Sex Without Love by Sharon Olds Research Paper Example | Topics and Well Written Essays - 250 words

Sex Without Love by Sharon Olds - Research Paper Example eciation of sex in modern society in its deliberate rejection of warm human to human relationships in favor of the clinical focus of professional athletes obsessed with their performance and physique. The style of the poem is deceptively naturalistic, with no rhymes or stanzas. Some key ideas are presented with alliteration, for example â€Å"wine, wet† (Olds, 1984, line 6) and â€Å"the purists, the pros† (Olds, 1984, line 14). Fourfold repetition of the phrase â€Å"come to the† in lines 9-10, into which the word â€Å"God† is placed, without any proper punctuation, breaks the flow of the otherwise unremarkable syntax, as if to suggest that the the act of making love is some kind of structural anomaly in another wise regular world. This is an example of the â€Å"proud, urgent, human voice† (Poetry Foundation, p. 1) of the poet at work. Some rather graphic bodily similes such as â€Å"faces/red as steak, wine, wet as the children at birth whose mothers are going to/give them away† (Olds, 1984, lines 5-8) break some cultural taboos such as cannibalism and the mothers who neglect their responsibilities. This is an example of what Lewallan calls â€Å"her penchant for imaging the bodies of others as meat, red and raw, as well as her penchant for metaphors of predation.† (Lewallan, 2006, p. 42) There are undertones of violence and neglect in this depiction which contradict prevailing cultural expectations. From all three of these critical perspectives, the sociological, the cultural and the stylistic, Olds presents a re-evaluation of one of the oldest poetic themes in the world: the relationship between love and sex and encourages the reader to view a new, and somewhat shocking paradigm. Lewallan, Walter E. â€Å"The signature poetics of Sharon Olds and John Cage.† Dissertation, University of Florida, 2006. Available online at:

Jim and His Father Essay Example for Free

Jim and His Father Essay How would you describe Jim’s self-concept? I noticed that Jim has a negative image about himself. Jim believes that his father has a unrealistic expectation of him. 2) How is self-concept affecting the interaction? Is it helping it? Hindering it? Explain using concepts from the text. Jim having a negative self-concept is really bothering him. While his dad is telling him he isn’t trying hard enough he actually thinks that no matter how hard he does study he still wont do well. 3) Using the process of human perception starting on page 64. Explain the situation from your perspective as a student. Selection-â€Å"We attend to certain stimuli based on a number of factors† (Wood, 2012, p.65). â€Å"We notice things that stand-out, because they are larger, more intense, or more unusual than other phenomena† (Wood, 2012, p.65). When I read this and see the video I see that Jim’s father isn’t seeing that Jim is actually trying hard to get good grade, he is just having some hard time..Organization-â€Å"Once we have selected what to notice, we have to make sense of it† (Wood, 2012, p.66). â€Å"Prototypes, personal constructs, stereotypes, and scripts are cognitive schemata that we use to organize our perceptions of people and phenomena† (Wood, 2012, p.66). I seen in the video that Jim knows that he is actually going to need to study a lot harder and more to bring his grade up to make his dad happy. Interpretation-â€Å"Is the subjective process of explaining our perceptions in ways that makes sense to us† (Wood, 2012, p.70). Attribution â€Å"is an explanation of why something happened or why someone acts a certain way† (heider, 1958; Kelley, 1967; Manusov Spitzberg, 2008). I think that Jims father is being hard on Jim because his dad paid for college on his own and it was not hard for him to get good grades. Attributional error-â€Å"Researchers have identified a common error that people make in their attributions† (Wood, 2012, p.71). â€Å"Self-serving bias this is a bias toward ourselves and our interests we tend to avoid taking responsibility for negative actions and failures by attributing them to external, unstable, and specific factors that are beyond personal control† (Wood, 2012, p.71). The  best example I seen in the movie is when Jim states that no matter how hard he does study he will still get bad grades because of how hard his classes actually are. 4) Using the guidelines for improving perception and communication starting on page 79 of the text, provide at least two tips for both Jim and his father on how to handle the situation in an effective way. Make sure to incorporate the text guidelines with proper in-text citations to support your points. Jim’s father 1) Distinguish between facts and interferences-â€Å"A fact is based on observation. An interference involves an interpretation that goes beyond the facts† (Wood, 2012, p. 81). Jims dad assumed that because jim is not making good grades , instead he is goofing off with his friends more. I think instead of yelling at him for goofing off he should ask what he can do to help. 2) Guard against the self-serving bias-â€Å"Because the self-serving bias can distort perceptions, we need to monitor it carefully† (Wood, 2012, p.82). I think that Jims dad needs to stop yelling at him because he is not as good as he is when he was in school. Jim 1) Guard against the fundamental attribution error-â€Å"This occurs when we over estimate the internal causes of others undesirable behavior and underestimate the external causes, and when we underestimate the internal causes of our own failings or bad behaviors and overestimate the external causes† (Wood, 2012, p.82). With Jim’s dad underestimating him it causes Jim to underestimate what he can do. Jim feels like he will never be able to make his dad proud of him. 2) Avoid mind reading-â€Å"Mind reading assuming we understand what another person thinks, feels, or perceives† (Wood, 2012, p.82). Jim knows that his dad is constantly on him about his grades. So when he calls home he knows that his grades are going to come up during the conversation.

Explore Jane Austen’s attitude to marriage in Pride and Prejudice Essay

Explore Jane Austen’s attitude to marriage in Pride and Prejudice Looking at the social, historical and cultural context In the 19th century when Austen wrote ‘Pride and Prejudice’, the way in which marriage was viewed was very different. It would have been expected of a young woman to find a ‘suitable’ partner for marriage before they were thirty, as after this they could be seen as an embarrassment to their family. By suitable, it does not mean in the way in which marriage is viewed today. Today marriage is seen as an expression of deep love and respect for another person. In Austen’s time, a ‘good’ marriage was seen to be one where wealth and social status of the man and woman were socially suitable. There was very little, if nothing at all based on a good love match. This can be seen in Austen’s opening statement, ‘it is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife.’ Austen’s use of irony immediately indicates that she does not agree with this popular view of her time. Austen’s views are depicted throughout the book through the thoughts of characters, especially through the main character, Elizabeth Bennet. They seem to share the same view that social suitability is not enough for marriage, but it should be based on love and understanding. For Austen to hold this opinion in the time that she lived shows she was ahead of her time, as her opinion is the common view among today’s modern society. Austen illustrates two main examples of the ‘ideal state’ of marriage. These can be seen through the relationships and eventual engagements of Bingley and Jane, along with Elizabeth and Darcy. The way, in which Austen portrays these two relati... ...and compatibility and the feelings of the two people involved, were not high on the priority list for a good, successful marriage. However Austen thought this should be the other way around, as she believed that love and compatibility are one of the most important aspects of a good marriage and that money and social status should only play a part in marriage, not decide it. This can be seen where she shows her personal feelings towards each different type of marriage shown. In the marriages she sees as being ‘good’ marriages, we can assume that they will be happy when the marriage has been based on a balance of their personalities and their love. Throughout each she continually stresses the importance of love, equality and compatibility in a marriage. The reader is shown the alternatives to this, in both the positive and negative consequences of marriage.

Kawasaki Disease

Acknowledgement This case study would not be possible without the guidance and the help of several individuals who are in one way or another contributed and extended their valuable assistance in the preparation and completion of this study. My outmost gratitude to Ms. Maria Donna Duron, the school directress of St. Augustine School of Nursing Espana for her genuine sincerity and encouragement. To my adviser Ms. Cecilia J. Sarte for her patiently supervising and assisting us with their knowledge, as we gradually go through the process of doing the case study itself, sincerest thanks. To my clinical instructor Mr.Joey M. Cadano for all the help and valuable insight he had shared To my instructor Mr. Paolo M. Zabat and all the faculty staff for their moral support and untiring effort in encouraging us to finish our study. To my classmates and friends who gave their moral support and help all the way despite the busy schedules in preparing their own case study. To my family for supportin g me all the way, providing me with everything I need financially and emotionally. Last but not the least, to our Almighty Father for his unceasing guidance and blessings, for constantly giving me hope, courage and patience.Truly none of this is possible without you. ii Table of Contents TitlePage Number I. Acknowledgementii II. Objectiveiv III. Introduction a. Definition1 b. Incidence1 c. Etiology2 d. Manifestations and Complications2 IV. Anatomy and Physiology3 V. Pathophysiology6 VI. Patient’s Profile a. Biographical Data7 b. Chief Complaint7 c. History of Present Illness7 d. Medical History8 e. Family History8 VII. Laboratory Findings9 VIII. Physical Assessment11 IX. Nursing Care Plan15 X. Drug Study20 XI. Discharge Plan23 iii II. Objectives General:The objective of my case study is to develop and acquire understanding, skills, and knowledge about the disease, and health promotion to prevent further complication on the condition of the patient. Specific: Nurse Centered ? Assess the patient’s overall health status ? Impart necessary health teachings to the patient ? Perform appropriate nursing care in conjunction with the condition of the patient ? Widen and enhance the student nurses’ knowledge and skills through additional research about the nature of the disease, its signs and symptoms, its pathophysiology, its diagnosis and treatment.Patient Centered ? Know when to seek help from the health care providers whenever the signs and symptoms may appear ? Understand the occurrence of Kawasaki Disease ? Know what other complications may arise, if left untreated ? Gather information about the therapeutic regimen iv III. Introduction Definition Kawasaki Disease (mucocutaneous lymph node syndrome) is a form of vasculitis identified by an acute febrile illness with multiple systems affected. The cause is unknown, but autoimmunity, infection, and genetic predisposition are believed to be involved.It affects mostly children between ages 3 months and 8 years; 80% are younger than age 5. It occurs more commonly in Japanese children or those of Japanese decent. It has seasonal epidemics, usually in late winter and early spring. It was first described in 1967 by Dr. Tomisaku Kawasaki in Japan. Kawasaki Disease mainly affects the blood vessels, including coronary arteries. Blood vessels throughout the body get inflamed, and the most serious that could happen is on the heart. If left untreated after 10 days, children may have a higher risk to develop heart problems.Kawasaki Disease manifests in three phases: acute, subacute, and convalescent. The acute phase begins with the abrupt onset of high fever that is unresponsive to antibiotics and antipyretics. The child then develops the remaining diagnostic symptoms. During this stage the child is typically very irritable. The subacute phase begins with the resolution of the fever and lasts until all clinical signs of KD have disappeared. During this phase the child is at greatest ris k for the development of coronary artery aneurysms. Echocardiograms are used to monitor myocardial and coronary artery status.In the convalescent phase, all the clinical signs of KD have resolved, but the laboratory values have not returned to normal (6 to 8 weeks after onset). At the end of this stage the child has regained his or her usual temperament, energy and appetite. The cause of Kawasaki Disease is unknown, but it is thought to be immunologic abnormalities that include increased activation of helper T-cells and increased level of immune mediators and anti-bodies that destroy endothelial cells have been detected during the acute phase of the disease.It has been hypothesized that some unknown antigen, possibly a common infectious agent, triggers the immune response in a genetically predisposed child. Incidence Epidemics of Kawasaki disease primarily occur in the late winter and spring, at 2- to 3-year intervals. Approximately 3000 children with Kawasaki disease are hospitaliz ed annually in the United States. The approximate annual race-specific incidence per 100,000 children younger than 5 years is 32. 5 cases for Americans of Asian and Pacific Island descent, 16. 9 cases for non-Hispanic African Americans, 11. cases for Hispanics, and 9. 1 cases for whites. Although Kawasaki disease has been reported in children of all ethnic origins, it occurs most commonly in Asian children, especially those of Japanese descent. Rates are intermediate among blacks, Polynesians, and Filipinos and are lowest among whites. Manifestations and Complications Manifestations: ? Fever for at least 5 days ? Polymorphous rash ? Strawberry tongue ? Cervical lymphadenopathy Complications: ? Changes in the extremities ? Conjunctival infection ? Vasculitis IV. Anatomy and Physiology [pic]Cardiovascular System Knowing the functions of the cardiovascular system and the parts of the body that are part of it is critical in understanding the physiology of the human body. With its comple x pathways of veins, arteries, and capillaries, the cardiovascular system keeps life pumping through you. The heart, blood vessels, and blood help to transport vital nutrients throughout the body as well as remove metabolic waste. They also help to protect the body and regulate body temperature. The cardiovascular system consists of the heart, blood vessels, and blood.This system has three main functions: ? Transport  of nutrients, oxygen, and hormones to cells throughout the body and removal of metabolic wastes (carbon dioxide, nitrogenous wastes). ? Protection  of the body by white blood cells, antibodies, and complement proteins that circulate in the blood and defend the body against foreign microbes and toxins. Clotting mechanisms are also present that protect the body from blood loss after injuries. ? Regulation  of body temperature, fluid pH, and water content of cells. [pic] Lymphatic SystemAn important supplement to the cardiovascular system in helping to remove toxins from the body, the lymphatic system is also a crucial support of the immune system. Unlike blood, lymph only moves one way through your body, propelled by the action of nearby skeletal muscles. The lymph is pushed into the bloodstream for elimination. Appreciating the importance of the lymphatic system in filtering, recycling, and producing blood as well as filtering lymph, collecting excess fluids, and absorbing fat-soluble materials is necessary to the understanding of human physiology.The lymphatic system consists of lymphatic vessels, a fluid called  lymph,  lymph nodes, the thymus, and the spleen. This system supplements and extends the cardiovascular system in the following ways: ? The lymphatic system collects excess fluids and plasma proteins from surrounding tissues (interstitial fluids) and returns them to the blood circulation. Because lymphatic capillaries are more porous than blood capillaries, they are able to collect fluids, plasma proteins, and blood cells that have escaped from the blood.Within lymphatic vessels, this collected material forms a usually colorless fluid called lymph, which is transported to the right and left subclavian veins of the circulatory system. ? The lymphatic system absorbs lipids and fat-soluble materials from the digestive tract. ? The lymphatic system filters the lymph by destroying pathogens, inactivating toxins, and removing particulate matter. Lymph nodes, small bodies interspersed along lymphatic vessels, act as cleaning filters and as immune response centers that defend against infection. V.Pathophysiology VI. Patient’s Profile Biographical Data Name: S. T. Age: 3 years old Gender:Male Address:Quezon City Birth date: January 14, 2010 Religion: Catholic Nationality:Filipino Informant: â€Å"Mother† Date of Admission:February 17, 2013 Admission Data Chief Complaint: â€Å"High Fever† Initial Diagnosis: Urinary Tract Infection Final Diagnosis: Kawasaki Disease Attending Physician: Dr. K. D . History of Present illness Patient’s present condition started 5 days prior to admission when patient have fever at 38. 5 °C associated with rash from face to neck.The patient was brought to Capitol Medical Center and diagnosed with UTI due to bacteria present in his urine. He was given paracetamol and antibiotics for the treatment. They allowed to go home. 4 days PTA, still with fever documented at 39. 5 °C and rash. Swelling of face and lips are cracked. The mother noticed short, quick breathing. The patient was brought again to the hospital, strawberry tongue is noted upon physical examination. The patient was referred to Infectious Disease (ID) Specialist and confirmed having Kawasaki Disease upon conformatory and other laboratory finding.Past Health History Patient’s mother verbalized that all needed immunizations since birth has been done to the patient. The patient has only experience stomach pain and minor health problems such as occasional cough, cold, a nd mild fever. Family History | |Mother |Father | |Hypertension |- |+ | |PTB – |- | |Cancer |- |- | |Allergies |- |- | VII. Laboratory Findings Urinalysis Report |Normal |Actual |Interpretations |Implication | |Color |Light or Pale yellow |Light Yellow |Normal |indicates good hydration and | | | | | |urine concen | | | | | |tration | |Character |Clear |Slightly Turbid |Abnormal |increase fluid intake | |Glucose |(-) |(-) |Normal |well hydrated | |Reaction |4. 6-8ph |6. ph |Normal |there is normal hydrogen ion | | | | | |concentration and extracellular| | | | | |fluid | | | | | | | | | | | | | | | | | | | |Specific Gravity |1. 010-1. 025 |1. 010 |Normal |the concentrating ability of | | | | |the kidney is normal | | | | | | | | | | | | | | | | | | | |PUS cell |0 |5-8 |Abnormal |indicates possible urinary | | | | | |tract infection | | | | | |Administer antibiotic as | | | | | |ordered | | | | | | | | | | | | | | | | | | | |Squamous |(-) |Few |Abnormal |increase fluid intake | | | | | | | |Bacteria |(-) |Few |Abnormal |increase fluid intake | | | | | |increase intake of Vitamin C | | | | | | | | | | | | | | | | | | | Hematology Report Laboratory/ Diagnostic |Results |Normal Values |Interpretation |Implication | |Procedures | | | | | |Hemoglobin |106 g/L |130-180 |decrease |Decresed hemoglobin leads | | | | | |to symptoms of anemia | |Hematocrit |0. 32 % |0. 40-0. 54 |decrease |Decreased hematocrit leads| | | | | |to symptoms of anemia | |WBC Count |20. 07 |5. 0-10. |increase |Increased WBC was due to | | | | | |presence of infection | |Coagulation Profile | | | | | |Platelet Count |605 |150-450 |increase |Increased PLT points to | | | | | |abnormal conditions of | | | | | |excess clotting | |Differential Count | | | | | |Neutrophil |65 % |50-70 % |normal |Within normal condition | |Lymphocytes |45 % |25-35 % |increase |Will lead to signs of | | | | | |viral infection | |Eosinophil |1 % |1-5 % |normal |Within normal condition | VIII. Physical Assessment |A REA/ REGION |METHOD USED |NORMAL FINDINGS |ACTUAL |INTERPRETATION/ ANALYSIS | | | | |FINDINGS | | | | | | | | |General Appearance | |>Temp: 36. 5-37. 2 °C |> Temp: 39. 5 °C |Not normal.All this symptoms are | | | | | |present due to hyperthermia with | | | |>Resp. Rate: 20-30 cpm | |manifestations of increased respiratory| | |Inspection | |> Resp. Rate: 35cpm |rate and cardiac rate. Fundamentals of | | | |>Pulse Rate: 80-130 cpm | |Nursing, Kozier & Erbs 8th Edition, | | | | |> Pulse Rate: |pp. 529. | |Auscultation |> No Pallor |140bpm | | | | | | | | | | |> Without signs of fatigue |> Pallor | | | |Inspection | | | | | | |> No edema |> Fatigue | | | | | | |Accumulation of fluid in the | | | | | |extremities because of prolong staying | | | | |> Bipedal non- pitting edema |in bed, and excessive accumulation of | | |Palpation | | |fluid in the third spaces, edema | | | | | |developed. Fundamentals of Nursing, | | | | | |Kozier & Erbs 8th Edition, pp. 579. | | | | | | | | | | | | | | | | |Not normal due to excessive | | | | | |accumulation of fluid in the third | | | | | |spaces, edema developed.Fundamentals | | | |> No edema | |of Nursing, Kozier & Erbs 8th Edition, | | | | | |pp. 579. | | | | |> With non- pitting edema | | |Skin | | | | | | |Palpation | | | | | | | | |Not normal.Temperature exceeds the | | | | | |normal temperature because of the | | | | | |presence of infection that causes the | | | | | |skin to be warm. | | | | | | | | | | | |Not normal.A skin lesion is an | | | |> Skin is mildly warm to | |alteration in a client’s normal skin | | | |touch |> Warm to touch |appearance. Fundamentals of Nursing, | | | | | |Kozier & Erbs 8th Edition, pp. 576. | | | | | | | | | | | |Not normal. Poor capillary refill | | | | | |results in poor oxygenation. | | | | | | | | |> Without peeling, must be | | | | | |soft and smooth |> Peeling (desquamation) palms |Not normal because there is increase | | | | |and soles |inflammation of the blood vessels | | | | | |causing it to be red in color. | |Inspection | | | | | | | | | | | | | | | | | | |> Capillary refill is less | | | | | |than 3 seconds |> With a capillary refill of 5 | | | | | seconds | | | | | | |Normal | | | |> No infection, swelling and| | | | |Palpation |moist lips | | | | | | |> Red mucous membranes in the | | | | | |mouth |Normal | | | | | | | |Mouth | | |> Dry lips | | | |Inspection | | | | | | | |> Cracked lips |Not normal due to infection. | | | | | |Fundamentals of Nursing, Kozier & Erbs | | | | |> Strawberry tongue noted |8th Edition, pp. 607 | | | |> Reactive/ responsive to | | | | | |noises |> Reacts to loud noises |Not normal.Use of accessory muscle | | | | | |(abdominal muscle, trapezius muscle, | | | |> Symmetrical and patent | |and sternocleidomastoid muscle) and | | | | |> Symmetrical and patent |increased RR signifies fatigue and | | | | | |hyperthermia. | |Ears | |> Not palpable | |Fundamentals of Nursing, Kozier & Erbs | | | | |> Enlarged, palpable |8th Edition, pp. 548. | | | | | | | | | | | | |Nose | | | | | | |Inspection |> Breath sounds are resonant|>Breath sounds are resonant | | | | | | | | | | | |> Thorax is rounded | | |Lymph Nodes | |> thorax is rounded | | | | |Inspection | | | | | |Palpation |>normal RR 20-30cpm, |> RR 35cpm |> Not normal due to inflammation of the| | | | | |skin lesions | | | |> normal PR 80-130bpm | | | |Chest, Thorax and Lungs | | |>HR 140bpm | | | |Percussion |> no use of accessory | | | | | |muscles in breathing. | | | | | | |> Use of accessory muscle | | | |Inspection | |(abdominal muscle, trapezius | | | | | |muscle, and sternocleidomastoid |> Not normal due to process of the | | | |> Unblemished skin |muscle) |disease and infection.Weakness is due | | |Palpation | | |to lack of energy needed to do normal | | | |> No tenderness; relaxed |> Presence of rash |activities. | | | |abdomen with smooth, | | | | | |consistent tension | |Not normal. Pain was caused by the | | | | |> Tenderness and |presenc e of bacteria in the urine. | | |> No restriction in |hypersensitivity | | | |Inspection |activities, no weakness and | | | | |Auscultation |alert | | | | | | | | | | | | | | | | | | |> Inability to tolerate | | |Abdomen | |> There should no pain felt |activities, weak in appearance, | | | | |when voiding |irritable and lethargic | | | |Inspection | | | | | |> Protein is not evident in | | | | | |the urine | | | | |Palpation | |> With difficulty in urination. | | | | | |Color of the urine is yellow | | | | |> Normal urine output is | |Not normal.This is also caused by | | | |500-1000cc/day or equivalent| |accumulation of excessive fluid in the | |Musculoskeletal and | |to 20-25cc hr | |body | |neurolo- | | | | | |gical status |Inspection | | | | | | |> There should no edema, | | | | | |tenderness, or swelling | | | | | |present | | | | | | | |. |Genitourinary | | | | | | | | | | | | |Inspection | | | | | | | | | | | | | > Non-pitting edema on both feet| | | | | |noted | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Lower Extremities | | | | | | | | | | | | |Inspection Palpation | | | | IX. Nursing Care Plan X. Drug Study XI. Discharge Plan Medication Patient is given discharge maintenance drug for 2 weeks of 120 mg of aspirin every day or 30 mg QID. Exercise/ Activity The patient can resume his usual activities as soon his condition become normal. There is no restriction with regard to physical activities as long as it is tolerable to the patient’s health status. Treatment Allow the child to rest for faster recovery. Since the patient is taking anti-platelet medications, precautionary measures are discussed to avoid bleeding tendency.The patient is instructed to return to his attending physician within one week after date discharge for a follow up consultation. He is also required to have CBC, platelet count and ESR during that visit. Health Teaching Good hygiene is encouraged. Soft toothbrush are recommended. Petroleum jelly can be applied to dry cracked lips. Use mild soap in cleaning the skin and a mild lotion can be applied to protect skin from drying and peeling. Instill artificial tears to sooth conjunctiva as instructed. Outpatient Orders Remind the family on their follow-up check-up with their physician. Maintain good and safe environment to evaluate the progress of the treatment.Diet Soft or pureed diet is advised when the child’s oral mucosa is still inflamed. Cool liquids like ice chips and ice pops can also be offered. Diet will return to usual when the child is able to tolerate it. Provide high protein diet to promote faster recover. Increase fluid intake to prevent dehydration. A Case Presentation of Kawasaki Disease In Partial Fulfilment of the requirement in Maternal and Child Nursing II A Compilation Presented to: St. Augustine School of Nursing Espana, Manila Presented By: Julie Anne G. Lumbera PN-4A Ms. Cecilia J. Sarte MCN II In structor and Adviser Mr. Joey M. Cadano Clinical Instructor KAWASAKI DISEASE [pic]

Family Violence

1. What is the general in the particular with regards to abuse in this article? The article shows statistically that if you are male and have been a victim of violence or family violence you have a higher risk of becoming an abuser compared to someone who has not been victimized. And those family violence victims have a higher incidence of developing mental health issues and personality disorders, abuse drugs or alcohol, or have been abandoned as children.2. What is the strange in the familiar? The article shows how witnessing or being victimized by violence as a child or adolescent changed the perception of these offenders thinking and patterns of acceptable behaviors which made violence against another person to be acceptable practice.3. What might this article add to understanding global offenders? I think that it would be interesting to see how the statistics would change once the offenders went through extensive therapy. Would the therapy break or improve the cycle of violence? And by how much?4. What does this issue identify about potential social marginalization? Because these offenders have been victimized themselves they have become the perpetrator as this is what they know to be the norm for them. In times of crisis or change they would do what they know until they know better. Unfortunately the pattern of behavior has changed their view of what is normal behavior and they lack the skills to deal with change or crisis without violence. Thus turning a personal problem into a public issue.5. What does this article identify about potential social crisis? The potential social crisis in this article is that if the pattern of family violence is not broken it will be an inherited personality trait for the children who witness or are victimized by it, leading to more violent crimes and more dysfunction in families.6. After reading this article, what social change do you think needs to be adapted? I personally think and feel that violence of any type needs to be unacceptable in society and that society as a whole should speak out about this issue by providing lots of public awareness and free accessible counseling services to break the cycle of abusive behaviors.7. Who would you most likely speak out for (the offender or society)? I struggle with that decision as I can identify with both sides on one hand it is very sad that the offender had to witness or undergo abuse as a child which ultimately shaped them as adults. But on the other hand it is also horrible that society is at risk based on someone else’s poor choices therefore the cycle of violence continues.8. Apply the structural-functional. social-conflict, and symbolic-interaction theory to this article using each paradigm perspective, describe the issues of offenders. For the structural functional aspect the issues of the offenders would be that they hurt another human therefore they have to pay the price in jail. The social –conflict issue would be poor self-esteem , been abused or witnessed abuse themselves, possible mental health issues related to the abuse, eg. personality disorders and narcissistic personalities traits. The symbolic-interaction issues would be that they were raised in an environment of abuse therefore it is a pattern of behavior they know and are comfortable with and believe it is the norm to behave this way.9. Would this research be of greater interest to a sociologist favoring a structural-functional, social-conflict, or a symbolic-interaction paradigm? A sociologist favoring a symbolic-interaction paradigm because the article focuses on patterns of social interactions in specific settings in a micro level orientation. There is also scientific data to support the theory which would be of interest as well for a sociologist favoring this paradigm.10. Is this study, of male offenders only, guilty of sexism? No I don’t think so they were not comparing males to females they just gathered data from a particular group an d analyzed it based the level on violence that they had witnessed as children and how it affected them as adults. If they had compared the same data from females that would be sexism in my opinion. There is a lot of research and articles available about violence against women but not a lot about the male offenders to get a full view of the big picture it is worthwhile to look at all sides to gain a broader view of where the violence originated from in the first place.

Personality Disorders essays

Personality Disorders essays There are many types of personality disorders and each one has different symptoms and characteristics. Some characteristics are shared by different disorders. People who rebel against their culture or society or who have outbursts and rages or have trouble with social skills, how they see themselves, how they cope with being around other people, and how they control their impulses are characteristics all shared by those who suffer from personality disorders. Many people who suffer from one disorder usually suffer more than one at a time but does not believe that they have a problem. It is said that, Symptoms stem from basic personality traits that develop over a period of time.(Mental Health) There are a few basic treatments for people with personality disorders that work for some, but not for others. Psychodynamic psychotherapy, or psychoanalytical therapy, focuses on past events and long repressed feelings. Psychodynamic models integrate the past with the patients current life. Behavior therapy is used to teach different kinds of social skills. Cognitive therapy concentrates on changing of negative thinking. Cognitive-behavioral therapy combines cognitive and behavioral therapy techniques. Personality disorders affect ten to fifteen percent of the population. Some affect certain populations more than others. Studies have suggested that biology plays a part in these disorders. Personality disorders can be inherited from generation to generation and are a primary result of the persons experience during childhood and adolescence. Borderline Personality Disorder is the most common personality disorder and affects approximately 2% of the population (Mental Health). Those that suffer from this disorder may experience brief periods in which they separate from reality and often are diagnosed with depression and psychotic disorders. They are unstable in personal relationships and hav ...

Profile of the Greek God Zeus

Profile of the Greek God Zeus The Greek god Zeus was the top Olympian god in the Greek pantheon. After he took credit for rescuing his brothers and sisters from their father Cronus, Zeus became king of heaven and gave his brothers, Poseidon and Hades, the sea and the underworld, respectively, for their domains. Zeus was the husband of Hera, but he had many affairs with other goddesses, mortal women, and female animals. Zeus mated with, among others, Aegina, Alcmena, Calliope, Cassiopea, Demeter, Dione, Europa, Io, Leda, Leto, Mnemosyne, Niobe, and Semele. In the Roman pantheon, Zeus is known as Jupiter. Family Zeus is father of gods and men. A sky god, he controls lightning, which he uses as a weapon, and thunder. He is king on Mount Olympus, the home of the Greek gods. He is also credited as the father of Greek heroes and the ancestor of many other Greeks. Zeus mated with many mortals and goddesses but is married to his sister Hera (Juno). Zeus is the son of the ​​Titans Cronus and Rhea. He is the brother of his wife Hera, his other sisters Demeter and Hestia, and his brothers Hades and Poseidon. Roman Equivalent The Roman name for Zeus is Jupiter and sometimes Jove. Jupiter is thought to be made up of a Proto-Indoeuropean word for god, *deiw-os, combined with the word for father, pater, like Zeus Pater. Attributes Zeus is shown with a beard and long hair. His other attributes include scepter, eagle, cornucopia, aegis, ram, and lion. The cornucopia or (goat) horn of plenty comes from the story of his Zeus infancy when he was nursed by Amalthea.​ Powers of Zeus Zeus is a sky god with control over weather, especially of rain and lightning. He is King of the gods and a god of oracles especially in the sacred oak at Dodona. In the story of the Trojan War, Zeus, as a judge, listens to the claims of other gods in support of their side. He then renders decisions on acceptable behavior. He remains neutral most of the time, allowing his son Sarpedon to die and glorifying his favorite, Hector. Etymology of Zeus and Jupiter The root of both Zeus and Jupiter is in a proto-Indo-European word for the often personified concepts of day/light/sky. Zeus Abducts Mortals There are many myths about Zeus. Some involve demanding acceptable conduct of others, whether human or divine. Zeus was enraged with the behavior of Prometheus. The titan had tricked Zeus into taking the non-meat portion of the original sacrifice so that mankind could enjoy the food. In response, the king of the gods deprived mankind of the use of fire so they wouldnt be able to enjoy the boon theyd been granted, but Prometheus found a way around this, and stole some of the gods fire by hiding it in a stalk of fennel and then giving it to mankind. Zeus punished Prometheus with having his liver pecked out every day. But Zeus himself misbehaves at least according to human standards. It is tempting to say that his primary occupation is that of seducer. In order to seduce, he sometimes changed his shape into that of an animal or bird. When he impregnated Leda, he appeared as a swan [see Leda and the Swan].When he abducted Ganymede, he appeared as an eagle [see Zeus and Ganymede] in order to take Ganymede to the home of the gods where he would replace Hebe as cupbearer; andwhen Zeus carried off Europa, he appeared as a tempting white bull[see Europa and Zeus] although why the Mediterranean women were so enamored of bulls is beyond the imaginative capacities of this urban-dweller setting in motion the quest of Cadmus and the settling of Thebes. The hunt for Europa provides one mythological version of the introduction of letters to Greece. The Olympic Games were initially held to honor Zeus.

The Best AP US Government Notes to Study With

The Best AP US Government Notes to Study With SAT / ACT Prep Online Guides and Tips As a high schooler, you're undoubtedly on the verge of participating in the democratic process. It's a great time to learn more about the structure and history of our government and how politics actually work. You're probably taking notes in your AP class based on your teacher's lectures and the information in your textbook, but it can be nice to have all the information you need in one place. This article will give you links to notes on every topic in the AP US Government curriculum along with a few tips on how to study effectively. How to Use These AP Government Notes These notes may be used throughout the year if you’re looking for materials to help you review for in-class tests.They can also be used cumulatively as study resources for the AP test.It’s a smart idea to supplement the notes in this article with more detailed notes from your class or a review book.You may find that your review book or textbook outlines certain topics more clearly or contains a more consolidated list of key concepts. If you’re using these notes to prepare directly for the final AP exam, I’d recommend taking a full (accurately timed) practice test before reviewing them.You can then decide which topics to target based on where you made the most mistakes on the practice test. It’s more efficient to do things this way rather than reading through all the notes indiscriminately.It’s also nice to get used to the format of the test questions and the timing of the test before you get too far into your studying.You may discover that you have more issues with timing or question wording than with content knowledge, in which case you’ll want to focus on doing additional practice questions. AP US Government Notes The exam covers six main topics, each of which has several major subtopics.The AP Govnotes below come from a site called CourseNotes, and their titles are based on the corresponding chapters of the American Government 11th edition textbook.These notes have practice questions that go along with them at the end, which can be used to help you retain the information after you read through it.You can also look at these detailed political timelines from CourseNotes to put all these concepts in context and see how they’ve impacted American history. The vocabulary lists and the links to important documents at the end of this section both come from the APStudyNotes website. Topic #1: Constitutional Underpinnings of the US Government Vocabulary Chapter 1: Constitutional Democracy Chapter 2: The Living Constitution Chapter 3: American Federalism Notes The Study of American Government The Constitution Federalism Topic #2: Political Beliefs and Behaviors Vocabulary Chapter 4: Political Culture and Ideology Chapter 5: The American Political Landscape Notes American Political Culture Who Governs? To What Ends? Topic #3: Political Parties, Interest Groups, and Mass Media Vocabulary Chapter 6: Interest Groups Chapter 7: Political Parties Chapter 8: Public Opinion, Participation, And Voting Chapter 9: Campaigns and Elections Chapter 10: The Media and American Politics Notes Public Opinion Political Participation Political Parties American Independent Party American Party Anti-Masonic Party Constitutional Union Party Democratic Party Democratic-Republican Party Federalist Party Free-Soil Party Greenback-Labor Party Libertarian Party Liberty Party National Republican Party People's Party Progressive Party Reform Party Republican Party Socialist Party Whig Party Elections and Campaigns Interest Groups The Media Topic #4: Institutions of National Government Vocabulary Chapter 11: Congress Chapter 12: The Presidency Chapter 13: The Federal Administrative System Chapter 14: The Judiciary Notes Congress The Presidency The Bureaucracy The Judiciary(Briefs on major Supreme Court cases can be found here) Topic #5: Public Policy Vocabulary Chapter 18: Making Economic and Regulatory Policy Chapter 19: Making Social Policy Chapter 20: Making Foreign and Defense Policy Notes The Policy-Making Process Economic Policy Social Welfare Foreign and Military Policy Environmental Policy Topic #6: Civil Rights and Civil Liberties Vocabulary Chapter 15: First Amendment Freedoms Chapter 16: Rights to Life, Liberty, and Property Chapter 17: Equal Rights under the Law Notes Civil Liberties Civil Rights Important Documents Declaration of Independence Constitution Bill of Rights (Amendments 1-10) Constitutional Amendments 11-27 These documents are love letters to democracy that show the founding fathers' devotion to political equality for all citizens (i.e. white dudes with property...sigh...). AP US Government Study Strategies Here are a few helpful tips to keep in mind as you look through these AP Government notes. Tailoring your study strategies to the structure of the curriculum and the format of test questions is the first step towards earning a high AP score! Practice Writing Clear, Direct Free-Response Answers US Government is one of the more technical humanities subjects, so the free-response questions have multiple parts that only require short answers. In most cases, ifyou give a valid example or definition and a short explanation, you’ll earn points.There’s no reason to pad your answers with unnecessary fluff or write them in essay format.Make sure you review plenty of free-response questions and scoring guidelines to get a better idea of what’s expected on the test in comparison to, say, a history or literature AP exam.You can find a list of AP US Government free-response questions and score guidelines here. Know the Most Prevalent Acts and Court Cases There are a number of importantcourt cases and legislative acts that have dramatically shaped US politics over the years.Make sure you understand the most prominent of these before you take the test.They will come up often in both sections.Even if free-response questions don’t ask about them directly, you may need to use these acts or court cases as supporting examples for other responses.It’s good to have a mental library of the most significant legislative and judiciary milestones in the history of the US that you can access at any point during the test.I’d recommend making flashcards for all the acts and cases you need to remember. Pay Special Attention to Congress and the Presidency Questions on Congress and the Presidency make up about a third of the test.You should know the composition of each branch of government, its powers, and changes to its role over time.You should also understand the ins and outs of election processes and have a detailed knowledge of how the legislature goes about drafting and passing laws. Memorize Definitions of Key Terms This is another area where flashcards might come in handy.You can use all the vocabulary lists I included in the notes as references, or you might have your own vocabulary lists from class or a review book.You’ll find that many questions are based on your knowledge of definitions.Sometimes, parts of free-response questions will just ask you to define terms.You’ll have a much easier time on the test if all the definitions are securely stored in the back of your mind. Flashcards will help you come up with a lightning flash of memory after the thunderclap of a tough test question. Conclusion: Using AP Government Notes Effectively Notes for AP US Government cover six major topic areas that encompass a wide range of concepts. These topics include: Constitutional Underpinnings of the Government Political Beliefs and Behaviors Political Parties, Interest Groups, and Mass Media Institutions of National Government Public Policy Civil Rights and Civil Liberties You can use the AP Gov notes in this article to review for in-class assessments throughout the year and in making final preparations for the AP test. The best way to review is to take a full practice test first so you can assess your areas of weakness and focus in on those topics. I'd also recommend keeping the following pieces of advice in mind as you study: Practice Writing Clear, Direct Free-Response Answers Know the Most Prevalent Acts and Court Cases Pay Special Attention to Congress and the Presidency Memorize Definitions of Key Terms Provided you avoid cramming and study the notes selectively, you'll be on the right track towards a stellar performance on the final exam. What's Next? Not totally sure how to begin studying for the AP test? Take a look at our five-step plan that will walk you through it.If you happen to be self-studying for the exam,you can also check out our seven-step plan custom-made for your situation. High-quality practice tests are important if you want to make the best use of these notes.Learn how you can find the best AP practice tests out there to supplement your studying. Are you still planning out the rest of your high school schedule? Find out how many AP classes you should take in total considering your goals for college and the offerings at your school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Evolution of Performance Management Part II Assignment

Evolution of Performance Management Part II - Assignment Example Eventually, even though we could achieve our goals to some extent, the collective goal of the organization was never achieved. Your post has therefore given me a lot of insight on the best way to avoid such a situation in the future by ensuring that performance management is integrated into the larger management of the organization. I agree with you perfectly that an organization will struggle to obtain long-term success without the existence of a well-defined performance management program (Chamberlain, 2011). One probing question I would like to put forward is that in the absence of performance management program, how can the organization know whether it output from its workforce is in accordance with projected goals for the organization? Certainly there will be shortfalls in knowing how well the organization has achieved success if there are no performance management programs. But to add an insight to your take on the issue, I would suggest that when the organization is implementing performance management programs, it should not do it in an isolated manner. Rather, it will be important to integrate it into the collective program of the organization. By so doing, it will be possible to ensure that the outcome of the program is a true measure of what the organization proposes to

Can organizational cultures be changed Research Paper

Can organizational cultures be changed - Research Paper Example Despite the many changes that occur worldwide, an organization can stay impermeable towards change. According to Miller, et al. (2003), if the organization is deeply rooted with their institutional context, thickened and insulated from the outside world and with predefined organizational dynamics, then the said organization can be impermeable with change. An organization can be measured with its history. The values, philosophies, vision and strategies of the organization during their foundation years contribute to the culture of that organization. Every personal history of the individual within the institution contributes to the current and future decisions, behaviors and choices of the organization as a whole. And with time value, this organization becomes formalized and standardized thereby making them change resistant. The managerial practices and the core values demanded by this organization require new entities to follow their norms and whoever disagrees from it can leave anytim e. If the leaders of the organization are tightly bounded with their set of standards and rules, they are bound to stand resistive of what is around them making culture change impossible. This has been a reality in countries such as China, which is embedded with Confucianism, and Russia rooted with Communism (Miller,et al., 2003:393-394). Culture contributes highly to the overall functioning of an organization. It has an impact on the effectiveness of the organization which reflects the reasons why the organization existed in the first place. There have been a lot of researches done by various organizations to achieve that optimum effectiveness and functionality. According to Denison and Mishra (1995), for the function of a certain organization to be highly effective, there are various elements involved such as involvement, consistency, adaptability, and sense of mission or long-term vision. These traits can indicate the organizations flexibility, sense of response, open-mindedness, direction, and integration. With these traits evident in the culture of an organization, it is easier to predict the growth, quality, satisfaction, profitability and the overall performance. To gain these traits, it is inevitable for the organization to steer with change throughout time. With time factor drifting from one era to another, it is imperative for everyone to adapt with change. The change in technology, communication, transport, machineries and other aspects, humanity are forced into dependence upon these changes for greater gain. The advent of 20th century has toppled the traditional practices and various individuals and organizations must be creative in using their knowledge-based human capacity to balance their organization’s culture with the fast paced change happening in the world today. This has been a challenge for various minds, scholars and individuals to develop new and keen theories and methods applicable for organizations. Organizations of today are no longer conformed to the geographical location, religious beliefs and nationality. Instead, there is a global vision, expansion, influence and competition going on (Walsh, Meyer and Schooenhoven, 2006). This has been evident to the many industries that are present today. Multinational industries with global influence have adapted various changes in their organization culture to cope with the realities that

Professionalism in Business Essay Example | Topics and Well Written Essays - 5000 words

Professionalism in Business - Essay Example licly declared their intention to enter into an occupation that saves life or soul, usually referring to the work of priests, physicians and lawyers (Abeloff & Reynolds, 1994). For example, the declaration of the Hippocratic Oath is a public commitment to a set of values. Teaching has long been recognized as a profession along with religion, medicine and law. When the phrase "professional" appeared in the nineteenth century it was used as an adjective to describe a calling or profession, executed by a professor. "Professor" was used interchangeably with "professional man." Professors of religion and professors of law were included with professors of education. It is interesting to note that while early male teachers were addressed as "Professor", female teachers were still called "Miss." Between the Civil War and World War II, educators became more concerned with career commitment to their profession. The term "Professor" is commonly applied to teachers in colleges and universities today. (Kimball, 1992). Professionalism is a social paradigm that has evolved over time from affiliation with a craft guild as the primary characteristic of a specialist or an expert to association with a university as the principal means of determining when a person became an expert. A professional is universally distinguished from an amateur because they are involved in a full-time paid occupation. They make their living from working as a professional in their field. Many times members of an occupation proudly refer to themselves as professionals, such as professional secretaries or professional auto mechanics or professional brick layers. They believe because they have standards for their performance and are employed full-time in their occupation that they are professionals. Social... As the paper declares the word profession originates from the Latin profiteri, meaning to profess, to declare aloud, to make a public vow. The expression was first used in the English language in the 13th   century, to represent a person who makes a public oath to enter the religious service. In the 16th century, the meaning of the term was expanded to signify that someone had publicly declared their intention to enter into an occupation that saves life or soul, usually referring to the work of priests, physicians and lawyers.This discussion stresses that  professionalism is a social paradigm that has evolved over time from affiliation with a craft guild as the primary characteristic of a specialist or an expert to association with a university as the principal means of determining when a person became an expert. A professional is universally distinguished from an amateur because they are involved in a full-time paid occupation. They make their living from working as a profession al in their field. Many times members of an occupation proudly refer to themselves as professionals, such as professional secretaries or professional auto mechanics or professional brick layers. They believe because they have standards for their performance and are employed full-time in their occupation that they are professionals. Social scientists have separated professions from other occupations by the degree of expertise and complexity involved in the work itself.

Works of art by two differant artists i saw at the Getty Museum Assignment

Works of art by two differant artists i saw at the Getty Museum - Assignment Example The first art work is the â€Å"Vincent Van Gogh’s Irises.† This is a painting that was done by one Vincent who did it at a time when he lived at the asylum in Saint Poul – de- Mausole , which is in France. The lack of tension and the relaxed brushstrokes in Vincent’s paintings during the time exemplified the paintings of Van Gogh, which resulted to his mental attack within the asylum. Van Gogh called the painting â€Å"the lightning conductor of my illness† due to the fact that he did consider it a therapy of his depression and insernity feelings (Manesh). The Irises work was done in the painter firs week in assylun. It was hihly probably that the work was influenced by the Japanese wood block prints which got to be produced within the 17th century. The Japanese works influenced most artists as at that period. It helped in reinforcing printing expressive power The next art work in comparison with this is the Irii Matamoe or rather the royal end,which is an unearthing painting that is of a decapitated human head displayed lavishly on some canvas cushion by one Poul Gauguin, a post impressionist painter. The painter had witnessed an execution in public by Guillotine in Polynesia years earlier. His experiences during his own travels resulted to his strong opposition to European colonization as well as the imperialistic viewpoint. The theme of death is what he seemed to be obsessed with and did feature in most of his paintings. The Irii Matomoe unlike the Irises was done in the 1890s. Events that had taken place influenced the dark subject matter of the art work. The painter did hard the Tahitian language words â€Å"Arii† and â€Å"Matomoe† on the upper left of the canvas. The Arii means noble while Matomoe means sleeping eyes. This phrase does imply death. Symbolist artist like Gauguin did have a predilection of images of decapitated heads as well as

The Effect of Globalization on Anthropology Essay

The Effect of Globalization on Anthropology - Essay Example This research tells that globalization has been characterized by rapid technological developments (especially in telecommunications and the development of the Internet) that have made it less difficult for people around the world to travel, communicate and conduct business dealings on the global basis. Technology is transforming the world. The market for telecommunications has crossed the $ 1 trillion mark, highlighted by the United States’ $ 150 billion in Latin America. Spurred on by two giant pro-globalization organizations, The World Trade Organization and the World Economic Forum, globalization is becoming a more and more common characteristic of world economics. The effect of Globalization on all areas scrutinized by anthropology, such as lifestyles, religion, language and every other component of culture, has been so profound that, for the very first time in world history, every person in every level of society can observe and experience the strong effect of internation al changes in every walk of life (such as the audio-visual impact of their media, the availability of new and exotic meals, and the revolutionary change in the wide variety of products available for purchase). Perhaps the greatest effect has been the emergence of a global labor pool that is estimated to take in nearly 2 billion workers from developing countries during the next 10 years. Every person in the world today has been touched by globalization – he or she may stand to benefit from it, or may be endangered by it. Globalization does not involve a uniform, even natured characteristic. The U.S, in its role as the â€Å"indispensable nation† in the management of world affairs, and the foremost producer of information products, is the undisputed leader of the globalization process. Some countries (the U.S and Europe) have emerged as bigger players than the others, while poor countries gain very little from it. Globalization demonstrates the Darwinian theory of  "survival of the fittest† whereby powerful countries will survive ‘naturally’ because they are fated to survive, while weak countries are looked upon as undesirable and therefore destined to be separated because of being unable to satisfactorily perform as nation-states.

Eassay Essay Example | Topics and Well Written Essays - 1750 words

Eassay - Essay Example He did this in one of his great works titled â€Å"An Answer to the Question: ‘What is Enlightenment?’† which was published in the l870s. This era is referred to as the enlightenment era since it was the period in which traditional ethics were being replaced by individualism and reason This paper will focus on the enlightenment philosophy of Emanuel Kant and how it has been applied in various works. Before doing this it is crucial to understand Emanuel Kant’s philosophy on enlightenment thus the paper will carefully examine the philosophy concepts put across by Emanuel Kant on enlightenment. It will then specifically explore on individual identity and free will specifically how they are related with enlightenment. This will be done by using characters in the class material Voltaire’s Candide; Kant’s â€Å"What is Enlightenment?†. By using characters in the material, the paper will stipulate how identity and free will impact the thinking , decision making, and actions of different people by showing how they negatively or positively impact the thinking of characters in the above class material. Kant’s Enlightenment Philosophy Introduction The enlightenment period is considered to have begun in the mid 17th century to the 18th century. The major characteristic of this period was the revolutions in politics, society, philosophy and science. This is where a different approach from that of the medieval times was taken. During this time, philosophies considered to have paved way to the modern western world were put forward. For instance, the French revolution is attributed from enlightenment philosophies and concepts that stressed for the change in social orders and political set ups that were traditional which oppressed the ordinary French citizen. According to Emanuel Kant, Enlightenment is the ability of a person to emerge from a nonage that is imposed by oneself (Kant). The inability of someone to use their own thinking or understanding without influence form others is referred to as nonage. It is considered to be imposed by ourselves since it results from the lack of courage and indecision to use ones reasoning. For instance, in the past countrymen always followed orders and laws set by the monarch despite the fact that these laws and orders were oppressing to the citizens. They refused to reject or act out due to various reasons one of them being the lack of courage to speak out on the wrongs they suffered from such monarchies. Kant stipulated that the reason behind the large number of people living as minors in the society is cowardice and laziness (Kant). By this he meant that people lacked enlightenment since they felt it was more comfortable to live as minors than to stand up and fight for their rights. Kant stipulated that nonage is very dangerous since people get accustomed to it over the years resulting in it being instilled as a way of life hence the difficulty that is presented when one tries to come out of nonage or being enlightened. Emanuel Kant argued that during his time people had not yet reached the enlightened error but were simply in the enlightenment age. This meant that enlightenment was a process that would take a long time since nonage was something that was instilled so deeply in people’s minds that it had become a way of life. He pointed out religion as the most harmful and dangerous form of

The Effect of Globalization on Anthropology Essay

The Effect of Globalization on Anthropology - Essay Example This research tells that globalization has been characterized by rapid technological developments (especially in telecommunications and the development of the Internet) that have made it less difficult for people around the world to travel, communicate and conduct business dealings on the global basis. Technology is transforming the world. The market for telecommunications has crossed the $ 1 trillion mark, highlighted by the United States’ $ 150 billion in Latin America. Spurred on by two giant pro-globalization organizations, The World Trade Organization and the World Economic Forum, globalization is becoming a more and more common characteristic of world economics. The effect of Globalization on all areas scrutinized by anthropology, such as lifestyles, religion, language and every other component of culture, has been so profound that, for the very first time in world history, every person in every level of society can observe and experience the strong effect of internation al changes in every walk of life (such as the audio-visual impact of their media, the availability of new and exotic meals, and the revolutionary change in the wide variety of products available for purchase). Perhaps the greatest effect has been the emergence of a global labor pool that is estimated to take in nearly 2 billion workers from developing countries during the next 10 years. Every person in the world today has been touched by globalization – he or she may stand to benefit from it, or may be endangered by it. Globalization does not involve a uniform, even natured characteristic. The U.S, in its role as the â€Å"indispensable nation† in the management of world affairs, and the foremost producer of information products, is the undisputed leader of the globalization process. Some countries (the U.S and Europe) have emerged as bigger players than the others, while poor countries gain very little from it. Globalization demonstrates the Darwinian theory of  "survival of the fittest† whereby powerful countries will survive ‘naturally’ because they are fated to survive, while weak countries are looked upon as undesirable and therefore destined to be separated because of being unable to satisfactorily perform as nation-states.

Operation managment (Exercises) Essay Example | Topics and Well Written Essays - 4500 words

Operation managment (Exercises) - Essay Example Both the -charts and R-charts are used to determine whether the output of the process fall within a certain range. These measures may focus specific features such as the net weight of the product. Alternatively they may also analyze the process as a whole such as the average output (Heizer and Render). However, what these two charts often do not measure is the defect rate. For this reason, p-charts and c-charts are present to do such analysis. The difference between the two is that the former can be used to describe the proportion of the population which is defective (Reid and Sanders). On the other hand, c-charts are used to analyze the raw quantity of defects which occur. In the case presented, only the number of defects is readily available for analysis. It is therefore necessary to use c-charts in analyzing data. There can be two approaches to analyzing the said data. To view the process as a whole, the total daily defect count can be computed. Using the daily defect count, the mean may be obtained. Subsequently, the upper and lower control limits for the c-chart may be constructed and analyzed. Tables 1 and 2 present the daily defect data for the standard material and the super plastic material. These two control charts reveal some interesting features of the two processes. The process for manufacturing the standard material shows a stable operation. ... Knowing these quantities, the control charts shown in Figure 1 and 2 may be constructed. Figure 1. Control Chart for the Defects in the Standard Material Figure 2. Control Chart for the Defects in the New Material These two control charts reveal some interesting features of the two processes. The process for manufacturing the standard material shows a stable operation. The points in the control chart are centered on the mean value and fluctuate above and below the central tendency. Also, no spikes can be seen in the chart. It can therefore be said that the original process is in control. The second chart shows a trend quite similar to the original process. As with the first chart, there are no spikes above or below the control limits. Also, the data fluctuates as with any normal process. However, it should be noted that near the start of the production process, the points are generally below the control limit. As each successive day in the production process passes, the total number of defects appears to be increasing. In fact, at the second half of the data, the points tend to be above the mean. The control chart in Figure 2 therefore reveals a drift towards the upper control limit. While this process is currently in control, it may eventually shift above the upper control limit. It therefore warrants further investigation (Heizer and Render). To isolate the nature of the defect, it becomes helpful to analyze each type of defect. That is, a control chart may be constructed for each particular type. The said defect counts are shown in Tables 3 and 4. Table 3. Individual Defect Count for the Standard Material Standard Uneven Crack Scratch Bubbles Thickness Week

Assessing Infants and Toddlers Essay Example for Free

Assessing Infants and Toddlers Essay Assessing infants and toddlers is commonly used to determine if children are meeting their developmental milestones or if they are showing any signs of developmental delays or disabilities. Many types of standardized tests are available for use with infants and young children; all are psychological tests, whether they measure abilities, achievements, aptitudes, interests, attitudes, values, or personality characteristics (Wortham, How Standardized Test Are Used with Infants and Young Children, 2012). There are many types of assessments and the key is using the proper one to answer the questions you need, assessment that involves observation of the child, interviews with parents and caregivers, developmental and social history, and interaction with the child using game-like materials, toys, questionnaires, and tasks (Logsdon, 2012). Teachers should be asking what methods should be used, which one should a teacher select from the children they are teaching, and how will the information be obtained? In this paper I will explore these questions and how that effects the ever fast changing pace of early childhood education. A developmental assessment is a process designed to deepen understanding of a childs competencies and resources, and of the caregiving and learning environments most likely to help a child make fullest use of his or her developmental potential, according to New Visions (Tips for Surviving Child Development Assessment, 2012). As a teacher you will consider why you should engage in assessment. For some programs it is part of their policies and procedures, for some it is state mandated, and for others it may be federally mandated. For some teachers the choice is theirs and they choose to for the best interest of the child. Through assessment the teacher can determine where the child is in development, show progress through ongoing assessment and have information to share with the child’s parents. The main reason for assessment is to pinpoint any disabilities or developmental delays, to assess the child’s school readiness, to assist the teacher in planning their curriculum and lesson plans program, to provide feedback to parents and being able to show the effectiveness of the program. The first thing is choose the type of assessment that is appropriate for the children that you engage with daily. There are two types of assessments: formal and informal assessments. With formal assessments the teacher is comparing the child against developmental norms or to other children. Informal assessments are observations that can be obtained through observation in a methodical way and is usually not compared to others. The majority of standardized tests that are in use today are designed to be administered and interpreted by trained professionals. Most programs use a combination of assessments when gathering information about the children they work with each day. The benefit of standardized tests is that the results can be compared to another child or children finding the common factors of developmental norms. A norm is an average result in a group of sample children within that age group or classroom. The second advantage is can be the ability to predict validity of the tests. Children whom do well on these assessments tend to do well in assessments as the move into the school readiness in Kindergarten. A common test used for preschoolers include the Battelle (Logsdon, 2012). There are disadvantages when using standardized test as well and one of the major ones is how the data will be interpreted that is obtained. The results from the teachers and administrators must be considered and compared to similar children in similar circumstances. The comparison is not easy to achieve, for example the cultural bias of early developmental tests. Also the predictive validity of standardized tests can be a disadvantage for their ability to forecast the future achievement in kindergarten. There are other formal test that are being explored that can measure what is developmentally appropriate within their focus and approach. Standardized tests have information regarding their validity and reliability that can give the teachers a way to evaluate if the test is appropriate and if it is being used for its intended use. The reliability information should be able to produce the same result when measuring the same thing with different groups of children. This will help the teacher to be able to determine information that will be obtained. It should be considered when using formal test that they should be used with trained professionals, although they are available for purchase openly they should not be used without training and experience. When using formal test they should be given in a controlled environment for the results to be valid. Even when the test are given properly the results can be interpreted inconsistently and the norms not valid. For example the test could be for both boys and girls but could end up being used with a majority of one or the other or compared to just one variable due to the majority of whom is taking the tests. If that was confusing to you as it was to me then can you imagine the results you will get. When using informal methods to assess children the test as more teacher derived and the tools used are usually checklist, engagement and interaction and open-ended questions. Many teachers already use anecdotal records, a strategy that records actions of the children, in which short episodes of a child’s behavior are recorded and kept for comparing change in behavior over time, in the child’s portfolio and used when meeting with parents for a conference. One of the main reasons for this method is ease of use. Anecdotes can be recorded in virtually any environment at any time throughout the day with limited materials needed. Other informal methods used in classrooms today are time sample, checklists, rating scales, interviews, and videotape or audiotape recordings. The teacher should include the following five key things when using anecdotes: frequency of the behavior, duration of the behavior, notes describing when and where the observation took place, and the date and time. Another form is the child’s portfolio which is any variety of works thought to be representative of the individual. With young children, this usually includes drawings and writings, photographs and stories dictated to an adult. A portfolio can also include information about the child contributed by teachers, and other professionals. A portfolio can be used as a springboard for reflection with children themselves, parents, or other professionals. Discussions with children around a portfolio could reflect on what the child drew (â€Å"tell me more about,†). With parents and professionals the portfolio offers a variety of information about the child, in which they can use as a springboard for discussion at parent conferences. The problem with this type of assessment it can leave the parents confused with the information that comes from it and how it related to their child. When a teacher is choosing which method to use they have to consider what purpose will it serve? The teacher should ask themselves why is this information needed, what is the purpose, and what information will be helpful for the teacher, child and parent, when and how will this information be obtained and how am I as the teacher going to ensure that the information gather is accurate and valid? Also, if this method is choose is it appropriate for the children I work with? Two things that I feel the teacher should ask themselves are: is this age and developmentally appropriate for the children I work with and is relevant to the background and daily circumstances of the child that I work with? When considering the choices you must also consider am I as the teacher able to administer this test properly. When considering this I must consider the how the test will observe a child and how will this be done without pre-formed ideas about outcome. When we are able to be objective then the teacher reports only the facts, and then interpret those facts by what is observed, rather than feelings or attitudes about the child. In today’s society more and more teachers are moving away from traditional methods of assessments and moving towards methods that are relying instead on techniques thought to be more holistic and developmentally appropriate. This could include innovative approaches that observe more on behavior that happens in natural settings and assessments that reflect the complete set of circumstances surrounding the child. While conducting an assessment the teacher should make every effort to use the information in ways that are respectful of the child. In any case the teacher must remember to pay attention to issues such as consent and always remaining confidential. Confidentiality means that it will only be discussed in professional settings, and the information will conceal identities and results are revealed only to the intended audience. Consent means that the teacher obtained the permission from the parent to observe, evaluate and assessed a child. A lot of times parents give such consent at the time of the program enrollment if they sign a form indicating that they realize such activities will be occurring. Otherwise, you should always obtain permission prior to engaging in ongoing assessment projects, even if informal measures are being used. One practice to avoid is the temptation to label children based on assessment results, such as â€Å"this child is special† or â€Å"this child is challenged.† Children placed in these categories very early on have difficulty overcoming them later. In the 21st century, assessment practices are likely to become more holistic and innovative in their approach. For example, we are beginning to hear more of the term â€Å"authentic assessment.† Authentic assessments are when the environment is taken into account surrounding the evaluation of individual children. Another term being used more today is â€Å"performance-based assessment.† Performance-based assessment is when the teacher is focusing on the daily activities and skills already being performed in the classroom setting. Family involvement in assessment, such as parent reports and observations or even them being present, has not been really considered in mainstream early childhood settings. These strategies will gain popularity in the coming years. Although assessment holds great potential to help caregivers understand the children they care for, it can be challenging to assess infants and toddlers, especially if one views assessment as a one-on-one testing interaction (Ditchtelmiller, 2012). In the past assessments have been more of what the child cannot do and today they are becoming more of what the child can do now and has accomplished. This approach to assessment will benefit the child as an individual and abilities rather than disabilities. As a teacher, such approaches will help us maintain positive attitudes concerning the child development. Besides identifying and correcting developmental problems, assessment of very young children is conducted for other purposes. One purpose is research. Researchers study young children to better understand their behavior or to measure the appropriateness of the experiences that are provided for them (Wortham, Assesment in Early Childhood Education (6th Edition), 2012). â€Å"Teachers and child-care providers want children to feel a sense of accomplishment while in their care. The more a child-care provider knows about a childs academic, social, and emotional development, the more theyre able to meet the childs needs. Teachers and child care providers may use this resource for developing strategies to track a childs progress† (Checking Childrens Progress, 2012). We know that rather the assessment is formal or informal early childhood professionals are going to perform them. Through assessment we can screen for disabilities, assess kindergarten readiness, help the teacher developing curriculum and lesson plans, evaluate the effectiveness of a program, and aide the teachers when conferencing with the parents. Both parents and teachers want to know that their child is obtaining goals, showing progress and gaining new skills and what other way to know this other than assessment. References Checking Childrens Progress. (2012, April 25). Retrieved September 26, 2012, from Head Start ECLKC: eclkc.ohs.acf.hhs.gov/hslc/tta- system/teachingllecd/assessment/ongoing%20assessment/edudev_art_00409_060906.html Tips for Surviving Child Development Assessment. (2012). Retrieved September 26, 2012, from Zero to Three : www.zerotothree.org/child-development/mental-health-screening- assessment/tips-for-surviving-child-development-assessment.html Ditchtelmiller, M. L. (2012). One Programs Experience. Retrieved September 27, 2012, from Infant/Toddler Assessment: www.naeyc.org/files/yc/file/200401/ditchtel.pdf Logsdon, A. (2012). Infant and Toddler Development Tests Learning Disabilities. Retrieved September 26, 2012, from Testing for Infant and Toddler Development: http://learningdisabilities.acout.com/od/intelligencetests/p/battelledevelop.html Wortham, S. (2012). Assesment in Early Childhood Education (6th Edition). Upper Saddle River, New Jersey: Pearson. Wortham, S. (2012). How Standardized Test Are Used with Infants and Young Children. Retrieved September 27, 2012, from Education.com: http://www.education.com/prints/standardized-tests-infants-children/

Heteronormartive Notions of Gender Essay -- Gender Studies

Heteronormartive notions of gender create challenges and issues that require a complex process of resolving gender inequalities. In particular, one of the challenges is resolving the inequalities that are reinforced by male and female gender norms. The notion of gender creates a dichotomy in male and female roles. Through socialization processes, we learn to identify specific behaviours as 'masculine' or 'feminine', and boys and girls are taught to perform and display these traits, which become a dominant part of their identities. Western society has constructed gender roles that promote and maintain notions of suitable behaviours and expectations. For instance, males and females are required to act a certain way according to their situational and contextual location. Moreover, gendered behaviour can be seen in the context of families because parents continue gender roles into families, preserving the idea of â€Å"doing gender† (West & Zimmerman, 2011). â€Å"Doing genderâ⠂¬  refers to the process of socially guided perceptions, which make us believe that male and female behaviours are â€Å"natural.† Further, these perceptions are routinely embedded within our everyday interactions that claim a specific gender (West & Zimmerman, 2011). Although parents in Western society continue to hold onto traditional roles of parenting, they are slowly recognizing methods that have no gender boundaries. Ideas of masculinity and femininity are reinforced in families to form practices and customs that create an imbalance among genders (Coltrane, 2011). Within heterosexual families, gender role inequalities are reinforced through household labour and domestic work. Furthermore, it is important to analyze this topic in order to understand the problematic notions ... ...rison, D. and Albanese, P. (2011, in press) Parental Military Deployments and adolescent's housework. Studies in Political Economy, 88 (1).   Margolis, M.L. (2009). Putting mothers on the pedestal. Ontario: Oxford University Press. Shaw, S.M. (1988). Gender Differences in the Definition and Perception of Household Labour. Family Relations 37(3), 333-337. Silverman E.L. (2011). The Last Best West: Women on the Alberta’s Frontier, 1880-1930. In M. Kimmel (Ed.), A. Aronson (Ed.), A. Kaler (Ed.), The Gendered Society Reader. (pp. 186-197). Ontario: Oxford University Smith, D. (1993). The standard north American family. Journal of Family Issues. 14(1), 50-65. West, C, & Zimmerman, D.H. (2011). Doing Gender. In M. Kimmel (Ed.), A. Aronson (Ed.), A. Kaler (Ed.), The Gendered Society Reader (pp. 28-42). Ontario: Oxford University Ontario: Oxford University Press.

Learning Disabilities Essay -- Education Papers

Learning Disabilities Approximately 10 percent of the adult population have learning disabilities. Learning disabilities also affect about 5 to 10 percent of school-age children. Most disabilities occur in math, spelling, reading comprehension, oral expression, and written language. The most common learning disabilities are in reading. Children with learning disabilities also have problems with attention, memory, and behavioral problems as a result of frustration. The term "learning disabilities" covers a combination of possible causes, symptoms, treatments, and outcomes. What is a learning disability? With at least twelve definitions that appear in professional literature, there is no exact definition. Most experts agree that the learning disabled have difficulties with academic achievement and progress and that discrepancies exist between a person's potential for learning and what he actually learns. Learning problems are not due to environmental disadvantages, mental retardation, or emotional disturbance. The learning disabled also show an uneven pattern of language, physical, academic, or perceptual development. A learning disability is a disorder, which affects people's abilities to interpret what they see and hear or to link information from different parts of the brain. The regulations for Public Law (PL) 101-476, the Individuals with Disabilities Education Act (IDEA), and the Education of the Handicapped Act (EHA) define a learning disability as a "disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations." ... ...gging. The parents need to be a model for their child because children often look up to their parents. The parent is very important to the child's success. Learning disabilities affect six million adults according to The Foundation for Children With Learning Disabilities. That number will only increase as the population grows. Therefore, it is extremely important that learning disabilities are recognized in childhood. Once a child is actually diagnosed, the school and family can work together for the child. Then improvements can be made in the child's work and ability. Sources The ABC's of LD and ADD. LD Online. *http://www.ldonline.org/abc_info/articles-info.html About Learning Disorders. CDI Page. *http://www.cdipage.com/learning_disabilties.shtml Folse, Rene Thomas. Learning Disabilities. *http://www.childpsychologist.com/ld/learning.html

My Reasons for Majoring in Business Essay

Why I majored in business? For numerous reasons, I majored in business, some common and others personal. All of my reason shared a goal and that is to graduate with a degree in order to enhance the quality of my life with a successful and fulfilling career. My common reasons for deciding to major in business will most likely be similar to many other students. Those reasons are that the business major had a perceived lower degree of difficulty to complete then that of other majors. The major also offered many different minors that I could pursue, thus giving me a variety of choices. Being that it is the largest major at most universities it offered the most classes at various times, which made making a schedule semester to semester that would fit into a busy life with work easy for me. Finally, the business major offered the best potential for securing a job upon graduation because of the broad scale of jobs out in the “real” world. On a more personal level, I chose the business major because I love business. I love the concept of capitalism, competition, making money from ideas, hard work, other peoples money, leading others in a common goal and achieving that goal, gaining success by incorporating all of these concepts. I have always wanted to be important, to be a boss, to be an owner of a company which I love going to everyday and to do this a degree in business was exactly what I needed. The business major was a logical first step towards this and so I chose to study business here at the University of Massachusetts in Lowell. It wasn’t till coming here that I chose to minor in marketing and finance in order to create a well rounded foundation and with graduation coming in May I don’t regret it.

Effects of Shopping Addiction

Effects of Shopping Addiction Shopping is a necessary part of life. We shop for food, clothing, cars, homes, or anything that may be a necessity to survive. If shopping is necessary, how can it also be an addiction? The answer is the same as with other addictions. According to Wikipedia, addiction is the continued use of a mood altering substance or behavior despite adverse dependency consequences or a neurological impairment leading to such behaviors. Oniomania, which is a Greek word meaning â€Å"for sale† is the technical term for the compulsive desire to shop, more commonly referred to as shopping addiction.Shopping addiction may be considered an impulse control disorder, an obsessive compulsive disorder, a bipolar disorder, or even a clinical addiction. Due to recent research it is now being compared to alcoholism, eating disorders and drug abuse. There is growing evidence that it is a significant and worsening problem with serious consequences both emotional and financia l. Shopping addiction is initially triggered by a mild need to feel special and less lonely. The failure of excessive shopping to actually fulfill these needs often lead to a vicious cycle of escalation.This then causes the person to experience the highs and lows associated with other addictions. The high of the shopping may be followed by a sense of disappointment, and of guilt, precipitating a further cycle of impulse buying in the quest for a sense of special identity. Now that the addicted person is increasingly feeling negative emotions like anger and stress, they attempt to self medicate through further shopping, followed again by regret or depression once they return home, which leads to an urge for another shopping spree.This person is now an addict and shopping is the drug of choice. The consequences of shopping addiction can be devastating, with marriages, longterm relationships, and jobs. Other consequences are financial which can include ruined credit history, theft and bankruptcy or extreme debt. The emotional effects range from anxiety due to stress that can also result to physical health problems and ruined relationships, or even suicide. Research has shown that compulsive shoppers and spenders also suffer from mood disorders, substance abuse or eating disorders.According to Elizabeth Hartney, â€Å"People with compulsive shopping addiction often have concurrent substance and or behavioral addiction problems, or â€Å"cross over† to other addictions at some point in their lives. Studies show that alcohol problems occur in 28% to 46% of compulsive buyers; other substance use disorders occur in 13% to 20% of compulsive shoppers; paraphilias and sex addictions occur in 10% to 13% of compulsive shoppers; and pathological gambling occurs in 5% to 20% of compulsive shoppers. â€Å"Impairment in relationships may occur as a result of excessive spending and efforts to cover up debt or purchases. Persons who engage in compulsive shopping or spen ding may become pre-occupied with that behavior and spend less and less time with important people in their lives. It is also common for an addict to begin lying and hiding their purchases from their family and keeping their spending to themselves. Relationships often suffer as friends are not repaid, spouses and family members are not repaid, and necessary home bills can not be paid.Family members do without because of the shopping addict's out of control use of money, which in turn puts a strain on their relationship. The trust between the addict and members of the family is often lost and this causes the addict to exclude themselves which increases the urge to fulfill the void. The anxiety or depression experienced may result in the interference of work and other social activity. Financial problems may occur if money is burrowed or there is excessive use of credit to make purchases. Most addict's find themselves in deep financial debt due to compulsive spending.They then are put into situations where there debt has become overwhelming and put them in dire restraints, leaving them unable to pay off bank loans, school fees, mortgages and other overhead costs. Many addicts lose their jobs due to the fact that they are unable to fulfill their duties. In the case of a shopping addict, they may steal from their employer which results in them being fired. Shopping addiction can also have an effect on students. If a student is suffering from shopping addiction, their level of concentration decreases and their grades suffer.The student becomes less motivated because they become fixated on their addiction to shop. There is also the risk of the student stealing from classmates or school property to support their addiction. This in turn can tarnish friendships and result in the student becoming expelled from school. According to Andrea Allen, â€Å"The creation of a condition such as compulsive buying might be associated with controversy and criticized by some as crea ting a trivial disorder; â€Å"medicalizing† a â€Å"moral† problem or creating a new disorder in order to sell more pharmaceuticals. Many people still classify compulsive shopping to not be an â€Å"addiction† which makes it a controversial topic. Some think it is an excuse for people to label their moral problem as a disorder. Some think that doctors may be trying to make it a medical disorder to sell medication to consumers believed to be suffering from such a disorder. Truth is almost anything can become an addiction, once it is something that gives you a physical or mental high and you become dependent on that feeling to fill voids and function from day to day.

Differences Btwn Lpn and Rn

THE DIFFERENCES AND SIMILARITIES BETWEEN A LPNS AND RNS RAHAB KAIRU TRANSITION TO THE RN 03/28/2013 THE DIFFERENCES AND SIMILARITIES BETWEEN LPNS AND RNS In today’s society its maybe difficult to differentiate between LPNs and RNs, this is usually because of the socialeconomic values and more availabilities of LPNs than RNs and also because there some similarities between LPNs and RNs. The differences start right from school. While most LPNs programs are a one year programs and LPNs get a diploma, most RN programs are at least 2 year program they get an associate degree.RNs and LPNs take two different exams, the RN exam is more comprehensive and more indepth as compared to LPNs exams. RNs take NCLEX-RN while LPN take NCLEX-RN. In some states there are maybe different board of nursing that deal with either LPNs and RNs, example in California ther is California board of RN and Californa board of vocational nursing and phychiatrist Technicians. RNs study is more in depth, have al ot more prerequisites as compared to LPNs.RNs have more knowledge in psychology , clinical, assessment and management skills. LPNs work under direct supervison of an RN or a Doctor while RNs work independently under doctors orders. LPNs may not be allowed to do somefuctions such as initial assessment during patient admission or some procedures such as IV therapy, they may monitor IV therapy and report to an RN,while RNs have no restrictions. LPNs are usually in the nursing pool while RN do most of the management.There is also a difference in pay. RNs make more money compared to LPNs. RNs have more career opportunities, while LPNs are more restricted on their choices. Most hospitals do not hire LPNs. Its also easier for an RN to advance in educations as compared to LPNs; there are more online schools and different specialization that an RN can choose. Some of the similarity between lpn and RNs are that they are closely regulated by the board of nursing and always have to be in compli ance.Both have to take countinuing education to maintain their licences. In most states the LPN and RNs salary falls in the same tax bracket. Lisa M Shaffer BSN,RN and Kathy Johnson,BSN,RN and Carolyn Guinn,Msn,RN. (March 2010) Remedifying role confusion; Diffrentiating between RN and LPN roles. Vol. 5 No. 3 Retrived from http://www. americannursetoday. com/article. aspx? id=6382 Beth Greenwood. (2002) RN vs LPN Responsibilities. Demand media. Retrived from: http://work. chron. com/lpn-vs-rn-responsibilities-5379. html

Theory and Personal Development - Person centered and Psychodynamic Essay

Theory and Personal Development - Person centered and Psychodynamic Counseling - Essay Example Freud was a student of von Brucke's and took on many of his ideas regarding psychology. The psychodynamic approach is epitomized by classic psychoanalysis, in which the patient seeks to experience the "truth" about themselves through breaking down the defenses that have built up to prevent them from reliving the events and processes in their past that have created the problems they are experiencing in the present day. This approach states that present conditions have identifiable causes in the past. Cause and effect is at work. Within my own life psychodynamic counseling might be suitable for uncovering my feelings and experienced in growing up with a brother who had learning disabilities and who received attention and financial support from my parents that at the time I felt was being withheld from me. Psychodynamic counseling might enable me to answer the question of whether this now distant feeling of being rejected influences me today. Are there stresses within my present personal relationships that reflect this past feeling of abandonment Sibling rivalry is of course a generally accepted fact of most psychological models, but in my case is it exasperated and thus lengthened because of the unique circumstances of my relationship with my brother The psychodynamic approach might also be used to explore the fact that I had a "caretaker" role within my family at a comparatively young age, due to my mother's multiple pregnancies and what I now identify as post-partum depression. Did I become self-reliant to an unhealthy extent, thus distancing myself from people Again, this type of approach would seek to uncover the true nature (and thus influence) of these past experiences and seek to apply them to my present psychological state. In the psychodynamic state, the past is indeed prologue to present. Further, it is almost determinative in nature (Parkes, 1971). In contrast, the person-centered, or humanistic counseling, would concentrate upon the manner in which I perceive myself consciously in the present and would only consider my childhood as it directly affects my present situation. Thus the fact that I desire to have children, but have so far been unable to get pregnant might be explored vis--vis my mother's bad pregnancy experiences. This past would be a direct effect upon my conscious mind however, rather than the sub/unconscious influence that might prevail within the psychodynamic model and which would thus need to be revealed to me through my psychotherapist. As Jacobs (1986) suggests, the psychotherapist needs to be sure that he/she does not dominate the process to the degree that the actual subject is lost within a morass of interpretation. I am also presently considering whether if my husband and I do have children they will experience the same poor childhood that I did. Essentially, will I be as bad a mother as my mother was The person-centered approach would take this question at face value - and essentially assume that my mother was indeed a bad mother - and explore how this belief influences me in the present day. Psychodynamic counseling would explore how I had come to the conclusion that my parents were bad parents, and what effect it had