside pressure groups. The stakeholder view is used to fill the needs and wants of many different people from owners to local populations by integrating resource and market-based views. Reference http://en.wikipedia.org/wiki/Stakeholders

Paediatric Nursing Teaching Session: Reflection and Analysis

Paediatric Nursing Teaching Session: Reflection and Analysis Critically analysing a teaching session which has been undertaken in practice for a child or young person. This reflective essay explores and analyses a teaching session carried out with a young person within a paediatric nursing setting, in order to evaluate positive aspects of the session, skills involved and skills developed on the part of the nurse during the session, the effectiveness of the session, and the ways in which this activity could have been improved to better meet the needs of the client. The client chosen is a 13 year old girl with Type 1 Diabetes, who, having made the decision to become independent in her glycaemic control and in managing her condition, was admitted to the children’s ward after a hypoglycaemic episode. The focus of the session was on re-educating the client in good practice in self-administration of insulin. Up until the period shortly before her admission, her mother had been administering BD insulin injections before school and in the evening. The client, who shall be called Sheila for the purposes of this essay (the name has been changed to protect confidentiality), had asserted her independence and demanded to be allowed to carry out our own injections, unsupervised, but after the hypoglycaemic episode, the question was raised whether or not she was able to draw up the correct dose. Therefore, the session was set up to allow Sheila to revisit the correct procedure for drawing up and delivering the correct dose of insulin in the correct manner. Confidentiality has been maintained throughout this essay by anonymising the personnel involved, and by ensuring no identifying details are used at any point. The importance of the teaching role within paediatric nursing will be discussed in the light of this activity and experience, and some recommendations for good practice will be drawn from this. The client chosen provides an interesting case because this is a young person who can be viewed as being in transition, between childhood and the onset of adolescence, asserting more maturity and independence in her management of her chronic condition, and so needing to be treated and interacted with in ways more similar to those usually used with adults. This presents a challenge for the paediatric nurse, because one key aspect of educating for health is to engage with the client on the appropriate level, and to avoid alienating the client (Agnew, 2005). This is a fundamental component of all nursing care, acting as both the human face of medicine and as a teacher or coach who acts to â€Å"take what is foreign and fearful to the patient and make it familiar and thus less frightening† (Benner, 1984 p 77). Approaching a young person such as Sheila requires skill in terms of using typical teaching approaches but adapting them to meet her individual needs as a person, according to her own perception of who she is and her levels of independence. Benner (1984) suggests that there is a need to use tone of voice, humour, and the nurse’s own attitudes in meeting these needs. Knowles et al (2006) state that â€Å"evidence-based, structured education is recommended for all people with diabetes; tailored to meet their personal needs and learning styles† (p 322). In this instance, planning the session required the nurse to draw upon knowledge of teaching processes and principles gleaned from her own study and research, clinical knowledge about the skill to be taught, and personal attributes which would (it was hoped), avoid patronising the client or alienating her(see Appendix for teaching plan). However, this author anticipated that there would always be some distance between nurse and client, because the nurse, no matter how skilled or capable in communication, might still represent an older authority figure to whom they might not necessarily Ã¢â‚¬Ë œrelate’ very well. Understanding this, the approach to the session was clearly and consistently hinged upon basic principles of learning, incorporating aspects of adult learning in order to attempt to be more appropriate for Sheila’s learning needs. There is some debate about the differences between learning in children and adult learning, or whether there are, indeed, any differences (Rogers, 1996). Because of the significant health impact of Type 1 Diabetes on individuals, and consequently, on society and the state’s healthcare systems and resources, it was thought important to include in this session some of the rationales for good glycaemic control and prevention of the longer term consequences of the disease. Type 1 Diabetes, is a disorder in which beta cells of the Islets of Langerhans located within the pancreas fail to produce insulin as required by the body to regulate blood glucose, resulting in high levels of circulating glucose(Watkins, 2003). The longer-term consequences of the disorder include atherosclerosis and cardiovascular disease (Luscher et al, 2003); diabetic retinopathy (Cohen Ayello, 2005; Guthrie and Guthrie, 2004); peripheral vascular disease, intermittent claudication and foot ulcers foot ulcers caused by impaired circulation and peripheral neuropathy(Bielby 2006; Edmonds and Foster, 2006; Lipsky et al, 2006; Guthrie and Guthrie, 2004; Bloomgard en, 2005; Soedmah-Muthu, 2006); renal disease and renal failure (Castner and Douglas, 2005); and gastrointestinal complications (Guthrie and Guthrie, 2004). In preparation for the session, the nurse engaged in some background research, ensured that her knowledge was up to date, and reviewed the key national policy document, the National Service Framework for Diabetes published by the Department of health which underlines the need for good, ongoing health promotion and education for those with the condition (DH, 2002). Reading of research and professional literature also highlighted a wealth of information on the specifics of health promotion and education within diabetes, much of which is very applicable in this instance as it focuses on self-management of the condition (Cooper et al, 2003). While these support the transmission of information between health professional and client, so that the client becomes knowledgeable about their disorder and its management (Fox and Kilvert, 2003), there is also evidence which supports health education that actively incorporates and engages the client as a partner in the learning process as well as t he control of their condition (Davis et al, 2000) Therefore, the session was planned to initially determine Sheila’s level of knowledge and understanding, her current competence in the skill, and her ability to describe the underlying principles of the procedure. As Rogers (2002) states, â€Å"it is necessary to adapt our methods of teaching adults to the range of educational skills they possess.† (p 76). Horner et al (2000) also underline the need to improve the readability of teaching materials, and some were identified during the course of this session as being in need of improvement. Therefore, this element of the session also determined her level of understanding, reading ability and whether or not she had any difficulties such as dyslexia. It was discovered that Sheila had an above-average reading level, no special educational needs and no specific requirements other than that she was spoken to as an adult, as she reiterated on a number of occasions that she was not ‘a kid’. The learning approach taken was what Hinchliff (2004) describes as a constructivist approach, which, based on cognitive and humanistic learning theories, places the most importance on â€Å"self awareness, and the individual’s understanding of the processes involved in his or her own learning† (p 65). Hinchliff (2004) discusses Bloom’s (1972) learning domains, and this teaching session was designed to affect all three domains, cognitive, psychomotor, and affective. In relation to the cognitive domain, the aim was to reinforce and introduce knowledge. Psychomotor skills relate to the practical ability to administer insulin, and affective domain refers to the initiation of a process of attitude formation, wherein the nurse was hoping to help Sheila form a positive, proactive attitude to self-management of her condition. Further reading uncovered information on tailored educational programmes for children with diabetes to encourage appropriate self-care and management of their condition, based on pre-existing adult courses which exist in the UK but are of limited value for children (Knowles et al, 2006). Knowles et al (2006) carried out a study to adapt the adult Dose Adjustment For Normal Eating (DAFNE) course to design a skills training course, for children aged 11–16 yr, focusing on self-management skills within an intensive insulin regime. While this kind of approach would have been ideal for Sheila, a little research into facilities available local to the client showed no provision of this kind, or similar, targeted at her age group, which this author believed was a failing of local provision. This is a key point in the lifespan of a young person with a chronic condition, and at the least such young people need age-appropriate health education activities (Knowles et al, 2006). However, th is study has yet to be validated by a planned larger multicentre trial (Knowles et al, 2006). Viklund et al (2007) carried out a six month randomised controlled trial of a patient education empowerment programme, with teenagers with diabetes, but found after their trial that this empowerment programme made no difference on outcomes related to glycaemic control or empowerment. Their conclusion was that there should continue to be parental involvement in educational programmes and in management of self-care and ongoing control in diabetes in teenagers (Viklund et al, 2007). This might suggest that this session should have included some parental involvement, or should have made reference to ongoing parental involvement, because it supports anecdotal evidence that the author has gleaned from practice, wherein nurses rarely ‘trust’ teenagers to manage their diabetes appropriately themselves. Murphy et al (2007) describe a ‘family-centred’ diabetes education programme which was successfully integrated into paediatric diabetes care in one location, with pot ential benefits on parental involvement and glycaemic control. In all three of these cited studies, multidisciplinary involvement was a feature of the programme (Knowles et al, 2006; Murphy et al, 2007; Viklund et al, 2007). This suggests that there should be programmes which provide ongoing, family-oriented support, but this author still feels that the particular needs of teenagers may need something else, something indefinable as yet, but something which still supports their sense of self and emerging adult identity, fosters independence but also helps ensure proper management of the condition. This takes us to the issue of resources, and the lack of them, but if there were more, good quality research in this area, it might provide the leverage for more resources to be mobilised to meet the needs of this client group. Sheila evaluated the session well, but the author was left with the feeling that there was no certainty that the client would take on this new learning and that her glycaemic control would improve. Having addressed issues from the point of view of diabetes, and of the needs of teenagers with this condition, the author can only conclude that the session was well designed and incorporated patient-centred, established educational techniques, but that these techniques are not necessarily the optimal way to educate and support teenagers with Type 1 Diabetes. The literature has shed a light on some potential approaches to this, but the evidence is still insufficient to fully change practice. However, Sheila was able to demonstrate correct technique, discuss the rationale for the technique, and discuss with some confidence her management and control of her condition, and the prevention of longer-term complications. A more multidisciplinary approach would perhaps be needed to address the emo tional and psychological elements of her learning and development needs in the future. References Agnew, T (2005) Words of wisdom. Nursing Standard 20(6),pp24-26 Anderson, B. (2005) The art of empowerment : stories and strategies for diabetes educators New York: American Diabetes Association. Anthony, S., Odgers, T. Kelly, W. (2004) Health promotion and health education about diabetes mellitus. Journal of the Royal Society for the Promotion of Health. 124 (2) 70-3 Benner, P. (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice London: Addison-Wesley Publishers. Bielby, A. (2006) Understanding foot ulceration in patients with diabetes. Nursing Standard. 20(32). pp. 57-67. Bloomgarden, Z.T. (2006) Cardiovascular Disease Diabetes Care 20 (5) 1160-1166. Castner, D. Douglas, C. (2006) Now onstage: chronic kidney disease. Nursing. 35(12). pp. 58-64. Cohen, A. Ayello, E. (2005) Diabetes has taken a toll on your patients vision: how can you help?. Nursing. 35(5). pp. 44-7. Cooper, H.C., Booth, K. and Gill, G. (2003) Patients’ perspectives on diabetes health care education. Health Education Research 18 (2) 191-206. Court, S. and Lamb, B. (1997) Childhood and Adolescent Diabetes London: John Wiley. DAFNE Study Group (2002) Training in flexible, intensive insulin management to enable dietary freedom in people with type 1 diabetes: dose adjustment for normal eating (DAFNE) randomised controlled trial. British Medical Journal 325:746–9 Davies, K. (2006) What is effective intervention? Using theories of health promotion. British Journal of Nursing15 (5) 252-256. Department of Health (2002) National Service Framework for Diabetes Available from www.doh.gov.uk Accessed 25-7-08. Edmonds, M. Foster, A. (2006) Diabetic foot ulcers. BMJ. 332(7538). pp. 407-10. Fox, C. and Kilvert, A. (2003) Intensive education for lifestyle change in diabetes. BMJ 327 1120-1121. Guthrie, R.A. Guthrie, D.W. (2004) Pathophysiology of Diabetes Mellitus. Critical Care Nursing Quarterly 27 (2) 113-125. Hinchliff, S. (Ed)(2004) The Practitioner as teacher 3rd Ed London: Balliere Tindall Knowles, J., Waller, H., Eiser, C. et al (2006) The development of an innovative education curriculum for 11–16 yr old children with type 1 diabetes mellitus (T1DM) Pediatric Diabetes 7 (6) 322-328. Luscher, T.F., Creager, M.A., Beckman, J.A. and Cosentino, F. 2003 Diabetes and vascular disease: pathophysiology, clinical consequences and medical therapy: part II. Circulation 108 1655-1661. Murphy, H.R., Wadham, C., Rayman, G. and Skinner, T.C. (2007) Approaches to integrating paediatric diabetes care and structured education: experiences from the Families, Adolescents, and Childrens Teamwork Study (FACTS) Diabetic Medicine 24 (1) 1261-1268. Northam, E. Todd, S. Cameron, F. (2006) Interventions to promote optimal health outcomes in children with Type 1 diabetes are they effective? Diabetic Medicine. 23(2). pp. 113-21 Reece, I. Walker S.(2003) Teaching, Training and Learning. Tyne Weir: Business Education Publishers Ltd. Rogers, A. (2002) Teaching Adults 3rd Ed Buckinghamshire: OU Press Soedmah-Muthu, S.S., Fuller, J.H., Mulner, H.E. et al (2006) High risk of cardiovascular disease in patients with type 1 Diabetes in the UK. Diabetes Care 20 (4) 798-804. Viklund, G., Ortqvist, E. and Wikblad, K. (2007) Assessment of an empowerment education programme. A randomized study in teenagers with diabetes Diabetic Medicine 24 (5) 550-556. Watkins, P.J. (2003) ABC of Diabetes (Fifth edition). London: BMJ Publishing Group. Appendix Patient Education Plan Self-administration of Insulin Lesson Aims: To support Sheila to develop the skills and knowledge to demonstrate competence in the independent self-administration of Insulin. To reinforce health promotion principles and information regarding long-term management and control of her Diabetes and the prevention of later-life health complications. Learning Outcomes – at the end of the session the client should: Be able to describe, discuss and demonstrate the principles of correct drawing up of accurate doses of insulin as prescribed in her own regimen. Be able to competently self-administer insulin with correct technique, and describe the rationale for this technique Be able to discuss ongoing glycaemic control and prevention of later life complications of Diabets. Activity Method and Rationale Determine Sheila’s current level of knowledge. Determine Sheila’s reading level and identify any specific learning needs or difficulties (eg dyslexia) Discussion This allows for the identification of Sheila’s needs, and allows the nurse to set the tone and establish a relationship with Sheila. Provision can be made for specific needs such as augmented or specialist reading materials. Sheila to demonstrate drawing up technique Nurse to demonstrate drawing up technique Demonstration/discussion with supporting information/leaflets. Drawing comparisons between the two techniques should allow the client to identify whether her own practice matches that of the nurse/teacher. Discussion of this will draw out underlying knowledge and principles. Written information will reinforce learning. Review and demonstrate correct administration technique Discussion/Demonstration Discussion allows the nurse to identify gaps in knowledge and skill and address these in a responsive, flexible manner. Review knowledge of disease management and prevention of complications and identify further learning needs Discussion Provide a rationale and potential motivation to maintain good glycaemic control. Plan to meet further learning needs either immediately or in future sessions, perhaps involving the multi-disciplinary team. Gain client feedback To evaluate effectiveness of teaching session in client’s own words.

Effects of Underage Drinking on Society Essay -- Alcohol Regulation, Y

Underage Drinking Anyone who is below eighteen years of age is considered as underage and laws in many countries prohibit such a person from consuming alcohol. Alcohol happens to be the most commonly abused drug not only among the youth but also among adults. This paper explores underage drinking, its effects on the society and outlines what can be done to curb it. Young people are considered to constitute the largest number of alcohol consumers and they account for a large portion of alcohol sales. This is despite the strict drinking laws that govern many countries as regards alcohol purchase and consumption. Underage drinking, which has been on the increase, is allegedly the major cause of alcohol-related problems facing the modern society. The most severe effects of adolescent drinking include drunk driving that leads to accidents and even death, violence, poor performance in school, addiction, poor relationships and damage on adolescent brain development among others (Bonnie and O’Connell 58). The society is to a great extent affected by these effects through deaths and lost productivity among the youth. This has become a challenge to the society and government, which has been accused of doing nothing about this menace. Weak personal character, bad social states and poor cultural settings are some of the major factors that are belie ved to be behind underage drinking. Bad character among adolescents is a major factor behind underage drinking and it is caused by the personal beliefs and attitudes of the young adults towards alcohol, defiance, low commitment towards personal objectives and undue interpretation of freedom (Komro and Toomey 2). The lack of principles and autonomy, which help the youth to say no to illicit beh... ...wn to a personal decision on whether one should or should not consume it as others will still do even if all these interventions were to be put in place. The strategies above can therefore not guarantee an end to underage drinking but they can give significant and sustained reduction in adolescent drinking if efficiently implemented. Works Cited Bonnie, Richard J., Mary Ellen O’Connell, and National Research Council (U.S). Reducing Underage Drinking: A Collective Responsibility. Washington, DC: National Academic Press, 2004. Print. Ellul, Duncan Aaron Borg. Risk Perception, Awareness and Prevention Measures to Reduce Underage Drinking and the Illegal Purchase of Alcohol in Malta. Boca Raton, FL: Universal Publishers, 2005. Print. Komro, Kelli A., and Traci L. Toomey. â€Å"Strategies to Prevent Underage Drinking.† The News. 19 Jan. 2011: 1-29. Print.

Psychological Measures in the Multicultural South African Context Essay

South Africa is deeply embedded in the roots of its past and so it inevitable that psychological assessment today would be greatly influenced by the history of our country. Foxcroft (1997) argued that there is a grave importance to understand the impact that South Africa’s past apartheid policies have had on the development and use of psychological testing. In her paper she addresses the impact of Apartheid policies on test development and use as well as linguistic, cultural and norm factors that would pose a threat to the fair, unbiased and ethical use and interpretation of psychological tests. This assignment will follow a similar outline, whereby the past and present of psychological assessment will be discussed in order to understand why the status of psychological assessment has not progressed to the level that was expected of post-apartheid South Africa. Finally, the laws or statutory controls that have been used to regulate measures will be discussed. It is important to firstly understand what psychological testing is and when it can be used. According to Krupenia, Mouton, Beuster and Makwe (2000), a psychological test is an â€Å"objective and standardized measure of a sample of behavior† (Setshedi, 2008). Tests must meet three important criteria; validity, reliability and standardization. According to Gadd and Phipps (as cited in Groth-Marnat, 2009), a standardised test is one which keeps the test items, administration, scoring, and interpretation procedures consistent thus allowing comparisons between scores. The aim of standardising tests can therefore be described as structuring tests so as to compare different persons’ scores (Gadd and Phipps, 2012). However, a problem arises due to the diverse and multicultural contexts of South Africa. It becomes difficult to yield fair and unbiased results without taking into consideration the language, culture and norms of the participants. The Employment Equity Act No. 55 of 1998 (Section 8) refers to psychological tests and assessment specifically and states that: â€Å"Psychological testing and other similar forms or assessments of an employee are prohibited unless the test or assessment that is being used: Has been scientifically shown to be valid and reliable, can be applied fairly to all employees and is not biased against any employee or group† (van de Vijver & Rothmann, 2004). However, this has not been fully achieved and psychological testing in South Africa faces many challenges. These challenges or pitfalls owe themselves to the ideologies of the past, namely, Apartheid. The status of psychological testing in South Africa today cannot be considered without reflecting on the past discriminatory laws and practices of apartheid. These laws discriminated politically and were based on demographics, that being race and social class. The policies and legislation passed during apartheid influenced the way in which test development was approached (Foxcroft, 2004). According to Foxcroft, 2004, the development of new culturally relevant tests has been minimal and the reason for this is that there is a â€Å"dire shortage of test development capacity in South Africa at present. † Joseph & van Lill (2008) state that these large inequalities perpetuated during Apartheid may be embedded in South Africa’s social and economic structures and as a result, variables such as language, race, socio-economic status, the environment and social and educational backgrounds serve as major challenges to the validity, reliability and standardisation of psychological testing. As was mentioned , â€Å"The practice of psychological testing in South Africa needs to be understood in terms of the impact that past apartheid political policies have had on test development and use† (Foxcroft, 1997). To understand this, it is important to reflect on the history of psychological assessment in South Africa. History of psychological assessment There is close relationship between science and politics in South African psychology (Claassen, 1995; Cooper, Nicholas, Seedat, & Statman, 1990; Nell, 1997) and so it is not surprising that the development of psychological tests during the apartheid era was shaped by the politics and ideologies of the time. Under the apartheid regime, there was segregation along racial lines of residential areas and education. Job policies ensured that certain jobs were reserved for certain groups, namely the white population. Claasen (1997) asserts that psychological testing was introduced to South Africa through the British and the development of psychological tests has followed closely to the patterns of tests in the USA. South African tests however, were developed in a context of unequal distribution of resources as a result of apartheid policies and were thus used to exploit black labour and deny black people access to education and economic resources, thereby perpetuating apartheid. It was therefore inevitable that psychological tests would follow the same kind of segregation along racial lines. As a result, assessment became an asset to the Apartheid regime and was reinforced by those scientists who believed in the Western concept of Intelligence (Foxcroft, 1997). Laher (2012) speaks of tests that were standardized for educated white South Africans but were administered to â€Å"illiterate, uneducated or poorly educated black South Africans† without investigating as whether the test was free of bias and suitability for the latter group of individuals. This, once again was done so as to use the results to justify that the white race was superior. Socio-political developments in the latter half of the 1980s led to the start of the abolition of racism advocated by apartheid. It later became apparent that there was a demand from the industrial and educational sectors of society, for common tests that would not be unfair or discriminatory against race or culture (Claassen, 1995). Test developers were then under a great deal of pressure to give consideration to test bias and to also develop unbiased psychometric tests that were not designed to place one group as superior to the other and that would not discriminate along racial lines (Claassen, 1995; Owen, 1991; van Eeden & Visser, 1992). However, it appears the transformation of test development and testing practices has made less progress in the 1990s than was expected and this can be pinned down to the challenges faced due to the â€Å"multicultural and multilingual context of South Africa† (Foxcroft, 2004), thus making the process of transformation more complex. The perception that psychological testing was unjust somewhat changed in the post-apartheid years, however, this transformation of test development and testing practices has made less progress than was expected because of the complexity of developing unbiased and fair testing practices (Foxcroft, 1997, pp. 30). Some of the major pitfalls associated with psychological assessment stems from the â€Å"dire shortage of test ability capacity in the country at the moment† (Foxcroft, 2004). There are very few tests that have been developed in SA, that account for the multicultural, multilingual and socio-economic aspects of the country. South Africa boasts eleven different official languages and an array of different cultures and norms. Although, language and culture are both linked they are completely different and thus pose individual challenges to the assessment process. Culture According to Hall and Maramba (2001), the role of culture in psychology in general, has been of a secondary nature and has acted as a â€Å"moderator or qualifier of theoretical propositions assumed to be universal in scope† (as cited in Gergen, Gulerce, Lock & Misra, 1996). Hall and Maramba (2001:12) further go on to say however, that there is an increasing awareness that European American psychological theories may be of limited relevance in non – European American contexts and thus by considering cultural issues, it can only help in making psychology more comprehensive and relevant. It is therefore important to understand the role that culture plays in the psychological assessment process. The fact that culture has been somewhat ignored in psychological testing becomes a major pitfall as according to Foxcroft (2004), â€Å"the South African society has a diversity of cultures in which appreciation for the culture of origin exists alongside variations in acculturation towards a Western norm† (as cited in Claassen, 1997). Culture-fairness of tests and applicability across different groups of people has emerged as some of the most important themes associated with the fair and ethical use and interpretation of tests (van der Merwe, 2002) and thus it is vital that these objectives are met. With this said, the onus is on the psychological assessment practitioner to use caution when interpreting results especially within the context of South Africa. Without measures with culturally relevant content and appropriate norms, fair testing practice may be compromised thus leading to test bias. The debate around norming The debate around the norming of psychological tests is a complex one. The question practitioners ask themselves is whether norms should be used or not. Some say it is a way of â€Å"addressing the inequities in cross-cultural applications of tests† (Paterson & Uys, 2005), others felt that creating different norms for different groups could be seen as discriminatory and almost comparable to apartheid practices (Paterson &Uys, 2005). A comment from a participant in the study done by Paterson and Uys (2005), put the whole debate into perspective and stated that, â€Å"You should not develop a norm on those people for whom the test does not work. That is a prerequisite: you can only norm on groups where your test is reliable enough to use† (Paterson & Uys, 2005). Foreign tests Psychological tests in South Africa are adaptations of foreign tests and from roughly the 1920s to the 1960s were developed specifically for the white population, not taking into consideration culture and language so as to further differentiate between the white and black population. This has become a major challenge for psychological assessment today as there are very few psychological tests that have been developed in South Africa, that take into account cultural biases, norms and language. The works of Joseph and van Lill (2008) looks at the history of this country and they suggest that there was a recognised demand for tests that were more suitable for the different race and language populations. This need or demand grew during the latter parts of the apartheid era, where there had been a need for change to the discriminatory policies and ideologies of the time. This all occurred during the 1980s to 1994. During this time there had been many studies, which served to prove bias in foreign tests being used in South Africa. The first thorough study of bias was by Owen (1986). He investigated test and item bias using various tests, for example, the Senior Aptitude Test, the Mechanical Insight Test and the Scholastic Proficiency Test (van de Vijver & Rothmann, 2004). He found that there were significant differences between the test scores of black and white participants. His conclusion was that understanding the reasons for these differences and counteracting them would be a major challenge. This proved to be true as even now, psychological test bias in terms of demographics and culture remains a major pitfall of the assessment process. Retief (1992) concluded that â€Å"personality tests seldom retain the level of reliability† and even loses some validity when used across cultures and the validity (Joseph & van Lill, 2008). Abrahams (1996) and Abrahams and Mauer (1999) concluded in another study that some tests such as the Sixteen Personality Factor Questionnaire (16PF) â€Å"could not be used across different racial groups, as the reliability was not acceptable for the black groups† (Joseph & van Lill, 2008). These results highlighted problems with the construct and item comparability of the test. From the conclusions made by the above psychologists, it is proposed that in order for an imported psychological test to be adopted in South Africa, it must be carefully researched, before it can be used within our South African context (Joseph & van Lill, 2008). Language From looking at the imported tests into South Africa, that being those imported from Europe and the US, it is evident that they have been developed and standardized in English. This poses a major problem in the South African context. Joseph and van Lill (2008) state that taking into account the history of South Africa’s language policies and differences in language proficiencies; it is evident that when a psychological test is administered in English, individuals from a different demographic group find difficulties in understanding the test. South Africa boasts eleven different official languages and not everyone in South Africa can speak fluent English. According to Joseph and van Lill (2008), this may have a negative influence on an individual’s performance on a test (Meiring, Van de Vijver & Rothmann, 2006). Thus, it is of great importance that language be considered when assessing the appropriateness of a psychological test in a multi-lingual context (Van de Vijver & Leung, 1997). There have been some tests that have been translated, for example the Wisconsin Card Sorting Test (WCST), which has been translated for Setswana-speaking University students in an attempt to standardise the WCST. However, even though translations have been made, there appears to still be some problems as English words with multiple meanings cannot be adequately translated. English idioms cannot be expressed in another language without changing the entire sentence structure along with the underlying logic of the sentence—and when that happens standardization, and the guarantee of fairness it promises, is lost† (Richmond, n. d). The 16PF test used as an example to illustrate the use of foreign tests also serves as a good illustration here. Abrahams (2002) concluded that participants whose home langu age was neither English nor Afrikaans found that the items of the 16PF were more difficult to understand (Joseph & van Lill, 2008). Tests such as the General Scholastic Aptitude Test (GSAT); Ability, Processing of Information and Learning Battery (APIL-B) and Paper and Pencil Games (PPG) are the only psychological tests available today in all eleven official languages. From the cases above, it is clear to see that issues relating to standardization, norm development and cross-cultural relevance to test material are evidence that there are major pitfalls associated with psychological measures used in a multicultural South African context. Statutory Control It is important for certain measures and instruments in psychological assessment to be regulated by law, especially when it involves culture. If there are tests that do not take into account culture and norms, fair testing practices may be compromised (Foxcroft, 1997); thus the need for strict statutory control of psychological assessment. According to Mauer (2000) there are two pieces of legislation that regulate the assessment process. The first piece includes acts and regulations which take the form of the Constitution of the Republic of South Africa (Act 108 of 1996), the Labour Relations Act (66 of 1995), and the Employment Equity Act (55 of 1998), (Mauer, 200). â€Å"These Acts deal with matters of individuals’ rights and with specific substantive issues† (Mauer, 2000). The second piece of legislation is the Health Professions Act (56 of 1974) in which â€Å"the scope of the profession of psychology, and the responsibilities and duties/functions of psychologists are addressed within the context of health care in the country† (Mauer, 2000). According to Mauer (2000), it is also important to note that the law restricts psychological assessment measures to only registered psychological professionals. The Employment Equity Act 55 of 1998, Section 8 (Government Gazette, 1998), stipulates that: â€Å"Psychological testing and other similar assessments are prohibited unless the test or assessment being used – (a) has been scientifically shown to be valid and reliable, (b) can be applied fairly to all employees; and (c) is not biased against any employee or group† (Mauer, 2000). Apart from legislation, there are also guidelines which help perpetuate fair and ethical practices. According to the International Test Commissions International Guidelines on Test Use (Version 2000) the following fair and ethical practices must be adhered to: â€Å"1). The appropriate, fair, professional, and ethical use of assessment measures and assessment results taking into account the needs and rights of those involved in the assessment process; 2). Ensuring that the assessment conducted closely matches the purpose to which the assessment result will be put; 3). Taking into account the broader social, cultural, and political context in which assessment is used and the ways in which such factors might affect assessment results, their interpretation, and the use to which they are put the test is valid for the purposes for which it is being used; 5). Appropriate norms are consulted; 6). Lastly, where tests that have been developed in other countries are concerned, appropriate research studies need to be undertaken to investigate whether the test is culturally biased and special care should be taken when interpreting the results of such tests† (Foxcroft & Roodt, 2001). From points three and six, it is evident that culture, norms and language hugely determine if a test will prove to be free of bias and is ethically fair. If these variables are not considered, the test is considered inappropriate and biased. This is a serious pitfall for psychological assessment in South Africa. Concluding remarks Ultimately, there are two questions to ask here. The first question is asked by van de Vijver and Rothmann (2004) and that is whether the profession of psychology in South Africa is prepared for the challenge that is implicit in the Equity Act. According to van de Vijver and Rothmann (2004), â€Å"the law is ahead of the daily practice† of psychological assessment and even now no country can live up to the expectations and demands proposed by the Act. To help achieve the propositions of the act, it has become one of the main goals of the assessment profession in South Africa to bring current practice and harmonize it with legal demands of the Equity Act (van de Vijver & Rothmann, 2004). This can be done by â€Å"developing new instruments and validating existing instruments for use in multicultural groups† (van de Vijver & Rothmann, 2004). The second question that is inherent in the argument around historical and current pitfalls is: can the current status of psychological assessment (which is proving less satisfactory than was expected) be attributed to the past racially discriminatory and unethical policies that made up apartheid? In my opinion, the past always shapes the present and future. Apartheid policies, although abolished have left a great impact on the social and economic structures of the country. According to Claassen (1995); Cooper, Nicholas, Seedat, & Statman (1990); Nell (1997), there is a close relationship between science and the politics of the time and thus it can be concluded that the development of psychological tests during the apartheid era was shaped by the politics and ideologies of the time. Today, without considering the culture, norms and language of the context in which we live, psychological tests may perpetuate the type of bias experienced by minority groups during the apartheid era. It is important for there to be new developments of psychological tests that take into account the multicultural and multilingual nature of South Africa and turn them into positives, instead of test that are rendered inappropriate and unethical.

Free Essays on Giving Words Life

to show a change in the storyteller’s tone. The lullaby she sings to the old man at the end is written in italics. When Si... Free Essays on Giving Words Life Free Essays on Giving Words Life Leslie Marmon Silko is a Laguna Pueblo Indian who has written many stories of how Indian life and the lives of ‘white’ people have interconnected. Silko does not adhere to a specific style of writing, such as MLA because she feels that it takes away from what she is trying to say. However, she does have a way of pulling the reader into her stories and holding their attention. Silko tells the stories that her ancestors have told for centuries. They gather in groups and each member who knows the story adds what they remember. The act of storytelling is what Silko attempts to recreate in her stories. Through the use of word structure Silko wants the reader to hear and feel the tone and speed of the storyteller behind the story. In the first story, â€Å"Lullabyâ€Å", Leslie Silko tells the story of an Indian woman’s struggle to survive in her land that has been invaded by ‘white’ people. Ayha, is a strong willed woman who overcomes great emotional obstacles. Her husband dies, her children are taken away, and her new husband losses his job and spends their government check on alcohol. They end up sleeping outside in the cold every night sharing a blanket that her first husband, Jimmie, gave to her. Silko uses dashes and italicizing throughout her paragraphs to mark changes in the storytellers approach to telling the story. The first being the dash, Silko writes: â€Å"Jimmie’s blanket - the one he had sent to her† (Lullaby 1138). The storyteller at this point is giving the reader an object or an idea and then explaining it further. The reader can relate to this because when storytellers tell a story, they sometimes stop and explain themselves. It’s a kind of pause to explain to make sure the listeners understand and are following. The second device that Silko uses is to italicize words to show a change in the storyteller’s tone. The lullaby she sings to the old man at the end is written in italics. When Si...

Out of this Furnance essays

Out of this Furnance essays History is based on facts; novels are grounded in the authors imagination. Novels make interesting reading but are not particularly useful in studying history. After reading this quote, I thought deeply about was this person was trying to say. There are not many novels out there that can give you a full sense history, but in this book it does. I have recently read Out of this Furnace by Thomas Bell and I believe it to be a real and true statement of what life was like in the mid 1880s. This novel is about immigrants beginning a quest to start the American dream in the United States. Its a new beginning. They wanted to make money, to start a family, and become somebody in this wealth of riches. During the 1880s, there was a large number of immigrants came to the United States to make money. Most of these people must have been unhappy with their native homeland and decided to come over here. The problem with all of these people coming over was the fact that the owners of major companies could take advantage of all these people. With this power they were able to set wages that were extremely low. The immigrants had no other choice but to take these jobs and deal with the low pay. There was a good quote that shows this portrayal. His wages were ten cents an hour, and when bad times came and the company cut wages, nine. It was an excellent month when he made as much as twenty-five dollars (Bell, 21). This still was a problem because many of these people couldnt afford to live at all. Some of them have families couldnt even eat. America doesnt make it so easy for people to become wealthy and have tons of riches. In order for these immigrants to grow in riches, they must start from the bottom and try to move up. Sadly, they begin a long process of trying to show America what they are and what they can do. During these times, man ...

How to spot a fake job posting

How to spot a fake job posting The job market is hard enough to navigate without having to worry about some posting turning out to be a scam- or even just a dead end. Save your precious time and energy by being on the lookout for these simple signs that something just isn’t right. 1. The company has no online presence.You do your due diligence and try to verify the person, the company, the job listing†¦ and nothing is turning up in your Googling. You can stop right there and step away. Legit jobs always have  some online trail.2. The recruiter’s email doesn’t match their company.You get an email from a recruiter who claims to represent a fabulous and well-known company. The company logo might even be at the bottom of the email. Look closely- does the email they want you to send materials to not end in the official company name (theircompany.com)? If the email associated with the posting or the invitation is a personal one (think Hotmail, Gmail, Yahoo, etc.), maybe take a pass. And pleas e, please don’t respond and attach any personal documents unless you’re sure you’re dealing with the real deal.3. You found it via a random social media post.While it is possible to land a great job you found through social media, chances are if it’s just posted there- or sponsored or advertised- it’s probably not as sweet a deal as it seems. Remember that the overwhelming majority of jobs are referral based, come through legitimate channels, or are on vetted job boards. Resist the idea that you can just surf Facebook and get hired.4. They claim â€Å"No experience necessary.†Sure, maybe the job they’re offering is entry level. Maybe they offer training. But if the posting leads with NO EXPERIENCE NECESSARY, you can be almost certain that there’s a catch you won’t like. Most jobs want you to come equipped with some skills.5. The language is sloppy.If the ad isn’t well written, or it contains spelling or grammatica l errors, or it’s just sloppily punctuated or IN ALL CAPS, consider it a red flag. A real job posting will be professional and polished.6. They ask for an interview via chat or text.You should be wary if your first interview scheduled on some kind of text messaging service. While remote interviews are becoming increasingly common, that means phone calls and Skype, not a typed conversation in a chat window.7. Anything about it is too good to be true.You’re hired immediately! The salary is CRAZY HIGH! They contacted you out of the blue! No need to interview! When can you start? (Hint: if a job seems too good to be true, it probably is too good to be true.)8. Everything about it is vague.If you can’t tell from the posting what exactly your role would be at the company, that’s a problem. A bigger problem is when you can’t really tell what the company does and get a sense of its mission or history. If all of this is very vague†¦ leave this one on t he â€Å"no† pile.9. They want money.If you’re asked to pay  anything- such as a fee to apply or for a software program with which to send in your application materials- consider the job a scam. A general rule of thumb: never give your money away to total strangers you meet on the internet.10. Your gut says no.The bottom line: keep an eye out for these and other warning signs, but your best alarm system is your own gut feeling. Does something seem off to you? If so, let it go. There are other jobs out there.

How to write learning objectives that meet demanding behavioral Assignment

How to write learning objectives that meet demanding behavioral criteria - Assignment Example During this time, the health care providers enlist a number of issues that demand attention healthcare or social attention (Conway, Johnson, Edgman-Levitan, Schlucter, Ford, Sodomka, & Simmons, 2006). Then, they include these issues in the list of the factors that will determine the ultimate learning objectives of the educational programs. A detailed assessment of persistent issues affecting the patients, as well as, families forms the basis of the educational program by health care providers. It is through the initiation of an integrative and interactive program that health care providers draft numerous feasible learning objectives. These objectives form the basis of the educational program for the patients and families. Professionally, this is problem analysis stage. The next process in the development of the education program is using the information gathered concerning the target audience of the health providers to design the education program. A process of articulating on the loopholes of the learning objectives gets undertaken by the health care providers (Conway, Johnson, Edgman-Levitan, Schlucter, Ford, Sodomka, & Simmons, 2006). This facilitates the engagement of the core issues facing patients and families. Then a pilot test of this education program is done to ensure that any left out issue gets proposed. Thus, feedback is very important. Finally, the development of a refined and well-informed education programs with articulate education objectives becomes a reality. Conway, J., Johnson, B., Edgman-Levitan, S., Schlucter, J., Ford, D., Sodomka, P., & Simmons, L. (2006). Partnering with patients and families to design a patient-and family-centered health care system: a roadmap for the future: a work in progress. Bethesda, MD: Institute for Family-Centered

Supply and Demand Simulation_365 Essay Example | Topics and Well Written Essays - 750 words

Supply and Demand Simulation_365 - Essay Example The level of competition is also a macroeconomic factor because the firm is a monopoly, rather it has no competitors. The reasons the two are concepts under consideration in macroeconomics is because the firm does not have control over them as seen in the study work of Adil (2006). The shift in the supply curve is as a result of lowering rental rates. This will imply that the number of property will be on demand and making the supply to increasing leading to a shift of the supply curve to the right. The shift is also due to increased advertising whereby the property is in demand from many clients because, through advertisements, many people will learn of the two-bed roomed apartments increasing the occupant and increasing the supply. This implies that the quantity demanded increases. This shift will arise from the renting of property at a low rental rates. The shift will also arise from increased demand of apartment as a result of increased advertisement schedules. The shift in supply will affect the equilibrium price because, at some point, there is no further adjustment in the rental rates this also applies to the shift in demand. The shift in supply would affect the quantity, where according to Adil (2006) the shift to the right will indicate an increase in quantity supplied. The shift in the demand curve to the right will also indicate an increase in quantity demanded. The management will also make their decisions based on the shift in the supply curve, whereby the shift to the right will make the management set the rental rates at the equilibrium price. This also applies to the shift of the demand curve to the right, whereby the management has to reduce the advertisement as the demand will be high enough. Application of the concept of demand and supply would be to determine the amount of advertising to do, such that in case the demand goes up due to increased

Commercial Management Essay Example | Topics and Well Written Essays - 2500 words

Commercial Management - Essay Example However the first stage of the project brought certain problems in the competition and thus before beginning of the second phase of the project it is important to address these for successful execution of the project. The lessons learned include: 1. Project Management The management of a project requires discrete attention to the managers i.e. the actions at an individual level. Spekman, Theodore, Lynn, & Thomas, (1998) claim that â€Å"little is known about the managerial requirements of the different life cycle stages through which alliances pass† and too little attention is given to the alliance manager as a central figure in determining the success/failure of an alliance†. Similarly, heavy reliance on the firm level analysis and the relationships between the parent companies often leaves out of consideration the actions of the individuals that are embedded in these relationships (Granovetter, 1985). Considering the above argument the project management team establish ed comprised mainly of the senior resources from both the companies however the overall in-charge of the project was from Inter-Optics plc where the Chief Engineer was reporting to the project manager. Since, the project was initiated the initial stages of the project were very slow and there turned out to be a lot of differences when working on site. The project manager was merely involved in the whole process and the decisions and solutions were taken by the on-site engineers in agreement with the local contractor. The overall project management essentials were not practiced and the project was late 7-8 weeks. In such situations it is the responsibility of the project manager to oversee all the activities in the so that everything goes well as planned and if problems may arise as it did in this case, a resolution is immediately implemented. In order to do so the eight essential steps for project management should be adopted for its successful execution these include (Westland, 201 0): i. Team Assembly - In project management the proper assembling of a team is quite crucial as it is a collaboration of different minds working together and they work together to come up with cohesive ideas and mutual strategies that are required for successful execution of the project. Although the teams were formulated for the project however it lacked collaboration and cohesiveness as the selection of the team members was not appropriately planned. ii. Project Initiation – The project initiation phase requires a complete understanding and identification of the project definition, objective and approaches to be used in the project. This project lacked planning and scope as when it was initiated the foreman did not have any direction, there was no understanding of the country and hence problems arose. iii. Project Planning - This phase of the project management is quite crucial and often serves as the backbone of any project. A complete and thorough planning serves as a me ans to prevent the chances of setbacks and problems along the course of the project. The project between Inter-Optics and SOI lacked planning as the project

Research papers Paper Example | Topics and Well Written Essays - 500 words

Papers - Research Paper Example The HRD helps in polishing up the performance of the employees by providing them expertise training, which contributes to the better performance of the organization. The main purpose of HRD is to enhance the organizational performance contributing in productivity of the company (Richard & Et. Al., 1996). HRD not only helps in enhancing the performance of the employee but also is important factor in the establishment of relationship among the existing HR policies (Richard & Et. Al., 1996). The mission of Mace Ford organization is to organize the people working together for the global automotive leadership, as one team involving customers, dealers, councils/unions, employees, investors, suppliers and community (Ford Motor Company, 2011). The HRD of the company follows many practices of human resource development processes such as 360 degree appraisal. The 360 degree appraisal helps to understand the employee needs more briefly because the approach tends to engage the employees directly. In 360 degree process, feedback is obtained providing the HRD a better way in operation. The HR practices adopted by Ford maximize the competencies, commitment and abilities of the organisation’s employees. HRD should provide the workers of the company with customer service training which focuses on customer satisfaction intended to increase the market share of the company. HRD mostly deals with people of an organization so as to improvise better performance from individual employees. Career development should be enlisted by HRD in the organization through the implication of functioning Internal Job Posting (IJP). These practices would result into customer service excellence, one of the main missions of the company. HRD should emphasize more on team effort, developing healthy and friendly work environment. HRD should provide training on recognizing the importance of customer needs and meeting them. Every

Suffragette in the 1910's Research Paper Example | Topics and Well Written Essays - 1250 words

Suffragette in the 1910's - Research Paper Example New leaders of the movement such as Lucy Stone, Lucretia Mott, and Elizabeth Cady Stanton came from antislavery movement. Relations between the two movements were cordial at different political, personal and ideological levels but a turn came when Wendell Phillips set aside the issue of women suffrage to work for enfranchisement for newly independent blacks: â€Å"I hope in time to be as bold as Stuart Mill and add to that last clause ‘sex’!! But this hour belongs to the Negro.† From there on the movement split into two camps: the â€Å"moderates,† headed by Lucy Stone followed the Republican strategy while the radicals were led by Stanton and Susan B. Anthony, focusing the movement nearer to the New York Journal, The Revolution. Christine Stansell, â€Å"Feminism and Suffrage: The Emergence of an Independent Women's Movement in America by Ellen Carol DuBois,† Feminist Studies, 1980, 70-71. Introduction The history of women suffrage movement in the U nited States begins from 1848 when a call for the right to vote was made at the Seneca Falls Woman’s Right Convention. Initially, the movement vouched for equal rights in all areas of public interest such as civil, political, economic, and personal related to property, guardianship of their own children, equal salaries and reach to top-tier professional jobs besides freedom to right over family planning. The demand for the right to vote was not on the top of their agenda and there was no unanimity over demanding suffrage among the leading women functionaries of the movement. The new line of suffragists gaining national stature were the â€Å"New Women,† like Carrie Chapman Catt, Nettie Rogers Shuler, Harriet Taylor Upton, Anna Howard Shaw who saw no logic in running two parallel bodies and assimilated the associations into The National American Women Suffrage Association (NAWSA). This was a lackluster phase of the movement, as it was passing through â€Å"the doldrums ,† period from 1896 to 1910. Presidency of Anna Howard Shah in 1904 could not revive the movement. After she stepped down, Carrie Chapman Catt was appointed the president of NAWSA. Her â€Å"winning plan,† made it sure that in stead of running state-level campaigns attention should be given on federal amendments to effectively get the right to vote for the American women. 2 ________________________________ 2. Elna C. Green, â€Å"Southern Strategies: Southern Women and the Woman Suffrage Question,† (The University of North Carolina Press), p. 2-4. There was no doubt over Catt’s capability of organization; she could handle NAWSA resources and staff in two states effectively. Finally, the nineteenth amendment was made on June 1919 by the Congress and was sent to the states for ratification. From 1910s onwards, the second wave on suffragette started on a forceful note bringing the movement out of â€Å"the doldrums,† recruiting women in large numbers w ith every southern state having a permanent suffrage organization by 1913. 3 Fanny Wright led the movement by supporting the cause of abolition of slavery, free secular education, birth control, and softer conditions on getting a divorce by women through her books such as Course of Popular Lectures (1829) and writing in the Free Enquirer. In 1840, the suffrage movement got another push when Elizabeth Cady Stanton and Lucretia Mott were not granted permission to speak in the World Anti-Slavery Convention, as Stanton remarked on it: "We resolved to hold a convention as soon as we returned home, and form a society to advocate the rights of women." The American Equal Rights Association came into existence in 1866 but no decision could be made in Kansas on Negro suffrage and women suffrage. Later, in 1869 the National Women Suffrage

ELS Paper Article Example | Topics and Well Written Essays - 500 words

ELS Paper - Article Example While performing these functions, the business administrator must search the environment for potential growth and expansion, and financial viability. The importance of business administration is usually misunderstood and poorly implemented because people target output, instead of the process of management (Longenecker, 2012). Business administration needs to focus on good management practices, in addition to addressing the challenges of managing the internal and external environments. This provides the strategies and foundations for confronting business administration challenges. Business administration of a small business should consider the external environment of its operations. Traditional business organization implies that a business has a social contract with its customers, employers and employees. Adhering to fixed sets of standards and obligations, in addition to defined responsibilities and roles will enable the business administrator to meet the objectives of the small business. The organizational structure of a business is conceptualized by the business administrator. The structure guides the business as it interacts with its external environment (Longenecker, 2012). As a result of the organizational structure, business administrator should internalize the ever increasing organizational functions. Business administration is also concerned with external environmental factors such as the role of government agencies in the marketplace. Business administration of internal environmental issues involve the management of issues such as communication, balancing personnel and schedules, setting responsibilities and tasks and managing business teams. The business administrator must ensure that people in the workplace communicate effectively. Effective communication plays integral roles in the management of operational activities. Open communication strategies ensure that the business can respond to external and internal environmental issues effectively

Research papers Paper Example | Topics and Well Written Essays - 500 words

Papers - Research Paper Example The HRD helps in polishing up the performance of the employees by providing them expertise training, which contributes to the better performance of the organization. The main purpose of HRD is to enhance the organizational performance contributing in productivity of the company (Richard & Et. Al., 1996). HRD not only helps in enhancing the performance of the employee but also is important factor in the establishment of relationship among the existing HR policies (Richard & Et. Al., 1996). The mission of Mace Ford organization is to organize the people working together for the global automotive leadership, as one team involving customers, dealers, councils/unions, employees, investors, suppliers and community (Ford Motor Company, 2011). The HRD of the company follows many practices of human resource development processes such as 360 degree appraisal. The 360 degree appraisal helps to understand the employee needs more briefly because the approach tends to engage the employees directly. In 360 degree process, feedback is obtained providing the HRD a better way in operation. The HR practices adopted by Ford maximize the competencies, commitment and abilities of the organisation’s employees. HRD should provide the workers of the company with customer service training which focuses on customer satisfaction intended to increase the market share of the company. HRD mostly deals with people of an organization so as to improvise better performance from individual employees. Career development should be enlisted by HRD in the organization through the implication of functioning Internal Job Posting (IJP). These practices would result into customer service excellence, one of the main missions of the company. HRD should emphasize more on team effort, developing healthy and friendly work environment. HRD should provide training on recognizing the importance of customer needs and meeting them. Every

ELS Paper Article Example | Topics and Well Written Essays - 500 words

ELS Paper - Article Example While performing these functions, the business administrator must search the environment for potential growth and expansion, and financial viability. The importance of business administration is usually misunderstood and poorly implemented because people target output, instead of the process of management (Longenecker, 2012). Business administration needs to focus on good management practices, in addition to addressing the challenges of managing the internal and external environments. This provides the strategies and foundations for confronting business administration challenges. Business administration of a small business should consider the external environment of its operations. Traditional business organization implies that a business has a social contract with its customers, employers and employees. Adhering to fixed sets of standards and obligations, in addition to defined responsibilities and roles will enable the business administrator to meet the objectives of the small business. The organizational structure of a business is conceptualized by the business administrator. The structure guides the business as it interacts with its external environment (Longenecker, 2012). As a result of the organizational structure, business administrator should internalize the ever increasing organizational functions. Business administration is also concerned with external environmental factors such as the role of government agencies in the marketplace. Business administration of internal environmental issues involve the management of issues such as communication, balancing personnel and schedules, setting responsibilities and tasks and managing business teams. The business administrator must ensure that people in the workplace communicate effectively. Effective communication plays integral roles in the management of operational activities. Open communication strategies ensure that the business can respond to external and internal environmental issues effectively

How does Coleridge tell the story in part 3 of Rime of the Ancient Mariner Essay Example for Free

How does Coleridge tell the story in part 3 of Rime of the Ancient Mariner Essay The opening line of part 3 in the first stanza, ‘THERE passed a weary time’, indicates to the reader that the Mariner is still in a state of suffering, continued from part 2. The capitalisation of the word, ‘there’, suggests that nature’s torture is only being directed at those on the ship. Coleridge furthers the idea of nature’s torture in this stanza through his use of death imagery, ‘each throat was parched and glazed each eye. ’ The word, ‘glazed’ implies a sort of mental vacancy or vegetation, whilst ‘parched’ denotes that they are completely dried out, not only are they dehydrated but they are dried out in the sense that the Mariner has now completely lost any remnant of hope and faith in nature. The enjambment in the line is used to highlight and emphasise the extent of the dehydration among the ship’s crew. However, by the 5th line, the tone of the stanza has become less sullen, shown through Coleridge’s deviation from the ballad form. The two extra lines mark the sense of hope newly acquired by the ship after they see a ‘something in the sky. ’ Both the second and third stanzas return to the traditional ballad form to show the ficklness of the Mariner’s hope. In stanza 2, Coleridge uses nebulous language, ‘shape’ and ‘seemed’, in this stanza in order to maintain the suspense caused by both the reader and the Mariner’s uncertainty about this ‘speck. ’ It’s also used to reflect the desperation of the Mariner, as his tone has become more positive despite the potentially dangerous object. The Mariner’s self-assured tone continues in the third stanza, shown through the structural device of punctuation, ‘A speck, a mist, a shape, I wist! ’ The exclamation is used in order to show the hopefullness of the Mariner, the internal rhyme used by Coleridge also creates an upbeat tone, as it speeds up the pace of the poem. Coleridge creates a contrast with the quote, ‘[the object] plunged and tacked and veered’, as the Mariner’s own ship is completely still, the contrast implies to the reader that, perhaps, this ‘sprite’ may be of the supernatural realm, as there is no breeze after all. In stanza 7, Coleridge deviates from the traditional ballad form, this time to make the reader aware of the threat that the shape imposes on the Mariner. Within the sestet, Coleridge uses a number of literary devices in order to communicate the danger the Mariner’s ship is now facing. We see the poet use elemental imagery with the quote, ‘the western wave was all-aflame. ’ The pairing of two conflicting elements, water and fire, almost seems unnatural, and is an example of the poem’s supernatural theme. Indeed, the imagery is used to indicate to the reader that the Mariner is now dealing with something supernatural. Coleridge also uses symbolism through the quote, ‘that strange shape drove suddenly betwist us and the Sun. ’ At this point, the Mariner is blocked from any source of light, and arguably, as God created light, this means he is completely cut off from God, and as a result any kind of assistance from God is being obstructed. Essentially, the mariner is unable to be protected or defended against any kind of harmful or supernatural being by this point. Similar symbolism is used in stanza 8, as ‘the Sun was flecked with bars’, suggesting that the sun has now been imprisioned by this object. The quote together with the simile, ‘through a dungeon-grate he peered’ implies that whatever has imprisioned the sun is perfectly capable of encaging the Mariner’s ship, increasing the fear felt by the Mariner at this moment in his story. In stanzas 10 and 11, the reader learns that ‘Death’ and ‘Life-in-Death’ are in charge of the mysterious ship. The personification and capitalisation of these two figures communicate to the reader the extent of their power. Coleridge triggers shock in the reader by abandoning the expected rhyme scheme, having an abccb rather than the routine and typically ballad-like abcb scheme, Coleridge’s manipulation of structure through capricious punctuation also adds to the shock; ‘is that Death? ’ A total of five questions are asked in stanza 10, creating a sense of both danger and uncertainty. In stanza 11, Coleridge is able to evoke shock from the reader once again when depicting ‘Life-in-Death. ’ The reader is first told that ‘her locks were yellow as gold,’ as the simile is fairly conventional, containing the typical romantic and regal imagery, Coleridge is able to fool us until he reveals that ‘her skin was white as leprosy. ’ The juxtaposition between ‘gold’ and ‘leprosy’ presents her as this liminal figure, whilst she has certain characteristics of a conventional seductress type; she is still ghost-like, even demonic. In stanzas 15, 16 and 17, Coleridge implies to the reader that Life-in-Death and Death’s trivialised game of death has led to the mariners’ deaths’ with the exemption of the Ancient Mariner. Already, on the first line of the 15th stanza, the ‘star-dogged Moon’ suggests that change is near. The Mariner communicates his constant guilt to the reader by prolonging the first line, ‘one after one’, the caesura, used to emphasise the slowing down of pace, also helps to reflect his remorse about the other mariners, who he feels responsible for. However, by the 16th stanza he speaks in a somewhat detached way as speaks with mathematical language, rather than emotionally engaged language, ‘four times fifty living men,’ despite his guilt. Alternatively, the Mariner may have become desensitised after, apparently, centuries of telling this story. Coleridge uses onomatopeoia in order to create a more vivid perception in the reader’s mind, ‘heavy thump, a lifeless lump. ’ The internal rhyme is used to heighten our auditory and visual senses even more, as it echoes the sound created by ‘thump’. The onomatopeic language is also used to echo the fact that the Mariner is now completely isolated. In the final stanza, we see another example of the Mariner’s feelings of guilt when he references his own shooting of the Albatross, ‘every soul†¦passed me by like the whizz of my cross-bow. ’ The Mariner’s routine remark about the Albatross at the end of each part suggest that his guilt is long lasting, as it has remained with him ever since. Essentially, the quote implies that his shooting of the albatross has resulted in the 200 deaths of his fellow mariners; part 3 leave us with the sense that the Mariner is now isolated, as well as wrapped up in guilt.

Endotracheal Intubation to Supraglottic Airway Device

Endotracheal Intubation to Supraglottic Airway Device Discussion Response 1 Much debate has occurred recently about high failure rates and adverse effects associated with pre-hospital paramedic endotracheal intubation. Should ETT be removed entirely and replaced with supraglottic airways? Maintaining an airway in a safe and effective manner is critical in pre-hospital management of the patient in respiratory distress. The debate regarding the most appropriate device to manage this situation in the pre-hospital setting will continue as devices and education and training of paramedics continues to improve. This discussion compares the failure rates and adverse effects of endotracheal intubation to supraglottic airway devices and discusses the possibility of removal of endotracheal tubes in favour of the use of supraglottic airways. The indications for endotracheal intubation for Victorian Paramedics are cardiac arrest, respiratory arrest, GCS greater than or equal to 10 with suspected airway burns (a consult is required), GCS less than 10 due to respiratory failure, neurological injury, overdose, status epilepticus, hyperglycaemia with blood glucose level reading high or suspected airway burns. The paramedic requires clinical experience to recognise the 5 main indicators for intubation failure to ventilate, failure to oxygenate, inability to protect against aspiration, inability to maintain airway patency or predicting patient deterioration to respiratory failure (Lafferty Dillinger, 2016). Intubation success rates range from 69% to 98.4% the variation accounts for the level of education, training and case exposure. The success rate or lack thereof is directly proportional to the amount of education, training and case exposure received (Jacobs Grabinsky, 2014 and Piegeler, et al., 2016). In Australian studies it was found that Victorian HEMS based paramedics who underwent extensive training that included hospital based practice (Bernard S. A., et al., 2015) attained 97% (Bernard S. , Smith, Foster, Hogan, Patrick, 2002) 100% (Andrew, et al., 2015) success rate. These intubations showed improvements with oxygen saturation, end tidal carbon dioxide levels, blood pressure (Bernard S. , Smith, Foster, Hogan, Patrick, 2002) and pain scores (Andrew, et al., 2015). There is a recommendation from the European Resuscitation Council that only well trained and experienced paramedics should perform endotracheal intubation and alternate airway devices should be used by less trai ned paramedics (Schalk, et al., 2012). Failure to maintain competency of this skill increases the risk of errors eliminating the benefits of endotracheal intubation and results in a negative patient outcome (Tiah, et al., 2014). Endotracheal intubation is performed to ensure adequate ventilation and oxygenation also to avoid aspiration of gastric contents or blood during cardiopulmonary resuscitation (Piegeler, et al., 2016) and when the airway is threatened due to oedema in the setting of facial burns or suspected inhalation burns (Price Milner, 2012). Improved patient outcomes were demonstrated when endotracheal intubation was successfully achieved compared to those with a supraglottic device, there was a higher incidence of return of spontaneous circulation, survival to hospital admission, neurologically intact, survival to hospital discharge. (Benoit, Gerecht, Steuerwald, McMullan, 2015). Temporary harm from airway management is common however serious injury is not (Cook MacDougall-Davis, 2012). Complications attributed to endotracheal intubation are commonly hoarseness and sore throat, however patients can also experience lip swelling, laceration and bleeding, tongue laceration and bleeding, oral bleeding, dental damage, gingival bleeding, and pharyngeal bleeding (Toda, Toda, Arakawa, 2013). Failed intubation is associated with oxygen desaturation, hypertension, admission to ICU and complications at extubating (Cook MacDougall-Davis, 2012). The risks associated with out of hospital endotracheal intubation are pulmonary aspiration, delay in transport due to several attempts, tube misplacement or difficult airway management. In these cases, where an invasive and time consuming technique may delay definitive care it may be more appropriate to utilise a supraglottic airway device as an alternative (Piegeler, et al., 2016). The indications for the use of a supraglottic airway device are unconscious patient without gag reflex, ineffective ventilation with BVM and oro- or nasal-pharyngeal airway, predicted greater than 10 minutes assisted ventilation required, or unable to intubate or difficult intubation (Ambulance Victoria, 2016). Many studies indicate a less than 1% failure rate of supraglottic airway devices (Cook MacDougall-Davis, 2012) this is due to the lower education and training requirement and the device being less invasive (Jacobs Grabinsky, 2014). The failure rates were contributed to airway soiling and aspiration before paramedic treatment commenced. Proficiency of use is quickly attained (Haske, Schempf, Gaier, Niederberger, 2013), the device is faster to insert with higher success rate (Duckett, Fell, Kimber, Taylor, 2014) decreasing interruptions during a cardiac arrest and ventilation is possible with continuous compressions (Haske, Schempf, Gaier, Niederberger, 2013). The i-gel is a 2nd generation supraglottic airway device that exerts very low pressures on the pharyngeal mucosa resulting in low incidence of airway complication such as hoarseness and sore throat (Michalek, 2013). The major concerns of the use of any supraglottic airway device is the potential for air leak, airway, vocal cord and soft tissue injury, hypoxemia, and hypercapnia (Jacobs Grabinsky, 2014) and aspiration of gastric contents (Piegeler, et al., 2016). This generation of device is designed with a channel to insert a gastric tube to drain the stomach contents or air (Michalek, 2013) to prevent aspiration. Comparing placement success and time to ventilate when comparing unassisted endotracheal intubation and supraglottic airway device (Frascone, et al., 2011), hospital admission and survival to hospital discharge, and neurological or functional status (Tiah, et al., 2014) there is no significant difference between the two types of devices (Frascone, et al., 2011 and Tiah, et al., 2014). In the metropolitan setting of paramedic practice there is a solid argument for the cessation of endotracheal use in favour of a supraglottic device. The low level of education and training required to ensure proficiency, fast insertion time and the addition of the gastric tube channel along with the shorter transport times to definitive care indicates that a supraglottic airway is most appropriate airway device. References Ambulance Victoria. (2016). Clinical Practice Guidelines for Ambulance and MICA Paramedics (Revised Edition ed.). Doncaster, Victoria, Australia: Ambulance Victoria. Retrieved March 19, 2017 Andrew, E., de Wit, A., Meadley, B., Cox, S., Bernard, S., Smith, K. (2015, July/September). Characteristics of patients transported by a paramedic-staffed helicopter emergency medical service in Victoria, Australia. Prehospital Emergency Care, 19(3), 416 424. doi:10.3109/10903127.2014.995846 Benoit, J. L., Gerecht, R. B., Steuerwald, M. T., McMullan, J. T. (2015). Endotracheal intubation versus supraglottic airway placement in out-of-hospital cardiac arret: A meta-analysis. Resuscitation, 93, 20 26. doi:10.1016/j.resuscitation.2015.05.007 Bernard, S. A., Smith, K., Porter, R., Jones, C., Gailey, A., Cresswell, B., . . . St Clair, T. (2015). Paramedic rapid sequence intubation in patients with non-traumatic coma. Emergency Medicine Journal, 32, 60 64. doi:10.1136/emermed-2013-202930 Bernard, S., Smith, K., Foster, S., Hogan, P., Patrick, I. (2002, December). The use of rapid sequence intubation by ambulance paramedics for patients with severe head injury. Emergency Medicine Australasia, 14(4), 406 411. doi:10.1046/j.1442-2026.2002.00382 Bernhard, M., Mohr, S., A., W. M., Martin, E., Walther, A. (2012, February). Developing the skill of endotracheal intubation: implication for emergency medicine. Acta Anaesthesiologica Scandinavica, 56(2), 164 171. doi:10.1111/j.1399-6576.2011.02547 Cook, T. M., MacDougall-Davis, S. R. (2012). Complications and failure of airway management. British Journal of Anaesthesia, 109(S1), i68 i85. doi:10.1093/bja/aes393 Duckett, J., Fell, P., Kimber, C., Taylor, C. (2014). Introduction of the i-gel supraglottic airway device for prehospital airway management in a UK ambulance service. Emergency Medicine Journal, 31, 505 507. doi:10.1136/emermed-2012-202126 Frascone, R. J., Russi, C., Lick, C., Conterato, M., Wewerka, S. S., Griffith, K. R., . . . Salzman, J. G. (2011). Comparison of prehospital insertion success rates and time to insertion between standard endotracheal intubation and supraglottic airway. Resuscitation, 82, 1529 1536. doi:10.1016/j.resuscitation.2011.07.009 Haske, D., Schempf, B., Gaier, G., Niederberger, C. (2013). Performance of the i-gel during pre-hospital cardiopulmonary resiscitation. Resuscitation, 564, 72 77. doi:10.1016/j.resuscitation.2013.04.025 Jacobs, P., Grabinsky, A. (2014, January March). Advances in prehospital airway management. International Journal of Critical Illness and Injury Science, 4(1), 57 64. doi:10.4103/2229-5151.128014 Lafferty, K. A., Dillinger, R. (2016, December 30). Rapid Sequence Intubation. (R. P. Byrd, Ed.) Retrieved March 19, 2017, from Medscape: http://emedicine.medscape.com/article/80222-overview#a1 Michalek, P. D. (2013). The I-Gel Supraglottic Airway. Nova Science Publishing Inc. Retrieved March 3, 2017, from http://ebookcentral.proquest.com/lib/vu/detail.action?docID=3022405 Piegeler, T., Roessler, B., Goliasch, G., Fischer, H., Schlaepfer, M., Lang, S., Ruetzler, K. (2016, May). Evaluation of six different airway devices regarding regurgitation and pulmonary aspiration during cardiopulmonary resuscitation (CPR) A human cadaver pilot study. Resuscitation, 102, 70 74. doi:10.1016/j.resuscitation.2016.02.17 Price, L. A., Milner, S. M. (2012). The totality of burn care. Trauma, 15(1), 16 28. doi:10.1177/1460408612462311 Schalk, R., Auhuber, T., Haller, O., Latasch, L., Wetzel, S., Weber, C. F., . . . Byhahn, C. (2012, January). Implementation of the laryngeal tube for prehospital airway management: training of 1,069 emergency physicians and paramedics. Der Anaethesist, 61(1), 35 40. doi:10.1007 Tiah, L., Kajino, K., Alsakaf, O., Bautista, D. C., Ong, M., Lie, D., . . . Gan, H. N. (2014, November). Does Pre-hospital Endotracheal Intubation Improve Survival in Adults with Non-traumatic Out-of hospital Cardiac Arrest? A Systematic Review. Western Journal of Emergency Medicine, XV(7), 749 757. doi:10.5811/westjem.2014.9.20291 Toda, J., Toda, A. A., Arakawa, J. (2013, October 17). Learning curve for paramedic endotracheal intubation and complications. International Journal of Emergency Medicine, 6(38). doi:10.1186/1865-1380-6-38

Eastman Chemical :: essays research papers

Eastman Chemical Company located in Kingsport, Tennessee is in an industry that produces basic and immediate chemicals, specialty chemicals, agricultural chemicals, petrochemicals, plastics and fibers, and paints and coatings. Eastman also manufactures over 1200 chemicals, fibers and plastics; as well as being the largest supplier of polyester plastics. Currently Eastman employs over 15,000 people in 30 countries with manufacturing sites tactically located in 17 countries, with Asia Pacific Region Office being one of their key offices.   Ã‚  Ã‚  Ã‚  Ã‚  Eastman is known in the chemical industry as a world leader in the e-business. They are the first chemical company to provide their customers with e-business, which allowed them to do business in a much easier and efficient manner. Eastman e-business specializes in an online storefront and transactional Customer Centra; Web-enable auctions; alliances and investments in digital business, along with system-to-system ERP connections. The main focus of Eastman’s e-business was:   Ã‚  Ã‚  Ã‚  Ã‚  1. Creating customer-centric solutions   Ã‚  Ã‚  Ã‚  Ã‚  2. Portfolio of option, along with providing solutions for customers via electronic means   Ã‚  Ã‚  Ã‚  Ã‚  3. Invest in technologies/capabilities that bring value to customers   Ã‚  Ã‚  Ã‚  Ã‚  4. Be externally focused   Ã‚  Ã‚  Ã‚  Ã‚  5. Form partnerships   Ã‚  Ã‚  Ã‚  Ã‚  6. Build an e-brand, which attract customers, suppliers and technology partners   Ã‚  Ã‚  Ã‚  Ã‚  7. Leverage its intellectual capital, industry knowledge, network of contacts, credibility, brand and customer base   Ã‚  Ã‚  Ã‚  Ã‚  By implementing the e-business, Eastman’s customers were able to view products, check status of orders, access certificates of analysis, material safety data sheets, etc. The only problem Eastman originally saw with the e-business model which they have worked so hard to implement was that only 22 of the companies, which they do business with, are connected. And it’s very important to get all the companies connected into their infrastructure, which will provide all their customers with the seven foundational principles.   Ã‚  Ã‚  Ã‚  Ã‚  Knowing the importance of getting the industry knowledgeable and connected to the e-business, Craig Knight, the Asia Pacific Digital Business and Customer Service Manager of Eastman Asia Division was tasked to sell the Eastman’s philosophy. Knight made a two-week trip to Tokyo, Shanghai, and Malaysia to sell Eastman’s integrated electronic supply chain, known as the Integrated System Solution (ISS), to business partners in the industry. He was able to sell Nagase & Co., Ltd, a company in Japan on the ISS, but they had some concerns regarding the system. Knight truly understood their concerns, and made every effort to ease the process by providing the long-term benefits of the ISS to Nagase & Co., Ltd and other business partners.   Ã‚  Ã‚  Ã‚  Ã‚  According to George Eastman, â€Å"business as usual can put you out of business†.

Faulkner Essay -- essays research papers

Stunning Comparison in Faulkner's A Rose for Emily and Barn Burning In the words of Oscar Wilde, "The well-bred contradict other people. The wise contradict themselves." Conflict between the "well-bred" people and their "wise" counterparts satiates William Faulkner's short stories "A Rose for Emily" and "Barn Burning." The inability of Emily Grierson in "A Rose for Emily" and Abner Snopes' father in "Barn Burning" to accept and cope with their changing environments leads to an even greater quarrel with their neighbors; in each of Faulkner's stories, this inability escalates into a horrific murder. "A Rose for Emily" and "Barn Burning" are filled with gross contradictions that make conflict unavoidable. In "A Rose for Emily," different characters hold two opposing views of time itself. The first interpretation of time is that of a "world as present, a mechanical progression" (West 75). The narrator, the new Board of Aldermen, Homer Barron, and the newest generation represent this interpretation. These individuals, holding a new, less restricted point of view, prefer to keep everything set down in books, a practice strongly disapproved of by those who interpret their time as a "world of tradition, divided from us by the most recent decade of years" (West 75). Emily Grierson and her Negro servant, Colonel Sartoris, and the old Board of Aldermen represent this...

Ray Bradbury Essay

In the novel, the main character is named Guy Montage; He is a firefighter in a dyspepsia, except the firefighters fight not against fires yet are in an ongoing war against literature. His wife is named Mildred Montage she is somewhat of robot, all she ever does is stay at home and talk to her â€Å"family† which is just programs on the television. Mildred is unaware that she is depressed because she has no flavor to her life, she thinks in her mind she is refectory content with her seashell headphones and her parlor walls.Could a person be happy staying inside all day with just a television? Maybe if you figured the televisions were your family yet how could you get someone to believe that there family is nothing more than binary code. In today's day and age we rely on that intrinsic reflex of automatically checking our phone after that subtle ring. If that's all that our mind is worried about maybe we are heading to a sociopath society. In the novel Mildred attempted to comm it suicide, yet was caught just in the nick of time by Montage.When the ambulance rolled up a few engineers and large contraption and basically pumped her stomach and she was good as new. The government is sending out engineers instead of medical professionals because people are overdosing every day. Just like Mildred everyone is brainwashed into thinking they are content with how they live every day, just sitting in front of the parlor walls or listening to the â€Å"news.

Big Brother Little Sister

Euthanasia is a type of assisted suicide (where one person helps another person to take their own life). There are a number of reasons why people choose Euthanasia; if they have a very serious debilitating illness, which stops them having a reasonable quality of life, if they are terminally ill with something which will cause a very slow and painful death, they may wish to end their lives peacefully, and in the manner of their own choosing. Recently the parents of a young man helped him to end his own life because he had been paralyzed from the neck down and he felt he could not face life anymore.Euthanasia is NOT the same as suicide, for it to be euthanasia the person who dies must have had a very poor quality of life, or be unable to live with dignity. Euthanasia is about ending the suffering of an individual who WILL NEVER GET BETTER. (Someone who is depressed for example may have a very poor quality of life and want to commit suicide, but depression is generally only a temporary, treatable condition). EUTHANASIA IS ILLEGAL in most countries, AS IS ANY FORM OF ASSISTED SUICIDE.In the Netherlands, where their attitude towards life and death is far more enlightened; they have ‘euthanasia clinics' where you can end your life with peace and dignity. The legality of euthanasia in the Netherlands is causing many individuals to travel their in order to take their own lives, in a calm and peaceful manner. Since their own countries deny them any right to do so. Since many people may suffer accidents which leave them in a coma, or paralyzed, perhaps unable to communicate, many people are now choosing to make ‘living wills'.These are similar to the legal documents used to divide up your property after you die, but a ‘living will' states what you want to be done if you are ever terminally ill, permanently suffering, but unable to communicate your wishes (or if doctors are unable to act on what you say because they think you may not be in your right min d). Euthanasia can be in many forms, by painless lethal injection, tablets, or just ‘pulling the plug' on a life support machine. Only ‘voluntary euthanasia' is euthanasia. There is arguably no such thing as ‘involuntary' euthanasia. Involuntary' euthanasia would almost always be regarded as murder (or at least manslaughter), even in countries where euthanasia is legal. Always consult somebody who knows the laws of your country well whenever the law is concerned. Don't make any sort of decision based on what a stranger on the internet has said. Don't trust wikipedia, unless you have the time to check all the sources and citations yourself. User generated content should never be taken as a matter-of-fact, especially on such a serious topic as this one. P/S: The thing about ‘euthanasia' being the name of the drug they use to put animals to sleep is nonsense.Similarly, there is no drug called ‘euthanasia' which is used to euthanize people, this is further nonsense. Also; killing an animal which is terminally ill or in great suffering may be considered ‘euthanasia' but killing an animal just to make room at the pound is DEFINITELY NOT EUTHANASIA. This is just a very cruel system which many animal rescue centers have little choice but to implement. Thanks. Hope this info is useful to you. This website (BBC) has some very good legal information and moral discussions on the topic. Good reading if you still want to know more.

Autism

Autism Essay Autism Essay 3 An Assessment of Autism Autism is a physical disorder of the brain that causes a lifelong developmental disability. The many different symptoms of autism can occur by themselves or in combination with other conditions such as: mental retardation, blindness, deafness, and epilepsy. Children with autism vary widely in their abilities and behavior. Each symptom may appear differently in each child. Children with autism often show some forms of bizarre, repetitive behavior called stereotyped behavior. Each child with autism is unique, with their own individual range of symptoms and behaviors. Broad areas of similarity have been identified so that it is now possible to make some basic general statements about what children with autism are like as a group. Some symptoms and characteristics are: failure to develop normal socialization, problems in speech, language, and communication, strange relationships to objects and events, unusual responses to sensory stimulation, and progress delays. Autism 4 Scientists do not know why some children have autism. Studies have found that people with autism have differences in the structure of their cerebellums. Research is still unclear to be able to draw conclusions to biological and genetic causes. Scientists have only identified one specific genetic connection with autism. A genetic syndrome called, fragile X syndrome. Fragile X syndrome is a recently discovered form of genetically caused mental retardation. Both sexes are affected by fragile X syndrome, with males usually more seriously affected. Children with fragile X syndrome can have behavior problems such as: hyperactivity, aggression, self-injury, and autistic-like behaviors. Severe language delays and problems are common. Delayed motor development and poor sensory skills are also disabilities associated with fragile X syndrome (Jordan Powell, 1995). In the United States, there are at least 400,000 people with autism, about one-third of them are children. Autism is one of the most common developmental disabilities (Harris Weiss, 1998). Autism 5 For reasons researchers don not know, autism occurs about three to four times more frequently in boys than in girls. For children with more severe cognitive limitations, the ratio is closer to two to one. For the group of children with higher cognitive skills, boys are more frequently represented at a rate greater than four to one. Girls, when affected, are more likely to be more seriously affected by symptoms of autism (Quill, 1995, p. 219). To many experts and parents the number of children with autism seems to be increasing at a faster pace than before. In fact, some recent research studies of the occurrence of autism suggest that it is twice as high as previous studies had indicated (Jordan Powell, 1995). Fortunately, the understanding of the needs of children is changing just as is the care applied to the diagnostic process. This is leading to better understanding of the importance of tailoring educational, social, and communication involvement to the needs and strengths of children with autism (Quill, 1995, p. 167). Autism 6 When autism was identified in 1943, it was a disorder that was misinterpreted and puzzled most professionals. Since than, studies have given us understanding into autism as a brain based disorder which children are born with. Though no cure has been found to date to treat children with autism, researchers are on the brink of discovery one (Harris Weiss, 1998). .