Monday, September 30, 2019

Gender and Sexulaity

Jackie Pappas Professor Winchock ENWR 106-AN March 5, 2013 Paper #2 – Middle Draft Gender & Sexuality Our everyday lives are greatly affected by ones gender and sexuality. They shape who we are and define our identities. Society expects a certain gender to behave in a specific way and if this does not happen, one is seen as shameful and wrong, leaving the individual to feel defeated and out of place. In society only a few decades ago, women were meant to be silent and restricted. Men were the superior ones who had a voice. They freely got to do whatever they pleased.In Julia Avarez’ â€Å"Daughter of Invention and Judith Ortiz Cofer’s poem â€Å"The Changeling,† women were restricted of their true identities and their voices were silenced by the Ppallogocentric order. As a female in society, one was not permitted to speak freely of her opinions because of men. She must remain silent. It is evident that the narrator, often referred to as Cukita, in â€Å" Daughter of Invention† cannot speak what she wants. She reads poems from a book her father bought her written by Walt Whitman. She reads his free words; words he can openly speak. These are words of â€Å"a flesh and blood man† (Alvarez 14).Because Walt Whitman was a man, he could speak and write what he so choose. However, when Cukita â€Å"plagiarizes† his words, because she was a woman, she was not â€Å"permitted† to read her work at the assembly for which she was writing. When she read her speech to her mother, her mother beamed with pride. It was quite the opposite when she read this speech to her father. He was shocked that his wife would let their daughter read the speech she wrote. â€Å"You will permit her to read that? † (Alvarez 15) Cukita’s father said as if she needed permission to speak what she believes. As your father, I forbid you to say that eh-speech! † (Alvarez 15). Since he was a man, he had the final say in what h is daughter said. He could say whatever he liked but his daughter, because she was a woman, could not. Women were expected to be silent and could only speak in the male voice. We see the silence of a girl in Cofer’s â€Å"The Changeling. † In this poem, the speaker recalls a memory of when she was a young girl. She dressed in her brother’s military clothes which â€Å"[molded her] into boy shape† (Cofer 725). Her father found it very amusing. He would listen with a smile† (Cofer 725). She loved dressing up as a boy and pleasing her father because it was the only time he noticed her. The speaker pretended to tell stories of her times in the war as a man and this was the time that her father would pay attention to her. The only time he would listen to her words was when she was speaking in his voice – in a man’s voice. All other times, her words were not important to her father; they did not matter to him because she was not his son, she was his daughter. Females were restricted in what they could say and do.Women were not allowed to do as they pleased. They were limited not only in what they said but what they could do. In â€Å"Daughter of Invention,† Cukita’s mother liked to work on her inventions. â€Å"She always invented at night, after settling her house down† (Alvarez 10). The mother could only work on her projects after she had completed her obligations as a woman. It was a woman’s responsibility to take care of the house and keep her husband and family happy; putting her wants and wishes aside until these are taken care of first. Even her inventions were restricted.She would not invent things that would help the world as a whole but come up with ideas that would only help with your everyday life, particularly for the typical American woman. When discussing her inventions and why they did not help the greater good, â€Å"she would have said that was for men to do† (Alvare z 10). This shows that she was not allowed to create what she really wanted to invent. American women were not the only women who were restricted. It was common for women to be restricted all over the world. The narrator, Cukita, talked about the fact that her mother did not want to return home. She did not want to go back to the old country where she was only a wife and a mother† (Alvarez 14). In the Dominican Republic under Trujillo’s rule, women were only expected to be two things: a wife and a mother. They were restricted to being anything but. They did not have permission to explore their interests such as inventing. Women were expected to take care of the house and the family and if they did anything else, saying they’d be in trouble is an understatement. Women were not allowed to be free to be who they are. Women were expected to only take care of the family and the house even if they wanted to do something else.It is still joked about today all over the I nternet that women belong in the kitchen. While it is meant as a harmless joke, it is a reality for others. For example, it was a reality for the speaker in â€Å"The Changeling. † While her father was very amused with his daughter dressing as a man, her mother was not. When it was time for the family to sit down for dinner, the mother â€Å"[forbad her] from sitting down with them as a man† (Cofer 725). The mother felt that when her daughter dressed in her brother’s clothes, it was distracting her from being a girl.She is forced to go back into the closet to change back into her expected outfit. The speaker, who once saw a closet full of adventure, then saw the same closet as a dark space (Cofer 725). When she emerged from the closet, back into reality, she walked back into â€Å"the real world of her [mother’s] kitchen† (Cofer 725). For the speaker, a woman belonging in the kitchen was no laughing matter; it was her reality. She longed to be able to do the things a man did but she could not because she was a restricted woman. She wished to have the same power that a man did.After explaining about how powerless a woman was, it is clear that men were the superior ones. In â€Å"Daughter of Invention† after the father disapproved of his daughter’s speech, the mother and daughter felt the need to â€Å"rebel† and â€Å"join forces† (Alvarez 16) against the father. They knew that he was the man in charge. They could not simply tell him what he was doing was wrong and they certainly could not do it alone. It took two women to stand up to one man and they still lost, the father tearing his daughter’s speech to shreds, tearing her to shreds in turn. As the father, he had the final say on what happened.After calling her father the hated nickname of their former dictator Trujillo, the narrator ran to her room. Her father â€Å"ordered [her] on his authority as [her] father to open that door† (Alvarez 16). Because he was a man, he held the power in the house. He got free reign to tell his daughters and wife what to do and they must obey. In Dominican Republic, men were so superior that giving birth to a daughter was not as great as giving birth to a son. A mother was seen as a failure if she did not give birth to a son. When Cukita and her mother went into the father’s room, â€Å"his face rightened as if at long last his wife had delivered a son† (Alvarez 15). Fathers were happier when their wives bore them a son. There were fathers who did not pay attention to their children if they were not a boy. In â€Å"The Changeling,† the speaker must â€Å"[vie] for [her] father’s attention† (Cofer 725). Because she was not a man, the only way she could get her father to notice her was to dress, speak, and act like the son he always wanted her to be. After he mother made her change back into the girl she was supposed to be, she â€Å"return[ed ] invisible† (Cofer 725).Since she was no longer dressed as the superior man her father so wanted her to be, he did not pay any mind to her and she felt as if she was no one; as if she was invisible. It is because of her gender that she did not fit into society. Gender plays a major role in our everyday lives. Men and women were expected to act in a specific manner or otherwise they end up defeated. Women were meant to keep their thoughts and opinions silent. They were also not allowed to act as freely as they would like. Women were restricted in what they said and did.Because women were so repressed, it was evident that men were the superior ones. In modern society, women have earned the right to be treated as equally and as fairly as men. However, there are still some areas in society where women are more oppressed than men are. Works Cited Alvarez, Julia. â€Å"Daughter of Invention. † Approaching Literature. Eds. Peter Schakel and Jack Ridl. Boston: Bedford/St. Mart in’s, 2012. 10-19. Cofer, Judith Ortiz. â€Å"The Changeling. † Approaching Literature. Eds. Peter Schakel and Jack Ridl. Boston: Bedford/St. Martin’s, 2012. 725.

Sunday, September 29, 2019

Final Exam Review Essay

FINAL EXAM REVIEW BE15-4. Lump-Sum Sales Ravonette Corporation issued 300 shares of $10 par value common stock and 100 shares of $50 par value preferred stock for a lump sum of $13,500. The common stock has a market price of $20 per share, and the preferred stock has a market price of $90 per share. Prepare journal entry. | | | P15-2. Treasury Stock ProblemClemson Company had the following stockholders’ equity as of January 1, 2012. Common stock, $5 par value, 20,000 shares issued| $100,000| Paid-in capital in excess of par—common stock| 300,000| Retained earnings| 320,000| Total stockholders’ equity| $720,000| | | Feb. 1| Clemson repurchased 2,000 shares of treasury stock at a price of $19 per share.| Mar. 1| 800 shares of treasury stock repurchased above were reissued at $17 per share.| Mar. 18| 500 shares of treasury stock repurchased above were reissued at $14 per share.| Apr. 22| 600 shares of treasury stock repurchased above were reissued at $20 per share.| | | | Stock Dividend Problem (Page 17 in Moodle Ch. 15 Notes)| | | | CS, $5 par, 40,000 shares issued and outstanding| $ 200,000| Paid-in capital in excess of par| 835,000| Retained earnings| 2,160,000| Shares of the company’s stock are selling at this time at $22. 1. A 10% stock dividend is declared and issued. 2. A 50% stock dividend is declared and issued. 3. A 2-for-1 stock split is declared and issued. E3.9. Adjusting Entries Supplies| Accounts Receivable| Beg. Bal.| 800| 10/31| 470| 10/17| 2,100| | | | | | | 10/31| 1,650| | | | Salaries and Wages Expense| Salaries and Wages Payable| 10/15| 800| | | | | 10/31| 600| 10/31| 600| | | | | | | | Unearned Service Revenue| Supplies Expense| 10/31| 400| 10/20| 650| 10/31| 470| | | | Service Revenue| | | 10/17| 2,100| | | 10/31| 1,650| | | 10/31| 400| | | | Instructions: Reconstruct 3 transaction entries and 4 adjusting entries. P4.3. (Irregular Items) Maher Inc. reported income from continuing operations before taxes during 2012 of $790,000. Additional transactions occurring in 2012 but not considered in the $790,000 are as follows. | | 1. | The corporation experienced an uninsured flood loss (extraordinary) in the amount of $90,000 during the year. The tax rate on this item is 46%.| 2. | At the beginning of 2010, the corporation purchased a machine for $54,000 (salvage value of $9,000) that had a useful life of 6 years. The bookkeeper used straight-line depreciation for 2010, 2011, and 2012 but failed to deduct the salvage value in computing the depreciation base.| 3. | Sale of securities held as a part of its portfolio resulted in a loss of $57,000 (pretax).| 4. | When its  president died, the corporation realized $150,000 from an insurance policy. The cash surrender value of this policy had been carried on the books as an investment in the amount of $46,000 (the gain is nontaxable).| 5. | The corporation disposed of its recreational division at a loss of $115,000 before taxes. Assume that this transaction meets the criteria for discontinued operations.| 6. | The corporation decided to change its method of inventory pricing from average cost to the FIFO method. The effect of this change on prior years is to increase 2010 income by $60,000 and decrease 2011 income by $20,000 before taxes. The FIFO method has been used for 2012. The tax rate on these items is 40%.| | Instructions: Prepare an income statement for the year 2012 starting with income from continuing operations before taxes. Compute earnings per share as it should be shown on the face of the income statement. Common shares outstanding for the year are 120,000 shares. (Assume a tax rate of 30% on all items, unless indicated otherwise.) Time Value of Money Problems BE6.5.Sally Medavoy will invest $8,000 a year for 20 years in a fund that will earn 12% annual interest. If the first payment into the fund occurs today, what amount will be in the fund in 20 years? If the first payment occurs at year-end, what amount will be in the fund in 20 years? BE6.7.John Fillmore’s lifelong dream is to own his own fishing boat to use in his retirement. John has recently come into an inheritance of $400,000. He estimates that the boat he wants will cost $300,000 when he retires in 5 years. How much of his inheritance must he invest at an annual rate of 12% (compounded annually) to buy the boat at retirement? BE6.8.Refer to the data in BE6.7. Assuming quarterly compounding of amounts invested at 12%, how much of John Fillmore’s inheritance must be invested to have enough at retirement to buy the boat? BE6.12.Maria Alvarez is investing $300,000 in a fund that earns 8% interest  compounded annually. What equal amounts can Maria withdraw at the end of each of the next 20 years? BE6.14.Amy Monroe wants to create a fund today that will enable her to withdraw $25,000 per year for 8 years, with the first withdrawal to take place 5 years from today. If the fund earns 8% interest, how much must Amy invest today? Bad Debt Expense Entries BE7.4. | | | Wilton, Inc. had net sales in 2012 of $1,400,000. At December 31, 2012, before adjusting entries, the balances in selected accounts were: Accounts Receivable $250,000 debit, and Allowance for Doubtful Accounts $2,400 credit. If Wilton estimates that 2% of its net sales will prove to be uncollectible, prepare the December 31, 2012, journal entry to record bad debt expense.| BE7.5. | Use the information presented in BE7.4 for Wilton, Inc. (a) | Instead of estimating the uncollectibles at 2% of net sales, assume that 10% of accounts receivable will prove to be uncollectible. Prepare the entry to record bad debt expense.| (b) | Instead of estimating uncollectibles at 2% of net sales, assume Wilton prepares an aging schedule that estimates total uncollectible accounts at $24,600. Prepare the entry to record bad debt expense.| | Non-Interest Bearing Note Receivable BE7.7.Dold Acrobats lent $16,529 to Donaldson, Inc., accepting Donaldson’s 2-year, $20,000, zero-interest-bearing note on 1/1/2012. The implied interest rate is 10%. Prepare Dold’s journal entries for the initial transaction, recognition of interest each year, and the collection of $20,000 at maturity. Inventory Errors (From Moodle Notes Ch. 8) 1. Merchandise purchased on account in 2010 was not recorded until 2011, when the company’s bookkeeper received an invoice for $5,430. The shipment had arrived and was counted in physical inventory at the end of 2010. a) What entry was NOT made in 2010? b) What adjusting entry was made at 12/31/10? c) What is the correcting entry in 2011? 2. Goods costing $22,000 were shipped f.o.b. shipping point by a supplier on December 28, 2011. The company received the invoice and recorded it on December 29; however, the goods were not included in the physical count of inventory since they were in transit. a) What entry was correctly made in 2011? b) What incorrect adjusting entry was made on 12/31/11? c) What is the correcting entry in 2012? BE9.2. Lower of Cost or Market Floyd Corporation has the following four items in its ending inventory. Item| Cost| Replacement Cost| Net Realizable Value (NRV)| NRV less Normal Profit Margin| Jokers| $2,000| $2,050| $2,100| $1,600| Penguins| 5,000| 5,100| 4,950| 4,100| Riddlers| 4,400| 4,550| 4,625| 3,700| Scarecrows| 3,200| 2,990| 3,830| 3,070| | Determine inventory value and record loss using allowance method. BE9.7.Gross Profit Method Fosbre Inc.’s April 30 inventory was destroyed by fire. January 1 inventory was $150,000, and purchases for January through April totaled $500,000. Sales for the same period were $700,000. Fosbre’s normal gross profit percentage is 35% on sales. Using the gross profit method, estimate Fosbre’s April 30 inventory that was destroyed by fire.

Saturday, September 28, 2019

Ordinary Courage: The Revolutionary War Adventures Essay

The narration depicts the adventures of Joseph Plumb Martin’s as a patriot in Washington army, giving the unusual contributions of soldiers to American history. Joseph Plumb was at first recruited in the Continental Army in 1776 at 15 years of age and was deployed to serve as a rank and file solder for eight operation seasons. It was during this time when Martin suffered the horrors of war including killer illness, brutal weather, virtual starvation and dangerous attacks. In the process, Joseph assisted in making a new American nation. In the last part of the book, Martin claims that the 1818, Revolutionary Pension War Act, was a long behind time payment for the war veterans for the services they provided. He maintains that the Continental Army was not adequately supplied with clothes, rations, or shelter and their monthly pay was even too low. As a war veteran Martin believed that the contribution of the Continental Army even their final conquest was not appreciated and recognized to be backbone of revolution (Martin, 1999). Martin maintained that discipline of the Continental Army was very critical for their success and victory. In his first enlistment, the regiment -5th Connecticut that was commanded to defend New York City in 1776, the regiment was defeated due to lack of experience and training for the soldiers. Martin faulted his regiment for lack of leadership and proper command resulting to complete disorder. In addition, Martin asserts that the cause of defeat for the Connecticut Army was as a result of deployment of untrained soldiers. During the Monmouth campaign, Martin was received the necessary training after he was transferred to a light troop and was in charge of maintaining close contact with British Army in inspect and harass them. Fear was a major them in the experience of the America Army. Fear was demonstrated in several forms and for a soldier in the war field there was the possibility of being killed in the battle. This fear was common to the soldiers and the military people since they did not want to be perceived as letting their fellow soldiers down. The soldier feared to dying before they had left a legacy of what they were to be remembered for by their comrades. Martin was first struck by fear like any of the other soldiers when he first went to his first war in which New York was attacked by General Howe. The reports about Howe’s attack and the smell of sulfur in the air gave Martin a disagreeable mood and his nervousness increased when he saw smoke from a bomb at a distance. Solidarity was a vital constituent of the experiences of the American Army. The theme was portrayed in the army experiences of Joseph Martin and the men of Grace Hopper. Companionship was developed through hardships and challenges faced. If there was no comradely soldiers like Joseph Martin and Grace Hopper could have nobody to turn to for support. Martin demonstrated a remarkable sense of companionship when the Americans moved back from Kip’s bay, he found a friend who was sick as he made efforts to meet with his regiment and with persuasion Martin assisted him back. The man was prepared to die but when Martin found him he carried his friend on his shoulder and guided him back to the regiment. Alcohol was also an ordinary theme in the American army experiences together with their everyday lives. The soldiers wanted alcohol in order to forget the suffering and pressures of military life. In addition, taking of alcohol was essential in creating associations between the army personnel. Moreover, alcohol had an important place in celebrations and social military events. Martin and his comrades enjoyed spirits in their recruitment in the Continental Army. When no spirits were provided by the authorities, they could normally go to get them out and in some occasions a fight could ensue over having a drink. In the course of his service period, Martin came to have a high regard for people around him. Martin liked the attacking skills and expertise of his regiment officers together with his commanders including other commanders of the continental army. However, there were some conflicts between superior army officers and the juniors during wartime. Such disagreements arose due to misunderstandings in communication and arose from differences in communication. There was misunderstanding between Martin and an army officer which led to Martin and many of his comrades being separated from their regiment. In conclusion, Martin objectives for tolerating the long years of war and suffering were patriotism and loyalty to his comrades and the fight against American enemy. Martin emphasizes that the cause was revolution of America and incase the army had disintegrated the cause of their fight would have been lost. Martin asserts that in spite of the army’s commitment to fight the enemy in the Revolution of America, their effort was not appreciated by the America leaders of that time. References Martin, J. P. (1999). Ordinary Courage: The Revolutionary War Adventures of Joseph Plumb Martin. New York: Brandywine Press.

Friday, September 27, 2019

What Defines Effective Care Planning for a Patient with Dual Diagnosis Essay

What Defines Effective Care Planning for a Patient with Dual Diagnosis - Essay Example Abuse of these drugs for a long time can lead to emotional problems or even more mental disorders like Sebastian started with just hearing voices and now it has developed to the feeling of as if people are after him; moreover, it is required that in a case of dual diagnosis both problems be treated together where the first step or the foundation for the treatment is stopping the drugs. Unfortunately, dual diagnosis is more common than most people imagine; research shows that forty five percent of all drug and alcohol abusers have at least one mental problem and of all the people that have mental disorder twenty nine percent are either drug or alcohol abusers (Mark & Tom, 1999, 1098). Apart from cases where people are diagnosed with mental problems first then they start abusing alcohol and drug abuse for relief; there are cases where people start off with drugs when young, which continues into adulthood and this makes a major contribution to emotional difficulties or mental disorders i.e. Sebastian who started of alcohol when he was young which went on to develop a mental problem where he was hearing voices in his head. Assessment Dual Diagnosis recovery has come out as the most thriving treatment aspects of psychiatric and drug abuse treatment where they are treated as part as a continuum instead of treating them one by one or separately by different clinicians (Joanne, 2013, 1). Specialists of drug abuse addiction treatment are now being given training and testimonials in the treatment of mental/psychiatric disorders; additionally, dedicated rehab facilities offer recovery services for individuals with Dual Diagnosis e.g. Sebastian being treated by a single doctor who specializes in both drug abuse and psychiatric disorders. However, the challenging part of it is finding the precise rehabilitation program especially if the person has a combination of drug addiction and depression or anxiety disorders. In the past Dual Diagnosis has been defined along drug abus e and mental disorders alone; shockingly, today there are other addictions that have been added into the classification i.e. sex addiction, gambling addiction or another behavioural addiction like Sebastian listening to music as he smokes cannabis. Significantly, for a person with dual diagnosis to undergo the proper treatment and increasing the chances of a full recovery; they should be concerned with a few things; psychotherapeutic medication, supportive approach to therapy by a highly trained treatment team or specialist and inclusive treatment strategy where family, relatives and other household members are involved in therapy. In Sebastian’s case, the treatment will commence with two brief screen tests; one that deals with issues of alcohol and cannabis abuse, and the other test will for the mental disorder, which will assist in identifying the need for co-occurring mental disorder services (David, 2013, 14). Even though the screening does not diagnose the co-occurring d isorder, it is effectual in identifying the need for an assessment to look at the dealings between his psychiatric disorders symptoms i.e. voices in his head and alcohol and cannabis abuse, and the effect they have on his health. Some of the tools to be used in the screening process will include the AUDIT and CAGE, which should provide a surprisingly significant amount of information that will be very useful in Sebastian’

Thursday, September 26, 2019

Cessation of Multi-Fibre Agreement Impact on Free Trade Essay

Cessation of Multi-Fibre Agreement Impact on Free Trade - Essay Example There was an agreement among the EU states in the year 1995 to phase out the MFA over a period of ten years. Accordingly the MFA was abolished at the end of the year 2004. The removal of the protectionist measure in the form of MFA has resulted in economic advantages to certain Western European Countries. However certain other European countries like Italy, Spain, Portugal, and Greece have raised serious complaints against the removal of the quantitative restrictions on the plea that such action had largely affected their domestic textile and clothing industry and the workers in the industry. With this background this paper presents a critical assessment of the potential benefits and problems to which European Union is subjected to due to the abolition of MFA. Before the impact of the abolition of the MFA on the European Union can be discussed it is important a background of the causes and circumstances under which MFA was entered and the immediate effect of the abolition thereof. (Jean-Pierre Lehmann) The emergence of China as an economic power had influenced all the other countries of the world to make economic adjustments to grow at the same pace as Chinese economy developed. In the light of these changes in the world economy, the Western European countries had embarked upon an association for peace and prosperity in the form of European Union. The economic and political success of the European Union had made the Eastern European countries to request for accession to the EU. All the European countries and even China opted for accession to World Trade Organization in the wake of economic globalization. (Jean-Pierre Lehmann) The formation of the EU and accession to the WTO had resulted in some over-regulation and un-dynamic inbuilt rigid aspects in some of the European economies especially for the protection of uncompetitive sectors. This had also restricted the provision of the conducive conditions for any creative destruction or innovation. Under these circumstances countries like the Netherlands, Britain, Ireland, Latvia and the Scandinavian countries have reformed their economic structures and adjusted themselves to the changing circumstances. However there are other larger economies like Germany, France, Italy, Spain, and Poland had become less successful due to their industrial sluggishness. One of the anomalies of the international trading system resulted out of such un-dynamic environment basically to protect the domestic industry was to place the textiles and garment out of the General Agreement on Trade and Tariffs (GATT) rules in the Multi-Fibre Agreement (MFA) The agreement was entered into with the intense pressure from the governments of the developed countries since there was a fear in the import-competing firms in such nations that the rise in imports from the cost-competitive developing countries would eventually destroy the viability of their domestic textile and clothing industry.( (Grimwade, 1996) "This was a defence measure initially taken in response

Teaching and learning in practice Essay Example | Topics and Well Written Essays - 2000 words

Teaching and learning in practice - Essay Example A teacher’s role of investigator in classroom makes him/her a life-long learner. Wright (1987) suggests a teacher must adopt this role to explore his teaching approach. Joyce, Calhoun, and Hopkins (1997) also agree with Wright that by adopting the role of investigator makes him/her a reflective practitioner. Taking into account this notion, I developed the lesson plan with an array of teaching strategies. My all students are young students of grade two. Further, I kept my options open to add, subtract, or alter any strategy in my teaching. To make this possible, I always try to reflect back upon each and every activity in my classroom. I not only try to take into account the students’ response during each activity, but also consider how the individuals are responding. Most importantly, I reflect back on my own role during the activities. This process of reflection helps me not only in adapting my strategies in a creative way, but also helps me in knowing about my own st rengths and weaknesses. Following is the account of such a detailed reflection. First of all I will present my Lesson plan and then my detailed analysis on the events in classroom Lesson Plan Subject: Medical Emergency Content: Cardiac Arrest Topic: AED Participants: 16 Objective of the Lesson: Students will be able to administer AED (Automated External Defibrillators) to manage an emergency patient of Cardiac Arrest. Teaching Methodology and Strategies: Individual Reading The students will be given an article on signs of Cardiac Arrest and AED intervention. After individual reading of the article they will form groups Group Discussion The participants will discuss the important points they have learnt during the individual reading. Presentation I will give a short presentation on the management of Cardiac Arrest through AED. I will use pictures and videos to illustrate my points. Demonstration Firstly, I will give a show a video demonstrating the use of AED. Students demonstration In pairs, students will demonstrate to administer of Defibrillator Summary: Randomly, students will retell the signs of Cardiac Arrest Each student will share one step involved in administration of AED management. Teaching Strategies: Discussion and Reflection I divided my classroom time in individual, pair, group and class work on one hand. Similarly, I distributed my teaching strategies into lecture/presentation, demonstration, reading, and group discussions. Many scholars have establish that incorporation of more than one strategies optimize learning and minimizes their threats (Reece and Walker 2000). Different strategies have different strengths. Swain, Monk, Johnson (1999) has also suggested the same kind of plan. Similarly, Joyce, Calhoun, and Hopkins (1997) said that a variety of learning experiences increases the learning rate. Thus, I used several different strategies in my classroom. Individual work involves more efforts and thinking, group work develop interpersonal skil ls, and pair work is more productive and time saving. It raises individual participation. During the lesson I exercised class work, pair work and group work. Further, as my task is to develop AED administration skills and knowledge, I will also reflect how the combination of different methods

Wednesday, September 25, 2019

Stravinsky and Shoenberg's Essay Example | Topics and Well Written Essays - 1000 words

Stravinsky and Shoenberg's - Essay Example Igor Fyodorovich Stravinsky was born on June 17, 1882, in Oranienbaum, Russia and died April 6, 1971, in New York. His father, a bass singer and his mother, a gifted pianist, raised him in St. Petersburg. Also, he was a citizen of the United States and France. After fathers death in 1902, Stravinsky decided to become a composer. And he really became one of the most famous genius composers of the 20th century. Igor is a key figure of such art direction, as modernism. His work has had a revolutionary impact on musical ideas during the First World War. Stravinsky created more than 100 works, executed by the Ballets Russes. One of his the most successful ballet works was "The Rite of Spring", which brought to him the extraordinary fame in the world of music. It was premiered in Paris in 1913. This musical work was created in the first phase of Stravinskys career, the so-called Russian period. In that time the composer often visited Paris for work. Nevertheless, Russia remained his home. (A&E Television Networks, 2015) The first performance happened at the Thà ©Ãƒ ¢tre des Champs Élysà ©es on May 29, 1913. It was one of the most famous exciting actions, which led to protests and disputes among the audience. In the history of musical theater it is one of the first nights of unrest. During the performance, the dancers could not hear the music, because people have created a very loud noise. Without a doubt, we can say that this composition was the original thanks to its bold, rough rhythms and unresolved dissonance. The Rite of Spring is a new musical concept, in which vary metric imbalances and rhythms. This work is accompanied by brilliant orchestration and sharply dissonant harmonies. The composers approach was empirical. He always wanted to test his musical materials and create something new, previously unidentified. He experimented with different chords, constantly playing the piano. Despite

Tuesday, September 24, 2019

Appropriate Changes in the Operation of Unlisted Real Estate Funds Essay

Appropriate Changes in the Operation of Unlisted Real Estate Funds Market - Essay Example From 2002 to 2007, there occurred yield compression, the capital values of real estate rose rapidly, and the availability of capital for investment in the real estate increased drastically. â€Å"The rapid rise in property values was already losing momentum prior to the liquidity crisis of the summer of 2007, which in turn triggered a significant downturn in both the broader economy and the property market† (pwc.co.uk, 2012, p. 4). The global financial crisis has severely tested the managers of unlisted real estate funds in a whole range of ways that include but are not limited to investor activity, liquidity management, vacation accuracy of indirect as well as direct holdings, availability of asset, pricing, debt management, investor communication, and unit pricing. All of this has happened in context of the economic instability along with market commentary and an increasingly subjective media. In spite of the fact that the global financial crisis has receded and the flow of money in the unlisted real estate funds has started to become normal, yet much needs to be done to resolve the process of selectivity by the investors. The movement of capital because of the cost of withdrawal of the funds has inertia as an inherent feature. The under-performance of open-ended funds by few investors has enabled them to withdraw funds and use the secondary market for selling interests. In some cases, the investors have made a joint effort to change the funds’ manager. The complete effect of judgment of the investors upon the fund managers can take years to play out rather than few months because the deployment of new capital is the decision of the investors. Fund managers who have not been able to satisfy their investors may find it difficult to raise new funds. Collection of the new funds makes the depiction of success and loss among the fund managers more apparent. â€Å"Unlisted funds typically are structured as a private equity fund† (Huibers, 2012, p. 5). Since the onset of the global financial crisis, there has occurred immense change in the landscape of real-estate private-equity in terms of drawing out of numerous financial institutions from the unlisted real-estate market and sale of platforms (Yue et al., 2010). During the global financial crisis, the investors were struck into funds which they could not find escape from easily. After gaining this experience, many investors are looking for more flexibility in the real estate investment. Cash-rich investors wanted to increase their equity in an attempt to keep the bank from seizing their portfolio in cases of breaches of loan-to-value. Fund managers realized that some investors were not able to match the investments. The interests became so divergent that it was hard to reconcile. As a result of this, many investors are nowadays looking for like-minded co-investors for partnership with them so as to be able to reach agreement easily in the times of conflict. This trend re duces the size of the investors’ clubs established to invest money in specific portfolios, properties, and redevelopment projects. There are also certain investors who are seeking funds to get them structured in such a way that increases the liquidity. Investor registers are also being made by the large pooled funds to improve communication among the investors. Debt and the way it was dealt with by the fund managers during the last boom and bust is an important issue. Debt was readily

Monday, September 23, 2019

Compare the evil aspects of the three stories. (notes from Essay

Compare the evil aspects of the three stories. (notes from underground, paradise lost and frankenstein (movie)) - Essay Example In considering the three works, the aspect of evil decides the shift of the story. In the epic, Paradise Lost, the expelling of Satan from Heaven has made him fight against God and His army. Satan and his followers assemble and sworn against God and his creature-man in Earth. Even though God had warned Adam and Eve about the cunningness of Satan, Eve falls into the temptation of Serpent and this led Adam too commit disobedience to God. Satan’s attempts to win over man and thereby God have constituted the major aspect of the poem. Even though the protagonist in Paradise Lost is Man, the involvement of Satan in almost all parts of the poem has made many to consider Satan as the hero of the poem. True the over dominance of evil aspects in Paradise Lost is in fact very vivid throughout the poem. William G. Riggs says that, â€Å"We have seen that evil in Paradise Lost, as if at a loss to discover its true shape, mimics good, and in consequence the shape of evil is often deceptive ly attractive to unwary humanity† (Riggs 169). The movie, Frankenstein has been proclaimed for its science fiction aspects in it. The young scientist, Frankenstein’s attempts to recreate a human creature was about to success but Fritz, the devoted assistant of Frankenstein, by mistake, had put a criminal brain.

Sunday, September 22, 2019

Bilingual Education Essay Example for Free

Bilingual Education Essay A deeper sense of xenophobia has descended on America recently. The sleepy rural town of Pahrump, NV, reflected this animosity when it passed an ordinance that made English the official language and made it illegal to display foreign flags without an accompanying American flag (Curtis, 2006). In an act of civil disobedience, two Pahrump residents placed a Polish flag and an Italian flag (in reference to their own ancestry) on their front porch (Curtis, 2006). Vandals drenched the Italian flag with eggs overnight (the Italian flag looks similar to the Mexican flag). A majority of the voting citizens of Pahrump would eventually overturn the polarizing ordinance. This incident reflects a salient truth: many monolingual Americans feel uncomfortable with the influx of Spanish-speaking peoples because of the perceived lack of assimilation by Hispanics. This xenophobic atmosphere has trickled onto the realm of education: a movement for the elimination of bilingual education in public schools has gained more attention recently. Proponents argue that using native languages in the classroom impedes national unity (Brisk, 1998). Others feel that bilingual education impedes learning. This research paper examines a possible cause of the anti-bilingual movement. It also examines some arguments and counter arguments of bilingual education. Although by definition bilingual education may include English and any foreign language, this paper focuses on the Spanish-speaking population because of the perception many have about the Hispanic community: that it resists conforming to American culture. Such sentiments have contributed to the anti-bilingual education movement that has descended in many parts of America. This is unfortunate because bilingual education programs actually promote assimilation into mainstream American society. Bilingual Education 3 The bilingual education debate, as mentioned in the introductory paragraph, has garnished more dialogue lately because of another hot button issue; immigration. Newscasts often flash images of â€Å"illegal aliens† crossing our borders. Many talk shows often feature lively debates concerning effects of the undocumented workforce. The immigration debate finally sparked a massive protest in 20006 with the â€Å"Day Without an Immigrant† boycott that would affect American schools and businesses (Lendon, 2006). The topic of bilingual education has inevitably entered the debate. Editorial writers often slip in their stances on bilingual education when discussing immigration issues. Pugnacious talk show hosts such as Rush Limbaugh often host acidic debates on bilingualism in the United States. This issue will certainly not evaporate any time soon. What many opponents of bilingual education fail to mention is that there is an elephant in the room: xenophobia. Many monolingual citizens fear that American culture as they know it is morphing into something foreign. Considering America’s rich, colorful immigrant history, this fear baffles the mind. Why would the descendants of Poles, Germans, Czechs, Italians, and other European immigrants express such concerns? Critics of America’s evolving culture should focus on the similarities between the immigrants of their ancestors and the plight of today’s average immigrant. Many of America’s ancestors landed on our shores at the turn of the 20th century (Calderon, Slavin, 2001). Their European ancestors, like today’s immigrants, had the same dreams that many of today’s immigrants have: to escape the abyss of poverty or war. Although many immigrants faced linguistic and cultural obstacles, many witnessed their children succeed in school and acquire economic security. According to Calderon and Slaven Bilingual Education 4 (2001), â€Å"School is the ladder by which children of immigrants climb out of poverty and into mainstream society† (p. 8). The goal of the immigrants of yesteryear was clearly to assimilate by means of a quality education. If education is a major ingredient for assimilation of immigrants into mainstream society, then society should embrace bilingual education. A starting point is literacy, since reading cuts across all academic subjects. An effective strategy involves using a child’s native language in literacy instruction. We generally acquire reading skills by reading (Smith, 1994). By providing a child with reading material in his/her primary language, we provide the student with a healthier, stronger academic base from which to build on. Once a child acquires these basic skills such as identifying phonic blends in his/her mother tongue, the student digests the given topic easier. Equipped with reading and content knowledge skills, the transition into literacy in a second language then becomes smoother for the English language learner. Truly, a child’s native language is the best initial medium of instruction (Brisk,1998). I did not realize how important using a child’s native language was until I experienced an obstacle with a native Spanish speaker several years ago. Using only English, I was trying to teach a student fresh from Mexico the concept of active and linking verbs. I soon realized that she had never learned these basics about her own native language, let alone grammar of the English language. I soon resorted to teaching her grammar in Spanish. After she mastered the subject, I transitioned what she learned into the initial English lesson that I had tried teaching her earlier. This experience lends credence to the point that scholars make: children still have a lot to learn about their Bilingual Education 5 native tongue upon entering American schools (Brisk, 1998). Despite the fact that research supports using native languages as a tool for literacy, many continue their resistance to bilingual education; they argue for an all-English atmosphere in schools. An indirect but serious consequence of this approach is the psychological effect it may have on many Latinos. Many agree that language is a key component of every culture (Blanc, 2000). By discouraging Spanish from the classroom, the limited English proficient (LEP) student may feel that his or her native language or culture has less value than the mainstream culture. This may produce a sense of inferiority in the mind of many Hispanics and may cause strife among different ethnicities. Ironically, this moves many Latinos away from the assimilation ideal, which opponents of bilingual education do not want. In addition to affecting the morale of the LEP community, eliminating bilingual education programs may increase the already sky-high Hispanic high school drop-out rate. Lack of academic success is one reason Hispanic youths quit school (Lockwood, 1996). By removing their limited access to research-based programs such as bilingual education, they may suffer even less academic success. Eventually, this may produce a Hispanic community full of low-skilled, poorly educated people. In other words, it may produce a subclass. Again, this moves Hispanics away from the assimilation goal cherished by many Americans. Regardless of the benefits of bilingual education, anti-bilingual sentiments continue percolating. Some resort to using other Latinos as a means for obtaining their anti-bilingual agenda. Some cite Richard Rodriguez’s In Hunger of Memory: the Bilingual Education 6 Education of Richard Rodriguez as a case against bilingual education (Krashen, 2007). Rodriguez, a Mexican immigrant, enjoyed great academic success and assimilated into American society despite the lack of bilingual education. Some average Hispanics parallel Rodriquez’s anti-bilingual education stances. Forty-three-year-old waitress Ana Julia Duncan, daughter of Mexican nationals, received minimal bilingual services in the third grade (personal communication). Despite this fact, academically she performed moderately well (personal communication). Because of her success in school, Duncan feels that bilingualism has little value: â€Å"I didn’t speak English when I started school. I did OK. Why can’t anybody else do OK? † Unfortunately, her way of thinking strikes a familiar chord with other Latinos in her same situation. The Rodriquez and Duncan stories seem to act as support for the elimination of bilingual education. However, neither person represent the average, modern English language learner. In Rodriquez’s case, he grew up in a predominately white neighborhood (Kreshen, 2007). As a result, he was exposed to the English language a lot more than the average Spanish speaker. Since a child’s socio-cultural environment plays a major role in his or her intellectual development (Gregory, 2004), Rodriguez’s success should not surprise many. His peers, in essence, acted as quasi-tutors. Duncan’s situation parallels Rodriguez’s upbringing: she too grew up in a mainly white neighborhood (personal communication). Therefore she too received informal training or input from her peers. A majority of Hispanic LEP students, by contrast, live in predominately Spanish-speaking neighborhoods and lack the advantages Rodriguez and Duncan had as children (Kreshen, 2007). Bilingual Education 7 Despite the flaws in using Rodriguez and Duncan as microcosms in the bilingual education debate, some nevertheless insist in a total immersion approach in our schools. Although total immersion has no credible supporting evidence (Crawford, 2007), from a personal point of view, it does have a tinge of value. I had virtually no English-speaking skills as a very young child. My parents were Mexican nationals; my father worked at the post office while my mother stayed at home with the children. Thus, I had virtually no exposure to English. Upon entering my predominantly white kindergarten class in 1970, I realized that I was basically on my own since there were no other Latino children in that particular class. However, this sink or swim situation had a benefit. Within a year, I spoke conversational English. By the first grade, I became fairly fluent in English and would earn average grades. In my opinion, total immersion did play a role in my acquiring salient English skills. Unfortunately, by the time I reached the second grade, I felt as if I lost a part of my identity: I lost a good deal of my native language. I forgot some major Spanish vocabulary words, I started having trouble pronouncing many polysyllabic words, and I had developed a slight gringo accent. Mexican children noticed this and would often make fun of my awkward Spanish. To make things worse, my English skills still needed improvement. The presence of bilingual education may have prevented some of my linguistic obstacles by helping me maintain a healthy language base in both English and Spanish. Luckily, some of my teachers noticed my problem and placed me in a bilingual program along with three other students. One was in the same situation as myself; the Bilingual Education 8 other two were predominately proficient in Spanish who lacked major English skills. The bilingual teacher helped us maintain our strengths and helped correct our weaknesses by using our native language as a medium for instruction. By the end of the school year, I felt more confident. This research paper starts out with an anecdote that depicts a rural Nevada town struggling with xenophobia; it had voted in an English-only ordinance. Then, a connection between xenophobia in America and the anti-bilingual education movement is unveiled. Despite the fact that some school districts have pupils from as many as 130 different countries (Crawford, 2004), this paper focuses on the Spanish speaking English language learner because of a major criticism the Hispanic community endures; that it resists assimilation into the mainstream American culture. A â€Å"solution† for the this problem is the elimination of bilingual education programs in public schools. Proponents claim this would strengthen national unity. However, as this research paper demonstrates, purging such programs would actually gear the Hispanic English language learner away from assimilation, not towards it. If many opponents of bilingualism have their way, American schools will eventually have a monolithic, cookie-cutter approach to teaching its student population. In the United States, a country made from a rich tapestry of immigrants, this scenario would be very un-American. Bilingual Education 9 References Blanc, M. H. A. , Hamers, J. (2000). Bilinguality and Bilingualism. England : Cambridge University Press. Summary: This book is a very elevated, academic piece of work. It provides the reader with a guideline to language behavior, tools to measure levels of bilingualism, and addresses bilingual development. Other areas the book concentrates on include the cognitive development of the bilingual mind, and the cognitive consequences of the bilingual behavior. Brisk, M. E. (1998) Bilingual Education: From Compensatory to Quality Education. Mahway, New Jersey: Cambridge University Press. Summary: This book examines the traditional debates about bilingual education. It also examines influences, both internal and external, on the bilingual student’s education. The author presents strategies for implementing quality bilingual services. Calderon, M. , Slavin, R. (2001). Effective Programs for Latino Students. Mahway, New Jersey: Lawrence Erlbaum Associates. Summary: This book highlights programs that have worked well for the Hispanic population. It also addresses the unacceptable high drop-out rate of Latino high school students. The book goes a step further by unveiling the needs of higher-education for Hispanics, an area that has received relatively little attention. The authors also explain why many Latinos are at risk in America. Curtis, Lynette. (2006, Nov. 15). Pahrump Targets Illegal Immigrants. The Las Vegas Review Journal. Curtis, Lynette. (2006, Nov. 23). Backlash: Pahrump flag ban won’t fly. The Las Vegas Review Journal. Lockwood, A. T. Caring, Community, and Personalization: Strategies to Combat the Hispanic Dropout Problem. (1996). Advances in Hispanic Education, 1. Washington, DC: U. S. Department of Education. Summary: This book focuses on the dangerously real issue of the Latino dropout issue. T Gregory, E. , Long, S. , Volk. (2004). Many Pathways to Literacy: Young Children Learning with Siblings, Grandparents, Peers, and Communities. New York: Routledge Falmer. Summary: This book looks at literacy, including bilingual literacy, using a sociocultural approach. It taps into the family structure in various ethnic groups. The book addresses bilingual education in the home and highlights the benefits of this strategy. The authors unveil the importance of using cultural norms as a means to teach literacy (such as story-telling). Another aspect of this piece is its assessment of children’s everyday life experience and how that impacts learning. On a personal note, this book didn’t really catch my eye at first because it didn’t focus on Hispanics specifically. I am happy that I finally opened it up because I was able to see some parallels between the Hispanic experiences and other ethnic groups. Krashen, Stephen. ( 1997). Why Bilingual Education? Eric Digest. Retrieved April 4, 2006 from http://www. ericdigests. org/1997-3/bilingual. html. Lendon, Brad. (2006, May 1). US prepares for ‘A Day Without an Immigrant. ’ Retrieved on April 4, 2007, from http://www. cnn. com/2006/US/04/28/boycott/ Smith, F. (1994). Understanding reading: A psycholinguistic analysis of reading and learning to read (5th ed. ). Hillsdale, NJ: L. Erlbaum. .

Saturday, September 21, 2019

Recent developments in policies in care

Recent developments in policies in care There are a number of recent developments in policies relating to care, however, I am going to focus on just one of these policies which is the National Health Service And Community Care Act 1990. Community care has no single meaning, broadly, it means helping people who need care and support to live with dignity and as much independence as possible in the community. The community is hard to define, it most often means ordinary homes, but for some people, it includes special forms of housing, residential or nursing homes. Community care involves provision which is largely pensions, benefits, income, transport, housing, the opportunity to work, policies for essential services such as fuel, telephone, recreation, education and leisure. Community care is part of our lives. It is the web of care and support provided for frail, people have sick, dependent people both by their families or others members of the community and by public or other services. This means helping some people remain in their homes or creating homelike places appropriate support. Community care means a preference for home life over institutional care. It means helping people to be integrated with their local community, rather than being separate from it, in a long stay hospital, where people do live with others in what are called communal settings or group homes. There is a general reference for smaller homes close to where people have always lived. New arrangements are being introduced for publicly provided social services. These are often referred to as the community care changes. They were first described in 1989 Government document called Caring for people, the NHS and Community Care Act 1990 made the necessary legal changes. Firstly, When looking at the history behind the NHS and community Care Act 1990, In 1948 the new National Health Service (NHS) and local authorities inherited 500 old workhouses that catered for, or warehoused a mixture of elderly people, some of whom were incapable of looking after themselves, some of whom needed medical or nursing care, and some of whom simply had nowhere else to go. The NHS, wanted to get rid of its embarrassing institutions, which contained hundreds of people confined to large wards with no privacy and receiving no significant medical treatment (Townsend 1962). The Nuffield Foundation issued a report from a committee chaired by seebohm Rowntree in 1947 on the circumstances of old people living in these homes, in smaller residential accommodation and at home. It recommended the development of small units, of no more than thirty five people, sited in the community. Central Government issued guidance to local authorities encouraging them to develop such smaller residential homes, though its own expenditure restrictions made this difficult to achieve until the 1960s when closure of the remaining workhouses became a major policy goal and local authorities began to build up services that supported elderly people in their homes, such as home helps and meals on wheels. In NHS terminology these alternatives to long stay care in the old hospitals and workhouses came to be called community care. The same approach can be seen in the next social group to be considered for community care, which was the mentally ill. The Royal Commission on the Law relating to mental illness and mental deficiency in 1957 saw a decline in the number of people needing long-term compulsory detention in hospitals. Many were there and their civil liberties denied merely because no alternatives were available. The preparation for the closure of large long stay hospitals for the mentally ill began in the early 1960s but it progressed very slowly at first. It was the scandals that hit the long stay institutions for the mentally handicapped in the late 1960s and early 1970s that began a large programme of hospital closure for that group too. (Martin 1984). The term community care came to be applied to those facilities that were developed to replace long-stay hospital care. The expectation was that local authorities would take on the role of proving such alternative care. In the 1980s, the emphasis changed again. In their very early statement of policy priorities for the elderly, growing older, the new conservative government emphasised the importance not of care in the community but of care by the community (Department of Health and Social Security 1981). This essentially meant care by the family and support by neighbours and local voluntary groups, not the local authority. Community care has been a concern to shift the responsibility for care from one agency to another, from the NHS to local authorities, from local authorities to families. The NHS and Community Care Act 1990 was introduced for a number of reasons, it introduced new procedures for arranging and paying for state funded social care. The government stated that they aim to make the best use of public money to make sure that the services which are provided by local and health authorities meet their needs. They encouraged authorities to set priorities to decide how they will spend money if there is not enough to provide for everyones needs. They also ensure that local authorities check on the quality of care which is being provided through inspection units, complaints procedures, care management, setting of service specifications and monitoring contracts for care and they aimed to encourage local authorities to use other organisations to provide services, not just to provide themselves. The Audit Commission 1986 carried out a report called making a Reality of Community Care, which was a highly cogent and critical document. It discussed the fragmented nature of the so-called spectrum of care that was supposed to be available, from hospital to domiciliary care. It pointed out that many agencies were involved and that many people were either getting the wrong kind of care or not getting care at all. It criticised funding arrangements that gave more central government support to hospital care than to local authorities, which were providing an alternative. What was new was the exposure of what was happening to the social security funding of residential care. The Audit Commission documented the rise in spending and argued that the government was being wholly inconsistent. It was telling local authorities that it wanted old people to stay at home for as long as possible because that was the most cost-effective and desirable thing to do, but at the same time it was pushing large sums of public money into expensive residential and nursing home care. Sir Roy Griffiths, Mrs Thatchers trusted advisor on the NHS, had already reported to her on the management of the NHS. He was called into service again. He established the Griffiths report in 1984 to review the way in which public funds are used to support community care policy and to advise the secretary of state on options which would improve the use of these funds. (Department of Health and Social Security 1988). His essential job was to sort the money problem. In his report he recommended that public finance for people, who require either residential home care or non-acute nursing home care, whether that is provided by the public sector or by private or voluntary organisations, should be provided in the same way. Public finance should only be provided following separate assessments of the financial means of the applicant and of the need of care. The assessments should be managed through social services authorities. Local authority social services departments were responsible for the funding of support and organisation in the community, which commenced when the establishment of the NHS and Community Care 1990 was made. The blurring of the boundaries involving health and social care came into effect at the same time as the development of this Act was made. Recent debates are concerned with equality in community care over the allocation of public resources involving various client groups, income groups, localities and generations. Local authority services departments were in charge of funding and organising care and support in the community, this was carried out by the NHS and Community Care Act 1990 to allow individuals who are affected by disability or ageing to live independently as possible. Both the idea of responsibility and community care and for its organisation has been especially hard to identify. For example, in 1981 a study by the Department of Health and Social Security distinguished the inconsistent understanding of community care by health and social services authorities. For the NHS, community care typically referred to care offered outside the health service, for example, residential care from local authorities. Residential care was referred mainly by social services departments. The central department of social security was handed the main responsibility for funding from means testing to local service departments. Providing and planning care and assessing peoples needs was the local authoritys responsibility. This included domiciliary care as well as the allowance of money for places in residential and nursing homes. The Act included key objectives, which were, three different types of services available for people at their homes such as respite, day and domiciliary services which includes occupational therapy, bathing services, home care and home help, various types of daytime care outside a persons home is associated with day services. Examples of day services are lunch clubs, day hospitals and day centres. Another key objective is respite care enables people who are being cared for and carers to get a break from another. Respite services include day centre attendance, family placement schemes, sitting services and also respite care provided in nursing and residential homes. Another objective from the Act was service for carers, when an individuals needs assessment is being prepared, carers need to be considered. Another key objective was that a referral on behalf of a patient to social services can be made by any individual as well as any person who is a member of the primary health care team. Also, anyone who appears to need a community care service must be carried out by the local authorities. A written care plan should be then set out by the local authority which should address who, when and what will be achieved by providing services, to deal with issues with services there should be a contact point and if any circumstances change, there should be information on how the individual can ask for an evaluation of the services. Another objective is that GPs are expected to deliver helpful information on health to assist social services in the care assessment. There are a number of adult client groups that benefited from these objectives. The children Act 1989 introduced many changes relevant to provision for children and their protection, adult client groups include elderly people, people with physical disabilities, mental health problems, drug and alcohol problems, people with HIV or AIDS, homeless people and people who are terminally ill. However, the National Health Service and Community Care Act 1990 have been criticisms. There is a tension between the idea of user-led assessment and the targeting of resources on people. Some social services departments are worried that the assessment process will raise expectations which cannot be met. It is possible that some assessments will not reflect peoples actual needs, but only the needs they are allowed to express in line with those the authority feels able to meet. Such a system would suppress only understandings of the true level of need, unless the unmet needs are carefully recorded and fed back into the system. Also the community care reforms are rooted in the idea that people should have choice about how their care needs are met. Assessment should be user-led, but gives the ultimate responsibility for defining need and working out how or if it will be met to the local authority through the assessor or care manager The Act has been also criticised for using the term vulnerable adults. They are defined as at risk of abuse. They are those meeting the criteria of the NHS and Community Care Act 1990, or being in need of community care services by reason of mental or other disability, age or illness and being unable to take care of themselves or to protect themselves against significant harm or exploitation. The term vulnerability is being used in this Act to stress the differences between people in terms of their ability to protect themselves. However, these differences are not fixed and a disability perspective would argue that casting disabled or older people, or people with health problems, as vulnerable is a form of infantilization and further perpetuates their less than full adult status. They can be seen as helpless or dependent and unable to manage the risks of ordinary living. Examples of this are: people with learning disabilities may be over-protected by those who fear they will be exploi ted, in particular, sexually. Another criticism of the Act is that Lewis and Glennerster (1996) have suggested that NHS officers regarded the 1990 Act as good grounds for getting rid of their long-term care responsibilities as soon as possible. Some health authorities stopped providing any continuing care beds at all (Richards 1996). Eventually, these developments forced the department of health publicly to accept that the 1990 Act had led to a reduction in the responsibility of hospitals for long term care, not withstanding its earlier claims to the contrary. On a 1994 report by the Health Service Commissioner into the case of a seriously brain damaged patient, for whom the local health authority had refused to accept responsibility, The Commissioner found that, in refusing to spend resources on patients of this type, the health authority was failing to fulfil its duties. (Health Service Commissioner 1994). Another criticism of the NHS and Community Care Act 1990 are that even though the reforms have stressed the significance of carers (primarily other family members), however, some of the individuals that need care do not have families and of the individuals who do have families do not have carers. Also the basic difference in individuals family situation is not directly addressed by the current policy. The community care reforms, which were preceded by the white paper, found that the government distinguishes that demographic movements will have repercussions for the potential availability of carers. However, it failed to explore what these repercussions might be; the reforms also persist to place the relatives at the middle of the care system. Another criticism is that there also may be no interpreting service to help people whose first language is not English, or who is death, People may not want their financial means to be assessed, disablement benefits have to be put towards servic es offered, when there is already difficulty making ends meet. In conclusion the community care involves provision which is largely pensions, benefits, income, transport, housing, the opportunity to work, policies for essential services such as fuel, telephone, recreation, education and leisure. Community care is part of our lives. The NHS and Community Care Act included key objectives, which were, three different types of services available for people at their homes such as respite, day and domiciliary services which includes occupational therapy. Criticisms of the policy include casting disabled or older people, or people with health problems, as vulnerable is a form of infantilization and further perpetuates their less than full adult status. (2599 words)

Friday, September 20, 2019

Diseases During the Civil War Essay -- Health Military Papers

We are all aware of the tragedy that took place in our nation from 1861 to 1865. The Civil War resulted in needless, devastating deaths of thousands of soldiers. What we might not be aware of, however, is the number one killer throughout those years. More soldiers died from this single calamity than battle wounds or blood loss. The catastrophe that tragically affected more soldiers than any other element of the war was disease. Diseases did not only affect the soldiers in a tremendous way. As I will discuss in greater detail further in this paper, diseases gave an advantage to the Northern side of the war, and this played a role in their victory. Additionally, the treatments and discoveries that were made as diseases were treated led to spillover effects that have changed certain aspects of our lives today, providing advances in the realm of medicine. The purpose of this paper is to demonstrate how diseases played a larger role in the Civil War than is generally known. Diseases did not affect the soldiers fighting for the Northern side and the Southern side in an equal fashion. In contrast, the Confederate soldiers were hindered much more deeply than the Union soldiers. This gave an advantage to the Union side. Diseases played a role in the strength of the Union Army and the weakening of the Confederate Army, although it is impossible to say diseases alone were the cause of their victory. After realizing that diseases benefited the Union Army, one begins to wonder why. Why did the Union soldiers survive diseases more frequently that Confederates soldiers? Although that question is pressing and relevant, it is beyond the realm of this paper to thoroughly explain the answer. There were most certainly several factors that pla... ...ed. We cannot find soldiers left on the battlefield and correctly treat their wounds with knowledge that is readily available. We cannot cure diseased men with vaccinations that are now commonly used. In short, the past has been done. What we can do, however, is search for a way to make some good out of this horrendous situation that altered our history. What better way can we honor soldiers who have had their lives taken by diseases than to use discoveries made to save the lives of others? We cannot allow the men whose lives were overcome by sicknesses to die in vain. Soldiers who lost their lives to diseases during the Civil War did not only die for their country, (what else did they die for?). Their tragic deaths have allowed the lives of humanity today to be improved. Diseases during the Civil War did indeed play a bigger role than is commonly recognized today.

Thursday, September 19, 2019

Who really wrote shakespeares work Essay -- essays research papers

Who really wrote Shakespeare's works? One of the most well-known writers in history is also one of the most controversial writers. William Shakespeare has been credited to thirty-eight plays, but did he actually write all of them. The debate whether he wrote all of his plays has been debated for generations. One of the main reasons was if his education level was high enough to be a world-famous writer. But if Shakespeare didn't write his works, then who did? One of the most controversial and accused writers was Sir Francis Bacon. Sir Francis Bacon was a great scientist and a great writer. He was a well-educated man and his educated level was higher and more advanced than William Shakespeare. He had enough education to write master pieces of Shakespeare's caliber. I think the reason he didn't write Shakespeare work was that his literature and writing style was more sophisticated. The way Shakespeare wrote was a type that couldn't be learned in school it was just talent that’s why it didn't matter how high your level of education was. Edward de Vere was another writer though to have written the work of Shakespeare. Since the 1930's de Vere has been strongly advanced as the true author of Shakespeare's plays. De Vere represents the social-elitist stratum of the theorists, who believe that a commoner could never have accomplish such genius. De Vere was a nobleman of Queen Elizabeth I's court. Charlton Ogburn an author thought that parallels of the Earl's life with material...

Wednesday, September 18, 2019

Bringing Up Play, Film, and Philosophy :: Essays Papers

Bringing Up Play, Film, and Philosophy (1) Wittgenstein once said, â€Å"A typical America film, naive and silly, can for all its silliness and even by means of it— be instructive . . . I have often learnt from a silly American film.† (Wittgenstein 57e). He is pointing out that the humor, and the means of humor, in some films can be a tool of instruction. The ability of film to cause a reaction like laughter is of philosophical interest. While Wittgenstein’s comment is itself playful and dense, it directs our attention to a philosophical aspect of some films. Understood in a wider scope, I believe the comment is a terse philosophy of film. Understood in an even wider scope, we can see it as a terse theory of philosophical method. (2) Exploring implications of Wittgenstein’s comment, however, is not my intention in this essay. I will not explain how we can profit philosophically by examining film. My intention is to show how we can. (3) When Wittgenstein admits he found some films instructive, he very well could have admitted Howard Hawk’s film entitled Bringing Up Baby. Despite the silliness of the film, even by means of it, Bringing Up Baby explores the role of play in the nature of romantic relationships. I argue that in the film a relationship that is principally animated by game-play is legitimate. We learn that game-play enters into the justification of a true relationship.[1] (4) Johannes Huizinga symptomatically describes play as, â€Å" . . . a free activity standing quite consciously outside ‘ordinary’ life as being ‘not serious,’ but at the same time absorbing the player intensely and utterly. It is an activity connected with no material interest and no profit can be gained by it. It proceeds within its own proper boundaries of time and space according to fixed rules and in an orderly manner.† (Huizinga 13). Play is defined as an open-ended set of ‘non-serious’ activities, chosen of free will in lieu of ‘serious’ or ‘ordinary’ activities. The distinction between ‘serious’ and ‘non-serious’ is not intended to characterize the mental state of a player because, more often than not, a silly game is still a mentally absorbing activity.

Tuesday, September 17, 2019

Types of Listening

Types of listening Here are six types of listening, starting with basic discrimination of sounds and ending in deepcommunication. Discriminative listening Discriminative listening is the most basic type of listening, whereby the difference between difference soundsis identified. If you cannot hear differences, then you cannot make sense of the meaning that is expressed bysuch differences. We learn to discriminate between sounds within our own language early, and later areunable to discriminate between the phonemes of other languages.This is one reason why a person from onecountry finds it difficult to speak another language perfectly, as they are unable distinguish the subtle soundsthat are required in that language. Likewise, a person who cannot hear the subtleties of emotional variation in another person's voice will be lesslikely to be able to discern the emotions the other person is experiencing. Listening is a visual as well as auditory act, as we communicate much throughbody la nguage. We thus alsoneed to be able to discriminate between muscle and skeletal movements that signify different meanings.Biased listening Biased listening happens when the person hears only what they want to hear, typically misinterpreting whatthe other person says based on thestereotypesand other biases that they have. Such biased listening isoften very evaluative in nature. Evaluative listening In evaluative listening, or critical listening , we make judgments about what the other person is saying. Weseek to assess the truth of what is being said. We also judge what they say against ourvalues, assessingthem as good or bad, worthy or unworthy.Evaluative listening is particularly pertinent when the other person is trying to persuade us, perhaps tochange our behavior and maybe even to change ourbeliefs. Within this, we also discriminate betweensubtleties of language and comprehend the inner meaning of what is said. Typically also we weigh up the prosand cons of an argument, determin ing whether it makes sense logically as well as whether it is helpful to us. Evaluative listening is also called critical, judgmental or interpretive listening. Appreciative listeningIn appreciative listening, we seek certain information which will appreciate, for example that which helpsmeet ourneedsandgoals. We use appreciative listening when we are listening to good music, poetry ormaybe even the stirring words of a great leader. Sympathetic listeningIn sympathetic listening we care about the other person and show this concern in the way we pay closeattention and express our sorrow for their ills and happiness at their joys. Empathetic listening When we listenempathetically, we go beyond sympathy to seek a truer understand how others are feeling.This requires excellent discrimination and close attention to the nuances of emotional signals. When we arebeing truly empathetic, we actually feel what they are feeling. In order to get others to expose these deep parts of themselves to us, we also need to demonstrate ourempathy in our demeanor towards them, asking sensitively and in a way that encourages self-disclosure. Therapeutic listening In therapeutic listening, the listener has a purpose of not only empathizing with the speaker but also to usethis deep connection in order to help the speaker understand, change or develop in some way.This not onlyhappens when you go to see a therapist but also in many social situations, where friends and family seek toboth diagnose problems from listening and also to help the speaker cure themselves, perhaps by somecathartic process. This also happens in work situations, where managers, HR people, trainers and coachesseek to help employees learn and develop. Relationship listening Sometimes the most important factor in listening is in order to develop or sustain a relationship.This is whylovers talk for hours and attend closely to what each other has to say when the same words from someoneelse would seem to be rather boring. Relationship listening is also important in areas such as negotiation and sales, where it is helpful if the otherperson likes you and trusts you. False listening False listening occurs where a person is pretending to listen but is not hearing anything that is being said. They may nod, smile and grunt in all the right places, but do not actually take in anything that is said.This is askill that may be finely honed by people who do a lot of inconsequential listening, such as politicians androyalty. Their goal with their audience is to make a good impression in very short space of time before theymove on, never to talk to that person again. It is also something practiced by couples, particularly where oneside does most of the talking. However, the need for relationship here can lead to this being spotted (‘You'renot listening again! ‘) and consequent conflict. Initial listeningSometimes when we listen we hear the first few words and then start to think about what we want t o say inreturn. We then look for a point at which we can interrupt. We are also not listening then as we are spendingmore time rehearsing what we are going to say about their initial point. Selective listening Selective listening involves listening for particular things and ignoring others. We thus hear what we want tohear and pay little attention to ‘extraneous' detail. Partial listeningPartial listening is what most of us do most of the time.We listen to the other person with the best of intentand then become distracted, either by stray thoughts or by something that the other person has said. Weconsequently dip inside our own heads for a short while as we figure out what they really mean or formulate a question for them, before coming back into the room and starting to listen again. This can be problematicwhen the other person has moved on and we are unable to pick up the threads of what is being said. We thuseasily can fall into false listening, at least for a short while. This can be embarrassing, of course, if theysuddenly ask your opinion.A tip here: own up, admitting that you had lost the thread of the conversation andasking them to repeat what was said. Full listening Full listening happens where the listener pays close and careful attention to what is being said, seekingcarefully to understand the full content that the speaker is seeking to put across. This may be very active form of listening, with pauses for summaries and testing that understanding iscomplete. By the end of the conversation, the listener and the speaker will probably agree that the listenerhas fully understood what was said.Full listening takes much more effort than partial listening, as it requires close concentration, possibly for aprotracted period. It also requires skills of understanding and summary. Deep listening Beyond the intensity of full listening, you can also reach into a form of listening that not only hears what issaid but also seeks to understand the whole pers on behind the words. In deep listening, you listen between the lines of what is said, hearing theemotion, watching thebody language, detectingneedsandgoals, identifyingpreferencesand biases, perceivingbeliefsandvalues, and soon.

Monday, September 16, 2019

To what extent is society to blame for the mental decline of Nicole Dive in Tender is the Night and Esther Greenwood in The Bell Jar

The mental decline of the two protagonists is apparent within both ‘Tender is the Night' and ‘The Bell Jar' whereby Scott Fitzgerald and Sylvia Plath respectively explore the stifling nature of society and the effect this has on an individual's mental health. An ingrained expectation of culture places certain constraints, most pertinently on the female role, as both authors openly explore the issues faced by those with a basic inability to cope with such pressures; ultimately leading to their mental downfall. Neither Nicole nor Esther fit the social order required of them causing others to label them as insane, but it is the negative influence of society upon them which is the overwhelming cause. Within ‘TisN' the reader witnesses Nicole Diver's fundamental need for a male presence in which contrasts with the strong feminist beliefs of Esther Greenwood. Both novels clearly demonstrate how the masculine world dictates that women are to be regarded as possessions and constantly manipulated by a male counterpart – be it their father or husband. The lack of a father in Nicole's life allowed Dick Diver to become both a replacement father figure and husband giving him escalated dominance which ultimately caused the pressure on Nicole as an individual to increase significantly. Nicole's world had shattered, ‘but it was only a flimsy and scarcely created world' due to the incestuous relationship she was a part of. These flaws in Nicole's upbringing resulted in her inability to create a life for herself as the past still troubled her. Nicole and Esther mutually place men on a pedestal not only due to their reliance on them but also the ideals society forces upon them in regards to male superiority; until they realise that not only can Dick and Buddy not live up to these expectations, but also that they are unrealistic for the society that they live in. Living in a patriarchal society makes Nicole dependent on a controlling figure to make ethical judgements for her. She waits for ‘Dick to make a moral comment', rather than continuing to develop the individuality she was free to express in her private letters to Dick when explaining the mental health problems she was experiencing at that time. Similarly, when Buddy, who has never skied himself, ‘instructs' Esther in the sport, she mindlessly obeys. ‘TisN' Book 1 shows a complete contrast as Nicole is described as ‘happy to exist in a man's world' referring to her allowing a husband or lover to take charge, portrayed with both Dick and Tommy. Nicole is trapped in her feminine role in the 1930s as, although she feels that Tommy ‘opens up whole new worlds for her', he is simply a new domineering character in her life who ‘waited five years' for her marriage to be over. Contrastingly, Esther is able to find power on the slopes which then allows her to see through the hypocrisy of society in making men appear to be the superior gender; mirroring the counter culture revolution emerging in America at the time. This also challenges the mentality of women regarding sexual equality and control as Esther's disgust mounts over Buddy ‘having an affair with that tarty waitress' while continuing to expect a virgin bride. The limited sexual choices available to Esther cause her to view the world as ‘divided into people who had slept with somebody and people who hadn't', thus making us aware of the importance of sex significantly a lack of for women, within this community. Nicole also has a breakthrough in exerting her independence and forcing Dick to take responsibility, when she realises that he ‘is a coward! who tries to blame his failures on her. This disappointment in realising that Dick is not what she had anticipated allows Nicole to see past the disillusionment. This independence is strengthened as the book ends from Nicole's viewpoint as Dick ‘became a dot' in her life. This allows her to become a dominant character which was a great accomplishment before the feminis t movements of the 1960s. Society isn't the only trigger however and the disillusionment of the protagonists is an underlying cause of their mental decline. Nicole uses her relationship with Dick as an escape from her illness but when family life becomes mundane it resurfaces. She consciously uses her marriage to evade problems however she was soon proven wrong as her marriage only instigated more demands on her character due to the expectations of a wife, apparent not only in terms of the society the book was set in, but also that of the writers' reality. Scott Fitzgerald according to Horace Gregory of the New York Herald Tribune, was said to be ‘sharing the failure of his protagonists' as the life of Nicole closely mirrored that of his wife Zelda. This allowed him to use his experiences regarding the effect of society's pressures, and reflect them in Nicole Diver's life. Her dreams of love and accomplishment are quickly distorted by the possession of property which causes emptiness in her life of important things – despite many viewing her life as perfect. Similarly, Esther primarily idolises Buddy as superficially he appears to be perfect: a handsome Yale student with an interest in her despite being older, though soon she finds that ‘he had fooled [her] all these years' with hypocritical actions that society had allowed. 930's American Society had one expectation of women – to marry and have children. Nicole initially gives the impression that she has easily fallen into this position however the role is forced upon her as she struggles to establish autonomy. Despite having few choices Nicole subtly asserts her freedom through finances. Money and materialism are not instinctive to man but imposed by societ y for comfort and this shows itself through Nicole's extravagant shopping sprees when she is able to find comfort in her materialistic ways, demonstrating the excessiveness of the Jazz Age. Nicole buys enough to fill ‘a great list that ran two pages' in an attempt to ‘buy herself happy' since she had few other options, unlike Esther who's ripening choices are presented on the Fig Tree. Yet she finds herself unable to make a decision as she felt that ‘choosing one meant losing all the rest' suppressing her choices due to the stark contrasts between the writer she wants to become and the house-wife she is pushed towards; unlike the male characters around her who can have everything. The American Dream runs parallel throughout the two novels as the ideology forms the national ethos and both writers attack the fundamental values it teaches. The disappointment is too much for the female protagonists to cope with as reality fails to live up to the grand promise such principles make. Wealth forms an integral part of this philosophy as many believe that materialistic items bring about happiness. Early on, Esther's life seems perfect despite being ‘so poor she can't afford a magazine' as she manages to earn a scholarship to college; embodying the main principles of the ethos, though this soon crumbles as the pressure to succeed becomes too great. The demands on Nicole's character similarly build up as she is pushed into becoming wife and mother, while keeping to the traditions of the Warren family. From afar, Nicole appears to have the perfect life, the grand-daughter of a horse trader with ‘white crooks eyes', nevertheless all the riches of the world could not stop her breakdowns. It is apparent that Nicole wants nothing more than to lead a happy life with her family, however being part of the idle American expatriate community, a worldly attitude towards life easily takes over since Nicole has ‘too much money'. This money-orientated outlook on life even goes as far as to drive her to use money as an advantage in her relationship with Dick even though ‘he did not want to be owned', showing that despite the facade of having everything, she was neither happy nor would she ever be under such pretences. Equally Esther's inability to earn her desired place at university is an example of Sylvia Plath attacking the philosophy which gives false hopes to many – especially the youth. These values also feature in Esther's move to New York as despite any outsider believing she was ‘having the time of her life' the truth of the situation couldn't differ more. She ‘was supposed to be the envy of thousands of college girls' however she found the materialistic flaws in society too much to deal with and conventional expectations to be cold after such anticipation. Nicole's anticipation for love and accomplishment mirrors this. In conclusion, society is seen to be the contributing factor towards both Nicole and Esther's mental declines as they both strive to accomplish all that they can. It is once reaching these aims that they realise its irrelevance and it is this disappointment which ultimately becomes too much for each protagonist to deal with. The illusions of society are difficult for these individuals to decipher, and they are both respectively tangled in its complexities.

Sunday, September 15, 2019

3m Case: Business Strategies over Its History Essay

1. Describe the organizational structures and devices 3M uses to encourage entrepreneurial activity. Why do they work? 3M heavily based its business on innovation and while doing this it always supported its employees in terms of being innovative. 3M also always followed the alternative ways in order to increase their profit and market share, and they found that one of the best ways is through organizational innovation. Therefore, in order to improve their business 3M developed 6 different strategies over its history. These strategies helped 3M to promote entrepreneurship and increase customer satisfaction within the market. First strategy of 3M’s was getting close to customers and understanding their needs.3M started their businesses by selling sandpaper and the only way they could generate sales was by getting close to the customers and demonstrating their products for them. This helped them to understand customer’s needs better based on the feedbacks they get from demonstrating their products to this selected group of customers. Afterwards, as a second strategy they tried to seek out niche markets no matter how small they are. Following the success of the first strategy, 3M found that if they offered customers what they wanted, these customers will be loyal to their company. Thus they developed the second strategy to seek niche markets no matter how small, as this will allow them for charge premium prices for their products. Then they included product diversification as the third strategy. By being close to the customers, 3M identified problems that they can solve for their customers through technical expertise. This was efficient as it ensure that they continued to diversify their product offerings by developing new products to solve new or unattended customer needs. Once 3M found a new product to offer in their niche market they would move on to develop related products and thus occupy leadership positions in these markets. As the fourth strategy, they gave importance to the product development and innovation through research. This strategy was developed in line with the third strategy which was encouraging diversification. If 3M where to constantly diversify their product and service offering, the company understood that a support to its system is needed along with improved innovation and new product development to ensure that the company continues in line with their business model. As it is very important in any kind of developing business and as by time 3M gained a good place in market, they decided to get knowledge sharing strategy as the fifth one. This became official with the establishment of the technical forum in 1950s, with the aim of sharing knowledge within the company. This forum comprised of technical council and directors that held annual shows to encourage knowledge sharing in 3M. And lastly, as the sixth strategy they decided to adopt encourage achievement through a rewarding system. This strategy was adopting an employee appraisal scheme that was encouraging achievement by rewarding employees who generated successful business ideas. Employees that successful innovate new products are promoted to be the managers of that product division, this ensured that other staff members are motivated to work harder and discover new product innovation as they seek to one day become managers of their developed product lines. 2. How does 3M distinguish between incremental and fundamental innovations? 3M established a new product development central research laboratory in 1940 in other to distinguish between fundamental and incremental innovation. This approach helped the company to explore the feasibility of new products or technologies that were not related to existing ones. Incremental innovation means innovation made based on existing products and technologies while fundamental innovations are those that are not related to existing products or technologies. In the 1980s, two separate laboratories were developed in order to identify the long term and the short term researches. Short term researches were more of incremental innovation that were designed to respond to industrial and consumer needs, life science, electronics and information technologies and graphic technologies with a life span of 1-5 years. However the corporate lab was designed for fundamental innovations with researches of over 10 years. 3. Describe, as best you can from the case, the culture of the organisation. What does this depend upon? 3M based its success on entrepreneurship fundamentals and innovation. Innovation was encouraged originally in an informal way by the founders, but was later formalized over a century into an organizational culture. The organizational culture is one which encourages innovation, and it has helped 3M to realize success over the years as it was perpetuating itself. Actually this specific culture of 3M’s evolved from the place of origin which was called ‘Minnesota Nice’. It is described as a non-political, low ego, egalitarian and non-hierarchical, hardworking and self-critical. 4. Why has 3M been such a successful innovator for so long? 3M’s success in innovation can be traced back to their employee appraisal. This is because; the organization has found the missing link which numerous organizations tend to overlook when it comes to showing appreciation towards employee’s efforts. 3M is achievement oriented and achievement particularly through research was rewarded through promotion. For instance, successful new product teams were spun off to form a new division in the organization. The leader of the team is often the general manager of the new division and this w as seen as a great motivator. Lesser achievements were also rewarded and failure is not punishable. This increase in 3M employees’ motivation level has been the key to their long term success as their staffs continually give out their best for the organizational success. 5. Can other companies just copy 3M’s structures and culture and become successful innovators also? It is very popular among firms to copy the other firms’ ideas if these other firms are especially profitable. It can be said that if properly copied, organizations that copy 3M’s strategies and culture can be successful innovators as because, 3M’s culture generally employee appraisal and in business psychology. It can be said that the appraisal has been rated high as increasing employee’s motivation level and enhancing organizational success.