Movie Analysis The Movie Rental Company Essay - 948 Words

Blockbuster was a movie rental company that suffered through lackadaisical leadership, missing out on a golden opportunity to buy out the company that would one day run it into bankruptcy. David Cook opened the first Blockbuster in Dallas, Texas in 1985. He had seen the potential in the movie rental industry when he had researched into acquiring a video store franchise. He laid the groundwork that would one day lead Blockbuster to becoming a rental movie empire that. He built a $6 million distribution facility that made it possible for stores to pop up in instantly. The distribution facility allowed for a â€Å"store† to be sent out within 24 hours. The goal was to be able to send three stores out per day; everything the store would need was included in this shipment. A Blockbuster store was home to more than 8,000 movies, the distribution center allowed stores to open very quickly. 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The World Of Private Security Essay - 1831 Words

In todays world of private security, secrecy is essential. But what about when those secrets are incidents which breach the confines of the law or human rights. Should they still be kept secrets, should they be ignored by government regulators and poorly investigated by congressional committees, or should they be exposed and issued proper sanctions? Since the beginning of the â€Å"War on Terror† there have been a multitude of incidents involving private security companies which are also sometimes known as mercenary armies. These incidents, in many cases, have tried to be covered up or discredited by the companies involved. In some instances, bribes were even involved and exposed but the companies were still allowed to operate. Many of them even received more contracts from the US government! Private security companies around the world provide essential services that range from the protection of VIP’s to the installation of security systems to the building of FOBâ€℠¢s (Forward Operating Base), command bases, and even roads. Personally, I like the idea of PSC’s (Private Security Companies) and am even looking to go into the private security industry but my choice would come after careful consideration and research on the policies and procedures of the company. That is where the problem today lies, with the policies and procedures of PSC’s as well as the lack of policies and procedures imposed onto them by the government. Overall I believe that these companies are effective but thatShow MoreRelatedHistory of Private Security in the Us Essay1100 Words   |  5 PagesHistory of Security in the United States CCJS 345 3 February 2013 Abstract Security in America has evolved from the time of the first settlers to today’s well-trained forces. 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Burnout Issues Among Nursing Staff Working in Kims Hospital

Question: Discuss about theBurnout Issues Among Nursing Staff Working in Kims Hospital. Answer: Introduction Stress is considered as a relationship between a person and his or her environment which is considered as exceeding ones resources resulting into endangering of the well-being of the person. Stress can cause health issues in humans. Work can be one of the reasons of stress in humans. Nurses working hospitals face stress as their jobs are filled with stress such as long working hours, human suffering, physical labour, and problems of interpersonal relationships. Among the nurses, the stress was recognized as a problem for the first time in 1960 when four sources causing anxiety in nurses were identified by Menzies that included patient care, change, responsibility, and decision making. By 1980s, additional causes were determined with the increased use of technology in hospitals which changed the work environment(IDDRISU, 2013). The term burnout in people was coined by Freudenberger in 1974 which as described as reactions of workers to the chronic stress situations in their occupations. Burnout situation is conceptualized as a condition in which a person is disturbed by exhaustion, reduction in accomplishment and depersonalization. Stress at work is often caused in a person because of the combined responsibilities of handling work and family which affects the person both at work and in family situations. Females make the majority of nursing staff and as they have higher responsibilities towards family, they face such kind of stresses predominantly. These stresses can lead to neuroendocrine responses that cause physiologic reactions that could further cause illnesses in nurses. This causes dissatisfaction in nurses which results into employee attrition. KIMS hospital is also facing a staff shortage among nurses because of burnout situations and it needs to work on improvement of the working environment such t hat nurses retention can be improved(Jennings., 2006). Issues KIMS hospital is facing dissatisfaction with job among nurses because of burnout situations and it needs to reduce the stresses of nurses to overcome the challenges caused by these burnouts in nurses. Factors that may be causing these issues include: Work Environment: The hospital has long working hours that puts stress on the nurses. There are only few nursing students who are selected to work in the hospital after they have completed their studies which results into lack of nurses. With only a few nurses managing work at the KIMS hospital, the work load of individual nurses is significant. In such a n environment, several nurses are unable to cope up with the work pressures and leave the hospitals while others face the situation of burnout. Demographics: Several nurses working in the hospital are either married or have marriage with kids. In the face of long working hours and work demands, these nurses are unable to balance their work with the personal family life. Other nurses who do not have these responsibilities are young graduates who are not sufficiently trained and thus, find it difficult to manage the responsibilities of the job efficiently. Recruitment and retention: Hospital reputation affects the recruitment and as the attrition rate of the hospital is high, the reputation as an employee would not be too favorable which would make it even more difficult for the hospital to attract as well as retain the nursing staff(Holdren Coustasse, 2015). Exposure to ill patients: Nurses have to deal with the patients who are ill and thus, they have to face continuous exposure to the illnesses. As they are involved in patient care, they tend to get emotionally attached to these patients which can cause emotional pressure especially in the cases of loss of lives. This can cause an emotional pressure that they do not get time to release as the new cases keep coming. This can cause burnout in nurses(Ericksen, 2015). Possible Solutions Figure 1: Job demands-Resources model The job-demands and resource model identify certain demands of a job that can affect the level of pressures that result from workload, working conflicts, job uncertainty and time management issues. These demands can be social, physical or psychological. These job stresses are reduced if working people are provided with sufficient resources. These resources can include supportive management, good leadership, good relationships, positive environment, sufficient training, employee orientation, and recognition. If the job demands are higher than the job resources, it would lead to burn out of the worker. A balance has to be created between the resources and demands in a job to reduce the pressure on workers. Thus, in order to reduce the burnout in nurses, resources may be increased beyond the work demands(Bakker Demerouti, 2011). This can be done using following methods: Hiring more staff: If more nurses are hired, the workload would be divided between them. With more staff, the nurses would get more support and less of over time working hours. Thus, the burnout in nurses would be less(Narban, Narban, Singh, 2016). Administrative Support: If the support from the administrative staff is strong then it would keep the patients satisfied. It would also keep good relations between the nursing staff and doctors. This would create a supportive environment for the nurses and thus, would reduce the burnout in nurses(Vahey, Aiken, Sloane, Clarke, Vargas, 2010). Maslach theory of burnout suggests that burnouts are caused when there is a mismatch between the job demands and the capacity of the person who would be doing the work. The job demands have to be synchronized with the person doing the job which is possible when the person doing the job is made capable to handle the job with ease and efficiency(Maslach, Schaufeli, Leiter, 2001). This can be done in following ways: Providing Staff training: If the nurses are provided with the training on how to handle the work pressures then they would be more equipped to manage the work and yet not get burn out. This would need support from the senior staff and the human resource managers who would make arrangements for the training of nurses on aspects of work load management and stress management in addition to the regular training given for the understanding of the work(Alsaqri, 2014). Hire experienced nurses: If the hospital would hire nurses who already have experience of working in other hospitals instead of freshers, the workers would have the previous knowledge and experience of working in stressful situations and thus, they would be better equipped to handle the pressures of the job and do not get the burnouts due to work load pressures(Flemming, 2016). As per the Maslach theory, there are six factors that can cause mismatch between the work demands and the worker. If these factors are taken care of, then a balance can be created between the resources and the demands. These factors include lack of control over work situation, values, fairness, workload, community, and reward. With these considerations, following solutions can be used: Rewards and Recognition to nurses: As the nurses are not actively involved in taking decisions and thus, they tend to feel less important in the hospital. Over a long time of working in such a condition where they lack control over their work, burnouts can be caused as they would feel like trapped. In such a situation, providing rewards and recognition to nurses for their contribution would give them motivation and boost their morale(Lee, Scheunemann, Hall, Payne, 2012). Community Establishment: If communities of nurses or the hospital staff is established such that all the members are actively involved, strong relationships would be built in the staff which would keep the workers including nurses motivated as they would get support from team and there would be fewer conflicts between them(Maria, 2012). Probables Considering the case of KIMS hospital, the two most probable methods that would reduce the burnout rates in nurses could be: Administrative Support: Administrative support would not need any additional resources to be hired but restructuring of the systems especially the administrative such that additional support can be sought from the administrative staff. Staff training: Nursing staff can be trained on how to handle the work stress by the senior and experienced staff so that nurses can be better equipped for handling Selection Administrative support would need realignment of processes and probably some investment in providing support solutions through the implementation of technology for administrative support. Administrative support can be improved by hiring new staff to provide support to the nurses and use of real time data management and analytics technology which can help nurses with the real time patient data recording as well as reduce the need of making manual entries every time. An alternative solution is provision of training on stress management to the nurses. This approach can be useful to some extent as it would help nurses deal with the stress better but it would not reduce their actual stress. Moreover, the solution would only be temporary and limited in the impact. However, provision of administrative support would provide a larger and long term benefit(OECD, 2012). Feasibility Study Administrative support would reduce the burnout among staff as it would help nurses carry out their work with lesser difficulties, with speed and with efficiency. A feasibility study can be conducted on this solution by exploring a few questions like: How would increase in the administrative reduce the burn out among nursing staff in the KIMS hospital? Will it release the stress of the nurses? (Objective of the solution is to reduce the stress in nurses as it would reduce the probability of burnout in nurses and hence, this question would be useful) Will administrative support create a positive working environment in the hospital? (A positive environment would be less stressful for the nurses and thus, if the answer to this question is yes then the method would be useful for reducing stress in nurses.) Will nurses have access to more resources with the use of administrative support? (If more resources are made available to nurses then it create a better balance between demands from nurses and resources available to nurses) Will it make it easy for the nurses to manage their work in the hospital with administrative support? (If the work of nurses becomes easy then it would be less stressful for the nurses in working) (Carter, 2016). Will it incur significant cost to the hospital? (For the management to approve the improvement in the administrative support, it is essential that the costs incurred in the implementation of the new technology for administrative support is justified for the hospital business) Will the cost of acquisition and implementation of the administrative support system would be high? (If the cost of acquisition and implementation of the new technology is too high then the management may not approve the project) Will the company gain more profits than the costs incurred in the system development? (If the company gets more profits than the costs incurred in the acquisition and implementation of the software then it would justify the cost and the project would get the approval of the management) Will the company be able to breakeven within first year of the implementation? (If the company is able to recover the costs of development within the first year of the implementation then the project would be feasible and thus, would have higher chances of approval and would also ensure profitability of the hospital business) (Daniel Oyetunde, 2013). Will it improve the relationship between the staff working for KIMS hospital? (Better relationships would make the work environment healthy and staff members would be helping each other which would make the work easy and enjoyable work nursing workers) Will it provide more opportunities to the staff to communicate? (With more opportunities to communicate, chances of building strong relationships would also increase) Will assistance from the administrative staff to nurses would be helpful? (If the administrative staff would be useful and helpful to the nurses then it would make nurses more positive about relationships) Will it reduce the conflicts between the administrative staff and nursing staff? (reduced conflicts would ensure that good relationships are maintained in the staff) Will it improve the productivity of nursing staff in the hospital? (Improved productivity in nurses would reduce the chances of burnouts in them) Will the service delivery time for the nurses reduce with supportive technologies? (If the service delivery times are reduced then nurses would be able to serve more patients in less time) Will services of nurses improve with the use of administrative technologies? (Better services provided to the patients by nurse reflect better productivity) Will nurses be able to better track the patients information? (Better information tracking would help nurses work better and faster) (Hannah, Lomely, Ruddick, Bellamy, 2004) Will make the work easier for the nursing staff? (When the work is easier for nurses, the stress would be less in nurses which would reduce the probability of burnout situations in them) Will the information provided through supportive technology would make work of nurses easier? If work is easy then nurses would be less stressed) Will technology help nurses remember the medications and nursing requirements of patients? (With technology assisting nurses by reminding them of nursing requirements, nurses do not need to remember everything but rely on technology for that which would reduce the mental pressure on them) Will technology automate some of the nursing tasks? (With technology automating some of the nursing tasks, the work would become easier for the nursing staff) SWOT Analysis Strengths of the administrative improvement as the solution include: It would reduce the nurses burnouts It would bring the long term benefits for the hospital It would reduce the overload of nurses which would enhance satisfaction in them With improved working environment resulting from administrative improvements, the reputation of the hospital would also improve which would be helpful in recruitment(Rechel, Wright, Edwards, Dowdeswell, McKee, 2009) Weaknesses of the administrative improvement as the solution include: It is an expensive method as it would need new technologies to be implemented It would be time consuming as seeking support from administrative departments would demand cultural changes in the hospital Opportunities of the administrative improvement as the solution include: More of the activities that are not value adding or monotonous can be automated with the use f technologies which would make the work of the nurses easier With better technologies, the patients can be served better With automation, the nurses would get some extra time and thus, proper scheduling can be done for optimum resource utilization. Threats of the administrative improvement as the solution include: If the staff resists using new technologies, it would not deliver benefits but would cause loses to the administration Technologies used can fail which would result into dissatisfaction in patients(Singh Chauhan, 2016). Conclusions This report explored the case of KIMS hospital that was facing an increasing burnout situations in their nurses causing attritions to rise. The report identified the causes behind these burnouts and explored some solutions that could possibility reduce these burnout situations. Possible cause of these problems was found to be stressful work environment, overload of the work, and more exposure to illness and family pressures. The report studied two key theories including job-demands and resource model and Maslach theory to identify solutions and these included increase in hiring, administrative support, employee training, experienced hiring, community establishment, rewards and recognition for nurses. Among these solutions, two were selected including administrative support and employee training It was found that the administrative support would have more long term benefits and thus, was the selected improvement plan. It was further explored to understand if it was feasible for the ho spital to carry out. For this, the report explored the idea from different perspectives including cost, demand, stress relief, workload reduction and relationship management. A SWOT analysis was carried out which revealed that the use of administrative technologies can have cost implications and well as risk failure. However, it has certain long term benefits like reduced burnout and increased satisfaction in nurses. References Alsaqri, S. H. (2014). A Survey of Intention to Leave, Job Stress, Burnout and Job Satisfaction among Nurses Employed in the Hail Regions Hospitals in Saudi Arabia. Melbourne Australia: RMIT University. Bakker, A. B., Demerouti, E. (2011). The Job Demands-Resources model: state of the art. Journal of Managerial Psychology, 309-312. Carter, L. (2016). Operational productivity and performance in English NHS acute hospitals:Unwarranted variations . NHS. Daniel, G. O., Oyetunde, M. O. (2013). Nursing informatics: A key to improving nursing practice in Nigeria. International Journal of Nursing and Midwifery, 90-98. Ericksen, K. (2015). Nursing Burnout: Why it Happens What to Do About It. Rasmussen College. Flemming, J. (2016). What ifmy medical career starts here? Warwick Medical School. Hannah, K. L., Lomely, C. P., Ruddick, P., Bellamy, G. R. (2004). Hospital Administrative Staff vs. Nursing Staff Responses to the AHRQ Hospital Survey on Patient Safety Culture. West Virginia: Agency for Healthcare Research and Quality. Holdren, P., Coustasse, A. (2015). Burnout syndrome in hospital nurses. Marshall University. IDDRISU, S. (2013). The Contribution of Ghanas Development of Polytechnics to National Prosperity and Challenges to their Sustainability - Focusing on Staff Turnover. UNIVERSITY OF EDINBURGH. Jennings., B. M. (2006). Patient Safety and Quality: An Evidence-Based Handbook for Nurses. NCBI. Lee, C., Scheunemann, J., Hall, R., Payne, L. (2012). Low Staff Morale Burnout: Causes Solutions. University of Illinois. Maria, N. (2012). Examining the causes, coping strategies and prevention: Examining the causes, coping strategies and prevention. ARCADA. Maslach, C., Schaufeli, W. B., Leiter, M. P. (2001). JOB BURNOUT. Annu. Rev. Psychol., 397422. MK1, S., SK, J., S, S., AK., H. (2001). Administrative support for addressing staff nurses' ethical concerns regarding staffing. Journal of Nursing Administration, 103-104. Narban, J. S., Narban, B. P., Singh, J. (2016). A Conceptual Study on Occupational Stress (Job Stress/Work Stress) and its Impacts. IJARIIE, 47-56. OECD. (2012). PREVENTING UNEMPLOYMENT AND UNDEREMPLOYMENT FROM BECOMING STRUCTURAL. OECD. Oy, F. (2016). Digital Health Technology Guide for Singapore and Southeast Asia. InterVentures. Rechel, B., Wright, S., Edwards, N., Dowdeswell, B., McKee, M. (2009). Investing in hospitals of the future. EuHPN. Singh, R., Chauhan, A. (2016). INFORMATION TECHNOLOGY ROLE IN HOSPITAL ADMINISTRATION PRACTICES . International Journal of Management (IJM), 108115. Vahey, D. C., Aiken, L. H., Sloane, D. M., Clarke, S. P., Vargas, D. (2010). Nurse Burnout and Patient Satisfaction. National Institute of Health.

Settlers of Catan Economic Analysis Essays - The Settlers Of Catan

Settlers of Catan Economic Analysis Unit 1: "Connecting Themes in Economics" Directions: Using the chunk paragraph format, describe how each of the four themes of Economics played out in your Settlers of Catan game. Make sure you include concrete details and commentary in your answers. TRADE- Describe how trade was an integral part of Settlers game. Give a specific example of a trade in the game and analyze why that trade happened and how effective it was. In the game of Catan, getting resources you needed was nearly impossible without trade. For example, Meta traded me any two resources of my choice for wood or brick. Brick was scarce throughout the game and I was placed between a brick and wood resource. Meta needed brick and wood to build the longest road, and I needed more resources for development cards. Trade helps connect players and grow their territory through giving resources to build cities,roads and armies, in order to win the game,trade is necessary. INCENTIVES- Describe and analyze a use of incentives from your Settlers game. Was the incentive(s) positive or negative? If players want to trade effectively and the game to go quickly they must use incentives. For this reason, I incentivized Zadiah to move the robber onto Meta's resource. I was usually the only person with brick due to the robber being on the other brick hexagon. I promised Zadiah 2 bricks, which is incentivizing. Incentives help the progression of the game by use of tactics. INTERDEPENDENCY- Explain how your Settlers game represented interdependency? Give an example of how another player's actions affected your own. Interdependency in the Catan game means a mutual support. For instance, there was a scarcity of bricks, but I always had plenty and Meta was beginning to build a road. Zadiah had the longest road card and was afraid Meta would take it. So Zadiah came to an agreement that I would trade brick only with her for exchange of any card I wanted. Meta was able to move the robber off of her brick resource through an agreement with Riley for wood resources. Interdependency plays a role in relationships throughout the game.

death penalty3 essays

death penalty3 essays What act by the United States government kills almost a hundred people every year? The United States Department of Justice legally executes criminals who commit certain crimes. The crimes for which a person can be executed for are named Capital offenses, thus the name Capital Punishment. The debate over capital punishment originates in the seventeenth century and still continues today. Many different arguments shine throughout the debate which I will be reviewing both sides. Capital punishment has been in America since the early seventeenth century. The first recorded execution in America was that of Captain George Kendall in the Jamestown colony of Virginia in 1608. Crimes advocating capital punishment varied among settlements during the Colonial period. In the Massachusetts Bay Colony, crimes such as witchcraft, rape, perjury, adultery, and murder warranted capital punishment. In the Quaker society, crimes such as treason and murder warranted capital punishment. In 1787, Dr. Benjamin Rush, a signer of the Declaration of Independence, held a meeting at the home of Benjamin Franklin calling for an end to public executions. In the fall of 1787, Rush developed the Society for Alleviating the Miseries of Public Prisons. The society was instrumental in the development of the prison system in the United States. In 1790 the Walnut Street Jail in Philadelphia was converted into the nation's first modern prison. The emergence of the new prison sys tem in the United States provided an alternate means of punishment for crimes. Rush was the first prominent American to publicly urge the abolition of capital punishment. Over the next two decades, prisons in the United States were constructed, and the number of crimes warranting capital punishment decreased considerably. Capital punishment in the United States has undergone many modifications since the early nineteenth century. Its use gradually has become more limited and c...

Summary and Background on The Vagina Monologues

Summary and Background on The Vagina Monologues A night of theater can be much more than getting dressed up to watch a Rodgers and Hammerstein revival for the umpteenth time. Theater can be a voice for change. It can be a call to action. Case in point: Eve Enslers The Vagina Monologues. Playwright and performance artist Eve Ensler interviewed over 200 women from a wide range of ages and cultural backgrounds. Many of them bared their proverbial souls and responded to questions such as: What would your vagina say if it could talk? And If you could dress your vagina, what would it wear? Origins of the Vagina Monologues In 1996, The Vagina Monologues began as a one-woman show, a series of character-driven pieces, almost like poetry, each revealing a different womans experience with topics such as  sex, love, tenderness, embarrassment, cruelty, pain, and pleasure. As the show increased in popularity, it began to be performed by an ensemble of actresses. Politically active theaters and college campuses began producing the Monologues, all of which helped to launch a global movement known as  V-Day. What Is V-Day? According to the official V-Day website: V-Day is a catalyst that promotes creative events to increase awareness, raise money and revitalize the spirit of existing anti-violence organizations. V-Day generates broader attention for the fight to stop violence against women and girls. Are The  Vagina  Monologues Anti-Male? When college students are asked Raise your hand if you are a feminist, often  only one or two students raise their hands. The female students without their hands raised often explain that they dont hate men. Although many would define feminism as equality for the sexes, or the empowerment of women, it seems, sadly, that many people believe feminism is anti-male. With that in mind, it is easy to see why many assume that The Vagina Monologue is an angry rant of naughty words and feverish male-bashing. But Ensler is clearly raging against violence and oppression, not the male species. For further proof that Enslers work is man-friendly, visit the V-Men Page, a section of the V-Day website in which male writers and activists speak out against misogynist violence. Powerful Moments From The Vagina Monologues Below are descriptions of some of the most powerful scenes from the play. The Flood: This monologue, based upon a conversation with a 72-year old woman, combines humorously erotic dream imagery with the pragmatic, worldly views of a tough, outspoken old gal. Picture your elderly great Aunt talking about down there, and youll get an idea of this monologues potential. (During her HBO special, Ensler has great fun with this character.) My Village Was My Vagina: Absolutely the most haunting of the monologues. This piece is in honor of the thousands of victims from rape camps in Bosnia and Kosovo. The monologue alternates between peaceful, rural memories and images of torture and sexual abuse. Powerful, sad, and all-too-relevant. I Was in the Room: This monologue was based upon Enslers personal experience as she watched the birth of her grandchild. Arguably the most touching and optimistic of the monologues, this scene captures the joy and mystery of labor, in all its glorious (and graphic) detail. The Controversial Monologue Sure, the whole show is controversial. Theres shock value simply in the title. However, one particular monologue involves two accounts of molestation. The first incident occurs when the character is 10. In that account, she is raped by an adult male. Later on in the monologue, the character describes a sexual experience with an adult woman, when  the character/narrator is only 16. (In an earlier version of this monologue, the lesbian encounter took place at the age of 13, but Ensler decided to adjust the age). This monologue upsets many viewers and critics because it presents a double standard. The first case of molestation is accurately nightmarish, whereas the second case is portrayed as a positive experience. On the one hand, Ensler generated her monologues from real-life interviews, so it makes sense to display what she learned from her subject. However, considering the mission statement of V-Day, its hard to fault directors or performers for omitting (or perhaps revising) that particular monologue. Other Eve Ensler Plays Although The Vagina Monologues is her most famous work, Ensler has penned other powerful works for the stage. Here are a few worth checking out: Necessary Targets: A gripping drama about two American women who journey to Europe in order to help Bosnian women share their tragic stories with the world. The Treatment: Her most recent work delves into the moral questions or torture, power, and the politics of modern warfare.

Heakthcare strategies Decision-making Tools Essay - 1

Heakthcare strategies Decision-making Tools - Essay Example In which case, the early phase requires creating a small but powerful team to guide the initiative. This is the ideal situation regardless of organization type (Kotter, 2007). Having senior-level management form the core of the group will create the needed sense of urgency. Kotter (2007), however, argued that even in these early days of implementing the strategic plan the guiding team needs to include members who are not part of the senior-level of management. These other members are particularly important for two reasons: to communicate the vision and message of change to their peers and to communicate the challenges and concerns faced by their peers with regards to implementing the strategic plan to senior management. The above approach will not be effective especially at the later stages of implementation when the need to communicate the new vision and strategy becomes mandatory. Ultimately, the strategic plan cannot be implemented without the participation of most of the employees in the organization. According to Kotter (2007) transformation is impossible unless hundreds or thousands of people are willing to help, often to the point of making short-term sacrifices. It is obvious that implementing any new vision will have some effect on employees’ normal activities. This means that employees need to be convinced to believe that useful change is possible with implementation of that strategic plan. Without credible communication, the hearts and minds of the staff will not be captured. This will be counterintuitive to the organization’s plan because when employees are neither fully convinced of senior management’s plan nor are the involved in it, they resist the change Moreover communication is achieved through both action and deeds. Keeping employees in the dark lowers the trust and confidence they have towards senior management. To ensure the successful implementation of this assisted living facility’s strategic

Ten Critical Steps for Risk Managers Essay Example | Topics and Well Written Essays - 750 words - 1

Ten Critical Steps for Risk Managers - Essay Example The ten critical steps that could be taken by the risk managers to prevent losses due to political risk in the country are explained as follows. Firstly, the risk manager should undertake a study of the Mexican markets and the situations of crisis that has been prevailing. The risk manager should undertake an analysis of the political risk in the market and monitor the volatility of the market in order to understand the implications of political risk. Secondly, the demands of the markets and the political interference should be studied in order to prepare a plan for controlling the losses. Thirdly, the manager should engage with local public entities in order to understand the market sentiments in Mexico. Fourthly, the risk manager should hold meetings with the labor unions in order to understand the demands and expectations of the workforce. Fifth, the risk manager should be flexible enough to draw back up plans in case the primary plans fail to mitigate the risks. Sixth, the risk m anager should take support from the management in order to engage with the political representatives and leaders in order to strike a deal to maintain smooth operation of the business in conditions of turbulence. Seventh, the risk manager should propose the management to enter into strategic alliance with local business houses. This step would be crucial in order to restrict the losses due to local and political interferences. Eighth, the risk manager should undertake strategies for political risk insurance of the business in order to cover the exposure as a result of political uncertainty. Ninth, the risk manager should consider the returns in the study of risk. A higher and calculated risk could lead to attainment of higher returns for the risk manager. Thus the risk manager should undertake an analysis of the risk-return trade off. Lastly, the risk manager should be innovative and prompt to react to the political risk exposures and then take necessary steps as there is no single tool for restricting the losses with the continuous change in the markets in a volatile situation. Recommendation: steps to begin an import / export relationship In order to begin an import/ export relationship with Mexico, the following courses of action have been recommended. The recommended course of action not only mitigates the risk but also help to resume international trade, imports and exports with the country. The engagement in to talks and relationships with the government of Mexico may be suggested in order to force a deal of mutual interest between the Mexican government and the trader. However, the relationship ties may weaken with the passage of time and the risk manager would need to be flexible in order to restrict the losses due to political risk. The risk manager may enter into talks with the labor unions in order to negotiate terms for maintaining smooth operations of the business. However, political risk insurance may be recommended that would enable the risk man ager to build confidence of the management due to which relationship of export and import could be started with the country (MIGA, 2011). The risk manager could take necessary actions of engaging into contracts with the local bodies, export credit agencies

Significance of the Factors of Curriculum Development Essay Example for Free

Significance of the Factors of Curriculum Development Essay In the realms of universal educational system, the term â€Å"Curriculum† is widely used. Teacher’s Mind Resources (2011) elucidated that â€Å"the word curriculum comes from the Latin word meaning ‘a course for racing’.† By the terminology it self, the definition is so broad that its profoundness, if applied to schools, may define myriad things which might relate to, as what almost all teachers nowadays perceive, as contents to be taught to children. Some also think that a curriculum is a â€Å"set of courses for students take in order to reach certain goals in all levels† (wisegeek, 2013). We cannot say that the definition is a fallacy but the meanings are parts and parcel of what the big picture is. Curriculum is a dynamic, ever-changing series of planned learning experiences. It changes in order to enhance all experiences of the students in schools, as what John Dewey suggests regarding the definition of curriculum as such. Here we notice the relevance for a curriculum to be well-developed so that the goals will be attained. It is mentioned above that these goals are at certain levels. These goals may round about from a micro level, which may pertain to the personal achievement of Diplomas of the students themselves, up to gathering relevant statistics of how good is the aptitude of, an instance, Filipinos compared to other nation’s people. Very comprehensive, John Dewey (1916) defined curriculum as all the experiences of the learner inside and outside the school under the guidance of the teacher. In order for a curriculum to be structured properly, there are certain factors to be measured in order to achieve the goals. These are the following: 1. Cultural Values- Ontario Native Literacy Coalition (2001) emphasized how Grundy (1987) defined curriculum and the integration of cultural values. â€Å"Curriculum is not a concept; it is a cultural construction. That is, it is not an abstract concept which has some existence outside and prior to human experience.  Rather, it is a way of organizing a set of human educational practices†. The fundamental teachings of the folks of certain communities which were carried out all throughout the time until now are essential even integrated in the curriculum. This is because these things should be preserved. These cultural values may pertain to as simple as respect, love, peace, equality, and truthfulness. Narrowing down to the values established in a community-based are also included. For Filipinos we have the â€Å"Mano po†, and the utterance of the words â€Å"po† and â€Å"opo†. Curriculum for Liberal Education (2008) explained that the integration of cultural values aims to gain critical and appreciative perspective upon one’s own culture by studying other historical periods and other cultural traditions. Furthermore, Cultural values which should be well-thought-out can be visible or non-visible. These visible cultural values are Rules, Food, Dress, Language, Music, Dance, Means of Livelihood, Political Behavior, Family, Community, Norms and etc We also include non-visible cultural values may incorporate philosophy, beliefs and value system. 2. Knowledge of learner- Oftentimes when we here curriculum, we also associate it with the words â€Å"evaluation† and â€Å"examination† to be administered to the learners to identify their knowledge, skills, values, or as a whole-level of performance. The learner’s intelligence matters in developing curriculum. The general needs assessment is applied to targeted learners. What kind of doctor do we want to educate it depends mostly on social needs but it can reflect job opportunities, financial rewards and attitudes acquired during process of studding. Sometimes it is very difficult to make balance between these several needs. Needs can be obtained on different ways. It can be done through study of errors in practice. It is very difficult to design curriculum which will fully meet the needs of society and students. The existing knowledge of the learners needs to be considered as a requisite for developing a curriculum so that the contents of the structure will  supplement the established knowledge. The shift toward learner-centered pedagogy represents an important step in the quest to develop creative, autonomous learners who can readily adapt to a rapidly changing society. Learner-centered techniques foster creativity and innovative thinking, absolutely essential abilities for today’s workforce. How do wee this effective? There is now the implementation of Program for Decentralized Educational Development (PRODED) Content Based (not on the learner and learning process). Also the implementation of the Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process. 3. Knowledge of Teaching-Learning Theories and principles- Very obvious, learning theories and principles serve as pillars to almost all educational structures like curricula, lesson plans, missions and visions of schools, educational philosophies, and anything related to education since these theories and principles are actually and really factual data gathered from serious and logical experimentation done by proponents in the enterprise to improve and redesign education as it moves along the dynamic world. For instance, â€Å"The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning† (Pasigui, 2011) 4. Body of Knowledge- â€Å"Curriculum is a body of knowledge-content and/or subjects. Education in this sense, is the process by which these are transmitted or delivered to students by the most effective methods that can be devised† (Blenkin, et al ,1992). Of course, the content is a core factor in developing curriculum. This includes, literally, the courses which the students should take in order to end up achieving the goal.  Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It is also because this view of curriculum has been adopted that many teachers in primary schools, Kelly (1985) claims, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner. References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Blenkin, G. M. et al (1992) Change and the Curriculu,, London: Paul Chapman. * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed-emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum-Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm Significance of the Factors of Curriculum Development We often here the term â€Å"curriculum† in the field of education as if there is a need for this to be emphasized. This is why most educators need to undergo certain studies in order to fully understand this term and how far this term can go. Basically, a curriculum, if being asked to teachers nowadays, has a probable mean definition of â€Å"sets of subjects to be taught†. Others do also have theirs like â€Å"a plan of activities and lessons to be taught† which can be synonymous to the former one. â€Å"Curriculum is a cultural reproduction in a structured way. It is even more: It should also value independent thinking in the context of the widest sense of social responsibility† (Smith, Stanley Shores, 1957). Not a passà © statement, even foundational, in fact curricula are structured not fixed but dynamic, that is why it is stated â€Å"it is even more†. Developing curricula is not easy. The developers should tear apart the horizon of possibility and see beyond that regarding how can the curriculum best fit the needs of the society in terms of educational innovation to produce quality education to learners. Moreover, Harden (2001) has elaborated on this concept â€Å"a curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students’ learning style, personal timetable and the program of work†. Structuring and developing a curriculum is essential to the point that the  government can even intervene in order to provide relevant statistics to the developers regarding current data of the performance of the students in their state to see a match between the needs of the learners and the content of the curriculum. Furthermore, essential factors should be taken into consideration in order to make a good curriculum. These are the following: 1. Cultural Values- This â€Å"means that the education system is based on a First Nation communitys framework of values, priorities and world view, so that the path of educational development chosen to meet a communitys needs is theirs, not what outsiders might choose for them† (Ontario Native Literacy Coalition, 2001). The factor to be considered, very recently became an additional concern, are cultural values. These are values taught in order to attain peace and order in the society or community. Cultural values turned out to be essential since these principles should be conserved most specially these days the world is struggling in chaotic phenomena economically, financially, morally and others. Curriculum for Liberal Education (2008) elucidated that â€Å"as a significant factor in developing curriculum, it looks after the recognition on how the interaction of tradition and innovation nourishes both individuality and community†. In addition, this also includes visible cultural values which are Rules, Food, Dress, Language, Music, Dance, Means of Livelihood, Political Behavior, Family, Community, Norms. We also include non-visible cultural values may incorporate philosophy, beliefs and value system. All of these things can be considered in developing curriculum. 2. Knowledge of learner- â€Å"Curriculum development describes all the ways in which a training or teaching organisation plans and guides learning. This learning can take place in groups or with individual learners. It can take place inside or outside a classroom. It can take place in an institutional setting like a school, college or training centre, or in a village or a field. It is  central to the teaching and learning process† (Rogers and Taylor 1998). The involvement of the knowledge of the learners as factor in developing curriculum bridges the gap between what the students gained and stored in the memory bank regarding knowledge and skills, and what will the contents be in the curriculum. The contents with the knowledge of the learners must be supplementary. In the Philippines, the effectivity of Program for Decentralized Educational Development (PRODED) Content Based (not on the learner and learning process) and the implementation of the Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process take into account the consideration of the knowledge of learners. 3. Knowledge of Teaching-Learning Theories and principles- These factors pertain to relevant researches made by known proponents who endeavoured to make the educational system better in order to meet the demands of the dynamic world. These have been applied almost ever since proper schooling emerged. To concretize this, in the Philippines, The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning. 4. Body of Knowledge- There is what we call â€Å"four different approaches to curriculum theory and practice† and one of which considerers Curriculum as a body of knowledge to be transmitted. Basically body of knowledge are the inclusion of the contents or the courses to be taken by the students, and to be integrated in the lesson plans of the teachers. â€Å"Many people still equate a curriculum with a syllabus. Syllabus originates from the Greek, and it basically means: a concise statement, the contents of a treatise, the subjects of a series of lectures. In the form  that many of us are familiar with it is connected with courses leading to examinations. Where people still equate curriculum with a syllabus, they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit† (Mednick, 2006) References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed-emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum-Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm

Essay --

Tyler Brown Mrs. Hunt English 11 11 March 2014 Biomedical Engineering A career and tech. high school is a type of schooling that when a student graduates gives that pupil a trade degree in that scholars certain area of study along with that learners high school diploma. This is different from a normal high school because a student graduates with a degree that enables a scholar to go straight into that pupil’s field of study. For example if a learner is studying biotech the student will learn how to use the tools used in everyday labs like micro and serological pipets. One fields of study that the biotech program trains the students to do is biomedical engineering. In order to become a biomedical engineer undergraduate’s need years of schooling, and understanding of the growth in industry, once the technician has the job that engineer must adapt to the job or the job will sweep the operator under the rug. Looking at the history of this industry it has only grown sense it was first introduced. This is because societies are always sick and everyone wants to get better, which is where Biomedical Engineering comes in. The scientists work constantly to construct new medical devices; some of these devices include critical time instruments like a defibrillators or a disorder that is permanent like a pace maker. In both cases without them many people would not make it out of a hospital. There is one issues with the biomedical industry, as time goes on engineers are constantly pressured to come up with the next great device but they are limited by what has already been made. What this means is Engineers can only be as good as the equipment that is presented to them. A pro to this is that in return the engineers are paid fairly well and get ... ...uire engineers to have a higher degree of education, like if they want to work as the head technician the requirement goes from a bachelor’s to a master’s degree. Every year that the engineers work they are required to do certain tests to make sure that they are proficient with the equipment that they use in there labs. Work Cited â€Å"Biomedical engineer.† Career information center. Ed. Mary bonk. 9th ed. Vol. 6, Detroit: Macmillan Reference USA. Student Resources in Context. Web. 3 Feb. 2014. Bureau of labor statistic, U. S. department of labor, â€Å"occupational outlook handbook†, 2014 -2015 Ed, Biomedical Engineers. Web. 24 Feb. 2014. "Biomedical engineering." The Gale Encyclopedia of Science. Ed. K. Lee Lerner and Brenda Wilmoth Lerner. 4th ed. Detroit: Gale, 2008. Student Resources in Context. Web. 12 Mar. 2014.

Pre-Columbian History of the Caribbean Indigenous People Essay

Both indigenous groups, Tainos and Siboneys migrated to the Caribbean region. The first indigenous group to migrate to the Caribbean was the Siboneys. Although their origin has been debated, the common perception is that they came from either the southern top of modern day Florida or Mexico. It is estimated that around 500 B. C. they settled in the Greater Antilles region of the Caribbean. This region includes the Bahamas, Cuba and Jamaica. The Taino migration occurred approximately around the same time as the Siboneys. Their migration started from the South American mainland, most notably the area between Venezuela and Colombia to the area known as the Lesser Antilles of the Caribbean. This area included islands such as Trinidad and the Virgin Islands. The Taino utilized canoes to travel between each island during their migration. The canoes were made out of tree trunks and measured approximately 25 meters in length. Each canoe had a travel capacity of approximately 50 people. The main reason for the Taino migration was increased agitation and threats from the Carib indigenous people from the same region in South America. The Caribs were fierce in the their pursuit of the Taino and followed them up into the Lesser Antilles. Culturally, both the Taino and Siboney differed greatly. The Siboneys communed in small societies. Some would argue that they were culturally unsophisticated. They did not make any complex tools, just wood, stone and shells. The Siboney’s also settled by the riverside since they did not practice any form of agriculture. Their diet consisted of easily attainable animals such as fish and reptiles. They also ate wild fruits that were native to the islands. Conversely, the Taino were more advanced than their northern neighbor the Siboneys. The Taino had a complex society that consisted of settlements of as much as 500 inhabitants. They also contained a social structure for each settlement that consisted of a chief known as a cacique, a tier of elders who represented various families of each settlement, women and children. The Taino designated tasks to its members according to their position. Men cleared uninhabited areas of land and fished. Women were in charge of crop cultivation and child rearing. Unlike the Siboneys, the Taino mastered the art of farming. They farmed various crops such as yucca, guava and sweet potatoes. They also hunted various small game around the islands. The Taino also mastered clay pottery. Lastly, the Taino exercised their religious beliefs regularly. They believed in Gods that they called Zemis. The Caicique’s job was to carry out religious ceremonies by nasally ingesting a hallucinogenic mixture of tobacco and crushed sea shells through a long pipe called a cohoba. This snuff allowed the caciques to communicate with their Gods. Unlike the Siboneys, the Taino were a highly advanced society. They played a sophisticated team game called â€Å"Batey†. This game can be considered as the precursor to modern day soccer. Specially designed ball courts were created for Batey. In addition, The Taino also created jewelry and ornaments in which both men and women wore to Festivals and other celebratory events. In conclusion, the Taino and Siboney indigenous people both migrated to the Caribbean region. They both make up the genealogical and cultural starting point for all individuals who hail from the Caribbean region.

The Secret of Ella and Micha Chapter 11

Ella The next morning Lila is feeling much better. It's like last night never happened, but I wonder if it's an act. â€Å"I have a feeling that today is going to be full of rainbows and sunshine,† Lila says cheerily as she applies her lipstick, using the mirror on the closet door. Against my protest, she took down some of my sketches, so she could see her reflection. â€Å"See what, though?† I'd asked and she laughed, totally confused. â€Å"Are you high?† I tease as I twist my hair onto the back of my head and secure it with a clip. She pauses, looking at me over her shoulder. â€Å"Why do you always ask questions like that?† I slip on my boots and tie up the laces. â€Å"What kinds of questions?† She blots her lips. â€Å"Every time I'm happy, you always ask if I'm drunk or on something. People can be happy without substances.† I clasp a watch around my wrist. â€Å"Most people can, but not all.† Lila clips a diamond earring in. â€Å"You look really nice today.† I glance down at the black and purple dress I have on and the boots on my feet. â€Å"I forgot to do laundry so I had to wear some of my old clothes, which don't match any of my new shoes.† â€Å"Well you look nice.† She gives an elongated pause. â€Å"So what's on the agenda for today?† â€Å"It depends on what you're doing?† I ask. â€Å"Are you†¦ where are you planning on staying?† She shuts off her phone and then discards it onto the bed. â€Å"I'd like to stick around with you for a while, if you don't mind. We could hang out. I don't have anything scheduled for the summer and I'm not going back home.† â€Å"Do you want to tell me what happened?† â€Å"No, not really.† â€Å"Okay†¦ well, I need to find a job,† I say. â€Å"I have to save up for the rest of my tuition since it doesn't look like I'll be getting that internship.† She puts a headband in her hair. â€Å"The one at that art museum.† â€Å"That's the one and it doesn't start until mid-June,† I explain. â€Å"But that's only five weeks away, so I figured they'd have notified me if I got it.† â€Å"You never know. Sometimes things like that move slow.† She folds up a shirt and packs it into her bag, then ties a ribbon on the back of her shirt. â€Å"Although, if you get it that'd mean you'd have to go back to Vegas, right?† Nodding, I head for the door. Two weeks ago the idea of returning to the desert would make me happy, but something's changed. I still want to go, though leaving will be a little bit harder. I collect my phone off the dresser, noting the flashing voicemail on the screen – Micha's unread message. My finger hovers above the button as I step into the hall. He told me I wasn't ready for what was on it? But am I ready for it now? â€Å"I don't know why you think it's so bad here.† Lila follows me. â€Å"Yeah, people are a little rough, but they're not all bad and everywhere has bad stuff. You can't hide from it.† â€Å"That's very insightful.† I close my phone and put it away. â€Å"Bad comes in different forms,† Lila continues. â€Å"Whether it's drug dealers on the corner or if it's corrupt rich people or just your run-of-the-mill douche bag.† I don't know much about Lila, other than she's rich, her dad works as a lawyer and her mom stays home. She likes clothes, is great with numbers and was the only reason I passed pre-calculus. My brother's door is open and he walks out as we're passing by. He has a black and red polo shirt on and a pair of cargo pants. There's some kind of gel in his hair and it looks shiny. â€Å"Hey, have you seen dad?† he asks, giving an acknowledging glance at Lila. I point at the shut door at the end of the hall. â€Å"I thought I heard him come in late last night and go into his room.† â€Å"He did, but he got up this morning.† He leans against the doorframe and crosses his arms. â€Å"I heard him stumbling around in that bathroom and crying all night, but now I can't find him and I didn't hear him leave. His work called the house, saying he didn't show up, so he's not there.† My fists clench so that my nails dig into my palms. â€Å"Did you check in the bathroom?† Dean's eyes travel down the hall to the bathroom door and he shakes his head. â€Å"I haven't and I don't want to.† â€Å"Hi, I'm Lila,† she introduces herself and offers her hand. â€Å"You must be Ella's brother, Dean.† Dean is vaguely amused and shakes her hand. â€Å"Yeah†¦ how do you know Ella?† â€Å"I was her roommate,† she responds, pressing her hand to her chest, faking being offended. â€Å"Didn't she ever mention me?† â€Å"We don't talk that much.† I eye the bathroom door again and my stomach twists. â€Å"We need to find Dad.† â€Å"I'm not looking in that bathroom, Ella, but if you want to, go ahead.† With legs flimsier than wet noodles, I walk down the dark hallway and stop in front of the door, having a flashback of the day my mom died. The door was closed and the house was soundless, except for the running of water. My hands tremble as I open the door. The room is bare, the tub empty, and the tile floor is clean, except for a small stain. There are no towels on the hooks and the mirror on the wall across from me shows my reflection. My auburn hair is curled perfectly in place, my lips are lined with gloss, and my green eyes are immense and reveal everything. â€Å"Dad isn't in here,† I tell him, unable to look away from the mirror. â€Å"Are you sure you didn't hear him leave the house?† â€Å"He could have left and I just didn't hear him,† he answers. â€Å"But when has he ever left the house quietly before?† I quickly slam the bathroom door, like I'm trying to put out a fire, and race back down the hall. â€Å"Someone needs to find him. Did you try and call him?† â€Å"Of course. I'm not a moron.† He rolls his eyes and nods. â€Å"And he didn't answer.† Lila shifts her weight and forces the uncomfortable conversation elsewhere. â€Å"So you play the drums, Dean?† He motions to his drum set in the middle of his small room with dark blue walls. The floor and bed are cluttered with boxes and the curtain is pulled back, letting the sunlight spill in. â€Å"I used to, but I don't much anymore. I have work and a fiance.† â€Å"Fiance?† Lila and I say simultaneously. â€Å"Yeah, as in we're engaged.† Dean rolls his eyes and goes back into his room. â€Å"It's what happens when two people date for a really long time.† â€Å"Why didn't you tell me?† I ask, following him into his room. He picks up a small box and drops it onto the floor. â€Å"Do you really care that I am?† I carefully nudge the box out of the way with my foot. â€Å"You're my brother. Of course I care.† â€Å"But it's not like we've ever really gotten along,† he points out. â€Å"I haven't even talked to you for a year. God, I didn't even know you went to college until a week ago.† He's right, which is sad. I barely know him, he barely knows me, and I'm starting to think I barely know me, too. â€Å"Does Dad know you're engaged?† I ask. â€Å"Were you at least planning on telling him?† â€Å"Even if I told him, he'd just forget the next day.† He empties a dresser drawer into a large open box and then aligns the drawer back into place. â€Å"You know how he is. Christ, I don't even think half the time he knows that you and I don't live here anymore.† â€Å"He still deserves to be told,† I say. â€Å"He's not a bad guy and you know it. He just has problems.† â€Å"Problems that fucked up our childhood.† He kicks a box out of the way with force and it crashes into the wall. â€Å"You do realize that how we grew up wasn't normal. God, even Micha had it easier and his dad bailed out on him, but at least he had a stable mom to take care of him.† â€Å"Umm†¦Ã¢â‚¬  Lila pokes her head in the room. â€Å"I think I'm going to wait outside for you, Ella.† God, I'd forgotten she was even there and she just heard all of that. â€Å"Okay, I'll be down in a second,† I tell her and she leaves readily. I wander around Dean's room, taking in the photos he has up. â€Å"I think we may have just scared her to death.† Dean picks up his drumsticks and places them into a large duffel bag. â€Å"Okay, I have to ask. How did you end up being friends with her?† â€Å"She was my roommate and we just sort of bonded.† I shrug, picking up a photo of Dean and his friends on a sunny beach. It was taken during his Senior Field Trip and he looks happy. â€Å"You bonded,† he accuses. â€Å"The girl looks like a spoiled princess.† I eye his preppy clothes. â€Å"So do you.† â€Å"First off, I'm not a princess and I've earned what I have,† he says. â€Å"It wasn't just handed to me.† â€Å"Maybe she did, too.† â€Å"Did she?† I hate to give him the benefit of being right. â€Å"No, her parents are pretty well off.† He looks at me with that stupid arrogant expression he gets when I admit he's right. â€Å"Well, there you have it then.† â€Å"She's nice,† I protest. â€Å"And she doesn't ask a lot of questions.† â€Å"It may seem like you need to keep things to yourself,† he says, putting a blanket into a box. â€Å"But it's not healthy. You need to find someone you can let it all out to. Otherwise you're going to lose it.† My eyes roam to the window where the edge of Micha's house is visible. â€Å"I think I already did.† Dean's forehead creases as he drops a handful of guitar picks into a trunk. â€Å"Lose it? Or talk to someone about it?† â€Å"Both.† I back toward the door. â€Å"When are you heading back to Chicago?† â€Å"Hopefully by tonight. No offense or anything, but this place brings back way too many unpleasant memories.† â€Å"Try to say good-bye before you leave.† He doesn't respond and I don't wait around for an answer. That was probably the longest conversation that we've ever had and I have a feeling it may be our last for a very long time.

Hyperactivity essays

Hyperactivity essays This book is about children who has difficulty paying attention, controlling emotions, and governing physical activity, and who do not think before they act. It is a book about children who are often described as taking unnecessary risks, but it begins with the premise that these children can succeed at home, in school, and in the community. They can manage these difficulties. Most importantly, when they become successful adults, they can make a significant contribution to society. This book also begins with the idea that problems cannot be cured most be effectively managed, and effective management comes about through understanding those problems. To help your hyperactive child succeed, it is essential to understand your childs behavior, see the world through your childs eyes, and make the distinction between behavior that results from lack of ability and behavior from deliberate noncompliance. Over the past hundred years, problems characteristic of hyperactive have been categorized and labeled many different ways. At various times in the twentieth century, these children have been referred to as having the fidgeties, a de defect in moral control, minimal brain dysfunction, postencephalitic disorder, minimal brain damage, hyperkinesis, attention deficit disorder, and attention-deficit hyperactivity disorder. For the past several decades, the study of attention deficit disorder (ADD or ADHD) has captured the interest of medical, psychological, and educational researchers. The scientific investigation into the disorder has focused on a myriad of aspects including: epidemiology, etiology, methods of diagnosis, and procedures for treatment. It is likely that no other psychomedical disorder of childhood has been so well study as ADD. One of the reasons for such intense interest is that ADD is fairly prevalent in our society, affecting 3 to 5 percent of the nations school-age children. Drs. Sam and Mich...

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Analysis Of Wordsworths Resolution And Independence English Literature Essay The poet establishes in the first two stanzas the mood of nature when he traveled on the moor. The tense can be confusing. Wordsworth begins in the simple past, but the past serves here the uses of the present in the sense of active recollection of emotion in present tranquility. The BUT at the beginning of stanza four introduces the contrast that exists between the joy of nature and the dejection of the poet. The time that he recalls was one of a rising sun, calm and bright, singing birds in the distant woods, the pleasant noise of waters in the air, the world teeming with all things that love the sun, the grass jeweled with rain-drops, the hare running is his glee. But the poets morning is one subjectivity of dejection; on this morning did fears and fancies come upon him profusely. In the midst of the sky-lark warbling in the sky, he likens himself unto the playful hare; even such a happy child of earth am I / even as these blissful creatures do I fare; / far from the world I walk, and from all careà ¢Ã¢â€š ¬Ã‚ ¦. This is the joyous side of his life. But, in the midst of the joy, he thinks of that other kind of day that might come to him, that day of solitude, pain of heart, distress, and poverty. In stanza 6 he recalls how his life has been as a summer, mood, how the sustenance of life in all its nourishing variations has come to him so gratuitously. But, then he thinks also of the possibility that it will not continue so for one who takes no practical thought for his own care and keep. The question is, how long will nature continue to give freely to one who does not with diligent responsibility harvest grain for the garner of future days: but how can He [ in this case the poet himself] expect that others should / Blind for him, sow for him, and at his call / Love him; who for himself will take no heed at all? the poet thinks of himself as poet, one endowed with his own privileged, joyous place in life, there comes to his mind the names of Thomas Chatteron and Robert Burns, poets in the English tradition that Wordsworth would admire. The association that he makes of himself with them is at one and the same time joyous and imminent: we poets in our use begin in gladness;/ but thereof come in the end despondency and madness. The universal joy of the poets life is contemplated in range of potential sorrow. The beginning of stanza 8 marks a turning point in the poem. From this juncture to the end, the poet will tell how he learned what we find in the title, resolution and independence, and he learns significantly from a wanderer, a man who has subsisted on the gathering of leeches, a man who is now a beggar. As the poet thinks his untoward thoughts about life and struggles with all their depressing suggestions, he meets in a lovely place beside a pool bare to the eye of heaven, a solitary man, the poet says the oldest man he seemed that ever wore grey hairs. The poet interprets his meeting with him to be verily a gift of Devine Grace. Stanza nine is Wordsworths long simile for the old solitary. The purpose of the simile is to describe the leech gatherer as alive but almost not alive. Wordsworth compares him to a huge stoneà ¢Ã¢â€š ¬Ã‚ ¦/ couched on the bald top of an eminence, and to a sea- beast crawled forth through using the sea beast as simile for the stone. The old man is virt ually one with the scene amidst which he sits; he has very nearly become one with nature: motionless as a cloud the old man stood, / that hearth not the loud winds when they callà ¢Ã¢â€š ¬Ã‚ ¦. The encounter reveals to the poet a man of great age, bent double, feet and head / coming together in lifes pilgrimageà ¢Ã¢â€š ¬Ã‚ ¦. He looks as if he might be made taut in his bent posture by the tight strain of some past suffering, rage, or sickness. The poet is picturing him as very nearly supernatural, at least somehow beyond the usual scope of human experience: he seemed to bear a more than human weightà ¢Ã¢â€š ¬Ã‚ ¦. In stanzas 12- 15, the old man finally moves. The poet sees him stir the waters by which he stands and then looks with fixed scrutiny into the pond, which he conned , / as if he had been reading in a bookà ¢Ã¢â€š ¬Ã‚ ¦. The poet greets him, and the old man makes a gentle answer, in courteous speech which forth he slowly drewà ¢Ã¢â€š ¬Ã‚ ¦. Wordsworth uses the whole of stanza fourteen to describe his speech, lofty utterance, stately speech. In lines 88 and 89, the poet asks him what his occupation is, and suggests that the place in which he dwells may be too lonely for such a person as he. The old man identifies his work as leech- gathering; this is why he is in such a lonely place. He must, being old and poor, finds his subsistence here, though the work may be hazardous and wearisome. He depends on Gods Providence to help him find lodging. But in all, he can be sure that he gains an honest maintenance, however much he may have to roam from pond to pondà ¢Ã¢â€š ¬Ã‚ ¦ from m oor to moor. In lines106-119, the poets responses to the old leech-gatherer are told. While the old man had been answering his question about employment and placement in so lonely a setting, the poet becomes absorbed in the strange aspects of him who speaks. He loses the detail of answer the leech-gatherer is making; he cannot divide his words one from another. Lines 109-112 contain the essence of the poets articulation of his feelings. They should be read carefully and compared to other passages in Wordsworths poetry where he attempts to give voice to experience that is very close to mystical absorption. Observe here that the poet finds himself absorbed in the being of the solitary: And the whole body of the man did seem Like one whom I had met with in a dream; Or like a man from some far region sent, To give me human strength, by apt admonishment. But the poets dejection returns. He thinks again the heavy thoughts of fear, of resistant, recalcitrant, cold, pain, and labour, and all fleshly ills, and of those poets who have been mighty, but who have died in misery. He yearns to find some message of strength and hope in the leech-gathers words, so he asks again, how is it that you live, and what is it you do? In lines120-126, the leech-gatherer repeats the nature of his work, but he adds that whereas he once could gather the object of his industry easily, he now because of the growing scarcity of leeches must travel more extensively- still he perseveres. In lines127-133, the poet relates more of his private, unspoken response to the old Man. Against it happens that his mind wanders, as in stanza 16, while the leech-gatherer is answering his question. The poet pictures him as even more a solitary than he is in his present state; the poets imagination working on the figure before him makes of the wandering solitary very nearly a transcendent being, silent and eternal: In my minds eye (the poet affirms) I seemed to see him pace / About the weary moors continually, / wandering about alone and silently. The poet is troubled by his own imaginative responses to the Man before him, but not troubled in a bad sense. This is the ministry of fear that we find so often in Wordsworths work. In lines 134-140, the leech-gatherers resolution and independence is obvious to the poet in the way he moves from economically precarious condition to more cheerful utterances. The old Man before the poet is obviously a person of firm mind, however decrepit he might in appearance seem. He remains in the midst of whatever misfortune the society of man or isolation with the bare elements bearing him, a person of kind demeanor and stately bearing. The poet compares himself to the leech-gatherer and scorns himself for his dejection. He takes the old Man into his memory as an another point for future days and asks that God will help him to preserve what he has learnt: God, said I, be my help and stay secure; Ill think of the leech-gatherer on the lonely moor! As suggested in other places in this study, most of Wordsworths solitaries live as a part of the nature in which they move. There is the effect in this poem of the leech-gatherer going in and out of nature; the poet is for a time aware of him as a person confronting him face-to-face, but then he loses touch with him, as if he had blended back into the nature out of which he had momentarily stepped. One might profitably compare stanza sixteen, where Wordsworth speaks of the leech-gatherer as coming to him as if out of dream, which the Simplon Pass episode in Book Sixth of The Prelude. About line 600 of that book Wordsworth speaks of an imaginative experience in the following terms: in such strength of usurpation, when the light of sense Goes out, but with a flash that has revealed The invisible world, doth greatness make abode, There harboursà ¢Ã¢â€š ¬Ã‚ ¦ . Wordsworths light of sense near to going out at least twice while he is talking to the leech-gatherer. One may also interestingly compare Wordsworths responses to the vision on Mount Snowdon in Book Fourteenth of The Prelude with his experiences while talking to the old Man he met on the moors. He certainly intends for the reader to be impressed with the leech-gatherers insistence on survival, survival that comes to him, we feel, to great degree because of a sheer act of will. Again, as with many of Wordsworths solitaries, courage is presented as with many of Wordsworths solitaries, courage is presented as the capacity to endure. There is a notable difference, however, between the courage of Michael and the courage of the leech-gatherer; never being sure he will find them, as she has been to Michael, who, though his farm is eventually lost after his death to owners outside his family, can live the total of his years on land that has been made his been own. Michael draws continual sus tenance more from his own deep wells of unyielding fortitude. There is an obvious contrast also in this regard between the leech-gatherer and the Old Cumberland Beggar. The leech-gatherer accepts housing from those who will help him, but he does not have the regularity of affection and acts of kindness that the persons in the community of the Old Cumberland Beggar an area of nature in which he can live and die, in which he can make his home, Those who care for him are almost neighbors to him. The leech-gatherer is much more thrown on his own resources. It is in this that the poet learns his greatest lesson from him. There is in the encounter between the poet and the leech-gatherer the work of Providence. Wordsworth seems to say in the poem (and in the letter he wrote about the poet) that this old Man was sent to him for his own rehabilitation. This may seem in some ears to be very close to blaspheming the preciously human, that one human being would be so sacrified fro the instruction and welfare of another. But the rediscovery of stability and hope in the midst of dejection for the poet who writes the poem is certainly the direction of things from the early stanza of the poem, where the glory of the natural surroundings seem to be functioning expressly for the poets interesting. The hare that leaps joyfully through the first five stanza of the poem (mentioned three times in the five stanzas, in the second, third, and fifth) becomes in a way emblematic of the poets life. The hare is also a servant of the benignant Grace of God, bringing to the poet reminders that he is à ¢Ã¢â€š ¬Ã‚ ¦such a happ y child of earthà ¢Ã¢â€š ¬Ã‚ ¦ . There may be in the background the biblical records of Gods directly expressed mercy for man, even as incursions that cut with the particularity of biographical facts. But the leach- gatherer comes not so much in the mood and manner of historical encounter as he comes in the form of natures extension of herself, ministering through an agency that is close to being more a natural agency than a human one. With regard to the language of the poem, Wordsworth is working with a seven- line stanza or rhyme royal. The longer last line has the effect of slowing down the narrative and giving more time to the reader for consideration. Wordsworths highly conscious artistry can be seen in his careful use of similes that describe the old man of the poem. The stone and the sea- beast of stanza nine, and the cloud in stanza eleven convey a sense of life that is highly worthy of the word. On the subject of the language of the poem, one may question whether the diction that the poet attributes to the leach- gatherer is a selection of language really used by menà ¢Ã¢â€š ¬Ã‚ ¦. In stanza fourteen, the old mans speech is described as choice words and measured phrase, above the reach / of ordinary menà ¢Ã¢â€š ¬Ã‚ ¦. Wordsworth as a narrative poet has most of his characters as active, persons committed to action. He consistently draws his characters so that they are easily recognizable as human beings. They are usually three- dimensional characters that have definite features. For all of his shared identity with nature_ which is to a very great degree_ we still meet the leach- gatherer as man, not as thing. Stanza ten and eleven are examples of Wordsworths ability to create character in a relatively few lines; in this he shares a fame that is owned by only a few artists. The leach- gatherer is easily visualized, with his body bent double, propped, limbs, body, and pale face. / upon a long grey stuff of shaven woodà ¢Ã¢â€š ¬Ã‚ ¦ . such vivid character drawing is necessary to give the old man the action of personality that he has, an action essential to his being for the poet a model of resolution and independence. Wordsworths characters are real because we can think of them as human beings. Howev er heroic the leach- gatherer may be, his heroism does not take him beyond the limits of the human. We have in him no Achilles. His heroism is the kind that can be attained by human beings we know and meet. Generally Wordsworths characters are real because we can think of them as human beings. The leach- gatherer shares much more with Abraham than with Achilles. Sources: Barashc, F. The romantic Poets. Monarch press. New York: 1991. Hough, G. The Romantic Poets. 1964.