My aim in life Essay

â€Å"The mere act of aiming at something big makes you big.† (Jawaharlal Nehru) Bestowing man with life and sending him on earth to live is fully justified. This all has been done for a specific reason. Idealizing his purpose and endeavoring to objectify it into reality is the real pinnacle/ culmination of human being. A man without an aim is like a rudderless ship in stormy sea; a vagabond wandering/rambling in streets with no particular direction to follow. To give one’s life a defined pattern and to enjoy it in its full bloom, one must have an aim in his life. â€Å"Aim simply means an ambition or a desire for ones future which helps him keeping attention focused on particular target.† In this avaricious and money-oriented world, everyone enjoys a materialistic life and lives for an aim that proves to be a financial boost as well. That is the reason why most of the people wish to become a doctor, engineer or a businessman. But I dream of becoming a techer. Though teachers are very ill-paid in our society, I want to adopt this profession on completely spiritual basis. Teaching, being the work of prophets and saints, is also a subject of my religious inclination. I always love to wonder teaching a number of students the principles of justice and fair play, epitomizing them in a particular skill and nurturing their fledgling ideas into veteran moods. I want to contribute in the society by providing it with minds having innovative ideas, high objectives and good moral values; an assemblage that will steer the sinking boat of our country through the winding river to a heavenly abode. Becoming a teacher would be a way to do that. I want to inculcate the sense of richness of talent in the brooding minds with which they can do something exemplary. I want to be the guiding star showing the right path to the passengers lost in the pitchy darkness. I wish to open new horizons to/on the coming generation so that they may learn something new beyond the world of books; so that they may learn seeking answers themselves, something learned not by reading but by experiencing/practicing. For this, I would have to be a paragon of the saying of F.W. Robertson: â€Å"The true aim of everyone who aspires to be a teacher should be not to impart his own opinions but to kindle minds.† Savoring that wonderful sensation when one of your students gets a feather in the cap; experiencing the love of hundreds of adolescents; tackling with their pure mischiefs and lifting them  up to rule the sky, are those experiences only a teacher can have. Our country is direly lacking true teachers. It needs educators, mentors, reformers, guides and moralists as teachers. I would like to develop all these characteristic capabilities among my pupil so that they may serve the society in the best possible way. Becoming a doctor, I would be treating patients only! Becoming an engineer would merely result in constructing buildings! But becoming a teacher, I would be able to build a whole new society and can treat the entire spiritual (mystical) ailments prevailing around; provide the society the best manpower; and produce many doctors, engineers, bureaucrats, business men and many more, as Alexander once said: â€Å"The world doesn’t need any Alexander, but Aristotle. As Alexander can’t make any Aristotle but Aristotle can produce many Alexander’s.† A teacher plays the most constructive role in the society. He changes attitudes, to maintain a congenial environment for the society to flourish. He is the one who makes anonymous reap laurels. Utilizing all hi s capacities, he makes his pupil continue their journey amidst the endless world of victories. Doing all this, his spiritual ecstasy is at its peak and this is the foremost reason why I aim at becoming a teacher.

Jean Paul Sartre Essay

For Jean Paul Sartre, existence meant to become progressively more individualistic (Sartre, 175). Sartre believed this individualistic existence caused everyone to travel along a path toward self-realization and this process, he noted, had three stages. These stages being, Ethical, Religious and Aesthetic, as â€Å"All human beings are currently at one of this stages, depending on the extent to which they have achieved their life-project (Sartre, 175). † By more individualistic, Kiekega means that through each stage individual gain a higher understanding of self than they had before and it is through the privileged perspective provided by the assessment of and graduation from the previous stage that allows the person to attain this new form of self. Sartre goes on to further note that, â€Å"Each stage is a way of seeing life, a way of understanding the world. They are different ways of living out one’s existence, independent spheres of life, situations which embody a certain stability. Living fully in the aesthetic sphere will never lead to the ethical one, and the upholding of ethics will never open the door to religion. † He closes by pointing out that no one stage can completely dominate and individual’s life and if one were to allows this to happen they would stay stagnant and not progress through the stages. The first stage of Sartre’s progression of existential stages is aesthetics recognized as the ‘immersion in sensuous experience; valorization of possibility over actuality; egotism; fragmentation of the subject of experience; nihilistic wielding of irony and skepticism; and flight from boredom (Stanford, p1). † This stage of existence is a very selfish one that involves excessive self-indulgence. Sartre refers to temptation and the appreciation and distraction of beauty a lot in this section. Ethics in Sartre’s work has more than one meaning, â€Å"It is used to denote both: (i) a limited existential sphere, or stage, which is superseded by the higher stage of the religious life; and (ii) an aspect of life which is retained even within the religious life (Stanford, p1). † This is basically the stage where one starts to asses their life and view themselves objectively. It is recognized as the stage of reasoning this stage is ‘limited’ in that it is the stage that comes before the religious stage, but it is retained within the religious stage in that the traits used in the ethical stage must also be used to make the valuable choices in the religious stage. Ultimately the final obligation to transition from Ethics into the religious stage is to completely relinquish one’s reliance on reason for one’s trust in faith. The final stage of existence that Sartre recognizes is the stage of Religion, and specifically Christianity. Sartre believed the most important aspect of this stage, and in life in general, was faith and the passion one has for being morally responsible. It is also in this stage that Sartre stresses the value of choice. As noted, â€Å"Anxiety is a two-sided emotion: on one side is the dread burden of choosing for eternity; on the other side is the exhilaration of freedom in choosing oneself. Choice occurs in the instant, which is the point at which time and eternity intersect — for the individual creates through temporal choice a self which will be judged for eternity (Stanford, p1). † Here we see the concept of self changing once again and the self that was once perceived objectively with eyes looking from the Ethical stage onto the aesthetic stage from a more intellectual position, now in the religious stage is much more spiritual. Aesthetics/Ethics It is through the stage of ethics that aesthetics is recognized for its shallow and delusional ways. â€Å"This type of aestheticism is criticized from the point of view of ethics. It is seen to be emptily self-serving and escapist. It is a despairing means of avoiding commitment and responsibility (Stanford, p1). † Despite the selfish nature of the aesthetic stage Keirkegaard does not completely disregard its value, he recognizes that the aesthetic stage of existence is what makes the higher stages of existence necessary. This can specifically been seen with the transitional relationship between the aesthetic stage and the ethical stage. The stages work together by canceling each other out within other stages. For example, it’s noted in Sartre’s pseudo-dialectic that â€Å"the aesthetic and the ethical are both annulled and preserved in their synthesis in the religious stage. † This is how the transition between the ethical and the religious stage comes about in that the religious stage encompasses room for both previous stages within its borders. Descartes like Sartre is a highly respected philosophical thinker. His most famous work Meditationes de Prima Philosophia (Meditations On First Philosophy). Published in 1641, poses the main argument that â€Å"Every belief based on the senses (beliefs about the external world) is such that we could conceive it to be false (Descartes, p1). † By the external world being debatable, then one is forced to contemplate and examine the existence of reality. This closely relates to Sartre’s’s concept that the aesthetic stage can only be assessed from the ethical stage. Descartes adopts the ideal that one can only know they exist for sure through the process of examination one’s life through thought, because the existence of one’s thoughts is undeniable and not debatable. I can relate to Sartre’s ideas in that they are universal and applicable to every individual. The main concept they teach is the value of moderation. The fact that no one stage can on its own dominate one’s life completely. The religious stage is not at all relevant in one’s life without the conflict drawn from the clash between the aesthetic and the ethical. Without the aesthetic there is no need to stop outside of one’s own pursuit of personal pleasure to become self-aware, and without this reasoning one c an never become aware of the choices available to them to achieve salvation in the religious stage. I do think since Sartre was such a proponent of the Christian faith, there is no reason why his thinking can’t be promoted more in the church. For the most part many Christian churches avoid this type of in depth assessment as it pertains to individual growth. In sum, Sartre’s philosophies have stood the test of time because they are still applicable. His work pays homage to Descartes, as well as Socrates, who both promote the importance of the examined life. Walking through one’s life blindly only in the pursuit of meager pleasures or even over analyzing one’s every experience without fully embracing the moment, both can be detrimental to the value of one’s existence. Sartre, like many of the philosophers before him, has setup a model that all individuals can live by, and each stage feeds off the one prior. In addition to teaching that there is a value in our actions, Sartre also proves that there is a path to better understanding of one’s self through the constant self-evalutions of those actions. Work Cited SARTRE, S. , La maladie a la mort, in Oeuvres Completes, Editions de L’Orante, Paris, 1984, vol. 16, p. 175. Stanford Encyclopedia of Philosophy â€Å"Jean Paul Sartre† First published Tue Dec 3, 1996; substantive revision Fri May 8, 2009 (Stanford, 2009)

(Pe) Physical Education (Essay, Sac) Training Diary

I designed a training program that i carried out over a 6 week period which aimed at strengthening my upper body and core. I exercised for 60 minutes each day and after ever workout i collected the data and recorded it in a diary which described the exact exercise, number of sets, reps and duration. Before the training program i did a series of post tests which involved a 7 stage ab tests, 1RM bench press and a 1 minute push up test. For the ab test i got to stage 5 which meant i could do 1 sit up and touch my elbows to my knees, with the bench press i could lift a max of 92. kg and with push ups i could do 40 in a minute. After i had finished my program i once again conducted a series of post tests to see how much i had improved. With my ab test i got to stage 6 which meant I could do the same but with a 2. 5kg weight held behind my head, with the bench press i got to 100kgs which is an increase of 7. 5kg and my push up test i got to 47 in a minute. I found that my greatest weekness came from my natural weight tests, with my push ups and sit ups. I belive these were more difficult due to my large weight as i weighted in at 105kg. But after i had finished my program i had put on 3kg due to an increase of muscle mass and a loss of fat. The reason i choose these tests was because they were specific to the exercises i was about to undertake for example with a push up it focuses on the core and all upper body muscles. Before each work out i did a series of proprioceptive neuromuscular facioitation stretches which i held for 6 seconds each stretch and after each workout i did a series of static stretches to help prevent the risk of injury. When i started doing my exercises the energy systems that i used changed between the anaerobic and aerobic energy systems. As i did exercises that invloved 10 reps, fast twitch fibres and a duration of less than 15 seconds i worked anaerobically but when i did my core intival training my body used interplay. As i started out my body was working anaerobically but as my heart rate rose to over 80% max heart rate and the workout went for longer than 2 minutes my body started working aerobically and used slow twitch fibre as well as when my exercise intensified to around 85% max HR the onset of hydrogen ions accumalated in certain muscles due to the inabillity to continue my workout and muscle pump in the active areas. After a couple of weeks of training aerobicaly my muscles got trained to be able to pospone the high accumalation of h+. The reason i choose the exercises i did was because each demonstrated a differnt muscular contraction or a mixture of each. flys, planks, sit-ups and push ups used isometric contractions, biceap curls, bench/chest and shoulder presses used concentric contractions and with pull downs and shoulder pull ups used eccentric contractions. All exercises were specific to the muscular area i was trying to improve, each day i worked on one part of the body for example on a Monday i would focus just on my chest and on a wendsday i would work on my biceps. The reason i choose to do my program like that was because it was easier to remember what area to work on and gave each muscle grouple a huge workout instead of doing 5 different areas each day. With reference to my diary each workout showed progresive overload either with an increase in weigth or frequency and after a day or two i explained how my body showed the signs of delayed onset muscular soreness due to the overload. The only issue i ran into with my workout was that some days i wouldnt have a spotter which made my workouts quiet difficult. After i had finished my six week trainig program my muscular strength had increased dramatically with my biceap strength increased 7. 5kg, chest strength increased 7. kg, core strenght increased 2. 5kg and i was able to dely the onset of hydrogen ions from 25 reps to 35+ reps, etc. The whole process was more than enjoyable. I learnt many different exercises from other experience weight lifters and many pointers to help improve my skills. The program has helped me outside of weight lifting, such as being able to pass and throw further while playing basketball. I might of improved my program by working with a friend to make the work out more enjoyable and to help assist me in lifting.

Living With a Cardiac Pacemaker Essay Example | Topics and Well Written Essays - 750 words

Living With a Cardiac Pacemaker - Essay Example From this discussion it is clear that the device ensures that individuals have more energy. In addition, they experience less shortness of breath. The use of a pacemaker has many benefits: it normalizes the heart rhythm of the person and improves their quality of life, among other things. Physicians recommend demand pacemakers in a variety of cases based on the cardiac problems. As a result, the potential benefits may vary from one person to another. The device is usually implanted inside the upper chest. The primary objective of using the device is to monitor the heart rate. The device transmits an electrical signal when necessary in order to stabilize an irregular heartbeat. However, the device is not a cure. Instead, it merely serves to prolong the life of the patient.This study highlights that  Jim has a right to be concerned about the implications of using the device. He has to determine if the product will have a positive or negative impact on his health. As a truck driver, h e should be concerned about the impact of electric or gas powered appliances on his health. In addition, he cannot use some tools without undermining his health. The device should not be in close contact with magnetic or electromagnetic fields. However, the couple should not alter their travel plans. He can still engage in swimming and gardening. His participation in these physical activities should be closely monitored.

Analysis of Articles about Warm Bodies Movie Annotated Bibliography

Analysis of Articles about Warm Bodies Movie - Annotated Bibliography Example The author recognizes the uniqueness of the zombie in warm waters movie compared to other zombies seen in movies or read in books. The author tries to analyze the contribution of â€Å"R† as the main character. The article will be fundamental in understanding zombies, the role of â€Å"R,† and how the movie grabbed teens attention. As such, the article is current and relevant to reviewing the movie, Warm waters. Hamilton, Mary. â€Å"Warm Bodies: what our love affair with zombies says about us.† The Guardian, 8 February 2013. Web. 16 March 2015. < http://www.theguardian.com/commentisfree/2013/feb/08/warm-bodies-film-zombie-love-affair> The article by Mary Hamilton shows how our relationships with zombies say about our culture. The author reckons that Warm Bodies is a zombie romantic comedy that invades popular consciousness. The article asserts that zombie movies have been attracting immense attention in the recent past. The author presents the cultural significance of zombies and notes that zombies depict human loneliness and ability to deal with the disaster. According to the author, the cultural significance of zombies has changed over time and recognizes the epidemic of zombie culture seen in books, films, games, and zombie experiences. The article claims that the movie, Warm Bodies is just another zombie story where zombies are human but act like monsters. The audience can use the article to understand the impact of zombies on our culture where humanizing monsters relates to the acceptance of our dark cultures. The journal article by Kevin Johnson shows how the main character â€Å"R† is special than the other zombies seen in movies or read about in books. The article depicts R as a hero who survived a plague. Unlike other zombies, the author shows that R (Nicholas Hoult) depicts a high thinking capacity while he was wandering through an airport.     Ã‚  

Revising the thesis Essay Example | Topics and Well Written Essays - 2500 words

Revising the thesis - Essay Example Selecting the Best Type of International Collaboration 18 2.3.2. Disadvantages of International Collaboration 19 2.4 International Joint Ventures 20 2.5 International Business in Saudi Arabia 22 2.5.1 Forces Influencing the Attractiveness of Saudi Arabia for International Business 22 2.5.2 Incentives for international organisations to do business in Saudi Arabia 25 2.5.3. International Joint Ventures in Saudi Arabia 27 2.5.4 Examples of International Joint Ventures operating in Saudi Arabia 30 2.6 Conclusion 31 3. ... Employee Work Commitment 57 4.1 Introduction 57 4.2 Organisational Commitment 58 4.2.1 Theoretical Background of Organisational Commitment 58 4.2.2 Definitions of Organisational Commitment 60 4.2.3 Meyer and Allen’s Model of Organisational Commitment 61 4.2.3.1. Affective Commitment 61 4.2.3.2 Continuance Commitment 62 4.2.3.3 Normative Commitment 63 4.2.4 Effects of Organisational Commitment 64 4.3 Professional Commitment 66 4.3.1 Theoretical Background of Professional Commitment 66 4.3.2 Definitions of Professional Commitment 68 4.3.3 Effects of Professional Commitment 69 4.4 Theoretical Integration of the Concepts of National Culture and Employee Work Commitment 69 4.5 Conclusion 72 5. Conceptual Framework and Research Methodology 73 5.1 Introduction 73 5.2 Theoretical Framework and Research Hypotheses 73 5.3 Study Variables 81 5.3.1 National Culture 81 5.3.2 Collectivism / Individualism 82 5.3.3 Organisational Commitment 82 5.3.4 Professional Commitment 82 5.4 Operationali zing the Study Variables 83 5.5 Study Methodology 84 5.5.1 Alternative Research Options 84 5.5.2 Research Methods 86 5.5.3 Population and Sample 87 5.5.3.1 Population 87 5.5.3.2 Sample 88 5.5.3.3 Types of sampling 89 5.5.3.4 Sampling Frame 90 5.5.3.5 Sample size 90 5.5.3.6 Study sample 91 5.5.3.7 Selection criteria 91 5.5.4 Data Collection 92 5.5.4.1 Accessing respondents 93 5.5.4.2 Ethical considerations 94 5.5.5. Research Measures 94 5.5.5.1 Organisational commitment measure 94 5.5.5.2 Professional commitment measure 96 5.5.5.3 Research instrument 97 5.5.6 Data Analysis 97 5.5.6.1 Two-sample two test (t-tests) 99 5.5.6.2 Correlation analyses 100 5.5.6.3 Skewness and Kurtosis Test 101 5.5.7 Pilot

Professional Article Review Essay Example | Topics and Well Written Essays - 750 words

Professional Article Review - Essay Example The present study aims to investigate the long term impacts of MPH on ADHD affected children and comparative affect of academic intervention along with other covariates age, sex, IQ etc. The study involved 85 children with ADHD and within the age group of 5-12 years. Baseline assessments included Wide range achievement test-revised (WRAT-R), parent and teacher rating of ADHD symptoms and academic achievement, estimated intellectual ability, OCHS academic and psychosocial ratings, duration of medication and academic support. Post baseline assessments, children were randomly assigned to MPH treatment and placebo group in a double blind trial, the treatment group administered with a gradually rising dose of 5mg/administration to reach a target dose of 0.7mg/Kg body weight. Treatment was followed for 12 months keeping other conditions uniform, and the assessments done at baseline were repeated after the 12 month treatment period. Regression analysis was done to estimate academic performa nce one for each subset of WRAT-R and for parent and teacher ratings with baseline covariates and total treatments as variables. The results indicated that neither medication nor academic interventions could be attributed to significant improvement in academic performance compared to baseline values. Critical Evaluation Studies on ADHD lack evidences of mechanism of associations between academic underachievement and ADHD and stimulants have been recommended based on short term trials showing positive impacts on symptoms in general. However, the authors rightly claim that data for long term and cumulative impact of MPH is unavailable. The procedure followed by the authors is exhaustive involving baseline and post treatment assessments which are both subjective as well as objective. The explanations to the assessments, their design are either complete or are properly referenced, so as to enable repeatability. Both WISC-R and Ontario Child Health Scale (OCHS) are established clinical t ool for IQ assessment of children with learning disabilities and ADHD. Objective ratings make the results easy to conduct and results specific. Crossing over among children from the placebo and treatment groups was allowed but records were maintained. These records helped in estimating the total time of medication which represented cumulative effects of MPH, and the medication status at end of trial was indicative of the current effect. The continuation of additional interventions in form of academic support in addition to randomization of parents to training or self help group along with cross design, ensured that the trial were highly naturalistic. While allowing for naturalistic design lead to lack of control on some important variables however the same was partially overcome by use of multiple regression analysis. The nature of academic support provided to the children was one very important variable. Regression analysis used also helped to overcome the loss in numbers due to cr ossing over during the study. Disparities in the results for objective and subjective assessments indicate that the efficacy of MPH is based on prejudices and is overrated. The author claims that medication does not have

Blood doping Essay Example | Topics and Well Written Essays - 750 words

Blood doping - Essay Example f blood doping substances and marked it as illegal in the year 1985 but athletes who employed this technique before this period could not be caught until a few of them like Kaarlo Maaninka admitted that he had opted for blood doping (Fotheringam; Hoyt). Blood doping is an unethical and unlawful act used by athletes for performing better in sports but it needs to be understood that this act has harmful health effects and it also has financial implications. Different ways are used for blood doping. Transfusions form one of the ways which is used for blood doping. Either the blood from the athlete himself is stored and then later transfused or the blood from another person is used for the transfusion. These transfusions are made a short while before the commencement of an event. EPO which is a hormone synthesized that increases the red blood cells in the body is another way used. It is injected by the athletes. All of these methods provide for health risks for the athlete. The common side effect that is promoted by blood doping is the increase in the red blood cells in the blood. This leads to make the blood thick and results in clots being formed. Thus, an increased the risk of cardiovascular attacks and the formation of emboli is seen (Hoyt). EPO has other side effects as well which appear when an individual resorts to using it for a long time. These effects include a reduction in the weight of an individual, sleeplessness, muscle ach e and a heavy head (Reinberg). Transfusions from a donor come with many risks and this can clearly be seen with the example of the cyclist Jesus Manzano in the year 2003. Manzano had a transfusion reaction which put him in a lethal condition. He described his condition by saying, â€Å"I was shivering; I felt colder than if Id been at the North Pole. If theyd put in half a litre, I would have gone home in a box.† Using one’s one transfusion also has its own negative side. Owing to the blood drawn from the athlete, he may suffer from

Internet Literacy Essay Example | Topics and Well Written Essays - 750 words

Internet Literacy - Essay Example This may be a challenging task especially to those who are not so open-minded about technology and changes however it becomes a liberating experience also to those who come to a learning experience that fulfill one’s dreams. A friend has always been afraid to try the internet nevertheless needed to learn how to use it due to the demands from his work. Being in his forties, his fear was usually fed with the words like ‘you cannot teach an old dog new tricks’ and was challenged considering he is not a dog, he learned and discovered the internet. The process was not easy for both the learner and teacher but it was a fulfilling job they both went through. The student struggled on remembering things about the computer and how to work on it while the teacher made every effort to make instructions simple and clear. Frustrations may have occurred as the learning went but they were turned to joy for every discovery the learner made. Reading vast information from the intern et changed my friend’s perception not only on technology but almost about a lot of things. He says he had come to a deeper understanding of many things as he used the internet as a means for educating himself, reading not only the words but the lives of other people. Writing may not be the job he is paid to do yet he considers he uses a lot from his internet literacy to enhance his information literacy to write the remaining chapters of his life. In considering the elements that this individual and other individuals have learned from their experience with internet literacy, it’s clear there are a great many elements. One of the major elements is the influence that understanding social media has on individual’s lives. While it is not difficult to join a social network, such as Facebook, there is a slight process in learning how to implement it for the greatest gains. As I became more involved with Facebook I recognized that it offered me the opportunity to remain in contact with old friends and people that I otherwise would have lost touch with. This has the effect of enriching my life and giving me a greater perspective on the world. In other contexts, social media has allowed me to join communities of people with similar or specific interests. For instance, individuals interested in literature, cooking, or sports are able to join communities where they are able to discuss their interests. Such aspects of internet literacy are not merely significant in that they allow individuals new forms of communication, but indeed, they also change the very nature of social relations. In understanding social media, rather than having to venture for hours to visit conventions or lectures, one now has direct access to experts in many fields through Twitter. In learning how to implement these elements of internet literacy one can truly make profound life changes. Another highly important element relating to internet literacy are the benefits it holds for education. I recognize that learning how to use the internet is a form of education itself. Still, within this journey one also recognizes that the internet holds the key to a world of skills and opportunities. One of the first instances I remember is spending time in Wikipedia researching history and a variety of topics, the breadth of information and insight I gained from this experience was truly paradigm shattering. As I became more experienced with internet literacy I recognized that in addition to Wikipedia one could read full-texts of books and find more substantial internet sources. In addition to improving my knowledge, it gave me a greater appreciation for the nature of academic research. As I further expanded my understanding of internet liter

New Coronary Intervention Codes in 2013 Essay Example for Free

New Coronary Intervention Codes in 2013 Essay Coronary Intervention Codes and Reimbursement: Two Decades of Effective Advocacy Why have interventional cardiologists’ salaries ranked at or near the top compared to other specialties for the past decade (1)? Long hours under high stress using extreme skills to perform dangerous procedures? Yes, but there is more. Effective advocacy by the Society for Cardiac Angiography and Interventions (SCAI) and American College of Cardiology (ACC) has played a large role. This is the story. Medicare, enacted in 1965, based reimbursement for physician services on the actual charge on the current bill, the customary charge over the past year, or the local medical profession’s â€Å"prevailing† charge over the past year, whichever was lowest (2). This system was chaotic and confusing. In response, the Omnibus Budget Reconciliation Act of 1989 switched Medicare to the Resource Based Relative Value System (RBRVS). This used Hsaio et al’s estimates of physician time and effort to assign Relative Value Units (RVUs) to physician services (3). In 1991, the Center for Medicare and Medicaid Services (CMS) convened a series of Technical Expert Panels (TEP) to refine Hsaio’s initial estimates of work for selected procedures. One of these was percutaneous transluminal coronary angioplasty (PTCA). A representative of the SCAI/ACC convinced the TEP to increase reimbursement for PTCA from Hsaio’s estimate of 9.5 RVU’s to 10.5 RVU’s. The 20 million or so coronary angioplasty and stenting procedures performed in the US since 1992 have all been reimbursed at a rate reflecting that 1 RVU increase granted by the TEP in 1991. Thus, this one instance of effective advocacy by SCAI/ACC increased reimbursement for these 20 million coronary intervention procedures over two decades. Now jump to 1994 when STRESS (4) and BENESTENT (5) compared elective stenting to balloon angioplasty, and a randomized trial compared then state-of-the-art Palmaz-Schatz and Gianturco-Roubin II stents (6). Elective stenting was just starting; most stents were placed to bail out failed balloon angioplasty. In this milieu a code for coronary stenting was developed. The expert panel that advised CMS on reimbursement estimated that the average stenting procedure required 120 minutes of physician time from first injection of lidocaine to last catheter withdrawn (diagnostic catheterization not included), 45 minutes of preparation time before the procedure, and 60 minutes of physician work after the procedure, for a total physician work time of 225 minutes per coronary stenting case. Thus, interventionists have been paid for coronary stenting at a rate based on almost 4 hours per procedure for the past 17 years. New Coronary Intervention Codes and Values For the past several years, CMS has attempted to curb Medicare expenditures by identifying and reducing payment for over-priced services. In 2011 CMS identified coronary stenting as possibly over-priced and required that it be re-valued. The value of a service depends on the time required to perform it, and to a lesser extent the intensity of the work. SCAI and ACC knew that invasive cardiologists were reimbursed for 4 hours of work per stent case since 1994, and that procedural times might have shortened since then. A re-valuation could significantly decrease the RVUs paid for a coronary stenting procedure. Interventional cardiologists were also keenly aware of problems with the existing coronary intervention codes (Table 1). Reimbursement for an emergency middle-of-the-night ST elevation myocardial infarction (STEMI) stent procedure was the same as for elective stenting of a healthy patient at noon. Stenting of complex left anterior descending bifurcation lesions requiring 3 stents was valued the same as stenting of a type A lesion requiring 1 short stent. SCAI/ACC experts decided that if interventional procedures were to be re-valued, it was time to get codes that recognized and reimbursed for the extra work of performing complex coronary interventions. SCAI/ACC experts developed a new set of codes that describe interventional procedures with greater detail (Table 2) and won their approval by the AMA Current Procedural Terminology (CPT) Panel. Then they had to be valued. This required several steps. The first step was a survey of practicing interventionists to estimate physician work and time required for each new coronary intervention code. As expected, practicing cardiologists estimated the skin-to-skin time required for coronary stenting to be much less than original 2 hours – 45 minutes to be exact. Without the new codes, reimbursement for coronary stenting would likely have been reduced proportionately, by over 50%. Fortunately, SCAI/ACC experts convinced the American Medical Association Relative Value Update Committee to recommend to CMS that the new complex coronary intervention codes be reimbursed at higher rates (by up to 25%) than simple coronary stenting. Overall, reimbursement for the family of coronary intervention procedures will drop 18-20%, much less than the 50% that might have occurred without the new codes. New Coronary Intervention Codes Solve Old Problems The new codes solve several longstanding problems. .1. For a decade interventionists have complained that they are not reimbursed for the intensity of STEMI PCI. Now they are. RBRVS rates intensity using units of â€Å"RVU’s per minute of procedure time†. The intensity of seeing patients in clinic rates.03, coronary bypass surgery rates.10, and emergency tracheostomy rates.26. Coronary intervention codes were previously rated at.10, but the new code for STEMI PCI has an intensity rating of .18. Intensity of other new coronary intervention codes is raised to the .13 – 15 range. .2. The extra work and stress of PCI of grafts and chronic total occlusions is now recognized and reimbursed higher, by 10% and 25% respectively. .3. Stenting preceded by atherectomy is now reimbursed at a higher rate (by 12%) than stenting alone. Previously there was no differential. .4. The additional work of performing PCI on multiple branches of a single artery is now recognized with separate codes. CMS refuses to pay for these, and SCAI and ACC are lobbying CMS reverse this decision. The good news is that CMS’ decision does not limit reimbursement because CMS bundled the value of the â€Å"additional branch codes† into payment for the base codes. SCAI/ACC still recommends that the â€Å"additional branch codes† be used because some private payers may choose to reimburse them. Interventional Coding Examples to Illustrate Basic Principles .1. Problem: Coronary angiography is followed by ad hoc coronary stenting of the right and circumflex coronary arteries. Solution: 93454 (coronary angiography), 92928 (stenting single coronary), and 92928 again (stenting circumflex). Principles: As before, catheterization is coded using the separate cardiac cath codes, which are paid at 50% when performed with coronary intervention. Also, the base code for coronary stenting (92928) is used for both vessels, whereas previously the base code was used once, along with an â€Å"each additional vessel† code which was retired in 2013. .2. Problem: Stenting of the circumflex is performed followed by atherectomy and stenting of the ramus. Solution: 92928 (stenting single coronary), 92933 (atherectomy and stenting single coronary). Principles: Previously CMS recognized and reimbursed for procedures in only 3 arteries (the left anterior descending, the circumflex, and the right) and might have denied reimbursement for the ramus PCI. Starting in 2013, CMS recognizes two additional arteries (the left main and ramus arteries) and will reimburse for PCI in all of them. Also, use the new â€Å"atherectomy + stenting† code (92933) offers higher reimbursement than the stent code (92928). . 3. Problem: A patient with non-ST elevation myocardial infarction has a 99% lesion with slow flow stented. Solution: 92941: (stenting of subtotal/total occlusion causing acute MI). Principle: This code can be used for any acute MI patient (STEMI or non-STEMI) with a â€Å"total or subtotal† lesion. CPT does not provide a definition of â€Å"total or sub-total†, so if the code is used an accurate description of the lesion to support this code should be included in the procedural report. .4. Problem: Bifurcation stenting of the left anterior descending is performed, with PTCA of the sidebranch ostium and stenting of the parent vessel. Distally, a separate diagonal sidebranch is rotationally atherectomized. Solution: 92928 (stenting of the LAD), 92921 (angioplasty, additional branch for the LAD diagonal bi9furcation), 92925 (atherectomy, additional branch). Principles: PTCA of the diagonal as part of the bifurcation stenting is now recognized. When a separate branch is treated, use a second â€Å"additional branch† code. .5. Problem: Intravascular ultrasound (IVUS) shows a significant left main lesion extending into the proximal LAD which is stented. Fractional flow reserve across a distal lesion is measured and is not significant. Solution: 92928 (stenting of the left main/LAD), 92978 (intravascular ultrasound), 93571 (fractional flow reserve). Principle: As before, IVUS and FFR codes are used as â€Å"add-on† codes in addition to the base coronary intervention codes. When a single stent is used to treat a lesion in the left main extending into the LAD or circumflex, it is coded with only one code.

A Mentor Is A More Experienced Individual Nursing Essay

A Mentor Is A More Experienced Individual Nursing Essay My belief in mentoring is to let a mentee develop their skills and to progress professionally on their own rather than a mentor being directive. My idea is in line with Hawkey, (1998, p.665, in Harrison, Dymoke Pell, 2004, p.1065) that mentoring is about mentors giving help to develop mentees skills. However, a mentor plays many roles in the life of a mentee and the mentor role has been defined in various different ways. Department of Education and Early Childhood Development (DEECD, 2010) has pointed out, for example, that mentoring is a reciprocal professional learning relationship between the mentor and mentee on what happens in the classroom. In short, mentoring is typically viewed and presented as the process of supporting and guiding the mentee with the aim of helping them to progress professionally. Mentoring has featured in a variety of ways throughout my professional life as an educator. As a first time mentor, it was quite difficult to be a mentor though I am still learning to become more confident and an effective mentor. However, I became interested in unpicking the concepts and practices of mentoring in direct response to my role, which demands me to be more critically aware of the process in order to support my mentee effectively. I have had the good fortune of being both a mentee and now a mentor. In an effort to help build the best mentoring relationship possible, both mentor and mentee need to see if they can communicate with each other since this is an important aspect in the mentor relationship. Pittenger and Heimann, (2000) explores this mentor relationship in George Mapilly (2012) advocating that mentoring relationships require mentor and mentee to engage in challenging activities, utilizing new skills (p.140). Being a first time mentor, it was vital to my continuing practice that I critically examine my own practice in relation to my mentee, since being a critically reflective mentor would help me à ¢Ã¢â€š ¬Ã‚ ¦to define a way of thinking that accepts uncertainty and acknowledges dilemmas (Dewey, 1933, 1938; King Kitchener, 1994; Sparks-Langer Colton, 1991; Zehm Kottler, 1993, in Larrivee B. 2000, p294). The purpose of this assignment is to provide information about effective mentoring practice and to suggest how mentors and mentees can get the best out of a mentoring relationship which is highlighted by Holloway and White (1994), by emphasizing that there is a need for an unbiased relationship to enable the mentee to effectively explore their own development (in Woodd, 1997 p.335). The assignment will further evaluate my own practice in peer- mentoring a member of my own department. We both teach Home- Economics and I have been working alongside her for four years. My mentee is an experienced teacher who has been teaching for four years, the same as me. After I arranged a day and time to go observe my mentee, she asked me if we could meet before the class to give me a brief overview about the class. We discussed class size and level. We also briefly discussed the activities that they were going to be doing that day. This initial meeting was important to make her feel at ease (Maynar d, 2000). Basically, the outcomes of my mentoring relationship depended on the interpersonal qualities of both mentor and mentee. Through the mentoring relationship the mentee could achieve guidance practice (Harrison, Dymoke Pell, 2004, p.1058) provided by the mentor. An effective mentor involved being a reflective practitioner (Schà ¶n, 1983, in Russell T. 2005, p.199) as stated by Larrivee B. (2000) that becoming an effective teacher involves considerably more than accumulating skills and strategies. The first week lesson observation (see appendix 1) was not that easy for me as the teacher (mentee) was not feeling at ease and my presence was not highly appreciated. Roberts (2000) quotes Smith and Alfred in saying that it is extremely difficult to fulfill the role of mentorà ¢Ã¢â€š ¬Ã‚ ¦ (p.161). Therefore, mentors need to be good role models (Stammers, 1992, in Roberts, 2000, p. 159) who have the respect of their mentees and are held in good regard for their personal attributes. I hold the opinion that my engagement as a mentor was not as effective as I would have liked in the initial period of mentoring. So, the ability to critically analyze my own performance and to seek ways to improve was fundamental. Hence, being engaged in reflective practice could help to improve professionally and is a great way to increase confidence. I recognised therefore and decided to look closely at Gibbs reflective cycle (Gibbs, 1988) so that I could use this as a better model for future meetings. I was new to the role of mentor and did not fully understand the challenges of mentoring as I was not demonstrating enough attention and support to my mentee. Only upon being engaged in the mentor-mentee relationship really opened my eyes to the potential of mentoring and the role I could play. Lester and Johnson (1981), envelop the holistic nature of mentoring by saying that mentoring is a one- to- one learning relationship between an an older person and a less experienced person based on a modelling of behaviour and extended dialogue between them. (in George Mampilly, 2012, p.137). With this increased understanding, I started to engage much better in my role. I was not there to answer all the questions but to listen and hopefully help my mentee find her own answers. As a mentor, I felt there was an obvious need to use a range of strategies that would enable my mentee to develop her skills. For a successful and productive mentoring relationship, it was important for both mentor a nd mentee to have a common view of their roles and to understand how to get the best out of the mentoring experience. Once I completed the Bell (2002), mentors scale, I realized that I am very kind- hearted and a generous person where I am inclined more to openness, sociability and less to dominance. This is significant, as I am open to criticism and this positively helped me while mentoring. I furthermore laid stress on the significance of communication as I would have failed as a mentor if there were communication barriers between us. It was very noteworthy for me that my mentee sensed as resolved as she could, as this shall aid to strongly build a hopeful mentor and mentee relationship. My mentee has been teaching the same length as me. Since my presence was not highly appreciated during the first week, I thought we should have a feedback meeting as soon as possible. It is identified by Waite, 1997; Hyland Lo, 2006; Copland, 2008a, in Copland (2010) that In order to perform these duties, tutors/mentors usually hold a feedback session with the trainee teacher after having observed them teaching ( p. 266). In the course of this meeting while questioning her, it became clear that she felt pressured due to my presence in the class. Therefore it was very important that I build her confidence by being as supportive as I could and wanted her to be independent. Korthagen Vasalos, (2005) claimed that many teacher educators use Kolbs model (Kolb Fry, 1975), which describes experiential learning as a cyclical process of concrete experience, reflective observation, abstract conceptualization and active experimentation (p.50). I followed the Kolb model of experiential learning (Kolb, 1984). This suggested that by going through the different stages of the learning cycle could help both mentor and mentee engage in professional learning development. As a result, mentors can thus help mentees develop the skills of reflective practice and acquire initial experiences (Russell T. 2005, p.199) On the other hand, a mentors responsibility is also to help another individual to address the major transitions or thresholds that the individual is facing (Megginson, 1994, in Woodds, 1997, p335). Mentors do not need to be perfect but they do need to be willing and able to grow in a relationship and build on mutual contributions where this role is seen as an occasion to learn from the mentee as well as providing training to her. During the second week observation (see appendix 2), I believe there was a shift in our relationship. We were encouraging each other with our own professional development and there was a new air of confidence surrounding us. As I assisted my mentee to develop her own professional practice, I was interested into improving my own mentoring skills (Coombs and Fletcher, 2005). Working in a collaborative way enabled me as a mentor to start finding solutions to the problems arising. Since a mentor is someone who imparts knowledge and experience and shares it with a less experienced person; he/ she acts as a guide (Roberts, 2000), master or advisor (Gibbs, 2003). Thus, the mentor also uses specific skills, frameworks and processes to develop insight and to promote change. In regard to knowledge development, good mentors are seen as sources of knowledge (Little, 1990, in Orland- Barak Hasin, 2009, p.429). In this respect, mentors access their theoretical knowledge and translate it for mento ring purposes in order to enhance the mentees teaching- learning processes (Ardery, 1990: Roberts, 2000, in Orland- Barak Hasin, 2009, p.429). The term mentor has been used for a number of different models, as I believe there are many factors that affect the role including the mentees level of experience and the time in the mentoring relationship. As a mentor I had encountered some difficulties in finding the best way to work with my mentee so I was keen to adopt a different approach to my mentoring relationship. If my skills of mentoring were lacking then my mentee might have received less support during mentoring relationship than she otherwise would have done. Yet, I veered more towards the directive approach and was offering suggestions rather than waiting for my mentee to come to her own conclusions. My focus was very much on the development of my interpersonal skills and practice. Nevertheless, it was in listening where I felt that there was actual development in my practice over the two observations. My understanding to a mentors role was that I should be a good listener (Cain, 2009, p.55) so that I enable my mentee to reflect on the actuality of her practice (John and Gilchrist, 1999, p.102). I was actually in the moment, listening to what was being said and then responding to it, rather than listening and trying to work out what was my own response to them might be. Likewise, the Mauritian Teaching Competencies 2.3 (See Appendix 6), teachers should be able to gain learners attention and be able to sustain their interests. My mentee used video lesson to gain the learners attention. Moreover, she did not meet the terms with the Mauritian Teaching Competencies 1.2.4 and 1.2.5 (see Appendix 6), which are: an understanding of the special needs of individual learners and of specific learning difficulties, an understanding of how to develop the thinking and problem solving skills of learners across the curriculum. She should pay attention to the development of literacy and numeracy skills in every subject, every lesson (DfES 2004, 3, p.2). It is imperative to highlight the features of each subject that need constant attention in order to boost performance and ensure progression. It is thus significant to realise what motivates lower-attaining students to learn and what methods could be used in in order to create motivation. By following the third observation (see appendix 3), there may be, therefore, a mismatch with a teacher who, as a qualified person, would wish to be able to make their own decisions about personal and professional development and about their pupils needs. In my communications with my mentee consequently made me feel assured by seeing her able to use appropriate teaching strategies relevant to the age, ability and attainment level of learners which is an area which is linked to Mauritian teaching competency 1.3.4 (see appendix 6). When I observed my mentee in class, she did engage the students in group work which was lacking during the first observation, conformed to the active engagement techniques (DfES, 2004, 11). My mentee involved the students in sharing their knowledge, ideas and perspectives and arrive at a fuller understanding than they might have done working alone (DfES, 2004, 11, p.5). In order for a successful mentoring relationship take place, I believe that skills and qu alities such as open communication (Bradbury Koballa, 2008, p.55), listening (Edwards and Collison, 1996, in Hobson, 2002, p.2135), mutual trust (Awaya et al., 2003, p.55) and being supportive should prevail. Mentoring and coaching provides a vital link with positive reflective practice. Throughout the mentoring relationship, there need to be a strong sense of self belief and efficacy, as goals can be realistically achieved. Through this experience, I managed to prove myself and help my mentee by not giving up. The foundation for being a good mentor is in building a good working relationship with the mentee. Achieving this one initial, important goal will solidly underpin every other aspect of mentoring. In mentoring, time is at a premium. As such, there should be effective use of time in order for good working relationships to be achieved as quickly as possible. However, to achieve this, the mentees first day and week should be managed in a productive and welcoming way (Maynard, 2 000, p.26), and furthermore the mentor should make use of good communication skills and active listening. The effective mentor does not feel that they are perfect nor that they know all the answers. They are real people who are still learning themselves but are willing to share what they do know. Good mentors are non- judgmental about their mentees and in being so are able to develop a relationship based upon trust and acceptance. Only in such an open and trusting atmosphere can a student really feel at ease and free to ask for help and to question. Perhaps the most useful communication skill in mentoring is that of active listening. I then proceeded with my fourth class observation (See Appendix 4). By identifying my strengths, weaknesses, opportunities and threats helped me to develop and improve my own mentoring skills. For this assignment, a personal SWOT analysis (QuintCareers.Com) was developed where I reflected on my own development as a mentor. The SWOT analysis (see appendix 7) was then used to identify my personal development goals. The goals were centered on consolidating strengths and thinking about how best I could use them. The goals were also about overcoming my weaknesses, exploiting opportunities and nullifying threats. The personal SWOT analysis proved to be a useful tool for helping me to be self- reflective. As a consequence my aim as a mentor was to increase teacher effectiveness where while mentoring I assumed my responsibility to help mentee evaluate and overcome challenges in the classroom in order to become better teachers (Korthagen, 2004). Particularly, my idea is in line with Lopez-Rea l Kwan, (2005, in Kwan Lopez-Real, 2010) that in the process of mentoring, my own personal and professional understanding developed as I worked collaboratively and reflectively with my mentee (p. 724). When I observed my mentee in class, she portrayed an image of a teacher who stands at the front of the classroom and explaining things (Korthagen, 2004, p.81). Learning can be described as a process (Edwards Protheroe, 2003). The environment such as: school culture and classroom, where the learner will evolve is an important fact. Therefore, the teacher (mentee) has to act as a facilitator. The teacher has to be more students centered and lass dominant in the classroom. Thus the teachers approach to interaction with learners should be different. To some extent, my mentee have used engaged learning technique in the classroom. Basically, in terms of building prior knowledge of students, this is done by conducting a brainstorming session in class (DfES, 2004, 19)My mentee organised th e students into group so that they could discuss, plan, monitor and reflect on their work. As such they developed their thinking and problem solving skills. As a result, the role of the mentor became one of raising the ante by gradually (Edwards Protheroe, 2003, p. 231) facilitating the mentee to distinguish and answer to the difficulty of the situation even though, the mentee as learner is involved in practice. My first time as a mentor allowed me to learn a lot where I learnt about my individual development as a mentor. It has also helped me out to achieve the ability to challenge, motivate and reflect. In sum, if mentoring relationship is successful then inevitably the coach themselves will notice an increase in their own awareness. I feel that the process of trying to identify myself as a mentor has equipped me with skills which will serve me well both professionally and personally and I can say without doubt that the journey thus far has been very enlightening. This piece of work underlined, the significance of the affective in students school-based learning: the close relationship that exists between the personal and the professional (Furlong Maynard, 1995, in Maynard, 2000, p.29). In mentoring, mentee often discussed good practice and made reference to how mentors made them feel. For example, welcome, accepted, included, supported and recognised as an individual (Maynard, 2000). The way in which the mentee responded to me in this respect impacted on the mentor mentee relationship and eventually contributed to her success. There is absolutely a need for mentors to acquire the knowledge and skills needed to work effectively with the mentee.

Symbolism in A Streetcar Named Desire by Tennessee Williams Essay

Symbolism in A Streetcar Named Desire by Tennessee Williams â€Å"Symbols are nothing but the natural speech of drama†¦the purest language of plays.† Once, quoted as having said this, Tennessee Williams has certainly used symbolism and colour extremely effectively in his play, ‘A Streetcar Named Desire’. A moving story about fading Southern belle Blanche DuBois and her lapse into insanity, ‘A Streetcar Named Desire’ contains much symbolism and clever use of colour. This helps the audience to link certain scenes and events to the themes and issues that Williams presents within the play, such as desire and death, and the conflict between the old America and the new. Scene Three is one of the pivotal scenes of the play. That Williams thought of it in this way is indicated by his choice of the title ‘The Poker Party’ for the third version of the play. The scene begins with extremely explicit stage directions, and one will note that Williams intends the stage to be full of bright, vivid colours - to signify the coarseness and directness of the poker players and their surroundings. The yellow linoleum, the bright green glass shade, the blue red and green of the men’s shirts - all are colourful and contrasting, and this is indicative that they are impervious to subtlety and ambiguity, two of Blanche’s key characteristics. She is usually seen wearing whites and pinks, and looking very soft and feminine. This will, on stage, contrast oddly with the colour and brightness around her. Williams uses this technique of colour to signify Blanche’s inability to fit in with her surroundings. However, she is also seen in differe nt colours, symbolic of what she is doing at that moment. She is usually seen in white, indicative of the purity she claims to possess. At other instances, she is dressed in a scarlet silk robe, when she is flirting with Stanley and Mitch. This is suggestive of a ‘scarlet woman’, and draws the audience’s attention to Blanche’s fatal flaw. When on stage together, Blanche’s frilly, dainty clothes are in sharp contrast with Stanley’s greasy seersucker pants, or his vivid green bowling shirt. Blanche herself is symbolic of the old, genteel South, while Stanley epitomises the new generation of working-class Americans; this clash is cleverly brought out by their contrasting costumes. It is also interesting to note that in Scene Eleven, Blanche is dressed in ... ... all the games. Blanche’s fear of bright light is symbolic of her fear of being exposed for who she really is, and her incessant bathing is almost like a ritual cleansing of sins that she can never really purge. Her inability to use the telephone to contact Shep Huntleigh and Mitch is also indicative of her inability to communicate with the other people in her world, which is partly the reason for her subsequent insanity. Few playwrights use symbolism as extensively as Tennessee Williams, and even fewer use it as effectively as he. Even in ‘The Glass Menagerie’ he uses Laura’s collection of glass figurines as symbols, giving insight into her multi-faceted character, and her delicate, fanciful ways. The fate of the unicorn is also a smaller-scale version of her fate at the end of the play. Williams is fully aware of the fact that plays are meant to be staged. His themes and issues are complex, so he uses symbols and colours to highlight events and important issues, thus helping his audience. Looking deeply into his play, we see that not only is ‘A Streetcar Names Desire’ full of symbolism, the play itself is symbolic of the clashes between Old and New, the Past and the Present.

Comparing the Role of the Ghost in Morrisons Beloved and Kingstons No

The Symbolic Role of the Ghost in Morrison's Beloved and Kingston's No Name Woman The eponymous ghosts which haunt Toni Morrison's Beloved and Maxine Hong Kingston's "No Name Woman" (excerpted from The Woman Warrior) embody the consequence of transgressing societal boundaries through adultery and murder. While the wider thematic concerns of both books differ, however both authors use the ghost figure to represent a repressed historical past that is awakened in their narrative retelling of the stories. The ghosts facilitate this retelling of stories that give voice to that which has been silenced, challenging this repression and ultimately reversing it. The patriarchal repression of Chinese women is illustrated by Kingston's story of No Name Woman, whose adulterous pregnancy is punished when the villagers raid the family home. Cast out by her humiliated family, she births the baby and then drowns herself and her child. Her family exile her from memory by acting as if "she had never been born" (3) -- indeed, when the narrator's mother tells the story, she prefaces it with a strict injunction to secrecy so as not to upset the narrator's father, who "denies her" (3). By denying No Name Woman a name and place in history, leaving her "forever hungry," (16) the patriarchy exerts the ultimate repression in its attempt to banish the transgressor from history. Yet her ghost continues to exist in a liminal space, remaining on the fringes of memory as a cautionary tale passed down by women, but is denied full existence by the men who "do not want to hear her name" (15). Kingston's narrator tackles this repression when she sympathetically frames No Name Woman's story as one of subjugation, pointing out that "women in the old Ch... ... "The Woman Warrior as a Search for Ghosts", Sato examines Kingston's symbolic use of the ghost figure as a means of approaching the dramatic structure of the text and appreciating its thematic search for identity amidst an often-paradoxical bicultural setting. Sonser makes this argument through a comparison of Beloved with Nathaniel Hawthorne's The Scarlet Letter. Her essay, "The Ghost in the Machine: Beloved and The Scarlet Letter", draws strong parallels between the two female protagonists, Sethe and Hester, who challenge the oppressive frameworks of their societies. Despite the ideological incongruity of Hawthorne's patriarchal Puritanism and Morrison's racist slavery, Sonser still finds a shared thematic "intersection of subjectivity and social power" (17) that resonates in the stories of two women's attempts at self-definition from the margins of society.

Environment and Feminism - Ecofeminist Theory and Sustainable Developme

Ecofeminist Theory and Sustainable Development "People have to be able to work together if they are to realize the shared destiny and to preserve a habitable environment for generations to come." Albert Bandura, 1995 Bandura's words epitomize the spirit of environmental education and its challenges of community cooperation, trans-generational communication and sustainable development. The success of these challenges depends on the ability to pass on knowledge about the environment to future generations in order for them to better understand how to maintain a sustainable relationship with nature. In this era of globalization and neo-liberalist policies, maintaining a sustainable relationship with the environment needs to be examined not just from an ecological perspective, but also from political and social angles. Since environmental issues are often connected to social and political concerns, a theoretical framework that encompasses a wider ideology may facilitate an understanding of the interconnectedness of ecological issues. Deep ecology, institutional environmentalism, green political theory, and possibly other schools of thought forge connections between environmental, political and social concerns. Ecofeminism emerges as an alternative theory for framing the issues and answers of sustainable development. An ecofeminist perspective more fully describes the connections between environmental degradation and the social inequalities that plague the poverty-stricken victims of pollution, urbanization, deforestation, and other by-products of over-development. Finally, it is important to include ecofeminist theory in a discussion of sustainable development, because "in a patriarchal society, failure to recognize the int... ...w. Milbrath, Lester. (1989). Envisioning a Sustainable Society. Learning Our Way Out. Albany: SUNY Press. Pomeroy, Robert S. (1987). "The Role of Women and Children in Small Scale Fishing Households: A Case Study in Matalom, Leyte, Philippines." Philippine Quarterly of Culture and Society. v.15, 1987, pp.353-360. Salleh, Ariel K. (1988). "Epistemology and the Metaphors of Production: An Ecofeminist Reading of Critical theory." Studies in the Humanities. 5(2), pp. 130-39. UN Chronicle. (1995). "Empowering Women: More Education, Better Health Care, Less Poverty." United Nations Chronicle. v.32 (June '95) p.46-47. New York: United Nations Department of Public Information. Warren, Karen. (1996). "Ecological Feminist Philosophies: An Overview of the Issues." In Karen Warren (Ed.), Ecological Feminist Philosophies. Bloomington, ID: Indiana University Press.

Ethics in Criminal Justice Administration Essay

Nowhere is ethical behavior more important than the administration of criminal justice. Lack of ethical behavior undermines the purpose of the criminal justice system. The cost of unethical behavior will be the downfall of the criminal justice system and only by gaining a true understanding of what ethical behavior is and how to maintain it will the system continue to flourish. While the ethical standard individuals develop through the years are important; utilizing critical thinking skills ensuring ethical standards stay in place. Many people assume that good ethical behavior is part of an individual’s makeup but in reality ethical behavior is learned and therefore not the same for everyone. Ethical and moral behavior begins developing from the time individuals are young and continues to develop and change during adulthood. It is important to understand that the initial ethical values a person gains usually come from the home environment and are highly influenced by the ethical behavior displayed by parents and family members. Should this life be impacted by crime and violence then this behavior could become the norm and this individual’s ethical values and standards would be outside of the societal norm. As individuals grow into adults life experiences continue to impact ethical and moral standards. Many people live by the assumption that while something may be unethical it is not illegal so no one cares but right and wrong do not always deal in legalities. Just because something is not illegal does not make it right. In the administration of criminal justice ethical considerations are the basis for the use of discretion, force, and due process required to make sound moral decisions. The study ethics helps understand the consequences of actions and the moral principles used. In the administration of criminal justice ethics must be a permanent part of management and policy making related to punishment. Ethics are also a vital part of decision making in regards to rehabilitation, deterrence, and sentencing. Individuals working in the field of criminal justice maintain authority over other individuals lives (Banks,  2004). This power must not be taken lightly. These individuals must be aware of the power of the position and the ethical standards required when carrying out those duties. So how can the system ensure that individuals maintain ethical standards? Training is the answer to ensuring ethical standards. Most individuals are receptive to training and understand the necessity of maintaining ethical standards. The cost of legal fees, litigation and damages from claims of ethical violations could cost millions and it seems simpler to maintain training for staff than pay millions if claims. A recent increase in claims against officers for unethical behavior only substantiates this ideal even more (Eastvedt, 2008). It is important for professionals in the criminal justice field to understand the ethical framework where individuals gain their approach for decision making. The first concept is idealism where it is believed the desired outcome may be obtained through using the appropriate action. The issue for these individuals is choosing the correction action in a given situation. The second concept is relativism. This concept is derived from the ideal that while the desired outcome is preferred, everything is relative to circumstance and therefore undesirable outcomes are inevitable no matter the action taken. There are four approaches to ethical decision making and knowing these will help to identity the orientations of those whom you employ. Situationists believe that everything is relative and base the actions taken on the assessment of the situation. These individuals choose not to acknowledge the universal moral code or rules followed by society. Subjectivist also believe in the relative and reject societal codes however these individuals maintain personal moral principles used when assessing situations. Absolutists follow idealism believing that the best outcome is attained by following the universal moral principles. Exceptionists follow the same belief as absolutists with the slight difference. They believe that certain situations allow deviation from these beliefs (Bailey, 2009). Another important training module is critical thinking. Critical thinking helps individual’s reason right from wrong to ensure good decision making skills. Critical thinking helps individuals make objective decisions when analyzing information. At the core of critical thinking are cognitive skills and affective dispositions. Cognitive skills are used during interpretation, analysis, evaluation, inference, explanation, and self-regulation. Affective  dispositions require and individual to be inquisitive, maintain a concern for being well-informed, know when to employ critical thinking, be aware of one’s own bias, and willingness to reconsider or revise when needed. Making an ethical decision does not occur instantly. Individuals usually have time to consider the action and any alternatives. This is where crimtial thinking plays an intricate part. Critical thinking allow the individual to consider what to believe or what action to take (Meisel & Fearon, 2006). The Williams Institute and the APPA are working together to introduce the compliance based model and responsibility based model into ethics training. The Williams Institute maintains a belief that ethical responsibility is not based on rules and codes rather relationships and responsibility for ones actions. By giving people the tools to make the right decisions, TWI believes that individuals will make the right decision. The first step is to remove fear from the decision making process and enable individuals to be responsible for the decision made (The Williams Institute, 2001). Ethics training for individuals in the field of criminal justice requires an understanding of individuals within the field and the roles held. Individual within this field are analyzed and judged on the decisions made whether ethical or unethical. Discretion is required of all individuals in all areas within the system. Understanding of the discretionary roles of each person is vital to understanding how unethical issues can occur. Legislators have the power to define what is considered illegal and punishable under the law. Police officers have a great amount of discretion during decision making on arrests, citations and investigations. Prosecutors often face the least amount of scrutiny based on the faith placed on them upholding the law. Prosecutors maintain discretion when filing charges, downgrading charges, influencing officers, and the death penalty. Judges maintain discretion over plea bargains, sentencing, reviewing the law, and rules of evidence. Individuals working in corrections have discretion over probation, determining appropriate behavior, supervision of inmates and parole. Each of these individuals has a responsibility for enforcing the law and protecting the rights of the constitution. Training for these individuals should include analytical skills and reasoning, and the ability to recognize the consequences of actions. The five goals that should be attained once the ethical training is completed are being aware and open to ethical issues,  become personally responsible, develop critical thinking skills, understanding how the system often encourages coercion, and the exploring individual feelings (Drylie, J.). Individuals must learn to uphold the rights and liberties of the suspect, the interests of the community, and the law (Albanese, 2006). Ethics in the administration of criminal justice go hand in hand. Individuals who work in the field of criminal justice must maintain ethical integrity to ensure the law functions as designed. As individuals grow and take their place in the world the ethical and moral values from childhood change based on life experiences. Knowing the ethical framework that people use to define their ethical outlook helps administrators develop a plan of action for working with these individuals. By providing training and education to individuals within the criminal justice field society can ensure those values are maintained within the system. References Albanese, J., 2006, Professional Ethics in Criminal Justice: Being Ethical When No One is Looking, retrieved May 12, 2013 from: http://www.thefreelibrary.com/Professional+Ethics+in+Criminal+Justice%3A+Being+Ethical+When+No+One+is†¦-a0158093018†³>Professional Ethics in Criminal Justice: Being Ethical When No One is Looking. Strahlendorf, P., Professional Ethics, Ryerson University, School of Occupational and Public Health, Session No. 174, Retrieved May 12, 2013 from: http://www.bcsp.org/pdf/PresentationsArticles/714_1.pdf Banks, 2004, the Importance of Ethics in Criminal Justice, retrieved May 12, 2013 from: http://www.sagepub.com/upm-data/4031_Banks_Chapter_1_Proof.pdf Drylie, J., Ethics in Criminal Justice, Week 1, CJ3750, Kean University, retrieved May 12, 2013 from: http://www.kean.edu/~jdrylie/docs/Microsoft%20PowerPoint%20-%20Ethics%20Week%201.pdf Eastvedt, Steven R., 2008, Criminal justice ethics- a view from the top, retrieved May 12, 2013 from: http://www.correctio ns.com/news/article/20030 Meisel, S. I., & Fearon, D. S. (2006). â€Å"Choose the future wisely†: Supporting better ethics through critical thinking. Journal of Management Education, 30(1), 149-176. Retrieved from http://search.proquest.com/docview/195719245?accountid=35812

The Fashion Channel Marketing Case Paper

The Fashion Channel is facing new competition from other networks and has no specific customer segment to target. Dana Wheeler and Her staff want to find a specific customer segment that provides them with the greatest possible profits through increased advertising pricing. SOLUTION The Fashion Channel should target the Factionists. This is the 18-34 year old female demographic. RATIONALE TFH had many surveys done in their marketing department, which showed different statistical data.Wheeler thinks that the focus at her firm should be, â€Å"targeted at women, particularly the premium 18-to-34 year old demographic. † The 18-34 female demographic Factionists segment was supported by the data that was gathered, as it was very appealing to advertisers that are trying to get their products to this age group. As the case states, Advertisers would pay a premium CPM to reach a group of women aged 18-34. Using this young segment, there is a great opportunity to grow the revenue of TFH through advertisement sales.The advertisers, as shown y the statistics, are not interested in the older viewers, which is what the channels current niche is. â€Å"Women between 35 and 54 years were its most avid viewers†. This is something that TFH would like to keep if possible, but the marketing department must begin to target the younger, more desired, segment. Wheeler looked at the statistical information for several different segmentations and concluded that the factionists segment was much more appealing for advertisement sales. â€Å"Ad sales had given her a projection of a $3. 0 CPM for an audience stronger in the younger, female oriented Factionists segment†. TFH could also see large increases in in Ad Sales, 25% to 75%, if they were to target the Factionists segment. These key viewers will boost the revenues of the company greatly as they are much more desired customers for advertisers. The best choice for Wheeler and TFH would be the factionists segment be cause of the profits that would come from targeting them. Since 50% of this demographic are females between the ages of 18 and 34, companies who advertise would be willing to ay a premium for ad space on their channel.With this new target segment, Wheeler expects the ratings to boost from 1. 0 to 1. 1 . This is the equivalent of 100,000 more users, which would all be valuable factionists. Tech's customers are brought in by the ratings of their channel, so this makes these extra 100,000 views very valuable. TFH has the potential to bring in large amounts of profits if Wheeler and her staff decided to target the factionists The Fashion Channel Marketing Case Paper By Kevin-Cob

Displaced People

Myanmar is a country located in Central Asia that has experienced massive refugee migration in the last two decades. The displacement of Myanmar nationals, specifically the Rohingya Muslim group, is mainly due to three factors. Firstly, these residents have fled to other countries and even continents in order to avoid further conflict within the state (UNHCR 213). The nature of conflict is based on human rights abuses, while others are centered on religious differences.It should be understood that Myanmar has been mainly run by the military for at least 30 years and any rebellious acts against these forces immediately result in massive killings and other forms of persecution (UNHCR 59). In addition, the principles and beliefs of the Muslim Rohingya group are largely different from that of the military. Thus, to these refugees, migration appears to be the only solution for safety and ultimately, survival. There are reports that describe entire villages burned down by highly aggressive members of the military.Two of the most documented villages in Myanmar that have experienced massive migration are the Kanyi and Karen villages. The closest country to Myanmar is Thailand and thus this neighboring country has seen a great influx of refugees in the last few decades. Thailand has been very supportive to displaced Myanmar nationals as they fully assist in providing shelter to these helpless individuals. Unfortunately, refugees from Myanmar often reach Thailand in a very deplorable state, as they have traveled by foot or by sea for several days or weeks to simply cross the border.To date, there are approximately 200,000 Myanmar refugees who currently reside in camps around Thailand, with most of them having settled there almost 20 years ago. Other Myanmar refugees have moved to Bangladesh for temporary shelter, as there were particular groups in this country that has close linguistic ties with Myanmar. By the 1990’s, approximately 270,000 refugees have been docu mented to move out of the northern state of Rakhine in Myanmar and were directed to two Bangladeshi refugee camps, namely Nayapara and Kutupalong.The current government of Myanmar has earlier expressed their refusal to include the Rohingya group as their citizens and would only recognize this as an ethnic group. Fifteen years later, most of the Rohingya refugees have returned to Myanmar, yet a small portion of this population made up of around 26,000 refugees have continued to refuse to return to their home country. Since Bangladesh is also a developing country, the exile of these Myanmar citizens was not as simple as could be imagined.These refugees had to adapt to their new environment for the next 15 years and eventually, through the help of the United Nations High Commissioner for Refugees, these individuals were transferred to Ontario, Canada. Other Myanmar refugees have also been reported in Malaysia, Indonesia, The Philippines and the United States. Another reason for displac ement of Rohingya Muslims is political, wherein this indigenous group was poorly treated simply for the reason that they have are considered to have no social status in Myanmar.The military government considers this group at stateless and that they have no capacity to pay for the issuance of Myanmar identification cards, which is the requirement for citizenship in the country. Another cause for displacement of Myanmar nationals is environmental disaster, such as the tsunami that was generated after an earthquake that occurred in the Pacific Ocean in 2004 (UNHCR 11).The strong waves emanating from the earthquake resulted in a tsunami that left Myanmar, India, Indonesia and other Southeast Asian countries under water for several months. Myanmar residents were thus pushed to move to higher ground and farther from the sea, in order to avoid any additional effects that may come after that strong earthquake. The tsunami of 2004 has resulted in the migration of the Myanmar nationals to nei ghboring countries such as Thailand, Bangladesh and Malaysia.

Night World : Witchlight Chapter 2

They'd gotten a dragon. Keller's heart was pounding. Somehow, somewhere, the people of the Night World had found one and awakened him. And they'd paid him-bribed him-to join their side. Keller didn't even want to imagine what the price might have been. Bile rose in her throat, and she swallowed hard. Dragons were the oldest and most powerful of the shapeshifters, and the most evil. They had all gone to sleep thirty thousand years ago-or, rather, they had been put to sleep by the witches. Keller didn't know exactly how it had been done, but all the old legends said the world had been better off since. And now one was back. But he might not be fully awake yet. From the glimpse she'd had, his body was still cold, not much heat radiating from it. He'd be sluggish, not mentally alert. It was the chance of a lifetime. Keller's decision was made in that instant. There was no time to think about it-and no need. The inhabitants of the Night World wanted to destroy the human world. And there were plenty of them to do it, vampires and dark witches and ghouls. But this was something in another league altogether. With a dragon on their side, the Night World would easily crush Circle Daybreak and all other forces that wanted to save the humans from the end of the world that was coming. It would be no contest. And as for that little girl in there, Iliana the Witch Child, the Wild Power meant to help save humankind-she would get swatted like a bug if she didn't obey the dragon. Keller couldn't let that happen. Even as Keller was thinking it, she was changing. It was strange to do it in a public place, in front of people. It went against all her most deeply ingrained training. But she didn't have time to dwell on that. It felt good. It always did. Painful in a nice way, like the feeling of having a tight bandage removed. A release. Her body was changing. For a moment, she didn't feel like anything-she almost had no body. She was fluid, a being of pure energy, with no more fixed form than a candle flame. She was utterly†¦ free. And then her shoulders were pulling in, and her arms were becoming more sinewy. Her fingers were retracting, but in their place long, curved claws were extending. Her legs were twisting, the joints changing. And from the sensitive place at the end of her spine, the place that always felt unfinished when she was in human form, something long and flexible was springing. It lashed behind her with fierce joy. Her jumpsuit was gone. The reason was simple: she wore only clothes made out of the hair of other shapeshifters. Even her boots were made of the hide of a dead shifter. Now both were being replaced by her own fur, thick black velvet with darker black rosettes. She felt complete and whole in it. Her arms-now her front legs-dropped to the ground, her paws hitting with a soft but heavy thump. Her face prickled with sensitivity; there were long, slender whiskers extending from her cheeks. Her tufted ears twitched alertly. A rasping growl rose in her chest, trying to escape from her throat. She held it back-that was easy and instinctive. A panther was by nature the best stalker in the world. The next thing she did was instinctive, too. She took a moment to gauge the distance from herself to the black-haired boy. She took a step or two forward, her shoulders low. And then she jumped. Swift. Supple. Silent. Her body was in motion. It was a high, bounding leap designed to take a victim without an instant of warning. She landed on the dark boy's back, clinging with razor claws. Her jaws clamped on the back of his neck. It was the way panthers killed, by biting through the spine. The boy yelled in rage and pain, grabbing at her as her weight knocked him to the ground. It didn't do any good. Her claws were too deep in his flesh to be shaken off, and her jaws were tightening with bone-crushing pressure. A little blood spilled into her mouth, and she licked it up automatically with a rough, pointed tongue. More yelling. She was dimly aware that the vampires were attacking her, trying to wrench her away, and that the security guards were yelling. She ignored it all. Nothing mattered but taking the life under her claws. She heard a sudden rumble from the body beneath her. It was lower in pitch than anything human ears could pick up, but to Keller it was both soft and frighteningly loud. Then the world exploded in agony. The dragon had caught hold of her fur just above the right shoulder. Dark energy was crackling into her, searing her. It was the same black power he'd used against Winnie, except that now he had direct contact. The pain was scalding, nauseating. Every nerve ending in Keller's body seemed to be on fire, and her shoulder was a solid red blaze. It made her muscles convulse involuntarily and spread a metallic taste through her mouth, but it didn't make her let go. She held on grimly, letting the waves of energy roll through her, trying to detach her mind from the pain. What was frightening was not just the power but the sense of the dragon's mind beneath it Keller could feel a terrible coldness. A core of mindless hatred and evil that seemed to reach back into the mists of time. This creature was old. And although Keller couldn't tell what he wanted with the present age, she knew what he was focused on right now. Killing her. That was all he cared about. And of course he was going to succeed. Keller had known that from the beginning. But not before I kill you, she thought. She had to hurry, though. There almost certainly were other Night People in the mall. These guys could call for reinforcements, and they would probably get them. You can't†¦ make me†¦ let go, she thought. She was fighting to close her jaws. He was much tougher than a normal human. Panther jaws could crush the skull of a young buffalo. And right now, she could hear muscle crunching, but still she couldn't finish him. Hang on†¦ hang on†¦ Black pain†¦ blinding†¦ She was losing consciousness. For Winnie, she thought. Sudden strength filled her. The pain didn't matter anymore. She tossed her head, trying to break his neck, wrenching it back and forth. The body underneath her convulsed violently. She could feel the little lapsing in it, the weakening that meant death was close. Keller felt a surge of fierce joy. And then she was aware of something else. Someone was pulling her off the dragon. Not in the fumbling way the thugs had. This person was doing it skillfully, touching pressure points to make her claws retract, even getting a finger into her mouth, under the short front teeth between the lethal canines. No! Keller thought. From her panther throat came a short, choking snarl. She lashed out with her back legs, trying to rip the person's guts out. Afo. The voice didn't come in through Keller's ears. It was in her mind. A boy's voice. And it wasn't afraid, despite the fact that she was now scrabbling weakly, still trying to turn his stomach to spaghetti. It was concerned and anxious but not afraid. Please-you have to let go. Even as he said it, he was pushing more pressure points. Keller was already weak. Now, all at once, she saw stars. She felt her hold on the dragon loosen. And then she was being jerked backward, and she was falling. A hundred and ten pounds of black panther was landing on whoever had yanked her free. Dizzy†¦ Her vision was blurred, and her body felt like rubber. She hardly had enough strength to twist her head toward the boy who had pulled her away. Who was he? Who? Her eyes met blazing green-gold ones. Almost the eyes of a leopard. It gave Keller a jolt. But the rest of the boy was different. Dark gold hair over a rather pale and strained face with perfectly sculpted features. Human, of course. And those eyes seemed to be blazing with worry and intensity rather than animal ferocity. Not many people could look at an angry panther like that. She heard his mental voice again. Are you all right? And then, for just an instant, something happened. It was as if some barrier had been punctured. Keller felt not just his voice but his worry inside her head. She could feel†¦ him. His name†¦ Galen. And he's someone born to command, she thought. He understands animals. Another shapeshifter? But I can't feel what animal he turns into. And there's no bloodtbirstiness at all†¦. She didn't understand it, and her panther brain wasn't in the mood to try. It was grounded in the here and now, and all it wanted was to finish what she had started. She wrenched her eyes away from Galen and looked at the dragon. Yes, he was still alive but badly wounded. A little snarl worked out of Keller's throat. The vampire thugs were still alive, too; one was picking up the injured dragon and hauling him away. â€Å"Come on!† he was shouting in a voice sharp with panic. â€Å"Before that cat recovers-â€Å" â€Å"But the girl!† the second vampire said. â€Å"We don't have the girl.† He looked around. Diana was standing by a display of porcelain figures, looking just as pale and graceful as any of them. She had both hands at her throat and seemed to be in shock. The second vampire started toward her. Afo, Keller thought. But she couldn't get her legs to move. She could only lie helplessly and stare with burning eyes. â€Å"No!† a voice beside her said, out loud this time. Galen was jumping up. He got between the vampire and Diana. The vampire grinned, a particularly nasty grin. â€Å"You don't look like a fighter to me, pretty boy.† It wasn't exactly true, Keller thought. Galen wasn't pretty; he was beautiful. With that gold hair and his coloring, he looked like a prince from a storybook. A rather young and inexperienced prince. He stood his ground, his expression grim and determined. â€Å"I won't let you get to her,† he said steadily. Who the hell is this guy? Keller thought Iliana, pale and wide-eyed, glanced up at him, too. And then Keller saw her†¦ melt. Her drawn features softened; her lips parted. Her eyes seemed to quiver with light. She had been cowering away from the vampire, but now her body relaxed just a little. He certainly looked more like a champion defender than Keller had. He was clean, for one thing. Keller's fur was matted with her own blood and the dragon's. More, she couldn't help the little raspy snarls of rage and despair she was making, showing dripping teeth in a red-stained muzzle. Too bad he was about to be slaughtered. He wasn't a fighter. Keller had seen the inside of his mind, and she knew he didn't have the tiger instinct. The vampire was going to massacre him. The vampire started forward. And a voice from the front of the store said, â€Å"Hold it right there.†

Importance of communication in CT scan unit Essay

Importance of communication in CT scan unit - Essay Example Communication helps patients ask questions and gives CT technologists the platform to explain the procedure to them and their families while it enables the CT technologists make informed decisions alongside physicians and other medical professionals. Therefore, with the importance of communication in the CT scan unit not in question, this paper will discuss the methods of communication the CT technologists use. The CT scan unit is a formal working environment but the nature of interactions that take place there necessitate more than formal communication methods (Acuff, Bradley & Osborne, 2014). However, the most prominent methods used include written communication such letters, email and memos; oral communication such formal briefings and phone calls; online communications; scientific communication; and face-to-face communication, which entails the largest portion informal communication. All these have a common objective to communicate needs in a timely manner and remain clear, avoid repetitions, be concise and, most importantly, minimize anxiety and trauma. This type of communication remains the most prominent in the formal setup. Its significance is more emphasized in communications because CT technologists and their colleagues, physicians and medical professionals. One of the primary responsibilities of CT technologists is receiving and responding to orders from physicians as well as departmental protocols, and email and internal memos serve this function effectively. For example, email will enable CT technologists to exchange information and pass and receive messages between themselves and their team members without any of them leaving their work stations. Although the CT technologist will have an interpersonal form of communication with the patient, written communication prior to the procedure will prepare both patients and their families for what is coming (Beukelman & Ray, 2010). Written communications,

Germany's challenges during post-unification period Essay

Germany's challenges during post-unification period - Essay Example ears after the unification, the country’s leaders faced the primary challenge of exercising a foreign policy founded upon long-term dedication to multilateral associations and avoidance of military force. German leaders also bore the responsibility of fostering the country’s global proclivity, in order to ensure that it cooperated with allied international affiliates in confronting emergent threats to security. Germany’s aversion to aggressive military tactics and adoption of multilateralism are the key attributes that characterize its post-unification foreign and security agenda, which continues to evolve, as the world’s political environment transforms continually. Following the 1990 unification, German leaders sought to fulfill two of the nation’s principal interests. One of these interests was to foster reconciliation of enemies made during the Second World and Cold Wars, as well as, in the aftermath of the division. The other primary interest was to ensure that the country gained legitimate acceptance on the international economic and political platform. Strong dedication to multilateral structures and integration into the same, coupled with avoidance of active military involvement, was perceived to be the best approach towards meeting the aforementioned interests. Consequently, Germany formulated a foreign policy based entirely on civilian power and multilateralism. This implies that following unification, Germany refrained from deploying its military forces to support allied forces in various conflicts, but instead sought to uphold its role as a neutral in-between. However, this foreign policy and security approach gradually evolve d, as Germany started deploying its forces to engage in various UN missions. In the year 1994, the German government issued a legal clarification that these deployments solely depended upon parliament’s approval, hence stressing the democratic process linked to such decision making (Green, Hough, and Miskimmon

The Motorcycles Company Essay Example | Topics and Well Written Essays - 1500 words

The Motorcycles Company - Essay Example The size of these engines ranges from 500 cc to 1000 cc. Now the organization is planning to introduce large tour class motorcycles in order to target those customers who love to travel long distance. The proposed target market for this segmented motor cycles are the males aged between 35 and 60. The organization is targeting the customers whose income level ranges from 55, 000 US dollar to 100, 000 US dollars. The management of the organization decided to develop new strategies for newly proposed motorcycles. In addition to this, the organization will try to continue with its existing products in order to maintain existing client base. Discussion This part of the essay will outline required process steps that are required to develop the motor cycle. Process Steps and Rational for response First of all, it is important for a project manager to identify key suppliers for the required engines that are used in touring class motorcycles. Many suppliers and distributors are available in t he market. But it will be effective for the organization to rely on old and existing suppliers. The project management team should find out effective and skilled workforce who has the ability to fix the engines and parts and develop new touring class motor cycle. It has been discussed in the case study that the organization is trying to use larger than 1100 cc engines in their touring class motor cycle. ... The organization should develop a budget for manufacturing and distributing these motorcycles to end customers. The organization should try to give high quality parts and engines in the motorcycle to gain significant customer loyalty and high brand preference. In addition to this, effective budget management process will help the organization to determine the pricing of motorcycles. The project management team should try to incorporate advanced technology in business process as it will help the organization to reduce the operating time and cost. In addition to this, the employees of organization can feel limited work pressure by this strategy implication. Promotion is an important element for an organization to market its products and services. Motorcycle rally, digital media promotions and online advertising will help the organization to create huge brand awareness. Last but not the least; the organization should give value to after sales service and feedback process as it will help the organization’s project management team to improve the quality of the motorcycles. Recommended Strategy to senior executives It is important for the organization to focus on its existing business activities rather than wholly focus on new business strategies. It is true that the organization is implementing new business and product differentiation strategy based on the recognition and profitability of existing business. The senior executives should realize that maintaining business sustainability in the long term is the important objective for the organizations. On the other hand, creating some brand awareness on the mind of target customers for the newly developed motorcycle would serve short term needs of this motorcycle company. It is impossible for the organization to